8C1 Science
Weekly outline
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Kia ora tatou,
I am Mr. Morris. I was born and grew up in India. I started teaching in 1994. I have been a teacher in India for 5 years and for another 5 years worked for Street Children and Child Rights in a not-for profit organisation.
I moved to New Zealand in 2003. I taught at Remuera Intermediate School from 2007 - 2016 - about 10 years.
I've been at MHJC since 2017 and first taught in Mountains Whanau as a Maths & Science teacher.
I am looking forward to having an enjoyable year hoping to make Science your favourite subject for 2021.
Let's get on this Learning Journey together.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. the skills used by scientists when investigating.
- We are exploring ecology, ecosystems and habitats by researching about the various components of an Ecosystem and how animal interact in their habitat.
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
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Term 1 Context
'Think Global, Act Local'
Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. the skills used by scientists when investigating.
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
Success Criteria: I can/have...
- describe how a seed is produced and germinates
- Differentiate between a Monocotyledon and Dicotyledon.
- Draw the structure of a bean seed and a corn
Activities:
- Various related videos
- Practical activities in the Science lab and garden
- In groups of 2-3 - create a mini greenhouse using a Zip lock bag, paper towel and water. Keep the seeds within the moist paper towel. Seal the zip lock and secure the bag onto the glass panel of the classroom.
- Observations for Week 4.
Homework: Completing Education Perfect tasks and unfinished work from Google Classroom.
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Term 1 Context
'Think Global, Act Local'
Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. the skills used by scientists when investigating.
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
Success Criteria: I can/have...
- describe how a seed is produced and germinates
- Differentiate between a Monocotyledon and Dicotyledon.
- Draw the structure of a bean seed and a corn with accurate labels
- Draw the various stages of a bean and corn seed plant growth.
Activities:
- Various related videos
- Practical activities in the Science lab and garden
- Observations for Week 4.
- Observe the germination of the seeds in your 'Mini Greenhouse'.
- Take out the germinating seed and use a magnifying lens to observe the leaf, roots and other parts of the germinating seed.
- Can you identify or differentiate between monocot and dicot.
- Reading activity - See Google classroom.
- Draw and label the stages of growth in a bean and corn seed.
Reading for Experts: Please see Google classroom for this task. If you are not on Reading Plus you are expected to use the resource from this folder.
Education Perfect: See assigned task - 15 min
Related Videos:
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Term 1 Context
'Think Global, Act Local'
Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. the skills used by scientists when investigating.
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
Success Criteria: I can/have...
- describe how a seed is produced and germinates
- Differentiate between a Monocotyledon and Dicotyledon.
- Draw the structure of a bean seed and a corn
Activities:
- Please complete all tasks from Google Classroom as discussed during Week 4.
- All diagrams and work must be completed in your Science Book
- Complete the Brain Pop tasks from Google Classroom
- BrainPop Login -
- Username: MHJCscience
- Password: covid19
Education Perfect:
Must do: Completing Education Perfect tasks from Week 4 including the optional tasks.
Can do: Week 5 Ed Perfect tasks
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Term 1 Context
'Think Global, Act Local'
Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. the skills used by scientists when investigating.
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
Success Criteria: I can/have...
- describe briefly the process of photosythesis as a mini factory (with diagrams)
- Identify the important leaf structures that are involved in photosynthesis - Leaf lamina, choloroplast, stomata, xylem, phloem.
- draw analogies between the Xylem, Phloem and the circulatory system of the human body.
Activities:
- Watch the various related videos - See Edpuzzle tasks assigned through Google Classroom
- Practical activities in the Science lab and garden
- Observations for Week 6.
- Observe the process of photosynthesis on a leaf - bubbles forming on a leaf (oxygen)
- Observe and make notes of tests for photosynthesis.
- Reading activity - See Google classroom.
- Draw and label various leaf shapes
- Answer the questions from Google classroom in your Science books..
Reading for Experts: Please see Google classroom for this task. If you are not on Reading Plus you are expected to use the resource from this folder.
Education Perfect: See assigned task from Week 5 - This must be completed during Week 6
Related Videos:
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Term 1 Context
'Think Global, Act Local'
Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. the skills used by scientists when investigating.
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
Success Criteria: I can/have...
- describe briefly the process of photosythesis as a mini factory (with diagrams)
- conduct the Iodine test for starches.
- Participate in a teacher led demonstration of testing for starches in a leaf.
Activities:
- Watch the various related videos - See Edpuzzle tasks assigned through Google Classroom
- Practical activities in the Science lab and garden
- Observations for Week 7.
- Conduct the Iodine test for starch
- Testing for starch in a leaf - teacher led demonstration
- Actively participating in the trip to Auckland Botanical Garden.
Education Perfect:
Related Videos:
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Term 1 Context
'Think Global, Act Local'
Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
FOCUS / ARONGA learning intentions:
- We are FOCUSING...identifying the parts of a flower
- We are FOCUSING...explaining the following processes that occur in plant: Photosynthesis, Pollination, Fertilization, Seed dispersal and germination.
- identified the part of a flower
- drawn a neat labelled diagram of the flower identifying and labelling its part
- describe the process of fertilization in a flower
- explain the methods of seed dispersal and purpose of seed dispersal
- Watch the various related videos - See Edpuzzle tasks assigned through Google Classroom
- Practical activities in the Flower dissection.
- Draw a neat labelled diagram of a flower.
- Describe the process of fertilization in a flower using labelled diagrams
- Explain the methods of seed dispersal using suitable diagrams.
- Make a graph of most common colours or types of flowers found in gardens at school or home, style="font-size: medium; color: rgb(41, 121, 255);">Estimate, count and record the numbers of petals on different flowers
- Measure leaf sizes (and areas) from different plants and from the same tree. Look at averages Sort shapes of leaves and measure the lengths of the leaves.
- Make a Picto graph of the number of petals on various types of flowers found in gardens at school or home
- Make a tessellating pattern with flower/plant designs
Success Criteria: I can/have...
Activities:
Homework task:
Related Videos:
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Term 1 Context
'Think Global, Act Local'
- Big ideas: This term we will be focussing on solving global issues such as climate change, population growth at a local level. We will be learning about how community gardens foster sustainable communities and responsible consumption (UN SDG 11 & 12). We will also be learning about social enterprise and possibly looking at how growing food can be a lucrative business.
Value focus : Pono/ Integrity
United Nations Sustainable Development Goal:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to design a community garden or a garden centre so that we can apply & demonstrate our understanding of Plants and community spaces.
- explain the methods of seed dispersal and purpose of seed dispersal (From Week 9)
- collaborate and create a community garden or garden centre design that meets the criteria on the task brief.
- Practical activities in the Flower dissection (carry over from Week 9)
- Explain the methods of seed dispersal using suitable diagrams.
- Plan and design a community garden or a Garden centre using the website: https://www.gardena.com/int/garden-life/garden-planner/example-gardens/
- Make a graph of most common colours or types of flowers found in gardens at school or home,
- Estimate, count and record the numbers of petals on different flowers - create a bar graph.
- Measure leaf sizes (and areas) from different plants and from the same tree. Look at averages Sort shapes of leaves and measure the lengths of the leaves.
- Make a Picto graph of the number of petals on various types of flowers found in gardens at school or home
- Make a tessellating pattern with flower/plant designs.
Success Criteria: I can/have...
Activities:
Homework task: Due Week 11. Complete these tasks in your Science or
Related Videos:
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Context: Taking the Leap
Big ideas:
Learning intentions:
- We are reviewing our understanding of the Science Fair steps
Success Criteria: I can/have:
- participated in the demo activity and understand the steps involved in conducting a Fair test
- completed all tasks and submitted the required documents in Google Classroom.
- In groups of 2 - Complete the investigation Rotocopter using the template which has been assigned on Google Classroom.
Must do:
Can do:
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Context: Taking the Leap
Big ideas:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts of Sound - how it is produced and travels in waves
- an understanding of the terms related to sound
- begin to have an understanding of the properties of sound - how it travels and as a form of energy
- relate sound to everyday living giving suitable examples
- made a record observations in my science book of experiments done in the lab.
Do Now
1. Visit the website https://www.brainpop.com/science/energy/sound/
Complete the following activities on the website- Watch the movie
- Complete the Quiz - screen shot your answers and post on Google Classroom.
- Compete the reading activity and create a quiz on Kahoot to test your classmates.2. 2 Visit the website:
2. Mystery Science activities: https://mysteryscience.com/waves/mystery-3/sound-waves-wavelength/52#slide-id-1910
Complete the tasks as below- Watch the video.
- Hands on activities - ask your teacher for the equipment and work in pairs to complete this task.
Compelete the quiz and screen shot your answers.
Science Book work:
Make a list of key words and definitions from the Brain Pop website in your science book.
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Context: Taking the Leap
Big ideas:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts of Sound - how it is produced and travels in waves
- an understanding of the terms related to sound
- begin to have an understanding of the properties of sound - how it travels and as a form of energy
- relate sound to everyday living giving suitable examples
- made a record observations in my science book of experiments done in the lab.
Do Now1. Complete the assigned Education Perfect tasks.
2. Visit the Website: https://www.ducksters.com/science/sound101.php -
- Complete the quiz and screen shot your answers to Mr. Morris
3. Mystery Science activities: https://mysteryscience.com/waves/mystery-3/sound-waves-wavelength/52#slide-id-1910
Complete the tasks as below- Watch the video.
- Hands on activities - ask your teacher for the equipment and work in pairs to complete this task.
Remember:
Science Book work: finsh the list of key words and definitions from the Brain Pop website in your science book. (Week 3 task)
Kahoot. In pairs complete creating your quiz activity on Sound (Week 3 task)
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Context: Taking the Leap
Big ideas:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts of Sound - how it is produced and travels in waves
- an understanding of the terms related to sound
- begin to have an understanding of the properties of sound - how it travels and as a form of energy
- relate sound to everyday living giving suitable examples
- made a record observations in my science book of experiments done in the lab.
Do Now
- Mystery Science activities: https://mysteryscience.com/waves/mystery-3/sound-waves-wavelength/52#slide-id-1910
Complete the tasks as below- Watch the following videos
- Whirly tubes- https://www.youtube.com/watch?v=CuGnsW0ysrA
- Cup phones - https://www.youtube.com/watch?v=ZO0RTMCzGWQ
- Screaming balloon - https://www.youtube.com/watch?v=zlAHSpLoejU (Try this at home)
- Hands on activities in the science class
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Context: Taking the Leap
FOCUS / ARONGA learning intentions:
- We are FOCUSING...defining terms relating to sound, waves and energy
- We are FOCUSING...describing and explaining how sound is produced and travels in different medium
- an understanding of the terms related to sound
- begin to have an understanding of the properties of sound - how it travels and as a form of energy
- relate sound to everyday living giving suitable examples
- made a record observations in my science book of experiments done in the lab.
Do Now
- Complete all tasks and activities from the BrainPop website.
- Write down the following Vocabulary and definition related to Sound Waves.
- Medium
- Crest
- Trough
- Amplitude
- Wavelength &
- Frequency
- Complete the two tasks from Education Perfect.
- Visit the website below: https://www.ducksters.com/science/physics/properties_of_waves.php
- Answer the following questions in your science books. Make sure you are writing the questions and answers neatly on a new page.
- All waves do what basic function?
- What are the two basic types of waves? Give examples from the real world for both the types of waves.
- Which has a shorter Wavelength - X rays or Radio Waves?
- How does light or radio waves travel in space when there is no air?
- What are compressional waves?
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Context: Taking the Leap
PLAN & DO / WHAKAMAHI
Learning intentions:
- We are PLANNING...to design and construct a musical instrument and use it for a musical performance .
- demonstrate an understanding of pitch & acoustics
- planned and constructed a simple musical instrument and recorded my observations of how it works.
- Read the information from the Website: https://www.ducksters.com/science/sound102.php
- Complete the quiz from the page.
- Answer the following questions in your science books. Make sure you are writing the questions and answers neatly on a new page.
- How are pitch and frequency related?
- Define the terms Acoustics, Reveberation and absorption?
- Discuss about our MHJC Music classrooms taking into consideration - where it is located, the space, environment, practice rooms etc.
READ AND WATCH to make a Kazoo and popsicle stick harmonica. You will be doing this assigned groups
Kazoo:https://www.ducksters.com/science/experiment_sound_vibrations_kazoo.php
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Context: Taking the Leap
PLAN & DO / WHAKAMAHI
Learning intentions:
- We are PLANNING...to design and construct a musical instrument and use it for a musical performance .
- demonstrate an understanding of pitch & acoustics
- planned and constructed a simple musical instrument and recorded my observations of how it works.
- Making a Kazoo based on instructions from the Youtube video
- READ AND WATCH to make a Kazoo and popsicle stick harmonica. You will be doing this assigned groups
- Reading in pairs: Sound the Waves (Whale & Dolphin stranding in NZ
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- Questions for discussions:
- How to whales & dolphins produce sound?
- Why do Whales & Dolphins strand?
- What is involved in rescuing dolphins & Whales
- What are some Maori protocols around whale & dolphin stranding?
- What is echolocation? Why & how to bats use this?=
Look up the books provided in the class. Plan and construct a simple musical instrument by Week 10- Resources and material will need to be planned as well.
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Learning intentions:
- We are completing our research, conducting the investigation, collecting the data & analysis and writing the results & conclusion for our Science Investigation.
Success Criteria: I can/have:
- completed my planning for conducting an investigation on a Google doc- identifying the variables, material/equipment required, method/procedure.
- maintaned a record/log book for my investigation - date, discussion or activities done.
- completed the investigations and collected the raw data in a table
Complete the investigation or be ready to finish the investigation by Friday 30th July.
Important:
Make sure you have photographs as evidence of your Science Investigation.
Make sure you have got your Science Fair board organised
Your Science Fair Board and log book must be handed in by Friday 30th July 1pm.Upload a photograph of the science fair board and your log book on MHOL for marking your Assessment 1
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Assessing students ability in:
- Research skills
- Communicating in science
- Investigating using the Scientific method
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the Nature of the universe, theories of origins and how scientists observe & collect data relating to the universe.
- develop an understanding of stars and constellations
- demonstrate an understanding of the origins of the universe
- develop an understanding & appreciation of distances in space.
- Watch the videos below
- Complete the Edpuzzle tasks
- Complete Education Perfect tasks
- Answer these questions and make notes in your science book about the following:
- Approximately how old is the universe?
- What are the temperatures and colours relating to the stars?
- What is a Light year?
- What is the difference between the Big Bang theory and the Steady State theory - refer Edpuzzle task.
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the Nature of the universe, theories of origins and how scientists observe & collect data relating to the universe.
- develop an understanding of stars and constellations
- demonstrate an understanding of the origins of the universe
- develop an understanding & appreciation of distances in space.
- Watch the videos below
- Complete the Edpuzzle tasks
- Complete Education Perfect tasks
- Answer these questions and make notes in your science book about the following:
- Approximately how old is the universe?
- What are the temperatures and colours relating to the stars?
- What is a Light year?
- What is the difference between the Big Bang theory and the Steady State theory - refer Edpuzzle task.
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the Nature of the universe, theories of origins and how scientists observe & collect data relating to the universe.
- develop an understanding of galaxies & our milky way
- gathered information about black holes
- develop an understanding & appreciation of distances in space.
- Watch the videos below
- Complete the Edpuzzle tasks on Black Holes
- Complete Education Perfect tasks
- Galaxies
- Milky Way
- Constellations
- Black holes
Useful Websites:
https://www.ducksters.com/science/galaxies.php
https://www.ducksters.com/science/black_hole.php#:~:text=A%20black%20hole%20is%20where,for%20even%20light%20to%20escape.
https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-a-black-hole-k4.html
https://kids.nationalgeographic.com/space/article/black-holes
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing an understanding of how distances are measured in space.
- We are FOCUSING...describing and explaining concepts relating to stars and various galaxies Success Criteria: I can/have:
- develop an understanding of how scientists measure distances in space
- describe and explain about our Milky Way and the different shapes of galaxies
- develop a basic understanding of black holes.
- Complete the tasks on Brainpop - Black holes & the Milky way
- Complete the Edpuzzle tasks
- Complete Education Perfect tasks
- Galaxies
- Milky Way
- Constellations
- Black holes
Useful Websites:
https://www.ducksters.com/science/galaxies.php
https://www.ducksters.com/science/black_hole.php#:~:text=A%20black%20hole%20is%20where,for%20even%20light%20to%20escape.
https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-a-black-hole-k4.html
https://kids.nationalgeographic.com/space/article/black-holes
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the continental drift theory and researching about: the structure of the earth and the rock cycle
- Success Criteria: I can/have:
- develop an understanding of the continental drift theory
- describe and explain the structure of the earth & the rock cycle with labelled diagrams.
- develop a basic understanding how scientists gather information and use evidence for their theories.
- Complete the tasks on Brainpop - Structure of the Earth & Plate tectonics
- Complete the Edpuzzle tasks on Structure of the Earth & Plate tectonics
- Complete Education Perfect tasks - Structure of the Earth
- Wednesday - Google Meets - Class discussion on the Structure of the Earth
- Thursday - Google Meets - Class discussion on the Continental drift theory
Can Do tasks
Hands on activities:
https://kidadl.com/articles/inventive-layers-of-the-earth-projects
https://www.ripkenfoundation.org/blog/create-model-earths-layers-todays-stem-play-day
Quiz
http://www.geography4kids.com/extras/quiz_earthintro/index.html -
Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the continental drift theory and researching about: the structure of the earth and the rock cycle
- Success Criteria: I can/have:
- develop an understanding of the continental drift theory
- describe and explain the structure of the earth & the rock cycle with labelled diagrams.
- develop a basic understanding how scientists gather information and use evidence for their theories.
- Complete the Edpuzzle tasks on Structure of the Earth -see below
- Complete the information report from Week 5 and submit on Google Classroom if not done yet.
- Draw the a neat labelled diagram of the internal structure of the Earth in your science books
- In your own words describe the different layers of the Earth - Crust, Mantle, Outer Core, Inner Core.
- Wednesday - Google Meets - Class discussion on the Continental Drift theory & Plate tectonics
Can Do tasks
Hands on activities:
https://kidadl.com/articles/inventive-layers-of-the-earth-projects
https://www.ripkenfoundation.org/blog/create-model-earths-layers-todays-stem-play-day
Quiz
http://www.geography4kids.com/extras/quiz_earthintro/index.html
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the continental drift theory and researching about: the structure of the earth and the rock cycle
- Success Criteria: I can/have:
- develop an understanding of the different types of rocks
- describe and explain the rock cycle with labelled diagrams.
- Do Now:
- See Google Classroom for tasks. Submit your work in Google Classroom
- Draw the a neat labelled diagram of the Rock Cycle in your science books. Scan or take a photo and upload in Google classroom
- Tuesday - Google Meets - Class discussion on the types of rocks and the rock cycle
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Context: Earth to Space
This term our focus is on understanding our place in the universe in relation to our planet earth. We will also be Exploring, Developing our understanding about the origins of the universe, our earth and how earth is constantly changing.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the continental drift theory and researching about: the structure of the earth and the rock cycle
- Success Criteria: I can/have:
- develop an understanding of the different types of rocks
- describe and explain the rock cycle with labelled diagrams.
- Do Now:
- See Google Classroom for tasks. Submit your work in Google Classroom
- Draw the a neat labelled diagram of the Rock Cycle in your science books. Scan or take a photo and upload in Google classroom (Due Friday 26th September)
- Tuesday - Google Meets - Kahoot on types of rocks and the rock cycle
- White chocolate bar -
- Dark chocolate bar
- Milk chocolate
- MnMs or chocolate chips
- Gummy bears or any tiny lollies
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Wet & Wild
Big Ideas: In Science, we will be focussing on the Material World strand and looking at Sustainability issues from the lens of chemistry. We would be exploring substances that we use at home and their properties. We will investigate how rates of decomposition and disintegration and how this affects our environment.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...states of matter and classifying matter based on their chemical & physical properties.
- We are EXPLORING...the basic concepts related to chemistry and making connections with everyday life.
- We are EXPLORING.....sustainability issues by classifying substances as renewable and non-renewable substances or organic and inorganic.
- an understanding of the different states of matter
- differentiate between physical and chemical changes with examples
- See BrainPop and Education Perfect tasks to be completed this week.
- See Google classroom tasks - slide presentation (Due Friday 29th October)
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Wet & Wild
Big Ideas: In Science, we will be focussing on the Material World strand and looking at Sustainability issues from the lens of chemistry. We would be exploring substances that we use at home and their properties. We will investigate how rates of decomposition and disintegration and how this affects our environment.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...states of matter and classifying matter based on their chemical & physical properties.
- We are EXPLORING...the basic concepts related to chemistry and making connections with everyday life.
- We are EXPLORING.....sustainability issues by classifying substances as renewable and non-renewable substances or organic and inorganic.
- an understanding of the different states of matter
- differentiate between physical and chemical changes with examples
- Education Perfect & Edpuzzle tasks to be completed this week.
- See Google classroom tasks -Complete information on the document (Due Friday 5th November)
Submitting your task on time. (Reliable member, Ako)
Screenshot of answers and completing online tasks (Digital Citizenship, Reliable member, Ako)Stage 1 Life-Long Learner
WānangaActive Learner
GREAT Ako
Innovation Skills
Active Assessor
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Wet & Wild
Big Ideas: In Science, we will be focussing on the Material World strand and looking at Sustainability issues from the lens of chemistry. We would be exploring substances that we use at home and their properties. We will investigate how rates of decomposition and disintegration and how this affects our environment.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...states of matter and classifying matter based on their chemical & physical properties.
- We are EXPLORING...the basic concepts related to chemistry and making connections with everyday life.
- We are EXPLORING.....sustainability issues by classifying substances as renewable and non-renewable substances or organic and inorganic.
- a basic understanding of the structure of matter.
- differentiate between elements, compounds & mixtures with examples
- Education Perfect to be completed this week.
- See Google classroom tasks -Complete information on the document (Due Friday 12th November)
Submitting your task on time. (Reliable member, Ako)
Screenshot of answers and completing online tasks (Digital Citizenship, Reliable member, Ako)Stage 1 Life-Long Learner
WānangaActive Learner
GREAT Ako
Innovation Skills
Active Assessor
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Wet & Wild
Big Ideas: In Science, we will be focussing on the Material World strand and looking at Sustainability issues from the lens of chemistry. We would be exploring substances that we use at home and their properties. We will investigate how rates of decomposition and disintegration and how this affects our environment.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...states of matter and classifying matter based on their chemical & physical properties.
- We are EXPLORING...the basic concepts related to chemistry and making connections with everyday life.
- We are EXPLORING.....sustainability issues by classifying substances as renewable and non-renewable substances or organic and inorganic.
- a basic understanding of the structure of an atom, chemical formulae & concentrations
- learnt the names and symbols of the first 15 elements of the periodic table
- differentiate between a solute and a solvent.
- Education Perfect to be completed this week.
Submitting your task on time. (Reliable member, Ako)
Screenshot of answers and completing online tasks (Digital Citizenship, Reliable member, Ako)Stage 1 Life-Long Learner
WānangaActive Learner
GREAT Ako
Innovation Skills
Active Assessor
-
-
Wet & Wild
Big Ideas: In Science, we will be focussing on the Material World strand and looking at Sustainability issues from the lens of chemistry. We would be exploring substances that we use at home and their properties. We will investigate how rates of decomposition and disintegration and how this affects our environment.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...states of matter and classifying matter based on their chemical & physical properties.
- We are EXPLORING...the basic concepts related to chemistry and making connections with everyday life.
- We are EXPLORING.....sustainability issues by classifying substances as renewable and non-renewable substances or organic and inorganic.
- a basic understanding of the structure of an atom, chemical formulae & concentrations
- learnt the names and symbols of the first 15 elements of the periodic table.
- Complete the activities from BrainPop & Education Perfect.
- Learn the names of elements by playing this game: https://www.funbrain.com/games/periodic-table-game
- Become familiar with the names of substances by creating molecules - https://phet.colorado.edu/en/simulations/build-a-molecule.
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Kia ora tatou
I would have liked to have time to go deeper into topics such as why some substances can break down easily and some don't which relates to our Term context. As we've had limited time for our learning this term and we close this term's learning, I would like you to please do a reflection of your learning on the following to demonstrate your understanding of:- Atoms and Atomic structure
- States of Matter
- Physical & Chemical Change
- Molecules, Compounds, and mixtures
I wish you a safe holiday and a relaxing break. Looking forward for a fresh start to 2022.
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