32
FUSE Unit 2: Same, Same but Different STAGE 1 YEAR 8 2015
FUSE Unit 2:Same, Same but Different
STAGE 1
YEAR 8 2015
Chapter 1
English Stage 1
E1I can sequence events in a text I have read.
E1
InformationStep one
Watch this example timeline at http://www.youtube.com/watch?v=LfwvnaMXnVE
Create a popplet containing the major events that take place during Parvana, and why you think these events are important. Use this popplet as an aid when you complete your timeline in the task below.
Step twoCreate a timeline of events in the novel, Parvana. Your timeline must include:
- at least one or two main events that occur in each chapter.
- each event must be labelled with the chapter it takes place in.
- a summary of what you believe are the THREE most important events in the novel, and WHY?
-
Be creative with this - a timeline can be visually presented in a range of ways.....
How do I know I am successful?- I can identify the key points from something I have read- I can adapt sentences into my own words
2
E2I can match events and plot points in the text to theme and character.
E2
KnowledgeStep one
Make a list of 3 important events in the novel that each of the following characters were involved in: Parvana, Nooria, Mrs Weera, Father, Shauzia.
Fill out the following table, using specific quotes and noting which character/s the event relates to.
Event Characters involved Theme it relates to Quote/s about event
Step twoCreate a collage about a character of your choice from the novel, Parvana. This collage must tell a story about this character, and include:
- The main events that affected the character.- How these events affected the character.- How the character changed over the course of the book.- at least FIVE quotes from the novel from this character.
CHALLENGE - what you produce MUST include images, text and audio (not music) in some way.
How do I know I am successful?- I can connect events to themes and characters.- I can show how a character changes in a book.- I can use quotes to support my views on the character.
3
E3I can write a newspaper report that recounts the events from a text that I have read.
E3
Know HowStep one
Watch this news report example https://www.youtube.com/watch?v=RGyjHXDPRsQ
Check out this site - maybe this can be used to help you make your newspaper report? http://www.fodey.com/generators/newspaper/snippet.asp
Read here about how to structure a newspaper article http://homeworktips.about.com/od/paperassignments/a/How-To-Write-A-News-Article.htm
Use this template to help you plan your story http://www.readwritethink.org/files/resources/lesson_images/lesson249/format.pdf
Find a newspaper article of your choice, and label the different parts on it, including: headline, sub-heading (if it has one), byline, lead, quotes from witnesses and the 5 W’s - who, what, when, where and why!
Step two
Produce a news report on an event of your choice from the novel, Parvana.
Your news report can be either in the form of a written NEWSPAPER REPORT or a NEWS REPORT FOR A TV NEWS SHOW (the news report must also include a script for the report as well as the recorded show).
Present your report in a professional manner, as it would appear in a newspaper or on TV.
4
How do I know I am successful?- I can report on events from something I have read.- I can summarise and paraphrase events from a text.
5
E4I can recreate a scene from a text that I have read as a role-play or film changing the setting of the text.
E4
WisdomStep one
Use this website to help you learn how to write a script and make a storyboard for this task http://generator.acmi.net.au/resources/scriptwriting-and-storyboards
Look at this presentation about how to write a script using the correct format http://www.slideshare.net/matthewharris/script-format-cheat-sheet
Choose ONE scene (one section or event) from the novel, Parvana. Make a storyboard for this scene here http://generator.acmi.net.au/storyboard - Watch this example animation here http://www.youtube.com/watch?v=JKmzMnigkaY&feature=related (It’s not about Parvana, but it gives you an idea)
Step two
Using your storyboard - re-imagine the scene you have chosen. It is now set in modern day Australia. Think about how it would be different and how would it be the same?
Write a script for this scene as a role-play or film.
Once the script is complete, perform and record the story (could be a short film, animation, radio play etc)
How do I know I am successful?
- I can recreate a scene or event from a novel.- I can paraphrase parts of text.-I can understand the underlying themes of a text, and recreate them in a different way.
6
7
CHAPTER 2
Maths Stage 1
After working through this stage I will be able to;• Choose appropriate units of measurement for
area and volume and convert from one unit to another.
• Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites.
• Investigate the relationship between features of circles such as circumference, area, radius and diameter.
• Use formulas to solve problems involving circumference and area.
• Develop the formulas for volumes of rectangular and triangular prisms and prisms in general.
• Use formulas to solve problems involving volume.
M1 I can solve problems by finding the perimeter and area of basic shapes and convert units of measurement when required.
M1
InformationDuring Maths tutorials in this stage you will be given the opportunity to complete questions from the textbook. These textbook questions make up STAGE 1 of the task card.
Each group of questions relates to a specific Maths tutorial. If you are absent on the day of that tutorial you are still expected to complete these questions.
Step OneComplete these questions in your Maths Workbook, being sure to show sufficient working out.
9
Complete these questions after tutorials 3 & 4
GALLERY 2.1 Textbook questions for M1 Task card
Step TwoMake a presentation showing how you find the perimeter of a shape, the area of a rectangle, the area of a triangle and the area of a parallelogram. Within these explanations you must show the units of measurement used and convert at least one example from one unit of measurement to another (ie. cm to m or cm to mm)
You must show at least two examples (showing your working out) of questions you have completed in the guiding activities.
Success Criteria- I can find the perimeter and areas of basic shapes.
- I can convert areas of length and area as needed.
10
M2I can solve problems by finding the perimeter and area of parallelograms, trapeziums, rhombus’ and kites, and convert these measurements into different units.
M2
KnowledgeDuring Maths tutorials in this stage you will be given the opportunity to complete questions from the textbook. These textbook questions make up STAGE 1 of the task card.
Each group of questions relates to a specific Maths tutorial. If you are absent on the day of that tutorial you are still expected to complete these questions.
Step OneComplete these questions in your Maths Workbook, being sure to show sufficient working out.
11
Complete these questions after tutorials 1 & 2
GALLERY 2.2 Textbook questions for M2 Task Card
Step TwoCreate an architect drawing of your own simple 2 bedroom home design, you can use technology to do this or A3 paper.
Your drawing must have accurate measurements
On your plan you must also list the area of each room and the total area of your home.
Write a SHORT (200 word) review of your floor plan in terms of how the floor space is designed and its practicality.
Success Criteria- I can convert areas of length and area as needed.
- I can use the formula for basic shapes to find their perimeter and area.
12
M3I can solve problems by finding the perimeter and area of parallelograms, trapeziums, rhombus, kites and circles (including an understanding of circumference, diameter and radius)
M3
Know HowDuring Maths tutorials in this stage you will be given the opportunity to complete questions from the textbook. These textbook questions make up STAGE 1 of the task card.
Each group of questions relates to a specific Maths tutorial. If you are absent on the day of that tutorial you are still expected to complete these questions.
Step OneComplete these questions in your Maths Workbook, being sure to show sufficient working out.
13
Complete these questions after tutorials 1 & 2
GALLERY 2.3 Textbook Questions for M3 task Card
Step Two
Using your Pearsons Textbook complete Questions 1 - 5 of the investigation “Staggered Starts” in Chapter 5.
Make sure that you have completed each question as mathematically as possible. Your summarised results and reflection on what you have learnt from this investigation need to be presented in some way (key note, poster, video tutorial etc.)
Remember that as this is a maths task, the mathematics you complete is the most important evidence to show.
Success Criteria- I can convert areas of length and area as needed.
- I can recognise the formula for the perimeter and area of many different shapes, and use them to solve problems.
14
M4I can solve area and perimeter problems involving many types of polygons and area and circumference problems involving circles.
M4
WisdomDuring Maths tutorials in this stage you will be given the opportunity to complete questions from the textbook. These textbook questions make up STAGE 1 of the task card.
Each group of questions relates to a specific Maths tutorial. If you are absent on the day of that tutorial you are still expected to complete these questions.
Step OneComplete these questions in your Maths Workbook, being sure to show sufficient working out.
15
Complete these questions after tutorials 1 & 2
GALLERY 2.4 Textbook Questions for M4 Task Card
Step Two
Using your Pearsons Textbook complete Questions 1 - 6 of the investigation “Staggered Starts” in Chapter 5.
Make sure that you have completed each question as mathematically as possible. Your summarised results and reflection on what you have learnt from this investigation need to be presented in some way (key note, poster, video tutorial etc.)
Remember that as this is a maths task, the mathematics you complete is the most important evidence to show.
Success Criteria- I can convert areas of length and area as needed.
- I can recognise the formula for the perimeter and area of many different shapes including circles, and use them to solve problems.
16
Science Stage 1Science Stage 1
S1: InformationBe able to identify living organisms and classify them as single or multicellular.
Be able to identify different parts of microscopes, demonstrate skills in slide preparation, replication of images and calculation of magnification.
Step 1Match each of the following descriptions with its corresponding label:
Read the definition below, then write your own detailed version by expanding on the information given:
Name the field of science that studies cells and their functions/structures? What type of scientists work in this field?
Complete the following statement by filling in the blanks using the words below.
microscopes, magnified, microscopic
Step 2Organisms can be single or multi-cellular. Fill in the table by including a definition of what each term means, an example and simple diagram.
18
NON-LIVING
LIVING
ALIVE
DEAD
an organism that can move, reproduce and
respond to stimuli
an object that has no capacity to move,
reproduce or respond to stimuli
an organism that was once living and
alive, but is now deceased
an organism that is functioning and has
the capacity to move, reproduce or respond
to stimuli
Small things need to be _________________ or made
bigger so that they become visible to us.
Scientists use ___________________ to do this.
Objects that can only be seen using a microscope are
described as _________________.
Cells are the building blocks for all living
things. Although they are tiny, cells themselves
contain even smaller parts inside them - each with
a specific job to do.
Fill in the blank labels on the microscope diagram.
Describe the steps of how to calculate magnification when using a microscope. Then using the image below, explain what size the specimen would be without any magnification.
As scientists, it’s important to reproduce images of what you see under a microscope.
Illustrate the image on the right in your workbook as accurately as possible.
Success Criteria• I can explain the difference between living and non-living things
• I understand that cells are the building blocks for living organisms
• I can explain the difference between single and multicellular organisms giving examples to show my knowledge
• I can identify different parts of a microscope and skill in preparing slides, replicating images and calculating magnification
19
Remember to include the magnification
TYPE OF CELL DEFINITION EXAMPLESIMPLE DIAGRAM
OF CELL
Unicellular (single)
Multicellular
S2: KnowledgeBe able to identify and classify cells as either plant and animal.
Be able to identify different parts of microscopes, demonstrate skills in slide preparation, replication of images and calculation of magnification.
Step 1Read the definition below, then write your own detailed version expanding on the information given:
Name the field of science that studies cells and their functions/structures? What type of scientists work in this field?
Complete the following statement by filling in the blanks using the words below.
microscopes, magnified, microscopic
Small things need to be _________________ or made
bigger so that they become visible to us.
Scientists use ___________________ to do this.
Objects that can only be seen using a microscope are
described as _________________.
Cells contain structures called __________________
that each have specific functions to complete
different jobs supporting the organism to survive.
Explain the difference between the terms structure and function.
Step 2Organisms can be single or multi-cellular.
Fill in the following table with a definition of what each term means, an example and simple diagram.
20
TYPE OF CELL DEFINITION EXAMPLESIMPLE DIAGRAM
OF CELL
Unicellular (single)
Multicellular
Cells are the building blocks for all living
things. Although they are tiny, cells themselves
contain even smaller parts inside them - each with
a specific job to do.
Fill in the blank labels on the microscope diagram.
Describe the steps of how to calculate magnification when using a microscope.
In what other subjects or situations would you use this skill?
Identify the microscope that most likely produced the image to the right.
Justify your answer.
Illustrate the image of a specimen (below) in your workbook as accurately as possible.
Explain what size the specimen would be without any magnification.
Success Criteria•I can recognize and classify organisms/objects as living and non-living things
•I understand that cells are the building blocks for living organisms and contain specialized structures to perform different jobs within the cell
•I can explain the difference between single and multicellular organisms and give examples to show my knowledge
•I can identify different parts of a microscope and skills in preparing slides, replicating images I see and calculating magnification.
21
Remember to include the magnification
S3: Know HowBe able to identify and classify cells as either plant and animal.
Be able to identify different parts of microscopes, demonstrate skills in slide preparation, replication of images and calculation of magnification.
Step 1What are cells? Now you are the teacher!
Read and correct the definition that one of your Year 8 students handed in. Add in the information they have missed or included incorrectly.
Animals and plants are made up of cells. Cells are
really small, but if you have good eyesight you can
see them without a microscope.
Cells contain small parts called organs. These are
like miniature human organs and they help the cell/
organism to live.
The cells an organism has are different depending
on what kind of organism it is.
Complete the following statement by filling in the blanks using the words below.
microscopes, magnified, microscopic
Cells contain structures called __________________
that have specific functions to assist the organism
to survive.
List a minimum of 4 structures (each) for plant and
animal cells.
Explain the difference between the terms structure and function.
Step 2Create a table/chart that includes a definition of single and multicellular organisms, an example and a simple illustration of each that highlights any differences.
22
Small things need to be _________________ or made
bigger so that they become visible to us.
Scientists use ___________________ to do this.
Objects that can only be seen using a microscope are
described as _________________.
Fill in the missing labels on the microscope diagram below. What type of microscope is this?
Describe the steps of how to calculate magnification when using a microscope and give an example.
List 2 other subjects or situations that would you use this same skill.
Identify the microscope that most likely produced the image at the top right of the page.
Justify your answer.
It’s important to replicate images of what you see under a microscope accurately.
Look at the specimen below that was obtained using a magnification of x40.
Use your skills to illustrate it as accurately as possible if it was magnified x80.
Success Criteria• I can recognize and classify organisms/objects as living and non-living things
• I understand that cells are the building blocks for living organisms and contain specialized structures to perform different jobs within the cell
• I can explain the difference between single and multicellular organisms and give examples to show my knowledge
• I can identify different parts of a microscope and skills in preparing slides, replicating images I see and calculating magnification.
23
S4: WisdomBe able to classify plant and animal cells including the specialized organelles within them.
Be able to demonstrate proficient skill in the use of microscopes, slide preparation and illustrating slide images.
Step 1What are cells? Now you are the teacher!
Read and correct the definition that one of your Year 8 students handed in. Add in the information they have missed or included incorrectly.
Animals and plants are made up of cells. Cells are
really small, but if you have good eyesight you can
see them without a microscope.
Cells contain small parts called organs. These are
like miniature human organs and they help the cell/
organism to live.
The cells an organism has are different depending
on what kind of organism it is.
Complete the following statement by filling in the blanks using the words below.
microscopes, magnified, microscopic
Create a table/chart that includes a definition of
single and multicellular organisms, an example and a
simple illustration of each that highlights any
differences.
Step 2Fill in the missing labels on the microscope diagram. Determine what type of microscope it is and how it produces an image.
Describe the steps of how to calculate magnification when using a microscope and give an example.
24
Small things need to be _________________ or made
bigger so that they become visible to us.
Scientists use ___________________ to do this.
Objects that can only be seen using a microscope are
described as _________________.
It’s important to replicate the images of what you see under a microscope accurately.
Use your skills to illustrate it as accurately as possible if it was magnified x80.
Success Criteria• I can classify and justify organisms as living or non-living
• I can explain that cells are the building blocks for living organisms and contain specialized structures to perform different jobs within the cell
• I can explain the difference between single and multicellular organisms and give examples to show my knowledge
• I can identify different parts of a microscope and skills in preparing slides, replicating images I see and calculating magnification.
25
Humanities Stage 1
H1: InformationH1 – Be able to explain primary and secondary sources and timeline events.
Step 11. Define the following words, Source, Secondary Source, Primary Source
2. What is the differences between a primary and secondary source
3. Why is it important to differentiate between the two?
4. On the Weebly there is a “Primary vs Secondary” Link. Fill this out
Step 2Create a keynote presentation with your answers from step 1. Also include the following things
1. A time line of the Khmer Empire from 800-1500
2. A pyramid of the social hierarchy.
3. Investigate and explain what each part of the hierarchy is
4. Research artifacts and stories from this period. Identify if they are primary or secondary resources.
5. Write a paragraph explaining what you have learnt from these sources.
Success Criteria• I can tell the difference between primary and secondary resources
• I could explain the social hierarchy to someone if they asked me
• I can timeline events from the Khmer Empire
27
H2: KnowledgeH2 – Be able to timeline and explain the social hierarchy of the Khmer Empire.
Step 11. Define the following words, Source, Secondary Source, Primary Source.
2. What is the differences between a primary and secondary source?
3. Why is it important to differentiate between the two?
4. On the Weebly there is a “Primary vs Secondary” Link. Fill this out.
Step 2Create a keynote presentation with your answers from step 1. Also include the following things
1. A time line of the Khmer Empire from 800-1500.
2. A pyramid of the social hierarchy.
3. Investigate and explain what each part of the hierarchy is.
4. Explain why you think the Khmer empire rose to power, speculate what worked well for them.
5. From this, what type of secondary and primary evidence could you use to support this?
Success Criteria• I can tell the difference between primary and secondary resources.
• I could explain the social hierarchy to someone if they asked me.
• I can timeline events from the Khmer Empire.
28
H3: Know HowH3 – Identify the Khmer empires rise in relation to Europe.
Step 11. Define the following words, Source, Secondary Source, Primary Source
2. What is the differences between a primary and secondary source
3. Why is it important to differentiate between the two?
4. On the Weebly there is a “Primary vs Secondary” Link. Fill this out
Step 2Create a keynote presentation with your answers from step 1. Also include the following things
1. A time line of the Khmer Empire from 800-1500
2. Create a second timeline about what was happening in Europe between 800-1500
3. What are the major differences between Europe and the Khmer empire at the time?
4. Create a Map of the Khmer empire at 2 points in time.
5. Looking at this map, how do we know today about the Khmer Empires boundaries, what primary or secondary evidence could be used?
Success Criteria• I can tell the difference between primary and secondary resources.
• I could explain the social hierarchy to someone if they asked me.
• I can timeline events from the Khmer Empire and relate these to Europe.
29
H4: WisdomH4 – Identify the Khmer empires rise to power and speculate reasons for this.
Step 11. Define the following words, Source, Secondary Source, Primary Source
2. What is the differences between a primary and secondary source
3. Why is it important to differentiate between the two?
4. On the Weebly there is a “Primary vs Secondary” Link. Fill this out
Step 2Create a keynote presentation with your answers from step 1. Also include the following things
1. A time line of the Khmer Empire from 800-1500
2. Create a second timeline about what was happening in Europe between 800-1500
3. What are the major differences between Europe and the Khmer empire at the time?
4. Create a Map of the Khmer empire at 2 points in time.
5. Explain why you think the Khmer empire rose to power, speculate what worked well for them
Success Criteria• I can tell the difference between primary and secondary resources.
• I could explain the social hierarchy to someone if they asked me.
• I can timeline events from the Khmer Empire and speculate on the reasons for this Empires success.
30
Define
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.
Related Glossary Terms
Index
Drag related terms here
Find Term
