Below is a link to a website with a range of nets

Nets Website

Monday 30 November Room 13 Task

Your task this week is to create your 'habitat information sheet'

To do this you need to research your habitat and put all the relevant information together into one A4 page.  You also need a photograph/drawing or image of your habitat.
You can choose to do a specific habitat i.e. amazon rainforest, peak of Mt Everest, Antarctica, Cheronobyl Disaster Area, etc

IF YOU DO NOT FINSIH DURING THIS TIME IT IS YOUR HOMEWORK TONIGHT!!!
Remeber you must include the following if it is relevant to your habitat

Climate (Temperature, Day length, sun time/exposure, rainfall, air pressure, gravity, weather, wind, grass/sand/snow/soil what does it walk on etc, night hours, dark/light, seasons)

Challenges  
Advantages
Plants/vegetation (that grow there)
Animals/organism (that live there)
Common adaptations

Where can it get...

Shelter/Temperature

Food

Water
Air
Sun

Also remeber your MRS C GREN- Your creature msut be able to do all of these life processes!

Example information sheet(This is very basic- Yours will be a lot more detailed, with more information)
Example 1- Information Sheet

Examples of animal adaptation information sheets:
Example 1
Example 2
Example 3
Example 4
Example 5

Monday 30 and Tuesday 1st- Daily Plan

Week 8 is here, Unfortunately I am not. For the next two days you will have an amazing reliever in Room 20, Ensure you are all working your hardest and on your BEST behaviour (as I know you all will be).

This is the plan for the next 2 days but it could change. Please make sure you are helping out, doing your jobs and making sure anyone coming into Room 20 is very impressed!

Monday 30th November

Block One You have Room 13. Your instructions will be on the blog as per usual (I will put them into a post rather than onto the ICT page, so keep an eye out for it and help each other out. I have tlked about the expectations with you so hopefully all your ears were on and you know exactly what to do!)

Anything not completed will be homework!!
Putting headphones on is a good idea!

Block Two  You are working on your UOI (Creating the drawing/sketch of your creature) This needs to be done as a plan/draft in your book first, then on A4 paper as a good copy. Ensure you are labelling all the structural adpations (at least 3) and also indicating what shape each body part will be (look in your maths book for help naming shapes)

Block Three Focus (Ask Mr Aspden if it is first or second half) and Tidy-up. 

Block Four Tech!

Tuesday 1 December 

Block One Teaming

Block Two  UOI - Continuing with plan and good copy of diagram. 

We have got computers from our COW- so please 8 of you need to collect and return.

Block Three If you have worked hard and finished your Room 13 work- GAME!! 

Block Four UOI- We need to get this S.A.T finished! So keep working hard on your projects- I am excited to see where you are all at when I return Tomorrow!

Who We Are Summative Assessment Task; Creative Creatures

Creative Creatures

Who We Are - Summative Assessment Task

Examples of adapted birds created by students

Your task is to create a new species of animal/organism to meet the needs of a specific environment/habitat.

You will need to...

1. Create an A4 'habitat information sheet' with all relevant information. To do this you need to choose a habitat/environment and research its conditions i.e. climate, temperature, resources available, air, gravity, pressure, what lives/grows there, rainfall, sun, day length, challenges etc.

2. Create a 3D model of your new creature/species which clearly shows the structural features/adaptations which allow it to survive in its environment.

Include with your model the following:

(You may choose how you wish to display this information)

- A map/image/photo/drawing showing the location of the new species/creature.

- An explanation of each structural adaptation and how it helps it adapt to its environment and survive.

- A description of the living creatures/new species behavioural (something the living thing does) and/or physiological adaptations and an explanation of how each of these help the creature survive. Eg. - we’ve learned that deserts can be hot and dry. Because it lives in the desert, my pigurtle has adapted to the hot, dry climate by sleeping during the day and coming out only at night when it is cooler. It does this to help it survive.

- A name and short description of your animal, along with a brief rationale for the name.

- A brief explanation on how the animal meets its basic needs and performs the life processes (MRS C GREN)

Things to consider:

• Predators , prey/food (at least 3 sources), and symbiotic relationships (What other animals/organisms live in that area that it would/would not work well with)

• What animals can you name that live in your habitat?

• What structures does this animal have on its body that help it to MRS C GREN

• How does this animal escape from predators?

• Does this animal hunt for its food? How does it get/eat/ catch etc its food?

• What structures help it to catch or eat its food?

• Can you think of another structure that could help this animal be a better hunter, or help it to protect itself better?

• Think about the types of animals that already live in that environment or how their adaptations help them in certain environments

• Give careful consideration to adaptations that ensure its basic needs of food, water, shelter/temperature, air, sun and predation are met (be sure to provide at least 3 food sources).

• Can all the adaptions work together/be on the same creature?

• What are the benefits/negatives of each adaptation?

• What could harm this creature? How could this creature reduce the risk of being harmed? e.g. mimicry, camouflage, poison etc

Marking Rubric

Level 2	Level 3	Early Level 4	Level 4	Level 5+
Basic descriptive sentences. Covers only a few aspects of lifestyle. Lifestyle features may not make logical sense when compared to each other. May provide one or two adaptive features. No explanation of how physical or behavioural features help the creature to survive. Little or no linking of creature to other animals in the ecosystem.	Creature is described using simple and compound sentences. Variety of lifestyle aspects covered although coverage is incomplete. Sentences contain many unnecessary words. Some attempt to create a creature which is credible. Inconsistent and illogical links between lifestyle features. Attempts to explain adaptive features Little explanation of how adaptive features help the creature to survive. Little use of scientific terminology.	Some complex and compound descriptive sentences evident. Covers many lifestyle aspects. Occasional use of concise sentence structures although still wordy in many places. Many aspects of creature and its lifestyle are credible. Some attempt to make logical connections between features and how they help the creature to survive. One or two types of adaptive features are identified and classified/explained. Evidence that creature is linked to greater eco-system. Some attempt to use scientific terminology.	Complex and compound descriptive sentences evident. Mostly full coverage of lifestyle aspects. Evidence of concise factual sentences and attempt to write in scientific style. Creature is mostly credible. Logical connections between features. Two or more types of adaptive features are identified and classified. Some attempt to make links between adaptive/ behavioural  features and how they help the creature to survive. Creature is explained as part of ecosystem. Scientific terminology evident throughout report.	Full descriptive sentences. Covers all relevant aspects of lifestyle. Writes in concise scientific style (avoids unnecessary words and focuses on facts). Creature very credible and convincing. Features relate logically from one to the other. All 3 types of Adaptive features are covered. (Structural, Physiological, Behavioural) Careful links made between adaptive features and how they help the creature to survive. Creature is explained as part eco-system. Creature is explained as part of scientific classification using a taxonomy. Scientific terminology is extensively used.

Sexuality Road

We are now approaching the last week or so of sexuality road. We have completed lessons 1-5 and this week (and early next week) we are looking at completing lessons 6-11

Here are the outlines of these last lessons. These will also come home in the Agenda book. 

Lesson 6 – Relationships

LESSON CONTENT:

Learners will:

1. Recap desirable qualities in friendships and relationships.

2. Identify types of non-sexual activities to do when with boy/girlfriends.

3. Identify the types of activities that can be engaged in when in a romantic relationship.

4. Discuss the discrimination experienced by people who are same-sex attracted.

5. Increase acceptance of diversity in relationships.

6. Begin to identify ways that we can challenge negative or derogatory terms used as put downs.

7. Explore the difficulties that people experience when in a relationship that others do not support or 

approve of.

IMPORTANT MESSAGES:

• There are lots of ways to be in romantic relationships, and sexual activity is not compulsory.

• Good friends and good boy/girlfriends have similar qualities.

• We are all unique and different.

• If we feel pressure to do something we are unsure about, it is OK to say ‘NO’ until we are in a position 

to make our own informed decision.

• Difference is positive and should be respected. We learn from those who live differently to ourselves.

• Feeling different and being in a minority can sometimes lead to isolation and low self-esteem and it Is 

important to have a trusted adult you can talk to.

Lesson 7 – Communication and Decision Making

LESSON CONTENT:

Learners will: 

1. Identify the types of activities engaged in when in a romantic relationship.

2. Express themselves clearly and confidently when communicating needs and limits.

3. Explore the difficulties that people experience when in a relationship that others do not support or 

approve of.

IMPORTANT MESSAGES:

• Any kind of pressure is unacceptable.

• If we feel pressure to do something we are unsure about, it is OK to say ‘NO’ until we are in a position 

to make our own informed decision.

• Resisting pressure is not always easy.

• Being true to ourselves is what matters most.

• Difference is positive and should be respected. We learn from those who live differently to ourselves.

Lesson 8 – Communication and Decision Making

LESSON CONTENT:

Learners will:

1. Explore the ways in which someone can be influenced.  

2. Discuss what it means to be ‘ready’ and identify individual priorities/preferences.

3. Look forward to the future and realise the importance of setting boundaries when in relationships.

IMPORTANT MESSAGES:

• Communication can be very complex. It involves more than just words: body language, tone of voice 

and our actions

• If someone goes quiet and withdraws from a situation, they are not comfortable. 

• Feeling ready will be different for everyone – it is important to be clear about what you consider to 

be important in a relationship before you think about being intimate with someone.

• The legal age to have sex in NZ is 16.

Lesson 9 – Reproduction

LESSON CONTENT:

Learners will:

1. Discuss pregnancy and the ways it can be prevented.

2. Explore the risks associated with unprotected sexual contact and learn that these risks are 

preventable.

3. Consider the kinds of reasons that someone might not want to have a baby.

IMPORTANT MESSAGES:

• The legal age of consent in New Zealand is 16.

• People can choose if and when they are ready to have children.

• The most effective way to not have babies is not to have sexual intercourse. Sex is something that 

should take place later in a person’s life, when they are physically and emotionally ready.

• Sexually Transmissible Infections exist and are preventable.

• You don’t have to have sex in a relationship.

Lesson 10 – Where Can I Go?

LESSON CONTENT:

Learners will: 

1. Explore some real life situations that could occur in the lives of young people.

2. Build support in the lives of the students and expose them to the agencies and organisations that are 

available to them.

IMPORTANT MESSAGES:

• It is OK to need support. Everyone needs support at various times in their lives and we all deserve to 

be supported by others.

• It is important to have support people in our lives that we know and trust.

• Sometimes support people need to go to others for help. It is important in this case that the supporter 

asks permission from the person needing support before doing so. (assuming no risk of danger)

• There are many organisations who help and provide confidential support the public.

Lesson 11 – Rounding Up

LESSON CONTENT:

Learners will:

1. Consolidate learning that has occurred during the past unit.  

2. Identify whether there are any gaps in knowledge that need to be revisited.

3. Identify how their recent learning can be applied to life.

Home Learning, Term 4 Week 3

This week your home learning is slightly different.

You are only required to do the week 3 reading, not the maths, spelling or writing. This is so you can set up your Who We Are books. The following needs to be completed by Friday of Term 4, Week 3.

UOI Book Set-up Instructions

We need to set up our new books. We have done this 5 times already so a lot of us will be experts at this!

All pages excluding the title page and learning logs need red borders

All Titles are written in blue pen and underlined in red.

All writing is done in blue pen.

Diagrams are done in pencil

All work is ruled off with a red line, using a ruler. Work is continued after the ruling off, and the whole page, of every page (unless instructed otherwise) is used.

The inquiry cycle stage is written in red pen in the top left margin of each piece of work.

The date is written in the top right margin of every page in blue and underlined (with a ruler)in red.

Each page number is written on the bottom line, in the outside corner or in the middle, in red pen.

Reflections are done in red

Teacher comments will be printed or in green

Please read through and action the following:

1. Create a Who We Are 2015 title page. This needs to include the title, the Central Idea, Lines of Inquiry, your name, team and Class, as well as relevant images/pictures/diagrams. This must be colored in!

2. Glue in a 'Who We Are' learning log. This is to be filled out at the end of each lesson and needs to be kept up to date. you can fill this out in blue or red but it must be the same color the whole way through.

3. On the next page, you need to glue in  a unit overview and fill out the bottom box in full.(page A) After reading the Ci and LOI What do you think this unit will be about? What do you think we will be learning about? What does the central idea mean you think?

4. Split the page into 2 equal halves. Top half is learner profiles- You need to write the definition of each LP for this unit and how you can use it in class/how it will help you.

Bottom half is Key concepts with the key associated questions- See wall displays (Page B)

(blue and red pen only- no felts)

5. Again, split the page in half. Top half is attitudes- definition and how you can use them in class.

Bottom half TD skills- Definition and examples of each - See wall displays. (page C)

(blue and red pen only- no felts)

6. Inquiry Cycle page (Page D) FIll out what happens at every stage. - See Inquiry Cycle handout

7. Glossary (page E) Add unknown words as you come across them or words as Miss S instructs

8. Sexuality Road title page. (page 1) Must be colored in

9. Sexuality road class agreement. (Page 2)

In blue and red pen. Cut out and glue in or re-write. Can add images/illustrations  if there is page space left over.

10. Sexulaity Road Pre-test. (See Miss S to staple in) (Page 3)

11. Rule up Red borders for all the pages so far. Also rule up at least 10 more red borders. You can do more if you would like.

*You may color in/decorate the outside of borders (in felt if you wish)

From here on will be our work throughout the unit. All pages MUST have titles, dates, inquiry cycle stages, RED BORDERS, page numbers and be ruled off.

Setting up our new 'Who We Are' books

We need to set up our new books. We have done this 5 times already so a lot of us will be experts at this!

All pages excluding the title page and learning logs need red borders
All Titles are written in blue pen and underlined in red.
All writing is done in blue pen.
Diagrams are done in pencil
All work is ruled off with a red line, using a ruler. Work is continued after the ruling off, and the whole page, of every page (unless instructed otherwise) is used.
The inquiry cycle stage is written in red pen in the top left margin of each piece of work.
The date is written in the top right margin of every page in blue and underlined (with a ruler) in red. 
Each page number is written on the bottom line, in the outside corner or in the middle, in red pen.
Reflections are done in red
Teacher comments will be printed or in green


Please read through and action the following:
1. Create a Who We Are 2015 title page. This needs to include the title, the Central Idea, Lines of Inquiry, your name, team and Class, as well as relevant images/pictures/diagrams. This must be colored in!

2. Glue in a 'Who We Are' learning log. This is to be filled out at the end of each lesson and needs to be kept up to date. you can fill this out in blue or red but it must be the same color the whole way through.

3. On the next page, you need to glue in  a unit overview and fill out the bottom box in full.(page A)

4. Split the page into 2 equal halves. Top half is learner profiles- definition of each and how you can use it in class.
Bottom half is Key concepts with the key associated questions (Page B)

5. Again, split the page in half. Top half is attitudes- definition and how you can use them in class.
Bottom half TD skills- Definition and how you can use them in class. (page C)

6. Inquiry Cyle page (Page D)

7. Glossary (page E)

8. Sexuality Road title page. (page 1)

9. Sexuality road class agreement. (Page 2)

10. Pre-test. (See Miss S to staple in) (Page 3)

From here on will be our work throughout the unit. All pages MUST have titles, dates, inquiry cycle stages, RED BORDERS, page numbers and be ruled off.