1. Whakanuiate
rerekētanga
He Māhere Whakaako
A thematic unit exploring the scientific method and its connectedness to our everyday lives
Kaiako:
Ruth Lemon
Te Tau o ngā Tamariki:
Tau 5-6
Te Roanga o te Whakaako:
8 ngā wiki – Wiki 1-Wiki 9, Wāhanga 4, 2012
NGĀ PUTANGA AKO: KaRere te Manu ki te Ao Tuhituhi
Teaching
Purpose:
(Rūmaki focus) Ko te pūtake o te tuhinga takengapūtaiao he whakamārama,mai i te tirohanga a te kaipūtaiao,mā te whakautu pātai rangahau,i tētahi tūāhuatanga o
te taiao,i tētahi tūāhuatanga rānei nā temahi a te tangata i puta ai.
(English transition focus) The purpose of a scientific explanation is to explain a phenomenon that occurs naturally by answering a question.

2. Main Goal:
Students will design, implement and evaluate a fair test to answer a personal question that arises from our experiment rotation.
Te Reo
Ngā Marau
Matua
Ngā Marau
Pāhakehake (kia
whāiti te aronga)
Learning Context:
Pūtaiao
Pānui
Tuhituhi
Kōrero
Ngā Toi: Ngā Mahi ā Rēhia
Whakatautau, kitu kupu, uiui pōhewa, tāpare tū marikā, mihi
Hauora: Tangata (Kia Kaha)
Huatau o te Whanaungatanga
Hākinakina: First Aid
Te Reo
Taumata 3:
He Kaha Ake
He Pakari
Ngā Tautake Pūtaiao Me Ngā Kōrero o Mua
Hangarau
Ngā Hanga me ngā Pūhanga Manawa
Pāngarau
Tauanga / Ine (he hokinga mahara ki ngā whenu)
Tikanga-ā-iwi
Te Whakaritenga Pāpori ma te Ahurea
Toi Ataata
Māramataka / te puka tau 6
TUHITUHI
PĀNUI
Āheinga Reo:
Āheinga Reo:
During shared writing students are learning to participate in
During the shared/guided reading sessions, students are learning to:
creating texts for differing purposes, eg:
- acquire new vocab in context
- to apply the scientific method in the design of a fair
- interpret diagrams to gain meaning
test – planning to write for a specific purpose
- discuss language features of writing for a scientific purpose
- to explain why something occurs from a scientific
Puna Reo:Students are learning to:
viewpoint
- explain the meaning of technical words in texts
Puna Reo:Students are learning to:
- explain the purpose of simple organisational features of texts
- use a variety of strategies to spell unfamiliar words
(toc, chapters, headings, paragraphs, index, glossary)
with some accuracy (including words like Te Papaioea)
- identify paragraphs in a text and discuss the organisational
- use organisational features of texts to assist the
features of a paragraph
reader when appropriate, such as subheadings,
- use and discuss the information in tables and discuss the
diagrams and labels
function of this visual feature
- use commas, hyphens and bullet points correctly
- use terms associated with books and print such as copyright,
Rautaki Reo: Students are learning to:
publisher, year of publication
- use a question to write a hypothesis to help focus
Rautaki Reo
their ideas for the experiment
Students are learning to:
- use graphic organisers to organise ideas prior to
- use prior knowledge of the topic and their knowledge of the
writing (such as storyboards, mind maps, semantic
world to help gain meaning from new information in text
webs, tree diagrams, note-taking)
- decipher unknown words using context cues, cues from
- participate in pair and group conferences for revision
pictures/ diagrams in a text and syntax cues; using knowledge
- proofread to correct grammar, spelling and
of suffixes and prefixes
punctuation, using tools such as dictionaries,
- identify the main idea and supporting ideas in a paragraph
thesauruses to help in the process
- use graphic organisers to record main / supporting ideas
- share their writing with intended audience and
- skim / scan / summarise
respond to feedback

3. Pāngarau
Tuhinga Focus:
How will the writing be
shared?
Whakatauki:
STATISTICS
Pāngarau Literacy
Students will exchange ideas and communicate about information gathered for a scientific investigation using both written and oral
language, symbols and other types of pāngarau representations.
Using Pāngarau
Students will understand and explore the use of pāngarau relating to their own experiments.
1.
Students will follow the conventions for statistical investigations to pose and answer questions:
gather data
sort data
count data
display data
2.
Understand data displays
Ngā Tautake Pūtaiao Me Ngā Kōrero o Mua
Science Investigations: Carry out classifying and identifying; exploring; looking for patterns and modelling; fair testing; problem solving;
making/building an object or a system.
Pūtaiao
Science Literacy: Develop literacy in the language of science and mathematics, and the symbolic systems of science, and use these
literacies to read and share own ideas, and those of others.
Uses of Science: Apply knowledge of science to community decisions and actions, in order to think about iwi and wider issues impacting on
the individual, society and the environment.
NGĀ HANGA ME NGĀ PŪHANGA MANAWA
Ngā Āhuatanga o te Hangarau
Hangarau
Investigate a questionthat arises from our experiment rotation, and explore the relationship of the scientific method to our everyday lives
by:
- Developing a hypothesis and designing a fair test to check the hypothesis.
Class peers
Te Tuhinga Takenga Pūtaiao
Audience:
School peers – Tuakana / Teina
- a general process
Whānau
Written and oral reports
- Kupu mahi/ verbs
- Evidence to show how a scientific
- Reo tūhono i te take me te pānga /
question has been answered and a
expressions of cause and effect
Language Features:
process followed using a set writing
- Reo raupapa / sequencing expressions
structure
- Reo-ā-kaupapa / jargon (subject specific)
- Booklets / Graphs / Photos
Whakanuia te rerekētanga (Rāwiri series)
Celebrate difference / Notice differences... me ngā ōritenga.
Nā Rangi tāua, nā Tū-ā-nuku e takoto nei
Ko ahau tēnei, ko mea a mea (Te Marautanga o Aotearoa)
We all come from Rangi and Papa. Science knowledge is a product of human culture, and belongs to all cultures. Science is knowledge about the natural
world and the place of humanity in that world. It involves testing ideas against sensory experience of the world; it is flexible, fallible knowledge, which is
continually reviewed and updated.
Linking together traditional and modern knowledge enables new knowledge bases to develop and be extended.

4. NKK – Pukapuka: Tūhono/ Ngā Rau/Wai/ Ripoinga tae atu ki Ngā Mahi ā Rūaumoko
Whare Pukapuka – Pukapuka
Ngā Kītanga 1/2 – Ranginui rāua ko Papatūānuku/Te Tinana
He Tūāpapa Pūtaiao series
Concept Cartoons in Science Education by Stuart Naylor and Brenda Keogh
Making Better Sense of the Material World
Making Better Sense of the Physical World
Making Better Sense of the Living World
Making Better Sense of Planet Earth and Beyond
Resources:
Step Into Science series: What’s the Problem? What’s Going to Happen? What’s the Plan? What Just Happened? What Do We Know Now?
http://www.tki.org.nz/r/digistore– Digistore Learning Objects
http://www.chem4kids.com/
http://www.gamequarium.com/change.html
http://edinformatics.com/interactive_molecules/mmpart1_jmol.htm - K-12 Molecular modelling
http://media.pearsoncmg.com/intl/pec/school/science10/ - Too advanced, but some helpful images, animations and videos
He Mihi, He Poroporoaki
Kia Kaha
SportMedic Accreditation Programme
ARONGA
1-3
TŪMAHI HEI TAUTOKO
Tuhinga Māhorahora
Ensure rules and routines are fully established and ingrained in practice for the Tuhinga Māhorahora
programme including:
- a description of the Toroa as the guide bird, his characteristics and the reasons as to why he has been
chosen as the guide bird.
- the purpose of Tuhinga Māhorahora
- Ngā whainga for TM
- Ngā tīkanga mo te TM (before, during and after writing / sharing circles / small group and pair sharing)
- the set out of the TM books
- strategies for idea generation (the rauemi box; laminated pictures; story starters; ideas dice (to be
made during term break); the back of the book as ‘author’s notebook’)
Also take this time to introduce the guide bird for Takenga Pūtaiao (Tiu - sparrow), the reasons as to why this
bird has been chosen as the guide bird
Set long term goals and objectives for the unit.
Ensure grouping is in line with achievement data, utilising tuakana-teina groups and with the focus on
grouping according to independent work ethic / habits.
Refer Te Hōtaka Tuhituhi Māhorahora and He
Kura Tuhituhi pg 97-99
Refer He Kura Tuhituhi pg 81-94
Refer latest classroom achievement data

5. 1-3
Pūtaiao / Te Reo Kōrero / Te Reo Tuhi / Te Reo Pānui
Pose the question – “What is science to you?”Thoughts can be communicated in a combination of words,
symbols and images on one ½ of a piece of card. Subsequently, “what does a scientist look like to you?” to be
drawn on the facing ½ of the card. Class discussion – what does this mean? What stereotypes do we have in
our heads about science and scientists?Set-up the rātaka pūtaiao in puka kaupapa – important to record our
changing questions and thoughts.
What is the connection to science?
What questions would a scientist ask about this picture?
Which area / field of science?
Bus-stop activity. Each group to have an image to answer the facing 3 questions. Eruption, construction of the
pyramids, mating elephants, lightning striking water, stars. Once back at the beginning, each group to
feedback 1-2 thoughts / responses to the questions.
Whakanuia te rerekētanga (Rāwiri series)
Celebrate difference / Notice differences... me ngā ōritenga.
Nā Rangi tāua, nā Tū-ā-nuku e takoto nei
Ko ahau tēnei, ko mea a mea (Te Marautanga o Aotearoa)
We all come from Rangi and Papa.Science knowledge is a product of human culture, and belongs to all
cultures.
I will model process of collocation of keywords and shared word-map with the first whakataukī, referring back
to our illustrations / responses to this whakataukī from Tā Māhorahora books. In 2 groups, to explore the
second whakataukī – ordering the cut-up words. Then to illustrate, as a group, what the whakataukī could
mean. Possibly need to draw attention to ‘ko mea a mea’ – are there any sayings in English that mean similar?
What does this phrase mean?
Brainstorm:purpose of the intended topic of study; audience; goals and pathways
Each session to be drawn mainly from the green “Making Better Sense of...” Science series. Sessions start with
a focus on one of the concept cartoons focussing on that area. Experiments focussing on a quick intro / recap
to the field of Science. As the groups rotate, they write down 1-2 questions each that arise as a result of the
experiments.
Heat / electricity
Forces and motion
Magnets / magnetism,
Rocks and earth science
Weather and astronomy
Physical and chemical change (rates of reaction)
Sound / Light / Colour
Living world
Ki ō whakaaro, he aha te pūtaiao?
He pēhea te hanga o tētahi kaipūtaiao? He
pēhea ngā āhuatanga tō tētahi kaipūtaiao?
He aha i pēnei ai ngā whakaaro? He aha te
tikanga o ēnei whakaaro?
He aha ngā pānga māna ki te pūtaiao?
He aha ngā pātai tō te kaipūtaiao mō tēnei
pikitia?
Ko te aha te momo pūtaiao?
Refer whāriki diagram pg 97 from the
marautanga, to help in de-brief.
Refer poster with the whakataukī (link back to
thoughts from last term)
Refer blown-up page 96 from Marautanga
Refer vocab building PD handouts
Refer Concept Cartoons
Refer MBS of Physical, pgs 55-82
Refer MBS of Physical, pgs 105-125
Refer MBS of Physical, pgs 83-104
Refer MBS of Planet Earth, pgs 23-62
Refer MBS of Planet Earth, pgs 63-128
Refer MBS of Material World
Refer MBS of Physical, pgs 23-54
Refer MBS of Living World

6. 1-3
Toi Ataata / Te Reo Ataata / Hauora / Te Reo Tuhi / Tikanga-āiwi
Whakanuia te rerekētanga. After class exploration of the whakataukī (above), māramataka – link back to
collage (pikitia tāpiapia) work of term 1 and digital art of term 2. Aim is to practice and extend on what we
have learnt to share a photographic collage of our school memories. Show how to access your folder of
images. Model using thinkaloud using a theme / key thought / emotion to frame my ideas. Allow time to go
through images and select the first images for incorporation into collage.
- Then recap through shared modelling how to start a new file (resolution – rahinga pīkara/ira??), how to
transform an image, layer effects and styles (ngā momo āhuatanga paparanga) and incorporating an image
from the internet.
- Before third session, share ‘The Principles of Graphic Design’ – thinkaloud about the impact this is having on
my thoughts around my collage. What is one thing I could change to strengthen the message / emotion in my
collage?
- Conferencing and circulating as tamariki are drafting / organising their ideas. End of sessions paired sharing
(what is the emotion you’re communicating?), then small-group (what is a strength in your image? What is
something you would like to improve?), then whole-group
Talk about the end of term farewell. Link back to reo whakamihi from term 2 and the work with whaea Jules /
guide bird, the tuī. You have spent 5-6 years together – what sorts of memories do you want to acknowledge?
What could be included in our written mihi to others leaving / those who are leaving? Drafting, thinking about
pūtake (use slideshow of images for farewell books to help in the process), then to peer-edit and write into
coloured shapes.
Explain Whaea Helen is leaving to move to Australia. She has been at Newton Central for almost 20 years.
What are our memories of Whaea Helen? What kind of person is she?
Drafting, thinking about pūtake (use slideshow of images for farewell books to help in the process), then to
peer-edit and write into hibiscus/coconut heart shape on beach/mini photo poem book…
1-3
Refer Digital copies of work
Refer Studentshare folders of students’ images
Refer “The Principles of Graphic Design”
interactive http://apecalledman.com/pogdonline/Frame.swf
He aha tō kare-ā-roto?
He aha tētahi painga i tō pikitia tāpiapia?
He aha tētahi āhuatanga ki te whakapakari?
Refer Posters of class-work from term 2
He aha te pūtake o te mihi?
Kei te mihi ki a wai?
He aha ētahi kupu mihi hei tīmata i te tuhinga?
He aha ngā āhuatanga, ngā maumaharatanga ka
whakamihia?
He aha ētahi kupu whakamihi mō ēnei
āhuatanga?
He aha ētahi kupu e whakaatu ana i te
whakaaro o te ngākau?
He aha ētahi kupu hei whakakapi i te mihi, hei
whakanui hoki i te kaupapa?
Year 6 Yearbook – Puka-ā-tau
Meeting called with all year 6’s in the school, Thursday first block (or Wed before Pūkana), Te Whare Tāpere. The aim is
to complete a page each and combine into a book for each of the year 6s. Share “Yearbook Profile Page Ideas” and go
through together. What things do you want to share with others who are moving on to Intermediate? Brainstorm some
ideas. While students are starting to work on their draft, take individual photographs.
Following session – Can choose to either complete by hand, or to create digitally. Organise computer / COW sessions to
work on page.
Week 3 – Photograph of the whole group taken on outdoor stage for yearbook cover.
Refer Yearbook Profile Page Ideas
Refer digital copy of 2010 yearbook
Camera
Computer room / COW sessions negotiated with
2 other year 6 teachers.
Possible year 5 projects: to compile individual
cards/mihi to whaea Helen; to work on their
mahi māramataka.

7. ARONGA
4-5
Whakanuia te
Rerekētanga
Māra these weeks to provide
examples of fair tests /
questions (refer Composting by
Buffy Silverman, pgs 10 Mould
Garden, 14 What lives in soil?
34 Does compost help growing
plants? 40 Soil Structure)
Refer to the questions from the
experiment rotations. What is a
hypothesis? Drafting a
hypothesis
Recap the Scientific Method
(using mix and match
communicative activity from
Vocab PD hui)
Vocabulary building exercises –
whakatautau; whakairi tangata;
picture and text ordering
How can we find answers to our
questions? List for display.
Develop success criteria
Continue to record thinking in
rātaka pūtaiao – plenary to
include sharing 1 key thought/
challenge /interesting question
either in pairs, small-group or
whole class
Setting the variables for the
experiment
What materials will I need to be
able to implement a fair test?
Module 2: Kia Kaha (Hauora)
KUPU HOU
PUTANGA AKO
Oral Language:
 Listen to and record information about a phenomenon,
using a graphic organiser.
"He pēhea te oro rere ai?” (orange coloured genre
book, pg 53)
Reading:
 Read the scientific explanation for "He pēhea te oro
rere ai?" and identify the main idea and supporting
ideas in a paragraph.
Use pātai ārahi pg 87
He aha te kaupapa o tēnei takenga pūtaiao?
He aha te tū āhuatanga kua whakamāramahia?
He aha ētahi pānga o tēnei tū āhuatanga ki a
koe?
Pānui Arahanga
 Māu Anō e Waihanga te Kokomea (Tūhono 3-1999,
wh11-12)
 Te Take o Te Hopi (Tūhono–1998, wh12-14)
 Kōiwi Piko (Tūhono 3 – 2000, wh18-19)
Writing:
 Learn how to sequence the order of the explanation of
a phenomenon, using the chart "Te raupapatanga o te
takenga pūtaiao" (pg 51 of coloured book)
TŪMAHI HEI TAUTOKO
Sequence Chart
Pg 231
Pātai:
He aha te pūtake o te tuhinga nei
Mā wai te tuhinga?
He aha te momo tuhinga?
He aha tētahi tapanga mo te tuhinga?
Before and after chart
Pg 244
Cut out pictures and text for the
example from pg 53 and have students
reorganise pictures and text. Have a
discussion about why they think that
example is sequenced that way.
Refer individual guided reading lesson
plans
Shared Writing Approach:
Use examples in HTM pg 53 to
show how the writers of the
samples answered the guiding
Shared Writing Approach:
questions relevant to each
Use examples in HTM pg 53 (coloured book) to show
section. (He pēhea te oro rere
how the writers of the samples answered the guiding
ai?)
questions (He pēhea te oro rere ai?)
Use blackline masters in HTM pg
 Refer to Shared Writing Approach, pg 88-90
51 and pg 53 to model how to
Use "He pātai ārahi i te takenga pūtaiao" pg 89 - 90
generate and organise ideas
Te rangahau
before writing a shared written
tuhinga takenga pūtaiao
Te tū āhuatanga
(refer to reading activity above)
Te takenga pūtaiao
Shared writing to focus on māra
experiments.
hypothesis -whakapae; control – taurangi whakatina; variables –taurangi; properties –āhuatanga
mould – pōhekaheka;compost – pūwairākau, experiment – whakamātau; fair test – whakamātau tika

8. 1a. Haere ki a http://www.tki.org.nz/r/digistore
e. Peia “Search”
h. Köwhiria “Learning objects”
i. Patohia “chemical change”.
k. Peia enter, kätahi ka köwhiri koe i ngä hei mahi e 9.
Wā Rorohiko – aronga ki a Ō Kawekawe
m. A te wä ka peia atu koe ki te ngohe tuatahi, me whakauru:
Username: st_newton88
Password: boikadoy
http://www.tki.org.nz/r/digistore/protected/objects/?id=8486&vers=1.0
Types of matter: particle model assessment
http://www.tki.org.nz/r/digistore/protected/objects/?id=7568&vers=1.0
Mixing 2 compounds – Lead nitrate solution and potassium iodide solution
http://www.tki.org.nz/r/digistore/protected/objects/?id=41&vers=6.0
Inter-galactic cook-off (physical and chemical change)
Matapae, äta tiro, whakamärama atu
http://www.tki.org.nz/r/digistore/links/590a5134227bf46e552c40e1f85bd4a3/index.html
Chemical Reactions: Reaction reshuffles
http://www.tki.org.nz/r/digistore/links/0a31173b625bba591025fbadafe9982a/index.html
Chemical reactions: Balancing equations
http://www.tki.org.nz/r/digistore/protected/objects/?id=927&vers=1.0
Metals in the Home
http://www.tki.org.nz/r/digistore/protected/objects/?id=8489&vers=1.0
pH scale: assessment
http://www.tki.org.nz/r/digistore/protected/objects/?id=5816&vers=2.0
pH noughts and crosses
http://www.tki.org.nz/r/digistore/protected/objects/?id=38&vers=5.0
Save the Lake – Last month, a huge storm hit the area. It damaged industrial sites and farms. Stormwater that may have contained poisonous chemicals
washed into the lake. Test the lake water to work out which industry caused the pollution problem.

9. WIKI
6-7
ARONGA
Whakanuia te
Rerekētanga
The focus for tamariki will be on
running their experiments:
- Predicting
- Observing
- Explaining
Set up experiment using fair test
method; Collect samples, record
outcomes of test.
Continue rātaka pūtaiao
Vocabulary building
exercises – whakatautau;
whakairi tangata; picture
and text ordering
Module 3: Kia Kaha
(Hauora)
PUTANGA AKO
Oral Language:
 Listen to a scientific explanation and
identify the phenomenon being
explained
(use Te pūtakenga mai o te pūngao o
te tangata or a section from Te
Mahana Haere o Te Ao)
Reading:
 Read and interpret associated
diagrams and discuss how they help
the reader gain meaning of the
explanation
TŪMAHI HEI TAUTOKO
Researching and telling the facts
Pg 226
Pātai:
He aha te pūtake o te tuhinga?
Mā wai te tuhinga?
He aha te tū āhuatanga e whakamātauhia ana?
Flow Chart
Pg 248
Refer individual guided reading lesson plans
 Pānui Arahanga
- (Identify appropriate books
for the level of your students
from Tūhono series)
Writing:
Shared Writing Approach:
 Select and use language appropriate
Refer pg 88-90 for Pātai Ārahi i te tuhinga takenga
to the experiments carried out "Te
pūtaiao
pūtakenga mai o te pūngao o te
Follow guidance suggestions on pg 91
tangata”/“Te Mahana Haere o Te Ao"
Refer to pg 51 in HMT and fill in the black line master to
craft a tuhinga takenga pūtaiao
 Sharedwriting approach:
Create ngā āhuatanga reo o te tuhinga takenga pūtaiao
Refer to Ka Rere te Manu ki te
charts, e.g. kupumahi; reo tūhono i te take me te pānga;
Ao Tuhituhi pg 104-106
reo raupapa and reo-ā-kaupapa.
He mahi hei tautoko:
He aha ngā āhuatanga hei kōrerorero?
Tuhia he ōhiomanomano hei kohikohi whakaaro mō ngā
mahi, mō ngā āhua kua kitea i roto i tō ake
whakamātautau tika
Āta whakaarohia ngā kupu me ngā rerenga e hiahiatia
ana te tuhi (highlight examples used in the coloured
books and model using your model fair test)
Evaluate written piece by answering questions on pg 93-94.
(You can identify together and review shared criteria for crafting
a written piece retelling your experiences)

10. KUPU HOU
WIKI
8
ARONGA
Whakanuia te
Rerekētanga
Analyse outcomes of experiments:
Thinking about scientific method
and the process
How/why/what/when/where/who
Write brief statements for findings
He aha ngā hua?
He aha i whakaaro pēnā ai koe?
Module 4: Kia Kaha starts
PUTANGA AKO
Oral Language:
 Explain a phenomenon to a friend
Reading:
 Read for information before writing on a
topic
Web
 Pānui Arahanga
- (Identify appropriate books for
the levels of your students)
Writing:
 Craft a written scientific explanation
through the writing process to a
published copy for the intended audience
referring to and explaining your fair test
WRITING PROCESS refer to:
Ka Rere te Manu ki te Ao Tuhituhi
pg 62-85
CONFERENCING refer to:
Ka Rere te Manu ki te Ao Tuhituhi
pg 116-125
KUPU HOU
TŪMAHI HEI TAUTOKO
Think, pair, share
Pg 236
Shared Writing Approach:
Refer to pg 88-90
Pg 267

11. WIKI
9
ARONGA
Te Kaha o te Hau
Module 4: Planet Kia Kaha
and goals completed.
Re-evaluate objectives from
the beginning of the unit.
Ask:
- Have we achieved
what we set out to
do?
- What did we not do?
Prepare a sample of work
for each area covered, and
prepare for display.
- 3 tamariki per group.
- arrange booklets,
photos, stories,
experiment
documentation for
display.
- share at hui Māori
and on our blog.
Complete a Self Reflection
PUTANGA AKO
Oral and Written Language:
 Present and share the written scientific explanation with
the intended audience
- Refer to Ka Rere te Manu ki te Ao Tuhituhi pg
84-85 re Sharing and Responding to outcomes.
Reading:
 Evaluate written pieces of work (feed back and feed
forward – identifying next steps of learning)
Taking Snapshots Along the Way:
Ka Rere te Manu ki te Ao Tuhituhi pg 130-134
Formative Assessments:
Share learning goals
Effective questioning
Self and peer evaluation
Effective feedback
TŪMAHI HEI TAUTOKO
Reading collection of work to class
members.
Refer to „He pātai arotake i te takenga
pūtaiao’ pg 93
Together evaluate written pieces of work by
answering questions, eg. Teacher / class;
teacher / individual student