Understand there are differences between different volcanic rocks.

Success Criteria:

• Take notes on the 3 different types of volcanic rocks.

• Match the different kinds of volcanic rocks.

Materials:

• Printed copies of the note-taking sheet

• Video

• Sorting Chart: pre-cut into bags (found on here)

• Glue Stick

Sequence:

1. Start with a discussion on prior knowledge about rocks. e.g. provocation: What are rocks?

2. Introduce the first part of the lesson: note-taking on different kinds of volcanic rocks.

3. Hand out note-taking sheets.

4. Watch the video while students are note-taking. (You May need to pause the video to allow for students to keep up)

5. Share between trios, prompt students with: what were similar findings? Are there differences from your peers?

6. Within these trios, hand out the sorting activity.

7. Get students to complete the sorting activity by sticking them into the right columns.

8. Get students to explore when finished, walking around and looking at the others, allowing for sharing.

9. Review answers, and discuss any discrepancies.

(Participating and Contributing, Interpreting Representations)

Create a prototype based on a design to use as an excavation tool in the sand.

Success Criteria:

• Use my plan to inform my prototype.

• Create my first prototype.

Materials:

• Paper

• Pens

• Task Visual

Task:

You have been tasked to create an excavation tool to use in the sand to explore what lies within the sand's surface.

Make sure you have the task always visible throughout the entire process!

Support students as a 'guide on the side' and let them explore their designs. Prompts could include: do you have what you need? Do you need anything from me? Have you checked your design?

*Make sure you complete a lesson on initial design before the prototyping stage as this will give you what materials will be required.

(Technological Knowledge)

Create a design for a solution to a relevant problem.

Success Criteria:

• Brainstorm initial ideas.

• Draw up an initial solution.

• Research to support solution.

Materials:

• A3 Paper

• Pens/pencils

• Devices

Problem:

We need to get supplies to the DOC workers on Rangitoto quickly.

Sequence:

1. Introduce the environment: Takapuna Beach and Rangitoto.

2. Discuss prior knowledge; beaches, boats, sailing, swimming etc.

3. Introduce the problem, and tell the students they will be engineers in order to solve it.

4. Get students to brainstorm possible ways to solve the problem (do not mention the boat solution until it is mentioned by the ākonga).

5. Hand out A3 paper for students to start creating solutions.

6. Allow time for research and discussion in problem-solving.

7. Display designs ready for the next lesson. Have the problem visible with the designs.

Next steps: create, evaluate and present results.

(Engineering Cycle)

To visually represent our data.

Success Criteria:

• Use a bar graph to show the water temperature.

• Use a bar graph to show air temperature.

• Use a bar graph to show both, water and air temperature.

Materials:

• A3 Paper

• Pens

• Rulers

• Data (collected over the year)

• Bar Graph Support

Task:

After collecting data for a week straight at the beginning of each term, use this to create a bar graph. There will be 2 data sets: water temperature and air temperature.

Go over representing data and why we do this (to show trends and interpret data).

Using either plain paper or grided paper, draw in the x and y-axis, and proceed with labelling the graph before finally plotting the bar graph data with the collected data. Do one data set at a time. Model the first data set, then get students to optionally make the second one independently.

Display data.

Next steps: draw conclusions from the data and answer investigative questions from the beginning of the data collection cycle.

(Statistics)

Create a quadrant to use on the rocky shore at Takapuna Beach.

Success Criteria:

• Measure material into 1 metre² (4 pieces).

• Cut out material.

• Join pieces.

Materials:

• Metre Ruler

• Brown Paper

• Flute Board

• Craft Knife

• Hot Glue Guns

• Hot Glue

Sequence:

1. Prior knowledge check: vocab: quad, sides, metre², cm, m, perimeter, area.

2. Using metre rulers, in trios, practise measuring 1-metre lengths onto brown paper, with 5cm of width.

3. Get students to cut these out and using a glue stick, stick them together to form a quadrant.

4. Discuss perimeter and area here.

5. Repeat the measurement process on the flute board.

6. Teacher to cut out flute board.

7. Students glue the flute board together to finish the quadrant.

   
   

Next steps:

Practise using the quadrants around the school before the Takapuna Beach trip.

(Measurement)

Organise shells according to their physical characteristics.

Success Criteria:

• Notice differences between shells.

• Group similar shells together.

Materials:

• Shells

• Camera/phone

• Note Pads

• Pens

Task:

Using collected shells from Takapuna Beach, organise shells into groups.

While students are doing this, listen to the conversation and ask prompting questions like: why are those shells together? How are you sorting the shells? How are these different?

Support note-taking of the student's observations, as this is their evidence to support their choices.

Have a class discussion on final agreements and disagreements.

Photograph the arrangements.

Next steps: Research the different types of shells, what are they? What is their purpose?

(Investigating in Science)