7W2 Science

Weekly outline

• Select week General

  General

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• Select week Term 1 Week 1

  Term 1 Week 1

  Safety in the lab and Routines
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are EXPLORING... the 4 contexts of Science by making connections with our previous Science Lessons
  • We are revising hazards in the lab and what to do if a hazard occurs
  • We are exploring the patterns with living vs non-living matter
  • We are classifying objects based on their features

  
  

  Success Criteria: I can/have...

  • I will know what to do in the unlikely event of an accident or finding a hazard in the lab

  Activities:

  1. Identify hazards in a supplied image
  2. view video and list features of living organisms
  3. Make a Venn Diagram

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  
• Select week Term 1 Week 2

  Term 1 Week 2

  Classifying Life
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are exploring the patterns with living vs non-living matter
  • We are classifying objects based on their features
  • We are identifying organisms that can be found in and around the TANE

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. Classifying rocks
  3. Classsifying feathers
  4. Classifying leaves
  5. Research Document

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  
  
• Select week Term 1 Week 3

  Term 1 Week 3

  Algae vs Plankton
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are classifying objects based on their features
  • We are identifying organisms that can be found in and around the TANE (included small single Cell organisms)
  • We are learning what cells are

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. view cells and discuss differences and the roles of the organelles
  3. Make own cells using plasticine

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  
  
• Select week Term 1 Week 4

  Term 1 Week 4

  Food Chains
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are classifying objects based on their features
  • We are identifying organisms that can be found in and around the TANE (included small single Cell organisms)
  • We are learning how and why a food chain is structured the way it is

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. view food chains and review producer, consumer, decomposer
  3. Make own food chain in a group (physical chain)

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  

  
  

  
  
• Select week Term 1 Week 5

  Term 1 Week 5

  Food Chains
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are classifying objects based on their features
  • We are identifying organisms that can be found in and around the TANE (included small single Cell organisms)
  • We are learning how and why a food chain is structured the way it is

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. view food chains and review producer, consumer, decomposer
  3. Make own food chain in a group (physical chain)

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  

  
  

  
  
• Select week Term 1 Week 6

  Term 1 Week 6

  Food Webs
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are classifying objects based on their features
  • We are identifying organisms that can be found in and around the TANE (included small single Cell organisms)
  • We are learning how and why a food web is structured the way it is

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. view food web and review arrow system
  3. Build (using photos) and Draw food web and discuss the relationships between each of the organisms

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  

  
  

  
  

  
  
• Select week Term 1 Week 7

  Term 1 Week 7

  Implication Wheels
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are defining Implications
    
  • We are making implications based on given scenarios
  • We are making implications based on environmental issues

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. research and define implications 
  3. Complete graphic organisers based on given issues

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  

  
  

  
  

  
  
• Select week Term 1 Week 8

  Term 1 Week 8

  Implication Wheels
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are defining Implications
    
  • We are making implications based on given scenarios
  • We are making implications based on environmental issues

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. research and define implications 
  3. Complete graphic organisers based on given issues

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week Term 1 Week 9

  Term 1 Week 9

  Unbalance in a Food Web 
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are building food webs
    
  • We are making implications based on given scenarios within a food web

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. ARBs online activity
  3. Discuss Foodweb unbalance based on the rocky shore

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week Term 1 Week 10

  Term 1 Week 10

  Interactive Food Web 
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are building food webs
    
  • We are making implications based on given scenarios within a food web

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. Choose an organism and draw it
  3. Position it within a foodweb 
  4. Identify its predators and its food supply
  5. Discuss long term and short term effects if the organism's population decreases

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  
• Select week Term 1 Week 11

  Term 1 Week 11

  Interactive Food Web 
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING life in and around water by observing life in Tane Forest
  • We are EXPLORING life in and around water by hypothesising about the removal of a living things from a food webs and food chains
  • We are EXPLORING life in and around water by identifying a living things role in food webs and food chains
  • We are EXPLORING life in and around water by ordering living things
  • We are EXPLORING life in and around water by classifying living things

  Micro Learning Intentions: WALT

  • We are building food webs
    
  • We are making implications based on given scenarios within a food web

  
  

  Success Criteria: I can/have...

  • I will be able to identify a range of organisms that can be found in and around the TANE
  • I will be able to discuss features of the TANE ecosystem and possible effects in the unlikely event of one of the organisms' population being reduced 
    
    
  • Activities:
    

  1. video
  2. Close activity
  3. Identify its predators and its food supply
  4. Discuss long term and short term effects if the organism's population decreases

  
  

  Further Learning at Home:
  Research Document on organisms found in TANE

  
  
• Select week Holidays

  Holidays
• Select week Holidays

  Holidays
• Select week Term 2, Week 1

  Term 2, Week 1

  Introduction to Fair Testing 
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING fair testing through whole class investigations
  • We are EXPLORING accuracy and validity in tests through fair testing
  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
    
    
    
  • Activities:
    

  1. Fair Testing definitions
  2. Foot size vs static jump
  3. Hand span vs anaerobic activity

  
  

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  

  
  
  
• Select week T2, Week 2

  T2, Week 2

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING fair testing through whole class investigations
  • We are EXPLORING accuracy and validity in tests through fair testing
  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe fair testing results with an understanding of the science behind my observations
    
    
    
  • Activities:
    

  1. Fair Testing conditions
  2. Hand span vs anaerobic activity
     

  
  

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  
  
• Select week T2, Week 3

  T2, Week 3

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING fair testing through whole class investigations
  • We are EXPLORING accuracy and validity in tests through fair testing
  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe fair testing results with an understanding of the science behind my observations
    
    
    
  • Activities:
    

  1. Fair Testing conditions
  2. Education Perfect - Introduction to food groups
     
  3. Grip strength vs hand size

  
  

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  
  
• Select week T2, Week 4

  T2, Week 4

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING fair testing through whole class investigations
  • We are EXPLORING accuracy and validity in tests through fair testing
  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe fair testing results with an understanding of the science behind my observations
    
    
    
  • Activities:
    

  1. Fair Testing conditions
  2. Measuring Heart Rate
     
  3. Calculating Resting Heart Rate and comparing with recovery rate
  4. Aerodynamic challenge

  
  

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  
  
• Select week T2, Week 5

  T2, Week 5

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING fair testing through whole class investigations
  • We are EXPLORING accuracy and validity in tests through fair testing
  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe fair testing results with an understanding of the science behind my observations
  • I can identify some of the different parts of the heart
    
    
    
  • Activities:
    

  1. Fair Testing conditions
  2. Measuring and Graphing Heart Rate
     
  3. Identifying the different parts of the heart, labelling and drawing circulatory system diagram
  4. Videos explaining the role of the heart and circulatory system, linking in with lungs
  5. Aerodynamics - fair test to make aerodynamic shapes based on surface area

  
  

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  
  
• Select week T2, Week 6

  T2, Week 6

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING fair testing through whole class investigations
  • We are EXPLORING accuracy and validity in tests through fair testing
  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe fair testing results with an understanding of the science behind my observations
  • I can identify some of the different parts of the heart
    
    
    
  • Activities:
    

  1. Identifying the different parts of the heart, labelling and drawing circulatory system diagram
     
  2. Heart Dissection - explore and explain the different parts of the heart

  
  

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  
  
• Select week T2, Week 7

  T2, Week 7

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
    
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe my investigation results with an understanding of the science behind my observations
  • I can identify some of the different parts of the heart
    
    
    
  • Activities:
    

  1. Exploring the different parts of the digestive system 
  2. Identifying and describing the role of the different parts of the digestive system 
  3. setting up and observing a semipermeable membrane

  Further Learning at Home:
  Research document based on Nutrition

  
  

  
  

  
  

  
  
  
• Select week T2, Week 8

  T2, Week 8

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
    
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe my investigation results with an understanding of the science behind my observations
  • I can identify some of the different parts of the heart
    
    
    
  • Activities:
    

  1. Exploring the different parts of the digestive system 
  2. Identifying and describing the role of the different parts of the digestive system 
  3. setting up and observing protein being digested by enzymes

  Further Learning at Home:
  Research document based on Nutrition
  Science Bookwork

  
  

  
  

  
  

  
  
  
• Select week T2, Week 9

  T2, Week 9

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • we are EXPLORING Nutrition and the effects of good/poor nutrition on our health
    
  • We are EXPLORING circulatory system and how we can maintain a healthy heart
  • WE ARE EXPLORING the digestive system and how it processes nutrients through to our organs

  Success Criteria: I can/have...

  • I am able to discuss down to the cellular level how my actions can benefit my circulatory and digestive systems.
  • I can describe my investigation results with an understanding of the science behind my observations
  • I can identify some of the different parts of the heart
    
    
    
  • Activities:
    

  1. Classifying Foods
  2. Exploring Macronutrients and Micronutrients
  3. Presenting Slideshows

  Further Learning at Home:
  Research document based on Nutrition
  Science Bookwork
  Google Classroom Activities

  
  

  
  

  
  

  
  
  

  • Select activity Year 7 Science Assessment 1: The Human Body

    

    Year 7 Science Assessment 1: The Human Body Assignment
• Select week 5 July - 11 July

  5 July - 11 July
• Select week 12 July - 18 July

  12 July - 18 July
• Select week 19 July - 25 July

  19 July - 25 July
• Select week 26 July - 1 August

  26 July - 1 August
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING... on our learning from the past two terms to identfy barriers and to reduce gaps in our learning by revising what we learnt and applying our knowledge to the context of The Tokyo Olympics 2021.

  
  

  • SC: I can: 
  • recall the parts of the human digestive system and its functions.
  • recall the circulatory system and the functions of the heart.
  • the parts of a human cell and its functions.
  • recall the first 10 elements of the periodic table.
  • recall the structure of the atom.
  • recall applied nutrition to the human body.

  Task on Google SLIDE in your groups: Application:  I can apply my knowledge to research the Olympics 2021 and:

  1. Select my favourite athelete who took part.

  2.  Plan a healthy, balanced diet for the person for one day.

  3. Expalin how the diet will meet the caloric daily requirements

  4. Explain how the diet will meet the recommended daily allowance of Protein, fats, carbs, Vitamins, minerals, fibre and water and trace elements

  5. describe the digetion and absorbtion of the nutrients from food to the human body and the role the heart plays

  6. Explain why we must eat foods that contain vitamins, minerals, fats, carbs, protein, water, and fibre and explain each nutrients role in the human body.

  
  
• Select week 2 August - 8 August

  2 August - 8 August
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING... on our learning from the past two terms to identfy barriers and to reduce gaps in our learning by revising what we learnt and applying our knowledge to the context of The Tokyo Olympics 2021.

  
  

  • Task on Google SLIDE in your groups: Application:  I can apply my knowledge to research the Olympics 2021 and:

    1. Select my favourite athelete who took part.

    2.  Plan a healthy, balanced diet for the person for one day.

    3. Expalin how the diet will meet the caloric daily requirements

    4. Explain how the diet will meet the recommended daily allowance of Protein, fats, carbs, Vitamins, minerals, fibre and water and trace elements

    5. describe the digetion and absorbtion of the nutrients from food to the human body and the role the heart plays

    6. Explain why we must eat foods that contain vitamins, minerals, fats, carbs, protein, water, and fibre and explain each nutrients role in the human body.

  • Further learning: EP tasks. Google classroom template of slides to help you.
• Select week 9 August - 15 August

  9 August - 15 August
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING... on our learning from the past two terms to identfy barriers and to reduce gaps in our learning by revising what we learnt and applying our knowledge to the context of The Tokyo Olympics 2021.

  
  

  • • We are REFLECTING... on our learning from the past two terms to identfy barriers and to reduce gaps in our learning by revising what we learnt and applying our knowledge to the context of The Tokyo Olympics 2021.

    
    

    • Task on Google SLIDE in your groups: Application:  I can apply my knowledge to research the Olympics 2021 and:

      1. Select my favourite athelete who took part.

      2.  Plan a healthy, balanced diet for the person for one day.

      3. Expalin how the diet will meet the caloric daily requirements

      4. Explain how the diet will meet the recommended daily allowance of Protein, fats, carbs, Vitamins, minerals, fibre and water and trace elements

      5. describe the digetion and absorbtion of the nutrients from food to the human body and the role the heart plays

      6. Explain why we must eat foods that contain vitamins, minerals, fats, carbs, protein, water, and fibre and explain each nutrients role in the human body.

    • Further learning: EP tasks. Google classroom template of slides to help you.

    
    
• Select week 16 August - 22 August

  16 August - 22 August

  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING... on our learning from the past two terms to identify barriers and to reduce gaps in our learning by revising what we learnt and applying our knowledge to the context of The Tokyo Olympics 2021.

  
  

  • Task on Google SLIDE in your groups: Application:  I can apply my knowledge to research the Olympics 2021 and:
    

  • 1. Select my favourite athlete who took part.

    2.  Plan a healthy, balanced diet for the person for one day.

    3. Explain how the diet will meet the caloric daily requirements

    4. Explain how the diet will meet the recommended daily allowance of Protein, fats, carbs, Vitamins, minerals, fibre and water and trace elements

    5. describe the digestion and absorption of the nutrients from food to the human body and the role the heart plays

    6. Explain why we must eat foods that contain vitamins, minerals, fats, carbs, protein, water, and fibre and explain each nutrients role in the human body.

  • How far along are you in completing the slideshow? Check in with me (Miss Sutton) and show me where you are up to.

  
  
• Select week 23 August - 29 August

  23 August - 29 August
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like
• Select week 30 August - 5 September

  30 August - 5 September
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like
• Select week 6 September - 12 September

  6 September - 12 September
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like
• Select week 13 September - 19 September

  13 September - 19 September
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like
• Select week Term 3 Week 9 - Distance Learning

  Term 3 Week 9 - Distance Learning
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  
  

  Distance Learning Activities and GoogleMEETS:

  https://docs.google.com/document/d/1h3npng7N1med8AoALZmXiBxQlgO7MgcVl6AccBsnQTc/edit?usp=sharing 
  

  
  
• Select week Term 3 Week 10

  Term 3 Week 10
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  
  

  Distance Learning Activities and GoogleMEETS:

  https://docs.google.com/document/d/1H37Ao_mc-c-cvPPnQJhT5Z44zNH6FgoOonD80agpNs0/edit?usp=sharing
  

  
  

  
  
• Select week School holidays

  School holidays
• Select week School holidays

  School holidays
• Select week Term 4 Week 1

  Term 4 Week 1
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  
  

  Distance Learning Activities and GoogleMEETS:

  https://docs.google.com/document/d/1-vYYpiN2XH7FyMTrrz9_mPeBrfLdzecpaYYhEZQHeS8/edit?usp=sharing
  

  
  

  
  

  
  
• Select week Term 4 Week 2

  Term 4 Week 2
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  Success Criteria
  

  
  

  Distance Learning Activities and GoogleMEETS:

  https://docs.google.com/document/d/1LkLkz2k75w8f3pCuDrteFHqqEiTA9FKRePhmiRmBPP4/edit?usp=sharing
  

  
  

  
  

  
  

  • Select activity 7W2 Science Assessment 2: What is in our food?

    

    7W2 Science Assessment 2: What is in our food? Assignment
• Select week Term 4 Week 3

  Term 4 Week 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  
  

  Distance Learning Activities:
  

  https://classroom.google.com/c/MjQ3ODMxODMzODAx/a/NDI0MTk0NzQ4MjIy/details
  
• Select week Term 4 Week 4

  Term 4 Week 4
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  
  

  Distance Learning Activities:
  

  https://classroom.google.com/c/MjQ3ODMxODMzODAx/a/NDI4NTIyNzA4Njc0/details
  
• Select week Term 4 Week 5

  Term 4 Week 5
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...states of matter by recognising the building blocks of matter
  • We are EXPLORING...states of matter by analysing the properties of solids, liquids and gases
  • We are EXPLORING...physical changes by investigating examples of physical changes and what these look like

  
  

  Distance Learning Activities:
  

  https://classroom.google.com/c/MjQ3ODMxODMzODAx/a/NDM0NzAxNjEyNDI5/details
  
• Select week Term 4 Week 6

  Term 4 Week 6
  
  

  FOCUS / ARONGA learning intentions:

  • Focusing on comparing physical and chemical changes

  
  

  Distance Learning Activities:
  

  https://classroom.google.com/c/MjQ3ODMxODMzODAx/a/NDM0NzAxNjEyNDI5/details
  
• Select week Term 4 Week 7

  Term 4 Week 7
  
  

  FOCUS / ARONGA learning intentions:

  • Focusing on comparing physical and chemical changes

  
  

  Distance Learning Activities:
  

  
  
• Select week Term 4 Week 8

  Term 4 Week 8
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • Reflecting on chemical and physical changes by evaluating where they occur in our daily lives

  
  

  Distance Learning Activities:
  

  
  
• Select week Term 4 Week 9

  Term 4 Week 9
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • Reflecting on chemical and physical changes by evaluating where they occur in our daily lives

  
  

  Distance Learning Activities: