1 of 10

Moro’s

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Modelling Book

2 of 10

Wednesday 1 November

Name

Attendance

Name

Attendance

Niko

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Fletcher

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Josh K

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Van

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Mila P

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Alexis

Testing

Alexi

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Oliver P

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Harper K

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Rayna

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Elise

Testing

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3 of 10

Learning Goal

  • Reread to clarify vocabulary understanding.
  • Highlighting key words.
  • Make connections between texts.
  • Identify key words which when combined with prior knowledge, will help with understanding.
  • Identify some text events and features, and discuss what they can make the reader think about.

Key Vocabulary

surface

swooping

rig

compressed

visible

predator

bioluminescence

decaying

species

Trench

hydrothermal

magma

Discussion Questions

  • What are the different zones within the Ocean?
  • Why do you think Scientists divided the Ocean into these 5 zones?
  • How would you feel, and what would it look like in each zone?
  • Where might you find… (particular species)
  • Who wants to investigate more the Ocean?

4 of 10

Monday 6 November

Name

Attendance

Name

Attendance

Niko

​

Fletcher

Away

Josh K

I am Green

Van

​

Mila P

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Alexis

​

Alexi

​

Oliver P

​

Harper K

​

Rayna

​

Elise

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​

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5 of 10

Learning Goal

  • Reread to clarify vocabulary understanding.
  • Highlighting key words.
  • Make connections between texts.
  • Identify key words which when combined with prior knowledge, will help with understanding.
  • Identify some text events and features, and discuss what they can make the reader think about.

Key Vocabulary

evidence

hitched

speck

scattered

colliding

vapourized

salinity

dwellers

organisms

photosynthesis

diversity

expeditions

Discussion Questions

  • Where did the Oceans come from ordinary?
  • Why is the Ocean blue?
  • What good is the Ocean?
  • How does phytoplankton work?
  • How do whales dive so deep?

6 of 10

Tuesday 7 November

Name

Attendance

Name

Attendance

Niko

​

Fletcher

Away

Josh K

I am Green

Van

​

Mila P

​

Alexis

​

Alexi

​

Oliver P

​

Harper K

​

Rayna

​

Elise

​

​

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7 of 10

Learning Goal

  • Reread to clarify vocabulary understanding.
  • Highlighting key words.
  • Make connections between texts.
  • Identify key words which when combined with prior knowledge, will help with understanding.
  • Identify some text events and features, and discuss what they can make the reader think about.
  • Summarizing: To explain in fewer words what the text is about

Key Vocabulary

mesmerised

vibrantly

ecosystems

acidification

polyps

exoskeleton

calcification

organisms

consequences

significant

emissions

variations

Discussion Questions

  • Why are the coral reefs of the Great Barrier Reef in danger of dying?
  • How long does the GBR stretch?
  • What is the sign of the Reef dying? What can be identified?
  • The text says corals are animals. What do they eat?
  • Are the zooxanthellae their only source of food? How do you know this?
  • What questions do you have about how corals live?

8 of 10

Follow up task, click on the image to access the google drawing.

9 of 10

November

Name

Attendance

Name

Attendance

Niko

​

Fletcher

​

Josh K

​

Van

​

Mila P

​

Alexis

​

Alexi

​

Oliver P

​

Harper K

​

Rayna

​

Elise

​

​

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10 of 10

Learning Goal

  • Reread to clarify vocabulary understanding.
  • Highlighting key words.
  • Make connections between texts.
  • Identify key words which when combined with prior knowledge, will help with understanding.
  • Identify some text events and features, and discuss what they can make the reader think about.
  • Summarizing: To explain in fewer words what the text is about

Key Vocabulary

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Discussion Questions

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