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WALT: make connections between different things we read or view to create new learning
PURPOSE: to connect what we already know and new information to understand what we read
SUCCESS CRITERIA:
I can say what I already know about the topic
I can say what new information I found out
I can use a variety of sources to find new information on the topic
I can put together what I already knew and what I discovered and explain my new understanding/thinking
Week 6, 7 & 8 - Report
Week 6, 7 & 8 - Report
Choose one of these plants, animals or insects (or choose your own) to research (write your names next to it)
Choose one of these plants, animals or insects (or choose your own) to research (write your names next to it)
Find out (make sure to write your notes in your own words)
It's scientific name and it's common (well known name)
A physical description
Where it lives or grows
What it eats or what is required to help it grow
How does it fit in the food web
If it is endemic, native or introduced? Is it a producer, consumer or decomposer?
What job does it do in te ngahere?
What its threats are
Why it is important to protect it
Interesting facts (eg how were the trees used in the past? etc)
CREATE something to share this learning in a creative way. You could make a movie, animation, screencastify, prezi etc.
Links to help you find information
Links to help you find information
Kereru
Endemic, Native or Introduced
Takahe
Leaf Litter
Kauri Forest Felling
Northland Forests on edge of Collapse
Week 6 - Food Webs
Week 6 - Food Webs
This week write a blog post about food webs. You will need to include your food web drawing and this one. Explain the differences between your food web and this one.
SUCCESS CRITERIA
I have included my food web drawing and this one.
I have given at least 3 examples of how my food web is different to this one
I have explained what the arrows mean and why they point the way they do.
I have a catchy title
I have included a quality introduction
I have included a reflection
I have ended with a question
Week 5 - Food Webs
Week 5 - Food Webs
food webs.mp4Watch this video
Discuss difference between food webs and food chains
Which way does the arrow point? Does it matter?
In your own words explain this food web
Make a copy of this google drawing
Use these pictures to create a food web for te ngahere.
Put all the native New Zealand plants and animals in the middle first.
Give each bird a different colour. Show the feeding relationship within the web between the birds, plants and invertebrates.
Think about how the energy is being transferred and make sure the arrows reflect this.
Week 4 - Extra information to support your learning
Week 4 - Extra information to support your learning
Pollination
Pollination
Bird Pollination & Mutualism
Bird Pollination & Mutualism
Seed dispersal
Seed dispersal
Pollination Problem
Pollination Problem
Seed dispersal
Seed dispersal
Photosynthesis
Photosynthesis
Week 3 : Trees, birds and mutualism
Week 3 : Trees, birds and mutualism
make a copy of this doc and fill it the first column (make sure to file it in panui and link it to the hand in sheet)
Read the following 2 articles.
Complete the rest of your synthesising doc
Create a drawing showing your understanding of mutualism. Write an explanation or screencastify yourself explaining what you have drawn.
MUTUALISM DRAWING SUCCESS CRITERIA
I have included labels that identify each member of the mutual relationship
I have defined what Mutualism is
I have written a explanation of what each member does
I have included a detailed explanation of how each member benefits from the relationship.
Week 2 - What is an ecosystem?
Week 2 - What is an ecosystem?
With a buddy, discuss what you think is happening in this picture
make a copy of this doc and fill it the first column (make sure to file it in panui and link it to the hand in sheet)
Read this article
Complete the rest of your synthesising doc
CREATE a drawing showing an ecosystem in te ngahere (bush). Make sure to use animals, birds, plants and insects that we have in New Zealand as examples of producers, consumers and decomposers.
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