Sciences

(2009) Includes: Chemistry; Biology; Physics; and Junior science.    These resources should be viewed as 'work-in- progress', not as finished units to download and use.   They demonstrate a range of ways of thinking about how you might build the 'front end' of the NZ Curriculum (the Vision, Principles, Values, Key Competencies, Effective Pedagogies and Learning Area Statements) into your existing units of work, by re-focusing how you teach rather than changing what you teach.  

Documents

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Science (Year 9-10) The earth's thermostat Science (Year 9-10) The earth's thermostat

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Date added: 05/15/2009
Date modified: 05/15/2009
Filesize: 897.5 kB
Downloads: 3615
(May 2009)  This is a new unit, rather than a current unit interrogated and then revised.   It concentrates on how planet Earth maintains a relatively stable temperature, suitable for life. It is an adaptation of a unit developed last year in response to the change in the Planet Earth and Beyond strand that now includes more systems thinking. The maintenance of a stable climate involves all of the spheres "“the geosphere, hydrosphere, atmosphere and biosphere. This unit will hopefully help students to understand that Planet Earth works as a whole, and that the ocean and atmosphere play a crucial part. This will enable students to gain background so that planetary problems can be discussed and possible solutions understood.   Author:    Jenny Pollock

Science (Year 13) Climate change Science (Year 13) Climate change

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Date added: 05/12/2009
Date modified: 05/12/2009
Filesize: 849 kB
Downloads: 2118
(May 2009)  This is a new unit in response to the changed Science curriculum and is intended for students doing Science at Year 13 or doing an Environmental Science course. 
While I have run parts of the unit before, I have not run the unit as a whole, but I anticipate it would take a term.   Each section would need to be broken down into lessons and some would take longer to do then others. 
I teach skills as they seem relevant during the unit, so that by the time the assessment is reached students have all the skills needed to complete it.  My students are very average and need this type of scaffolding.  I have a range of templates they can use for the teaching tasks that I am developing.  Author:  Margaret Arthur

Science (Year 10) Earth Science Science (Year 10) Earth Science

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Date added: 05/01/2009
Date modified: 05/01/2009
Filesize: 872 kB
Downloads: 5030
(April 2009)  The unit encourages the students to take control of their own learning. However to take into account the new curriculum, there have been some additions to the main section on the unit with a series of questions added on the end of the unit to allow to students to demonstrate the knowledge and scientific ideas they have gained in contexts that are relevant to them and encourages critical thinking about issues using scientific methodologies.  Author:  John Whakamoe

Physics (Year 12) Waves Physics (Year 12) Waves

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Date added: 04/30/2009
Date modified: 04/30/2009
Filesize: 878 kB
Downloads: 4281
(April 2009)  This unit works well to link Physics concepts to everyday observations. There are practical applications and opportunities for the student to investigate phenomena in practical situations. The focus is qualitative ideas/understanding, rather than quantitative. Although the unit is, for most students, entirely new learning, the phenomena can be observed in everyday life.  Linking to experience is the key to building shared learning and connections to prior learning and experience.  Author:  Lee O'Neill

Science (Year 12) Organic Chemistry Science (Year 12) Organic Chemistry

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Date added: 04/30/2009
Date modified: 04/30/2009
Filesize: 902 kB
Downloads: 6443
(April 2009) Organic Chemistry is the basis of all living life. It has significant implications for aspects of everyday life such as  cosmetics, pharmaceuticals, plastics and energy sources.  It should be an area that helps students relate to the life around them as most things around them are made up of organic compounds. 
This is often addressed, not in the learning experiences, but by the teacher relating and telling those connections as the interesting "science stories" that teachers have.  This makes the subject real for the student although the student is not actively involved in the finding out of this "information / story".  Author:  Fiona Lamberton
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