Term 4 - Life on Earth
In this topic students will learn about the cell theory and how the circulatory system, respiratory system, digestive system, excretory system and the skeletal system work together to keep humans alive.
Term 3 (week 2 to week 7) - Material science
In this topic students build on their understanding of the particle model to explain how materials are structured in terms of elements, compounds and mixtures. Students will work either individually or in groups to make a produce that explains elements, compounds and mixtures.
Term 2 (Week 3 to week 9) - Water water everywhere
In this topic students learn about the three states of matter (solids, liquids and gases). Students will work individually or in small groups to create a model that explains the properties and behaviours of solids, liquids and gases in the context of the water cycle. The model can be a physical model or one done via multimedia. Students will chose their own way to create their models.
The topic has been designed with specific learning intentions and success criteria. At the end of a series of lessons or activities, students reflect on their achievements according to these learning intentions and success criteria. The purpose of this is to help students learn to become independent learners.
The topic has been designed with specific learning intentions and success criteria. At the end of a series of lessons or activities, students reflect on their achievements according to these learning intentions and success criteria. The purpose of this is to help students learn to become independent learners.
Term 1 Week 7 to Term 2 Week 2 - resources on earth
In this topic students learn about the sustainability of resources. Students will work in small teams to research resources humans extract from the air, oceans, Earth and living things. Students learn about how we obtain these resources, what these resources are used for, whether these resources are natural or made or renewable or non-renewable. In their teams, students look at whether our current use of these resources are sustainable. They then develop a way to raise awareness for young people to use these resources in a sustainable way.
Students will also look at the layers of the atmosphere, the importance of ozone and greenhouse gases and global warming. These concepts will be learnt through traditional lesson structures rather than projects.
In this topic, students mainly learn through group research. The worksheets we do use will be uploaded here when they have been completed by students.
The topic has been designed with specific learning intentions and success criteria. At the end of a series of lessons or activities, students reflect on their achievements according to these learning intentions and success criteria. The purpose of this is to help students learn to become independent learners.
Students will also look at the layers of the atmosphere, the importance of ozone and greenhouse gases and global warming. These concepts will be learnt through traditional lesson structures rather than projects.
In this topic, students mainly learn through group research. The worksheets we do use will be uploaded here when they have been completed by students.
The topic has been designed with specific learning intentions and success criteria. At the end of a series of lessons or activities, students reflect on their achievements according to these learning intentions and success criteria. The purpose of this is to help students learn to become independent learners.
Term 1 (week 1 to 6) - Sharks: friends or foes
In this topic students learn about ecology in the context of shark conservation. At the start of the topic, students are presented with the problem, "Are sharks our friends or foes". They are presented with current opinions on sharks, ranging from shark conservationists to shark hunters. Students play the role of shark scientists whose job is to ask questions on what they need to find out in order to decide whether sharks are friends or foes. From these questions, students then specialise and become experts in one area. They then present their findings to the class in a 'Shark Scientists Conference' and learn from each other. Students then produce a product to argue whether sharks are friends or foes.
This topic has been designed with specific learning intentions and success criteria. During each set of lessons, students reflect on their achievements according to the learning intentions and success criteria.
This topic has been designed with specific learning intentions and success criteria. During each set of lessons, students reflect on their achievements according to the learning intentions and success criteria.
Activities and worksheets for sharks: friends or foes?
In Science, we often complete hands-on activities, class discussions and project work that do not involve worksheets. However the worksheets that we have completed in the topic are listed below.
shark_opinions.docx | |
File Size: | 79 kb |
File Type: | docx |
shark_adaptations_info_sheet.docx | |
File Size: | 120 kb |
File Type: | docx |
penguin_huddle_expt.docx | |
File Size: | 60 kb |
File Type: | docx |
capture_recapture.docx | |
File Size: | 17 kb |
File Type: | docx |
capture_recapture_worksheet.pdf | |
File Size: | 11 kb |
File Type: |
food_chains_and_food_webs.docx | |
File Size: | 1158 kb |
File Type: | docx |