Rangitoto
Term 2
Week 9
Text: Is it Possible? Can Humans Fly Like Birds?
Text Introduction: This article is written as a forum where a boy, Chris finds out why it is that birds can fly but humans cannot.
Visual Literacy: What type of image are the images in this text? What do these images show?��Prior Knowledge: Birds fly naturally and humans do not. �Vocabulary: disappoint, unlikely, layered, particular, developed, airborne, oxygen, extracting, muscles, well-developed, physical changes.
Focus Points:�1. What reasons are given as to why birds fly but humans do not?�2. Would humans be able to fly if they had wings? Why? Why not?�3. Other than wings, what is another main different between the anatomy of birds and the anatomy of humans?�4. Does Professor Jo think that humans will ever fly? Why/ why not?�5. Meaning of ‘Prof.’�
Week 8
Text: The Mechanics of Movement (NLD11)
Plan - Page 158 - Teacher’s Resource Book (5) - Debbie Croft
Week 7
Continue with last week’s task (note, last week was a short week due to Queen’s Birthday and a Matariki celebration day on Friday.
Go to the library to choose new books.�WALT: select and read texts for enjoyment and personal fulfilment�During this time, also choose books about flight to support learners in their inquiry.
WALT: integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts�WALT: evaluate the reliability and usefulness of texts with increasing confidence.
Learners to explore the texts and add any vocabulary/ important ideas which will support them in their project. �Task: To create a glider which will support a lego figure. Whose glider will fly the furthest when released from a height?
Note: this task will go over several weeks. This week, allow learners to explore the flight texts which have been provided over the term. Learners to design their glider, using ideas (including links) and vocabulary from provided texts.
Success Criteria:�1. Vocabulary picked to support explanation and discussions around the task.�2. A design of the glider is created, along with annotations which have been added in (demonstrating successful research into the topic).�3. Learners to create a video/ screencast explaining their design and are to share this on their blog.
Week 6
Text: Manu Tukutuku (Manu Kawana, Connected 2, 2002)�Vocab: manu kāhu, general, traditionally, foretell, tohunga, predict, hang-gliders, captures, expert, acknowledge, saplings, harvester, strick, govern, bound, wingtip, free end, frame, similar, evenly spaced, cross-bundles, arch, pigment, complex, ��Learning Intention/ objective: WALT explore abstract ideas with concrete examples and using prior knowledge; WALT draw upon prior knowledge and make connections with this to multiple texts; WALT understand what makes something fly. Do the same forces apply?
Focus Points:�1. What are some uses of manu tukutuku?�2. Give the antonym (opposite) for: large, lowered, strong, open, entering, �3. What is the meaning of ‘tauparapara’?�4. Explain what is meant by an ‘expert.’�5. What three words are used to describe the mānuka saplings?�6. Draw a picture with annotations which include: kareao, mānuka, aruhe, raupō, harakeke�7. There are strict tikanga/customs/rules around picking harakeke. What do you know about this?�8. Why wouldn’t you want to crash a manu tukutuku?�9. Why do you think they cover the body frome with raupō? How will this help with flight?�10. Look at the picture on page 25. Why do you think the manu tukuku might not fly very well when it still looks like this?�11. Find the meanings of these words in the text: Manu tukutuku; Te Manawa, manu kāhu, manu aute, tohunga, tauparapara, tikanga, karakia, Tāne Mahuta, Haumia Tiketike, kareao, aruhe, raupō, harakeke, moko, manu taratahi, manu pātiki.��Vocab/ Comp Task�Create Task: Complete one of the Samoan Language Week Word Finds. Create your own word find for new vocabulary which you have learned from this text. Create the word find on google drawing and then share it on your blog for others to try out!�Whole class challege:�Create a glider that will support a lego man. In your group of three, you will get some paper/ card, pipe cleaners and tape. You can use maths counters if needed.�1. Plan your aircraft on google drawing. Share this on your blog.�2. Take photos/ videos of you as you create and experiment. �3. Problem solve - why doesn’t it or does it fly?�4. Try again. �5. Record yourself explaining what is happening. Share this on your blog.�Fast Finishers:�- Sunshine Classics�
Week 5
Text: The Great Airship Craze of 1909 (Patrick Hudson) - Part 3 SJ N1, 1994�Vocab:�Movement: airship, vessels, “swooped up and down”, “propeller whirling” (page 50), wings, mast, “a big wheel spinning fast” (Cyril Falconer, p50), reversed, sharp turn, fast, slowing, “aerial navigation” (p50)�Descriptive: gripped, mania, mysterious, baffling, typical headline, reflected, witness, convinced, doubt, humorous tone, residents, claimed, cigar-shaped, carriage, plane, gorge, meteors, comets, “luminous marsh gases”, theories, smugglers, spies, anchored, invade, plucky, fakes, exposed, guttural, “oriental features”, “tall stories”, tarpaulins, fencing wire, ��Learning Intention/ objective: WALT explore abstract ideas with concrete examples and using prior knowledge; WALT draw upon prior knowledge and make connections with this to multiple texts; WALT understand what makes something fly. Do the same forces apply?
Focus Points:�1. Google map - Wangaloa Hills/ Kaitangata (Southland)/ Kaka Point/ Kelso (Otago)/ �2. What was seen that made people think they were seeing an airship?�3. What made people start to take it seriously? [When respected people started telling the stories]�4. What could the big wheel have been that Cyril Falconer saw?�5. Discuss words we could use to describe the speeding up and slowing down (accelerating and decelerating).�6. Why did people think they may have been spies? (p51-52)�7. What is the most likely theory? [Inventors]�8. What else was happening around the world at around the same time?�9. Page 50: What is meant by ‘Aerial Navigation” ?��Vocab/Comp task: Statement/ quote from the text. Explain what you already knew about this idea before reading this text. How did you extend your knowledge of this after reading the text?�Create Task: Annotate the plane to explain how it works OR Pretend you are one of the school children who saw the airship on Friday 23 July. Make a video diary entry to explain what you saw and what it was like.�
Week 4
Text: Tautai (L3 May 2015), The Four Forces of Flight, airplanes, Aerodynamic forces (first section only) , How do airplanes fly?
Vocab:�Movement: wing flaps, lift, deploy, retract, climb, thrust lever, autopilot, control wheel, lift, �Descriptive: vowels, latched, collapsed, represent, 737, cockpit, welled up, boarding pass, air bridge, guages, intricate,
Learning Intention/ objective: WALT explore abstract ideas with concrete examples and using prior knowledge; WALT draw upon prior knowledge and make connections with this to multiple texts; WALT understand what makes something fly. Do the same forces apply?
Focus Points:�1. How is Lagi getting to Samoa?�2. Why is Lagi going to Samoa?�3. What does Lagi mean by “I’m going on a 737’ ? How do you know this?�4. How does Lagi know how a plane works?�5. Why does Lagi tell them that he learned about planes on TV when he actually went to the library?�6. Who is the “lady in a red uniform with a scarf” ?�7. Why is Lagi’s boarding pass “[shivering] in his hand” ?�8. Why do you think it is important that the pilots do some on-board checks?�9. Who do you think Tracy is calling on the phone? (Page 46).�10. Use the information in the text to help you understand what the ‘air bridge’ is.�11. What is a taulima?�12. What was the “mechanical sound” that Lagi heard? (Page 48).�13. Momentum. What do you think it means by the plane “gaining momentum” ? (Page 48).�14. “Distracted by the glow in his chest.” - What is this glow that is mentioned? (Page 48).��Vocab/Comp task: Statement/ quote from the text. Explain what you already knew about this idea before reading this text. How did you extend your knowledge of this after reading the text?�Create Task: Annotate the plane to explain how it works.�
Week 3
Text: The Macaroni Forest (SJ P3N1,1994)�Vocab:�Movement: grow, spout, weight, blown, �Descriptive: vast, harvesting, season, hollow, marvels, enormous, eventually, hibernates, burrow, hibernates, harvester, sun-dried, seal, curious, �Learning Intention/ objective: WALT use the context of a range of texts to support us in understanding unknown or ambiguous words or concepts.�Focus Points:�1. What is Macaroni? What does it look like?�2. Explain the word ‘vast’ (note, this word was also in the last text, The Mystery of Tunguska).�3. Explain what the ‘harvesting season’ is (page 16). If unsure, what do you think it could be?�4. Discuss the scientific name of trees. Pinus macaroni.�5. Do you think this story is true or made up? [Discuss why it is made up - that it is explaining the shape of the branches].�6. “Spout out like a fountain” - simile�7. What causes the macaroni strands to bend down? (page 17)�8. What causes the hollow in the middle, according to this story? (page 18).�9. 2.5 centimetre lengths.�10. Why do they need lots of plastic bags and shovels?�11. Why do you think the bags need sealing? �12. At what point in the story do you start wondering about how true it is? [Discuss p19 - Chocolate Biscuit Forest]]��Vocab/ Comprehension Task: �Create Task:
Week 2
Text: The Mystery of Tunguska (SJP4N2, 1996)�Vocab:�Movement: rips across, trailing, races down, rolling, shock waves, rush outwards, strikes, surround, hurls, rocks, shatter, sways, thrashes, knocked off, flies, whipped from, flung about, torn apart, impact, collision, plunging, sped, shrank, tremendous speed, power, seep upwards, hurtling, �Descriptive: grazing, winds, vast, herdsmen, remote, blinding, column, colossal, immense, expedition, �Learning Intention/ objective: WALT use the context of a range of texts to support us in understanding unknown or ambiguous words or concepts.�Focus Points:�1. Winds or winds? (p23). What information supports us in making this decision?�2. Which two words in the first paragraph support the idea of this area being large and empty (away from civilisation)?�3. What makes the asteroid move towards the earth? [Gravity]. What is gravity? �4. What stops the asteroid? [When it hits the ground]. Why is this?�5. As we read pages 23/24, write down any words to do with movement. Discuss what is causing the movements? What is similar about each of the movements?�6. Page 25: “...as if some force had rushed outwards in all directions, scorching and flattening them.” - discuss this in terms of inquiry. �7. P26: “...the impact would have left a deep crater.” - What does this tell us about the movement of the object?�8. P26: What is it that causes an asteroid to start moving towards a planet like Earth? �Vocab/ Comprehension Task: Questions Presentation
Create Task: Create a video diary pretending you are a farmer who saw the explosion. �Learners to be thinking of the vocabulary which they could use from the text to support them in describing what they saw and heard.�
Week 1
Text: Mountain Bike Catastrophe (SJP4N2, 1996), Push and Pull�Vocab:�Movement: lift, down, ride, flying up, air, steep, slippery, up, down, flat, powering up, �Descriptive: pride, battered, thrashing, oiling, fussing, blasting, charge, “wind sighing”, trickling, splotches, gleaming, castastrophe, aluminium, gears, shock absorbers, disengage, firmly, inspiring, debts, �Learning Intention/ objective: WALT use the context of a range of texts to support us in understanding unknown or ambiguous words or concepts.�Focus Points:�1. What makes a bike move forward?�2. What would make a bike move faster?�3. Explain the term ‘air’. �4. If a surface is ‘steep’ or ‘slippery’, how can this change the movement of the bike? Why?�5. What is ‘aluminium’ - what information supports us in creating this description?�6. What does the word ‘firmly’ mean? What information supports us in creating this description? �7. “The jarring shot up into my shoulders…” - What has this got to do with the movement down the stairs?�8. What caused the boy to have an uncomfortable ride down the stairs?�9. What caused the boy to crash at the bottom of the stairs?�10. ‘Powering up’. What does this mean do you think?�Vocab Task: Write down as many words from the first text which talk about the movement of the bike.�Create Task: Read the second text. Create a poster to show what forces are at play to cause the boy to move downhill on his bike.�