inquiry learning plan for 2011

8/6/2019 Inquiry Learning Plan for 2011

1/11

Programme of Inquiry Learning 2011 Act Now Shape Your Future!

Science Strands Living WorldEvolution

Material WorldProperties and change of

matterChemistry and society

Physical WorldPhysical inquiry and physics

concepts

Living WorldLife processes

Science Achievement

Objectives

Understanding about Science Investigating in science

Participating and contributing

Communicating in science

Technological Practice Understanding about science

Technology Strands Planning for practice

Brief developmentOutcome development and

evaluation

HUMAN RIGHTS * Treaty of Waitangi (6/2)

* Chinese New Year (2/2)

* International Day for the

Elimination of Racial

discrimination (21/3)

* All children have the

* International Day of

Families 15/5

* Matariki (4/6)

* You have a right to

special care and

protection and to good

* International Day of the

Worlds Indigenous

People

(9/8)

*You have the right to love

and understanding,

* International Day for the

Eradication of Poverty

17/10

* Diwali (26/10)

* Parihaka (5/11)

* Human Rights Day

Term 1 Term 2 Term 3 Term 4

TRANSDISCIPLINARYTHEMES Where we are in timeand place How the world works.Making sense of the

physical world

Sharing the planet

Teachers think and work at

this level to help children

make connections to bigideas that are worth

making an integral part of

our lives.

An inquiry into the history,

geology and composition of the

Earth, how we know that living

things from the past are nowextinct.

An inquiry into how we use

our understanding of scientific

principles; the impact of

scientific and technologicaladvances on society and on the

environment.

An inquiry into the properties of

hard materials and the ways

which everyday materials can be

used when identifying a need,planning, resourcing and

evaluating an outcome

An inquiry into the natural

world and the

interconnectedness of humans,

plants and animals


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right to what follows, no

matter what their race,

colour, sex, language,

religion, political or otheropinion, or where they

were born or who theywere born to.

* You have the special

right to grow up and to

develop physically and

spiritually in a healthy and

normal way, free and with

dignity.

food, housing and

medical services.

* You have the right to

special care ifhandicapped in any way.

preferably from parents

and family, but from the

government where these

cannot help.* You have the right to go

to school for free, to playand to have an equal

chance to develop yourself

and to learn to be

responsible and useful

Your parents have special

responsibilities for your

education and guidance

(10/12)

* You have the right

always to be among the

first to get help.

* You have the right to be

protected against cruel acts

or exploitation, eg you

shall not be obliged to do

work which hinders your

development both

physically and mentally.

HEALTH

PROMOTION

* Sun Safe Activities

* Swimming* Fundamental skills

programme* Summit Club

* Nutrition

* Fundamental skills

programme* Nutrition

* Jump Jam

* Fundamental skillsprogramme

* Nutrition


* Fundamental skillsProgramme

* Nutrition* Jump Jam

Mathematics Each Syndicate and Classroomto plan according to needs and

integration with Inquiry units

Literacy Each Syndicate and Classroomto plan according to needs and


Writing Each Syndicate and Classroomto plan according to needs andintegration with Inquiry units

The Arts Each Syndicate and Classroomto plan according to needs and



3/11


Kowhai

Syndicate &

Te Pouahi R10


Unit Topic

Buried treasure

Unit Topic

Magic magnets

Unit Topic

Connecting

And

Constructing

Unit Topic

Busy bees

Curriculum focus

Science

Evolution

Curriculum focus

Science

Properties and changes of

matter

Chemistry and society

Curriculum focus

Technology

Technological Practice

Curriculum focus

Science

Life Processes

Key Competencies

Thinking

Key Competencies

Using Language, symbols

and text

Relating to others

Participating and

contributing

Key Competencies

Participating and

Contributing

Managing Self

Key Competencies

Relating to Others

Thinking

Key idea

Fossils provide a picture of

past life and living

conditions on earth.

Key idea

Magnets have many uses

in our everyday lives.

Key idea

Different materials require

different ways of

fastening.

Materials can be changedor joined in many ways to

make new things.

Key idea

Animals and plants work

together.

Lines of inquiry Lines of inquiry Lines of inquiry Lines of inquiry


4/11


5/11


Pohutukawa

Syndicate &

Te Pouahi R16


Unit Topic

Inside the Earth

Unit Topic

Science Alive

Unit Topic

Masks

Unit Topic

Living Creatures

Curriculum focus

Science

Evolution

Curriculum focus

Science


matter


Curriculum focus

Technology


Curriculum focus

Science

Life Processes

Key Competencies

Participating and

Contributing

Thinking

Relating to Others

Key Competencies


and text

Key Competencies

Participating and

Contributing

Thinking

Key Competencies


and text

Thinking

Key idea

The Earth has layers.

There is evidence in the

Earths layers to prove that

dinosaurs existed.

Dinosaurs existed and are

now extinct.

Key idea

We can observe, describe

and compare common

materials and the changes

that occur when heated,

cooled or mixed.

There are scientificprocesses for conducting

experiments.

Key idea

Masks are created and

used for different reasons.

There is a process for

using materials to create a

mask for a specific

purpose.

Key idea

Living creatures and plants

can be grouped in different

ways.

Living creatures and plants

have similarities and

differences.



6/11


1. What is the Earth made

of?

2. What are the different

layers of the Earth?

3. What in the Erath tellsus that dinosaurs existed?

4. How long ago diddinosaurs exist?

1. Materials have different

properties.

2. Materials can physically

change.

3. Changes to materialscan be permanent or

temporary.

1. What are masks used

for?

2. What is the purpose and

brief of the masks we are

creating?3. What is the process for

creating a mask?

1. What makes humans

different from other living

creatures?

2. What types of living

creatures and plants arethere?

3. How can livingcreatures and plans be

grouped?

Rich Task

Design and create a model

showing the layers of the

Earth.

Rich Task

Carry out a scientific

experiment using the

correct process and present

your results.

Rich Task

Following the

technological process,

create a mask.

(Identify a need, plan,resource, develop, create

and evaluate.)

Rich Task

Create a diagram that

shows the similarities and

differences of groups of

living creatures and plants.

HUMAN RIGHTS Treaty of Waitangi

Purple Cake Day

Matariki International Day of Peace Diwali

Parihaka

HEALTH

PROMOTION

* Swimming


programme


programme * Fundamental skills

programme

* Nutrition



Programme

* Jump Jam


7/11


Kahikatea

Syndicate &

Te Pouahi R17


Unit topic

Whats beneath our feet?

Unit topic

A matter of fact!

Unit topic

Stick it!

Unit topic

Flower Power!

Curriculum focus

Science

Evolution

Curriculum focus

Science


matter


Curriculum focus

Technology

Technological Knowledge

and understanding

Curriculum focus

Science

Life Processes

Key Competencies

Thinking

Using language symbols

and texts

Relating to others

Participating and

contributing

Key Competencies

Thinking


and texts

Relating to others

Participating and

contributing

Managing self

Key Competencies

Thinking


and texts

Relating to others

Participating and

contributing

Managing self

Key Competencies

Thinking


and texts

Relating to others

Participating and

contributing

Key idea

Fossils give us clues about

life in the past

Many plants and animals

that lived on Earth in the

past can no longer be seen

alive

Key idea

Changes occur when

materials are mixed,

heated and cooled.

There are simple patterns

in physical phenomena

Key idea

Identified needs dictate

technological practice

Key idea

All living things have

certain requirements so

they can stay alive



8/11


What is a fossil?

How living things become

fossils

What can we learn fromfossils?

Different materials behave

in specific ways in certain

conditions

Matter changes andinteracts

Energy affects matter

What are our identified

needs and how will we

plan to meet these?

Different materials requiredifferent ways of fastening

Strength of materials andfastenings should be

considered

What are the requirements

that living things need in

order to survive?

Parts of a plant fulfildifferent functions

Plants reproduce indifferent ways

Rich Task

Children will create apresentation to show how

a living thing became a

fossil

Rich Task

Children will design ascience fair investigation

to demonstrate their

understanding of scientific

investigative principles

Rich Task

Children will design andconstruct a model to meet

the identified needs using

their knowledge of

fastenings and materials.

Rich Task

Children will design adigital presentation that

identifies the different

parts of a plant and their

functions

HUMAN RIGHTS * Treaty of Waitangi (6/2)

* Chinese New Year (2/2)

* Matariki (4/6) * International Day of the

Worlds Indigenous

People

(9/8)

* Diwali (26/10)

* Parihaka (5/11)

* Human Rights Day

(10/12)

HEALTH

PROMOTION

* Swimming


programme


programme * Fundamental skills

programme

* Nutrition



Programme

* Jump Jam


9/11



10/11


Totara

Syndicate

& Te

Pouahi

R9


Unit Topic

Our Evolving World

Unit Topic

Is Plastic Fantastic?

Unit TopicRunning

Like Clockwork

Unit TopicWhat it means to be alive!

Curriculum focus

Science

Evolution

Curriculum focus

Science


matter


Curriculum focus

Technology


Curriculum focus

Science

Life Processes

Key Competencies

Using language symbols andtexts

Thinking

Managing Self

Participating and

Contributing

Relating to Others

Key Competencies


Thinking

Managing Self

Participating and

Contributing

Relating to Others

Key Competencies


Thinking

Managing Self

Participating and

Contributing

Relating to Others

Key Competencies


Thinking

Managing Self

Participating and Contributing

Relating to Others

Key ideaPlants and animals change,evolve and adapt over long

periods of time.

Key ideaMaterials have chemical andphysical properties that can

change and make them useful

for us in everyday life.

Key ideaPlanning trial andimprovement can help us

make a better product.

Key ideaHumans, plants and animals areinterconnected and

interdependent.

Lines of inquiry Plants and animals can be

classified into groups.

Plants and animals evolve

and adapt over long periods

of time.

Some living things in NZ

are quite different to living

things in other parts of the

Lines of inquiry Different materials are

used for different

technological uses and

processes.

Materials can change

chemically and physically.

Materials can be grouped

according to their chemical

Lines of inquiry Simple machines make

our lives easier.

Investigate simple

machines that work

together to cause an effect,

Eg. Clockwork, puppets

Lines of inquiry Living things have certain

life processes in common.

There are seven factors that

are needed in order count as

being living (MRS

GREN).

Humans rely on plants and

animals for our survival.


11/11

inquiry learning plan for 2011

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