Rangitoto
Planning
Term 3, 2017
What is beyond Earth?
Who froze Farrell Flint? - journal online
Vocab: foyer, research, bacteria, ingenious, Cryogenic, encoding, decoding, defrost, defenceless, infuriating, ecosystem, campaign�Focus Points:
Cancel the Invasion - journal online
VOCAB Padlet
FOLLOW UP TASK
Create either a piece of writing or a video (Video diary) pretending that you are a character who is about to travel to a new planet. Who are you? As this character, what are you thinking? How does your character feel about moving to a new planet? What do you expect to see when you get there? What opportunities do you think you may be faced with when you get there? BE CREATIVE!
OR
Choose one of the texts you have read and continue the story. What would happen next? Hint: Choose one of the characters and follow them. BE CREATIVE!
Earth’s Resources - Supporting life on Earth
Vocab: circulation, respiration, nutrient, gallon, overexertion, moisture, replenish, fluids, quarts, ounce, Sahara desert, internal, vary, withstand, elliptical, promote, inhabitable, adaptations
Focus Points:�1. Why is water so essential for life?�2. What would happen if there was no water on Earth? Would humans survive?�3. How is it that camels can survive on less water than humans? [Discuss ‘adaptations’]�4. What is more important than water (for humans)? Why do you think that oxygen is more important than water?�5. Why is it that humans can survive for longer without water when they are not exercising as much?�6. If we were to have limited access to water, do you think we would be better to have an active lifestyle (exercising/ walking long distances etc.), or do you think we would be better to have a less active lifestyle? Why do you think this?
Water
Text: Water worries (Rachael McMillan, SJ April 2012, L3)
Vocab: ‘take for granted,’ quantity, irrigation, aquifers, fertiliser, filters, climate change, greenhouse gases, guarantee, desalination systems, harvester
Focus Points:�1. Give examples of water issues in NZ.�2. How is it that we are still using water which has been around for a long time?�3. Is it possible to use up water? Why/ why not?�4. Pretend you are a drop of water on the school field. Give an example of the water cycle for this drop of water.�5. Why do we use more water now than we used to?�6. Discuss use of the glossary. �7. Make connection between ‘kaitiakitanga i nga wa katoa’ and ‘earth as a planet suitable to live on.’�8. What is a desalination system?
Follow up task: In your group, create a rain harvester, using the instructions on page 47-48.
Life beyond Earth
Text: Becoming a Martian (Clare Knighton)�Vocab: mass, diameter, toxic salts, vapour, hydroponics, pressurised, airlocks, �Focus Points:�1. What does this text compare travelling to out of space to? [We are voyagers]�2. Why do you think humans are so interested in living elsewhere? Discuss the saying “The grass is always greener on the other side.”�3. What is meant by “on average” ? Discuss the mathematical definition of ‘average.’�4. Why can a trip to/ from Mars only leave every 26 months?�5. If it is thought that a trip will leave for Mars in 2024, when would the first trip back from Mars happen?�6. Is a day on Mars longer or shorter than a day on Earth? Why do you think it is different?�7. How does the temperature on Mars compare to that on Earth? Where would we have to live if we were to move to Mars?�8. Would you be able to walk around on Mars without any breathing apparatus? Why/ why not? Does this explain chances of life on Mars?�9. How could the water challenge be solved on Mars? [Discuss whether this is like an artificial water cycle or not]]�10. Discuss final provocations: page 30.
Follow up Task: Choose a job which will be needed on Mars. Write a job description to advertise back on Earth, ready for someone to take over your job when you choose to return back to Earth.
Life Beyond Earth continued
Text: Living in Space (ESA)
Vocab: simulated, �Focus Points:�1. Explain what the purpose of the Mars500 mission (2010-2011) was. �2. Mental/ physical problems - explain how they are thinking ahead - any potential scenarios that may arise.�3. How many people were involved?�4. Where did this happen? Show on google maps.�5. Why did they have to be in the simulation for 520 days?�6. Do you think you would sleep well if you were in this simulation? Why/ why not [Students to link back to text - What causes a big issue for the Marsonaut’s sleep?] �7. Where else can researchers go to study the sleep patterns that may be faced? Why is this a good place to go?�8. How did this study help people back on Earth? [kidneys/ salt absorption].�9. Explore some of the other pages on this website, making links to what we have already looked at in our inquiry.
�Links to previous texts: Particularly ‘Becoming a martian’ - last week’s text.
Life beyond Earth continued
WALT: make connections across texts, WALT: justify responses using ideas that we read�Text: Frogs: Journals online + Audio + TSM
Level 3 Science Links: Appreciate that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.�Make a link from this text into the other texts: Investigate the components of the solar system, developing an appreciation of the distances between them.�Make connections between texts - understanding the habitable zone (Goldilocks zone) and the impact the sun/ distance between planets can have on the habitability of a planet. �Vocab: rad-monitor; sludge, Mutts (fictional characters); wrecks; circuit board, sat-nav, extinct, fragile, �Focus Points:�1. Where do you think Tane is?�2. Why is Tane so concerned about his rad-monitor? What will happen if it becomes too high? [Get students discussing heat/ radiation levels.]�3. If this is not Earth, which planet could this story potentially set, based on knowledge about location/ distance from sun?�4. Do you think it is going to be safe for Tane to remain living on this planet? Why/ why not?
Text 2: www.space-kids.org/planets + http://space-kids.org/the-sun/�Explore the facts of the different planets. �1. What are the pros/ cons of living on these different planets? (In terms of habitability)?�2. Discuss the goldilocks zone.�3. Distances between planets - discuss this, and the impact it would have. Discuss whether distances from moons could also have an effect.
Text 3: Youtube video
The adventures of Kory ‘Flight of the Kiwi’ (Paul Martin)
Walt: read a graphic novel�Walt: read for meaning and for enjoyment
Characters and Setting - Task to complete while reading (Yellow to be completed on page 1, before continuing); purple to be completed as read the rest of the text.�The parts of a graphic novel - Task
Text 2: Michel Mulipola: Superhero secrets�Text 3: Kory the Kiwi - website��Focus Points:�1. How do we know what animal Bert is? �2. How do we know which Whale Bay is being talked about? Use google maps - show there are 2 Whale bays in NZ. [Mention of Raglan later in the story].�3. Get students to find the place where it tells you where the boat ends up. How do we know it is in France?�4. �
Catching a Space Duck (Renata Hopkins)
Focus Points:�1. What is it that is being referred to as a space duck?�2. What is a comet?�3. What sort of mysteries do you think they will be able to solve by studying this comet?�4. How far away is this comet? How does this compare to the distance between Auckland and Wellington (~640km) ?�5. How long did it take Rosetta to reach the comet? Why do you think it took so long?�6. Discuss how it wasn’t Rosetta that landed on the comet, but a ‘lander.’�7. What were the challenges faced on this spacecraft expedition? Why were these challenges?�8. What went wrong when Philae landed? Why?