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Great Prizes up for grabs. Check out the Science Fair topics and start your project today!
Whakatauki;
Kia whakatōmuri te haere whakamua
I walk backwards into the future with my eyes fixed on my past.
This whakataukī or 'proverb' speaks to Māori perspectives of time, where the past, the present and the future are viewed as intertwined, and life as a continuous process.
1.The Damage we have done
1.The Damage we have done
1. Watch the video below.
2. Under the heading 'The Damage we have done' in your books discuss, then answer the following questions;
a) Why are humans exploring the possibilities of living in space, on Mars or other planets?
b) What is wrong with Earth? Why?
c) In what ways have humans impacted on the realms of these atua? For each Atua, name them and describe how humans have made negative impacts to specific aspects of each realm;
Ranginui (sky father), Papatuanuku (earth mother), Tangaroa (god of the sea & waterways), Tāwhirimātea (God of weather), Tāne Māhuta (God of the forest) -
d) How can Science & Kaitiakitanga be involved in helping to deal with these issues in the taiao we are facing?
3. Copy the whakatauki from above, and explain in your own words the importance of this whakatauki to learning about how to deal with the problems we have created on Earth.
This whakatauki means to me ......
This is related to .....
2.Life in the Future
2.Life in the Future
4. Complete the Worksheets - What will life be like in 2100? (copy is below)
a) Read the predictions
b) For each prediction - Identify which type/area of Science might be involved in this prediction, and give your own likelihood score out of 10.
c) Give your own probability and comments on the other predictions.
d) Write down 3 of your own predictions for what might happen on Earth in 2100 (only 75 years away)
Future of life in 2100.pdf
Issues of the now & in our future
5. Complete the task at the link below regarding some current issues we face on Earth. Your kaiako will provide a hardcopy of the sheet.
a) Read each section, highlight and identify key ideas
b) Find the correct image, cut it out and glue it in
c) Write a summary of each issue and a possible solution
3.Life on Mars??
3.Life on Mars??
Learning Objectives
Learning Objectives
Explore environmental conditions on Mars and compare them to Earth, and why there is a difference.
Understand what humans need to survive (on earth & elsewhere)
Apply knowledge of environmental science to design sustainable living systems.
Think critically about the environmental impact of human colonization of another planet.
6) Our Place in the Universe - Where does Earth fit?
Using the images below and the information to give a summary of the important things about Earth's position in the Solar System, and draw a labelled diagram to illustrate this.
7) Living on Mars in the future?
> Watch the videos above about living on mars.
Questions to Answer;
What makes Earth habitable?
What’s different about Mars’ atmosphere, temperature, and water availability? Compare distance from Sun, and other factors in a summary table.
What’s needed to support human life on Mars?
How can robots help humans explore Mars?
What could we learn from going to Mars?
Why are humans wanting to find out if we can live on mars?
Think, Pair, Share - If you were dropped on Mars right now, what would kill you first? Why?
Have a korero about this with your classmates, share your whakaaro about it, you will write an answer later.
8) Comparing Earth & Mars
Copy and complete the table below by finding the information (statistics & numbers) to help figure out some major differences between Earth and Mars.
9) Survival on Mars
Copy down this question and write your answer. If you were dropped on Mars right now, what would kill you first? Why?
10) Survival systems needed on Mars;
Identify the problem faced in terms of each survival system below and what we might be able to do to overcome it.
Copy down each survival system, then next to it record your answers.
🌬️ Air & Atmosphere - How could we make breathable air? (link to photosynthesis and oxygen generation)
💧 Water Supply - Where could we find or recycle water on Mars?
🌾 Food Production - Could plants grow in Martian soil?
🏠 Shelter & Protection - What materials protect from radiation and cold?
☀️ Energy & Power - What power sources could we use (solar, nuclear, wind)?
What can Earth’s ecosystems teach us about designing habitats on Mars?
How do sustainability principles (recycling, renewable energy, closed systems) apply?
11) Biosphere 2 - A Large scale Experiment
Research - Find out about Biosphere, then answer the following questions;
a) What is Biosphere 2?
b) Where was it built?
c) What were the scientists trying to find out?
d) What was found out?
e) What went wrong?
f) How does this relate to our learning about surviving on Mars?
You could use the article below; or video
12) 'Mars Base' Group challenge
Design & build a model “Mars Base” that sustains human life.
It must have labels & explanations for the following;
How oxygen is made?
How food and water are supplied?
How waste is recycled?
What materials protect from Mars’ environment?
How energy is generated?
13) Lego modelling
Go to the site below to get information about how to build the lego models of things needed to get to and survive on mars.
https://education.lego.com/en-us/lessons/ev3-space-challenge/1-get-ready-to-go-to-mars/#lesson-plan
4.Ngā pēhanga ki te taiao - Pressures on the Environment
4.Ngā pēhanga ki te taiao - Pressures on the Environment
14) Video Questions
Select 3 questions to answer from the video you watched, write the questions & answers in your books.
What was the main message or theme of the video?
How did the video make you feel?
Did you agree with the actions or decisions of the video?
Was there anything you didn’t like about the video? Why?
What part of the video was most interesting to you? Why?
Did the video change your opinion on anything? What?
Was there a scene that made you happy, sad, angry, or excited? Why?
Did your emotions change throughout the video? If so, how?
Are there any careers or professions related to the content of the video? Are any of these jobs you could see yourself doing?
How can you apply what you learned from the video in your daily life?
15) Prior Knowledge
Copy and complete the summary sentence below about what you know about the pressures humans have put on our taiao.
Our taiao and whenua have been negatively impacted by human activities such as .....
Read the statement below - explain in your own words what you think it means?
16) Getting some ideas
The Ministry for the environment (the government department who look after our environment) have used Pōhutukawa - one of the Matariki stars as a starting point in looking into climate change and it's impacts on te taiao.
Looking at the image to the left, can you come up with an idea of why they have used Pōhutukawa as this starting point?
We will work together to highlight & annotate with definitions the key ideas in the following two images.
Akonga are to then complete a summary of the information on the images with a short korero of their own whakaaro about the key ideas.
5.Climate change
5.Climate change
17) Introducing some keywords/kupu
> 👀 the video below about Climate change.
> Complete the questions❓ on the paper copy of the A3 Climate change introduction sheet your kaiako will provide.
> Finish up by finding definitions for Climate change and Greenhouse effect and adding them to the sheet.
18) Experiment time
> Complete some of the greenhouse effect, melting ice caps and absorbing radiation experiments with your kaiako's guidance.
1) Greenhouse Effect Experiment
a) Use the hard copy or digital copy of the doc below to record the outcomes of your experiment,
b) Process your data into a graph using Google Sheets - use the image below as a guide for how to place your data.
c) Think about what the results show - did they support your hypothesis or not? Write this in your conclusion.
d) Some other questions to answer;
Why did we put vinegar in all 3 flasks?
What did the lamp in the experiment represent/model? Could we do this in another way?
What gas was created in flask 2? What is the chemical equation for this reaction?
How could these results show us what impact this effect might have on earth?
6. Carbon in our World
6. Carbon in our World
19) Interactive for the carbon cycle & Kupu
Use the interactive linked here to help you understand what happens in the carbon cycle and some kupu that are important.
> Complete the worksheet to label each part of the carbon cycle process Carbon cycle
https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle
Carbon cycle & climate change - more info
https://www.sciencelearn.org.nz/resources/3378-climate-change-and-the-carbon-cycle-kuputaka
20) Combustion - Complete the reading below about complete and incomplete combustion. Highlight the key words and complete the equations, then use this info to make summary sentences about each type of combustion.
21) Work through the Complete vs Incomplete combustion experiment, record your results, and complete the conclusions about the results.
22) Venn Diagram - summarise the similarities between both types of combustion.
7. Te Moana
7. Te Moana
23) Key Concepts recap - Mystery Link
Complete the mystery link word activity.
24) What issues have we caused that are impacting our Moana?
Using the infographic below (highlight and annotate) answer the following questions to help you understand the issues of climate change and human impact on te moana.
What are the 3 major pressures impacting our marine environment?
What impact do these 3 pressures have on our Marine environment?
Which of our practices or activities could be affected long-term if these problems persist/continue?
25) Ocean acidification - acidic oceans
Looking at the 4 images below write a short paragraph to explain how our oceans are becoming more acidic.
Include the following kupu:
Acid, pH, Carbon Dioxide, emissions, carbonic acid, absorb/absorption,
26) Ocean acidification mystery link
Complete the mystery link activity.
27) Impacts of Ocean acidification
Use information from the images below, to answer the following questions;
1) What types of marine organisms/kaimoana are mostly impacted by ocean acidification? And identify a minimum of 4 named organisms.
2) How do more acidic oceans cause problems for shellfish/mātaitai/kaimoana?
3) Why does this result in shellfish being smaller?
4) How can this affect a marine food web/ ecosystem?
28) Experimenting to determine the impacts of acids on our marine life
> Set up the experiment using the experiment worksheet here;
Shells, Vinegar, Saltwater, Universal Indicator, scales, boiling tubes
> Leave the experiment for 2 days, record your results after 2 days - reweighing your shells, observing and recording any visible changes, check the pH of the liquid has it increased or decreased?
>Leave for 7 days and collect results again.
Protecting Papatūānuku
Protecting Papatūānuku
Whakarongo ki te taiao - Listen to the environment
Whakarongo ki te taiao - Listen to the environment
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