Kaiako: Ruth Lemon

Te Tau o ngā Tamariki: Tau 5-6

Te Roanga o te Whakaako: 8 ngā wiki – Wiki 1-Wiki 9, Wāhanga 4, 2012

NGĀ PUTANGA AKO: Ka Rere te Manu ki te Ao Tuhituhi

Teaching Purpose:

(Rūmaki focus) Ko te pūtake o te tuhinga takenga pūtaiao he whakamārama, mai i te tirohanga a te kaipūtaiao, mā te whakautu pātai rangahau, i tētahi tū āhuatanga o te taiao, i tētahi tū āhuatanga rānei nā te mahi a te tangata i puta ai.

(English transition focus) The purpose of a scientific explanation is to explain a phenomenon that occurs naturally by answering a question.

Main Goal: Students will design, implement and evaluate a fair test to answer a personal question that arises from our experiment rotation.

Ngā Marau Te Reo Pūtaiao

Whakanuia te

rerekētangaHe Māhere Whakaako

A thematic unit exploring the scientific method and its connectedness to our everyday lives

Matua

Pānui Tuhituhi Kōrero

Ngā Toi: Ngā Mahi ā Rēhia Whakatautau, kitu kupu, uiui pōhewa, tāpare tū marikā, mihi

Ngā Tautake Pūtaiao Me Ngā Kōrero o Mua Hangarau Ngā Hanga me ngā Pūhanga Manawa

Pāngarau Tauanga / Ine (he hokinga mahara ki ngā whenu)

Ngā Marau Pāhakehake (kia whāiti te aronga)

Hauora: Tangata (Kia Kaha) Huatau o te Whanaungatanga

Hākinakina: First Aid

Tikanga-ā-iwi Te Whakaritenga Pāpori ma te Ahurea

Toi Ataata Māramataka / te puka tau 6

Learning Context:

Te ReoTaumata 3:

He Kaha Ake He Pakari

TUHITUHIĀheinga Reo:During shared writing students are learning to participate in creating texts for differing purposes, eg:

- to apply the scientific method in the design of a fair test – planning to write for a specific purpose

- to explain why something occurs from a scientific viewpoint

Puna Reo: Students are learning to:- use a variety of strategies to spell unfamiliar words

with some accuracy (including words like Te Papaioea)- use organisational features of texts to assist the

reader when appropriate, such as subheadings, diagrams and labels

- use commas, hyphens and bullet points correctlyRautaki Reo: Students are learning to:

- use a question to write a hypothesis to help focus their ideas for the experiment

- use graphic organisers to organise ideas prior to writing (such as storyboards, mind maps, semantic webs, tree diagrams, note-taking)

- participate in pair and group conferences for revision- proofread to correct grammar, spelling and

punctuation, using tools such as dictionaries, thesauruses to help in the process

- share their writing with intended audience and respond to feedback

PĀNUIĀheinga Reo:During the shared/guided reading sessions, students are learning to:

- acquire new vocab in context- interpret diagrams to gain meaning- discuss language features of writing for a scientific purpose

Puna Reo: Students are learning to:- explain the meaning of technical words in texts- explain the purpose of simple organisational features of texts

(toc, chapters, headings, paragraphs, index, glossary)- identify paragraphs in a text and discuss the organisational

features of a paragraph- use and discuss the information in tables and discuss the

function of this visual feature- use terms associated with books and print such as copyright,

publisher, year of publicationRautaki ReoStudents are learning to:

- use prior knowledge of the topic and their knowledge of the world to help gain meaning from new information in text

- decipher unknown words using context cues, cues from pictures/ diagrams in a text and syntax cues; using knowledge of suffixes and prefixes

- identify the main idea and supporting ideas in a paragraph- use graphic organisers to record main / supporting ideas- skim / scan / summarise

Pāngarau STATISTICSPāngarau LiteracyStudents will exchange ideas and communicate about information gathered for a scientific investigation using both written and oral language, symbols and other types of pāngarau representations.Using PāngarauStudents will understand and explore the use of pāngarau relating to their own experiments.

1. Students will follow the conventions for statistical investigations to pose and answer questions:- gather data- sort data- count data- display data2. Understand data displays

Pūtaiao

Ngā Tautake Pūtaiao Me Ngā Kōrero o MuaScience Investigations: Carry out classifying and identifying; exploring; looking for patterns and modelling; fair testing; problem solving; making/building an object or a system.Science Literacy: Develop literacy in the language of science and mathematics, and the symbolic systems of science, and use these literacies to read and share own ideas, and those of others.Uses of Science: Apply knowledge of science to community decisions and actions, in order to think about iwi and wider issues impacting on the individual, society and the environment.

Hangarau

NGĀ HANGA ME NGĀ PŪHANGA MANAWANgā Āhuatanga o te HangarauInvestigate a question that arises from our experiment rotation, and explore the relationship of the scientific method to our everyday lives by:- Developing a hypothesis and designing a fair test to check the hypothesis.

Tuhinga Focus: Te Tuhinga Takenga Pūtaiao- a general process Audience:

Class peersSchool peers – Tuakana / TeinaWhānau

How will the writing be shared?

Written and oral reports- Evidence to show how a scientific

question has been answered and a process followed using a set writing structure

- Booklets / Graphs / Photos

Language Features:

- Kupu mahi/ verbs- Reo tūhono i te take me te pānga /

expressions of cause and effect- Reo raupapa / sequencing expressions- Reo-ā-kaupapa / jargon (subject specific)

Whakatauki:

Whakanuia te rerekētanga (Rāwiri series)Celebrate difference / Notice differences... me ngā ōritenga.

Nā Rangi tāua, nā Tū-ā-nuku e takoto neiKo ahau tēnei, ko mea a mea (Te Marautanga o Aotearoa)We all come from Rangi and Papa. Science knowledge is a product of human culture, and belongs to all cultures. Science is knowledge about the natural world and the place of humanity in that world. It involves testing ideas against sensory experience of the world; it is flexible, fallible knowledge, which is continually reviewed and updated.Linking together traditional and modern knowledge enables new knowledge bases to develop and be extended.

Resources: NKK – Pukapuka: Tūhono/ Ngā Rau/Wai/ Ripoinga tae atu ki Ngā Mahi ā RūaumokoWhare Pukapuka – PukapukaNgā Kītanga 1/2 – Ranginui rāua ko Papatūānuku/Te TinanaHe Tūāpapa Pūtaiao seriesConcept Cartoons in Science Education by Stuart Naylor and Brenda KeoghMaking Better Sense of the Material World

Making Better Sense of the Physical WorldMaking Better Sense of the Living WorldMaking Better Sense of Planet Earth and Beyond

Step Into Science series: What’s the Problem? What’s Going to Happen? What’s the Plan? What Just Happened? What Do We Know Now?

http://www.tki.org.nz/r/digistore – Digistore Learning Objectshttp://www.chem4kids.com/http://www.gamequarium.com/change.htmlhttp://edinformatics.com/interactive_molecules/mmpart1_jmol.htm - K-12 Molecular modellinghttp://media.pearsoncmg.com/intl/pec/school/science10/ - Too advanced, but some helpful images, animations and videos

He Mihi, He PoroporoakiKia KahaSportMedic Accreditation Programme

ARONGA TŪMAHI HEI TAUTOKO1-3 Tuhinga Māhorahora

Ensure rules and routines are fully established and ingrained in practice for the Tuhinga Māhorahora programme including:

- a description of the Toroa as the guide bird, his characteristics and the reasons as to why he has been chosen as the guide bird.

- the purpose of Tuhinga Māhorahora- Ngā whainga for TM- Ngā tīkanga mo te TM (before, during and after writing / sharing circles / small group and pair sharing)- the set out of the TM books- strategies for idea generation (the rauemi box; laminated pictures; story starters; ideas dice (to be

made during term break); the back of the book as ‘author’s notebook’)Also take this time to introduce the guide bird for Takenga Pūtaiao (Tiu - sparrow), the reasons as to why this bird has been chosen as the guide birdSet long term goals and objectives for the unit.Ensure grouping is in line with achievement data, utilising tuakana-teina groups and with the focus on grouping according to independent work ethic / habits.

Refer Te Hōtaka Tuhituhi Māhorahora and He Kura Tuhituhi pg 97-99

Refer He Kura Tuhituhi pg 81-94

Refer latest classroom achievement data

1-3 Pūtaiao / Te Reo Kōrero / Te Reo Tuhi / Te Reo PānuiPose the question – “What is science to you?” Thoughts can be communicated in a combination of words, symbols and images on one ½ of a piece of card. Subsequently, “what does a scientist look like to you?” to be drawn on the facing ½ of the card. Class discussion – what does this mean? What stereotypes do we have in our heads about science and scientists? Set-up the rātaka pūtaiao in puka kaupapa – important to record our changing questions and thoughts.

Ki ō whakaaro, he aha te pūtaiao?He pēhea te hanga o tētahi kaipūtaiao? He pēhea ngā āhuatanga tō tētahi kaipūtaiao?He aha i pēnei ai ngā whakaaro? He aha te tikanga o ēnei whakaaro?

What is the connection to science? What questions would a scientist ask about this picture? Which area / field of science?Bus-stop activity. Each group to have an image to answer the facing 3 questions. Eruption, construction of the pyramids, mating elephants, lightning striking water, stars. Once back at the beginning, each group to feedback 1-2 thoughts / responses to the questions.Whakanuia te rerekētanga (Rāwiri series)Celebrate difference / Notice differences... me ngā ōritenga.Nā Rangi tāua, nā Tū-ā-nuku e takoto neiKo ahau tēnei, ko mea a mea (Te Marautanga o Aotearoa)We all come from Rangi and Papa. Science knowledge is a product of human culture, and belongs to all cultures.I will model process of collocation of keywords and shared word-map with the first whakataukī, referring back to our illustrations / responses to this whakataukī from Tā Māhorahora books. In 2 groups, to explore the second whakataukī – ordering the cut-up words. Then to illustrate, as a group, what the whakataukī could mean. Possibly need to draw attention to ‘ko mea a mea’ – are there any sayings in English that mean similar? What does this phrase mean?Brainstorm: purpose of the intended topic of study; audience; goals and pathwaysEach session to be drawn mainly from the green “Making Better Sense of...” Science series. Sessions start with a focus on one of the concept cartoons focussing on that area. Experiments focussing on a quick intro / recap to the field of Science. As the groups rotate, they write down 1-2 questions each that arise as a result of the experiments.- Heat / electricity- Forces and motion- Magnets / magnetism,- Rocks and earth science- Weather and astronomy- Physical and chemical change (rates of reaction)- Sound / Light / Colour- Living world

He aha ngā pānga māna ki te pūtaiao?He aha ngā pātai tō te kaipūtaiao mō tēnei pikitia?Ko te aha te momo pūtaiao?Refer whāriki diagram pg 97 from the marautanga, to help in de-brief.

Refer poster with the whakataukī (link back to thoughts from last term)Refer blown-up page 96 from MarautangaRefer vocab building PD handouts

Refer Concept CartoonsRefer MBS of Physical, pgs 55-82Refer MBS of Physical, pgs 105-125Refer MBS of Physical, pgs 83-104Refer MBS of Planet Earth, pgs 23-62Refer MBS of Planet Earth, pgs 63-128Refer MBS of Material WorldRefer MBS of Physical, pgs 23-54Refer MBS of Living World

1-3 Toi Ataata / Te Reo Ataata / Hauora / Te Reo Tuhi / Tikanga-ā-iwi

Whakanuia te rerekētanga. After class exploration of the whakataukī (above), māramataka – link back to collage (pikitia tāpiapia) work of term 1 and digital art of term 2. Aim is to practice and extend on what we have learnt to share a photographic collage of our school memories. Show how to access your folder of images. Model using thinkaloud using a theme / key thought / emotion to frame my ideas. Allow time to go through images and select the first images for incorporation into collage.

Refer Digital copies of workRefer Studentshare folders of students’ imagesRefer “The Principles of Graphic Design” interactive - http://apecalledman.com/pogdonline/Frame.swf

He aha tō kare-ā-roto?He aha tētahi painga i tō pikitia tāpiapia?

- Then recap through shared modelling how to start a new file (resolution – rahinga pīkara/ira??), how to transform an image, layer effects and styles (ngā momo āhuatanga paparanga) and incorporating an image from the internet.- Before third session, share ‘The Principles of Graphic Design’ – thinkaloud about the impact this is having on my thoughts around my collage. What is one thing I could change to strengthen the message / emotion in my collage?- Conferencing and circulating as tamariki are drafting / organising their ideas. End of sessions paired sharing (what is the emotion you’re communicating?), then small-group (what is a strength in your image? What is something you would like to improve?), then whole-groupTalk about the end of term farewell. Link back to reo whakamihi from term 2 and the work with whaea Jules / guide bird, the tuī. You have spent 5-6 years together – what sorts of memories do you want to acknowledge? What could be included in our written mihi to others leaving / those who are leaving? Drafting, thinking about pūtake (use slideshow of images for farewell books to help in the process), then to peer-edit and write into coloured shapes.Explain Whaea Helen is leaving to move to Australia. She has been at Newton Central for almost 20 years. What are our memories of Whaea Helen? What kind of person is she? Drafting, thinking about pūtake (use slideshow of images for farewell books to help in the process), then to peer-edit and write into hibiscus/coconut heart shape on beach/mini photo poem book…

He aha tētahi āhuatanga ki te whakapakari?

Refer Posters of class-work from term 2He aha te pūtake o te mihi?Kei te mihi ki a wai?He aha ētahi kupu mihi hei tīmata i te tuhinga?He aha ngā āhuatanga, ngā maumaharatanga ka whakamihia?He aha ētahi kupu whakamihi mō ēnei āhuatanga?He aha ētahi kupu e whakaatu ana i te whakaaro o te ngākau?He aha ētahi kupu hei whakakapi i te mihi, hei whakanui hoki i te kaupapa?

1-3 Year 6 Yearbook – Puka-ā-tauMeeting called with all year 6’s in the school, Thursday first block (or Wed before Pūkana), Te Whare Tāpere. The aim is to complete a page each and combine into a book for each of the year 6s. Share “Yearbook Profile Page Ideas” and go through together. What things do you want to share with others who are moving on to Intermediate? Brainstorm some ideas. While students are starting to work on their draft, take individual photographs.Following session – Can choose to either complete by hand, or to create digitally. Organise computer / COW sessions to work on page.Week 3 – Photograph of the whole group taken on outdoor stage for yearbook cover.

Refer Yearbook Profile Page IdeasRefer digital copy of 2010 yearbook

CameraComputer room / COW sessions negotiated with 2 other year 6 teachers.

Possible year 5 projects: to compile individual cards/mihi to whaea Helen; to work on their mahi māramataka.

ARONGA PUTANGA AKO TŪMAHI HEI TAUTOKO4-5 Whakanuia te

RerekētangaMāra these weeks to provide examples of fair tests / questions (refer Composting by Buffy Silverman, pgs 10 Mould

Oral Language: Listen to and record information about a phenomenon,

using a graphic organiser.

"He pēhea te oro rere ai?” (orange coloured genre book, pg 53)

Sequence Chart Pg 231

Pātai:He aha te pūtake o te tuhinga neiMā wai te tuhinga?He aha te momo tuhinga?He aha tētahi tapanga mo te tuhinga?

Reading: Before and after chart Pg 244

Garden, 14 What lives in soil? 34 Does compost help growing plants? 40 Soil Structure)Refer to the questions from the experiment rotations. What is a hypothesis? Drafting a hypothesisRecap the Scientific Method (using mix and match communicative activity from Vocab PD hui)Vocabulary building exercises – whakatautau; whakairi tangata; picture and text orderingHow can we find answers to our questions? List for display.Develop success criteriaContinue to record thinking in rātaka pūtaiao – plenary to include sharing 1 key thought/ challenge /interesting question either in pairs, small-group or whole classSetting the variables for the experimentWhat materials will I need to be able to implement a fair test?Module 2: Kia Kaha (Hauora)

Read the scientific explanation for "He pēhea te oro rere ai?" and identify the main idea and supporting ideas in a paragraph.

Use pātai ārahi pg 87 He aha te kaupapa o tēnei takenga pūtaiao? He aha te tū āhuatanga kua whakamāramahia? He aha ētahi pānga o tēnei tū āhuatanga ki a

koe?Pānui Arahanga

Māu Anō e Waihanga te Kokomea (Tūhono 3-1999, wh11-12)

Te Take o Te Hopi (Tūhono – 1998, wh12-14) Kōiwi Piko (Tūhono 3 – 2000, wh18-19)

Cut out pictures and text for the example from pg 53 and have students reorganise pictures and text. Have a discussion about why they think that example is sequenced that way.

Refer individual guided reading lesson plans

Writing: Learn how to sequence the order of the explanation of

a phenomenon, using the chart "Te raupapatanga o te takenga pūtaiao" (pg 51 of coloured book)

Shared Writing Approach: Use examples in HTM pg 53 (coloured book) to show

how the writers of the samples answered the guiding questions (He pēhea te oro rere ai?)

Refer to Shared Writing Approach, pg 88-90Use "He pātai ārahi i te takenga pūtaiao" pg 89 - 90

Te rangahau Te tū āhuatanga Te takenga pūtaiao

Shared Writing Approach: Use examples in HTM pg 53 to

show how the writers of the samples answered the guiding questions relevant to each section. (He pēhea te oro rere ai?)

Use blackline masters in HTM pg 51 and pg 53 to model how to generate and organise ideas before writing a shared written tuhinga takenga pūtaiao

(refer to reading activity above) Shared writing to focus on māra experiments.

KUPU HOU hypothesis - whakapae; control – taurangi whakatina; variables – taurangi; properties – āhuatangamould – pōhekaheka; compost – pūwairākau, experiment – whakamātau; fair test – whakamātau tika

1a. Haere ki a http://www.tki.org.nz/r/digistore Wā Rorohiko – aronga ki a Ō Kawekawee. Peia “Search”h. Köwhiria “Learning objects”i. Patohia “chemical change”.k. Peia enter, kätahi ka köwhiri koe i ngä hei mahi e 9.

m. A te wä ka peia atu koe ki te ngohe tuatahi, me whakauru:

Username: st_newton88 Password: boikadoy

http://www.tki.org.nz/r/digistore/protected/objects/?id=8486&vers=1.0Types of matter: particle model assessment

http://www.tki.org.nz/r/digistore/protected/objects/?id=7568&vers=1.0Mixing 2 compounds – Lead nitrate solution and potassium iodide solution

http://www.tki.org.nz/r/digistore/protected/objects/?id=41&vers=6.0Inter-galactic cook-off (physical and chemical change)

Matapae, äta tiro, whakamärama atu

http://www.tki.org.nz/r/digistore/links/590a5134227bf46e552c40e1f85bd4a3/index.htmlChemical Reactions: Reaction reshuffles

http://www.tki.org.nz/r/digistore/links/0a31173b625bba591025fbadafe9982a/index.htmlChemical reactions: Balancing equations

http://www.tki.org.nz/r/digistore/protected/objects/?id=927&vers=1.0Metals in the Home

http://www.tki.org.nz/r/digistore/protected/objects/?id=8489&vers=1.0pH scale: assessment

http://www.tki.org.nz/r/digistore/protected/objects/?id=5816&vers=2.0pH noughts and crosses

http://www.tki.org.nz/r/digistore/protected/objects/?id=38&vers=5.0Save the Lake – Last month, a huge storm hit the area. It damaged industrial sites and farms. Stormwater that may have contained poisonous chemicals washed into the lake. Test the lake water to work out which industry caused the pollution problem.WIKI ARONGA PUTANGA AKO TŪMAHI HEI TAUTOKO6-7 Whakanuia te

RerekētangaThe focus for tamariki will be on running their experiments:

- Predicting

Oral Language: Listen to a scientific explanation and

identify the phenomenon being explained(use Te pūtakenga mai o te pūngao o te tangata or a section from Te Mahana Haere o Te Ao)

Researching and telling the facts Pg 226

Pātai: He aha te pūtake o te tuhinga? Mā wai te tuhinga? He aha te tū āhuatanga e whakamātauhia ana?

- Observing- Explaining

Set up experiment using fair test method; Collect samples, record outcomes of test.

Continue rātaka pūtaiaoVocabulary building exercises – whakatautau; whakairi tangata; picture and text orderingModule 3: Kia Kaha (Hauora)

Reading: Read and interpret associated

diagrams and discuss how they help the reader gain meaning of the explanation

Pānui Arahanga- (Identify appropriate books

for the level of your students from Tūhono series)

Flow Chart Pg 248

Refer individual guided reading lesson plans

Writing: Select and use language appropriate

to the experiments carried out "Te pūtakenga mai o te pūngao o te tangata” / “Te Mahana Haere o Te Ao"

Shared writing approach: Refer to Ka Rere te Manu ki te

Ao Tuhituhi pg 104-106

Shared Writing Approach: Refer pg 88-90 for Pātai Ārahi i te tuhinga takenga

pūtaiao Follow guidance suggestions on pg 91 Refer to pg 51 in HMT and fill in the black line master to

craft a tuhinga takenga pūtaiao Create ngā āhuatanga reo o te tuhinga takenga pūtaiao

charts, e.g. kupumahi; reo tūhono i te take me te pānga; reo raupapa and reo-ā-kaupapa.

He mahi hei tautoko: He aha ngā āhuatanga hei kōrerorero? Tuhia he ōhiomanomano hei kohikohi whakaaro mō ngā

mahi, mō ngā āhua kua kitea i roto i tō ake whakamātautau tika

Āta whakaarohia ngā kupu me ngā rerenga e hiahiatia ana te tuhi (highlight examples used in the coloured books and model using your model fair test)

Evaluate written piece by answering questions on pg 93-94. (You can identify together and review shared criteria for crafting a written piece retelling your experiences)

KUPU HOU

WIKI ARONGA PUTANGA AKO TŪMAHI HEI TAUTOKO8 Whakanuia te

RerekētangaAnalyse outcomes of experiments:

Thinking about scientific method

Oral Language: Explain a phenomenon to a friend

Think, pair, share Pg 236

Reading: Read for information before writing on a

topic

Web Pg 267

and the processHow/why/what/when/where/whoWrite brief statements for findings

He aha ngā hua?He aha i whakaaro pēnā ai koe?Module 4: Kia Kaha starts

Pānui Arahanga- (Identify appropriate books for

the levels of your students)Writing:

Craft a written scientific explanation through the writing process to a published copy for the intended audiencereferring to and explaining your fair test

WRITING PROCESS refer to: Ka Rere te Manu ki te Ao Tuhituhi

pg 62-85

CONFERENCING refer to: Ka Rere te Manu ki te Ao Tuhituhi

pg 116-125Shared Writing Approach:

Refer to pg 88-90

KUPU HOU

WIKI ARONGA PUTANGA AKO TŪMAHI HEI TAUTOKO9 Te Kaha o te Hau

Module 4: Planet Kia Kaha and goals completed.Re-evaluate objectives from

Oral and Written Language: Present and share the written scientific explanation with

the intended audience- Refer to Ka Rere te Manu ki te Ao Tuhituhi pg

84-85 re Sharing and Responding to outcomes.

Reading collection of work to class members.

the beginning of the unit. Ask:

- Have we achieved what we set out to do?

- What did we not do?Prepare a sample of work for each area covered, and prepare for display.

- 3 tamariki per group.- arrange booklets,

photos, stories, experiment documentation for display.

- share at hui Māori and on our blog.

Complete a Self Reflection

Reading: Evaluate written pieces of work (feed back and feed

forward – identifying next steps of learning)

Refer to ‘He pātai arotake i te takenga pūtaiao’ pg 93

Together evaluate written pieces of work by answering questions, eg. Teacher / class; teacher / individual student

Taking Snapshots Along the Way:Ka Rere te Manu ki te Ao Tuhituhi pg 130-134

Formative Assessments:Share learning goalsEffective questioningSelf and peer evaluationEffective feedback