Welcome students and parents of 9 WEHI! My name is Mary van Rossen.

Year nine on diversity


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11 February, 2014
Learning Intention:
1. students will learn more about how we are going to behave with resilience to treat each other with respect so that we can learn without interruption from our classmates.

2. students will learn more about each other as part of their new social group: Year Nine Wehi
3. students will begin to consider the expressions of culture.


Success Criteria:
1. students will co-construct class rules about active listening, respect property, each other's feelings and their classmates' rights to learn without interruption.
2. students can interview their classmate about a series of questions about themselves and then standup and introduce their classmate.
3. Students will find out about mythologies in NZ that look similar to Greek mythology.


26 February, 2014. Day 1 MidYIS testing for the University of Canterbury.
Dear parents and students. Today the students are sitting a reading, writing, maths, sequencing and spatial awareness test for the University of Canterbury, so our programme is put back until our next lesson.

Lesson 2 Day 1, Thursday 6th March: "Be the Change you want to see in this world"

Learning Intention: students will understand how they have responsibilities or roles in the many groups, parts of society and the wider world that they belong to, including themselves and in cyber space.

Why? It is important for us to understand that our actions impact on ourselves and each other.
Success Criteria:
-students have viewed participated and contributed to share ideas about the random acts of kindness viewed in the videos.
-students have listened to the speech to the United Nations and after discussing what change they would like to see in the world, have created a visual representation for explanation and filming.
-students have worked in pairs to discuss and complete graphic organisers to reflect on their roles and responsibilities throughout their society.

Do Now: [activating interest phase]
Let's watch these videos which show us "random acts of kindness".
Random means "happened just by chance or out of the blue".
Discuss with your neighbour to answer the following questions:
a) What were some of the things that the people did to help out complete strangers?
b) If you could name how watching these kind acts made you feel, or thinking about them now makes you feel, how did it make you feel?
c) share with your table ONE random act of kindness that someone has done for you. You don't need to say the person's name if you want to keep it private.
d) Name an act of kindness that you have done for another person.
e) nominate ONE or TWO students at your table to report back to the class at the end of this activity.
http://www.youtube.com/watch?v=oeph_eX_pVw&safe=active
http://www.youtube.com/watch?v=PT-HBl2TVtI&list=RDoeph_eX_pVw&safe=active
http://www.youtube.com/watch?v=rbi5YfWzpWI&list=RDoeph_eX_pVw&safe=active
http://www.youtube.com/watch?v=gJWrBjdI4HY&list=RDoeph_eX_pVw&safe=active

Activation No. 2: Speech by junior girl to the United Nations.
Instructions: listen to this speech and discuss with your neighbour what you would like to change in the world. Working together, create a representation of what you would like to see changed in the world. You can draw this or use the rods and coloured plastic shapes. Your design will be filmed along with your explanation of the colours and shapes you have used to represent the change you want to see in the world.
http://www.youtube.com/watch?v=d7ep_8SLQh0&safe=active

Sometimes standing up for yourself and taking care of others means you have to be brave. Sometimes it can even be dangerous - but it is never forgotten. This is about Iqbal. A Tiny child who made a difference for other children in his country.

http://www.youtube.com/watch?v=NVwiIe0CQVk&safe=active
http://www.youtube.com/watch?v=t0D6K18wq8A&safe=active
http://www.youtube.com/watch?v=bLxtkxdtTos&safe=active

Demonstration of Understanding of ideas through language.
In your books, record two answers for each slide question that is following:




thankyou Year nine Wehi. So many of you worked VERY WELL!


Lesson 3, Thursday 6th March - Culture and Heritage: Well we are all from Africa!
Learning Intention:
students will understand that every human on earth is originally from Africa in terms of their ancestry and genetic makeup.

Why?
It is a mind opener to realise that we are all related and that we all came from about 100 to 200 people who crossed out of Africa.

Success criteria:
-students will be able to locate the origin of modern humans on a map of the world.
-students will be able to fill a tree with the names of different human races
-students will be able to create a chain which demonstrates migration to New Zealand.
http://www.youtube.com/watch?v=EnWTi8SrUOs
300 to 400 million years ago upright human beings were living outside of Johannesburg, South Africa. It was not an ape because it walked upright. http://www.youtube.com/watch?v=pKP9ru_G5vk Meat consumption and tool use. Astounding new history.



Map showing the location of the Fossil Hominid Sites of Sterkfontein, Swartkrans, Kromdraai, and Environs (a UNESCO world heritage site, South Africa)
Map showing the location of the Fossil Hominid Sites of Sterkfontein, Swartkrans, Kromdraai, and Environs (a UNESCO world heritage site, South Africa)

Map showing the location of the Fossil Hominid Sites of Sterkfontein, Swartkrans, Kromdraai, and Environs (a UNESCO world heritage site, South Africa)
global family tree.jpg
global family tree.jpg

http://yellowcricketsharmonies.blogspot.co.nz/2012/07/dr-alice-roberts-incredible-human.html




190,000 years ago human kind lived in the Great Rift Valley in East Africa


external image RiftValleymap2.gif
external image RiftValleymap2.gif
external image mapafricaphysicalrift.gif
external image mapafricaphysicalrift.gif


http://www.youtube.com/watch?v=Cd9sjZNfRCk Alice Roberts medical doctor unwraps where the first people were born and how they began their journey to populate the world.

31 minutes in How did human kind get out of Africa ?http://www.youtube.com/watch?v=EnWTi8SrUOs or did we all evolve separately on different continents? We need to study DNA or our gene make for clues.



GAte of Grief.jpg
GAte of Grief.jpg



55.26 mins in Arabian Coastline very different than it is today so people were able to travel along the coastline and get fresh water.

Humankind becomes Asian 25 .45 mins in http://www.youtube.com/watch?v=UzhnrwWneK0&safe=active
Humankind turns white 8.21 mins in http://www.youtube.com/watch?v=Sn6_OG0m1-g





The Human Family Tree.jpg
The Human Family Tree.jpg




http://yellowcricketsharmonies.blogspot.co.nz/2012/07/dr-alice-roberts-incredible-human.html blogspot

GLOBAL FAMILY TREE.odt
GLOBAL FAMILY TREE.odt
GLOBAL FAMILY TREE.odt
GLOBAL FAMILY TREE.doc
GLOBAL FAMILY TREE.doc
GLOBAL FAMILY TREE.doc

Aspects of Culture
Learning Intention:
students will be able to categories aspects of our culture
students will be able to recognise some of the things that have come in to our culture from other cultures.
students will be able to recognise aspects of other cultures that we don't allow in New Zealand

Success Criteria: students can complete social studies activity pages which ask them to identify and categorise aspects of cultures that exist in kiwi society and don't.
Do Now:
Complete the kiwiana match up [paper version]

Think Pair Share
working together in pairs, view the pictures of aspects of other cultures and comment on whether they are part of our culture or not

Information organisation
working in your groups, complete the matching pairs which identify an aspect of culture or a country of origin.

Viewing Snake-Charming, Bullfight and Gladiatoral battles - why? aspects of culture that spread from ancient Rome but have not been adopted into NZ.

25th March
DIVERSITY: for learning intentions, success criteria and activities please open the following Document


2nd April, 2014 - we will be having our photos taken at 9am
Next three lessons will look at kiwiana and Maoritanga and whether it relates to [speaks to/shows up in] the visual elements in our national flag.


learning intentions:
students will be
----THINKING ABOUT OUR KIWI CULTURE AND HOW IT DOES OR DOESN'T RELATE TO OUR FLAG

----- THINKING ABOUT OUR FLAG AND HOW IT DOES OR DOESN'T RELATE TO OUR CULTURE!!!

success criteria:
-----STUDENTS WILL BE ABLE TO DISCUSS ORALLY AND THEN WRITE TEXT TO EXPLAIN THEIR CHOICES AROUND THE FUTURE OF THE NZ FLAG.
-----STUDENTS WILL HAVE KNOWLEDGE OF THE SUBLIMINAL EFFECTS OF VISUAL ELEMENTS WITHIN STATIC IMAGE ON VIEWERS - re flag creation
-----STUDENTS WILL HAVE KNOWLEDGE OF THE HISTORICAL CONNECTIONS AND MEANING BEHIND NZ'S CURRENT FLAG.

how can your teacher help you?
-I can explain what we are doing as many times as necessary so that you understand your tasks.
-I can explain nga kupu hou
-I can explain the new information as many times as necessary to you so that you understand what it means and how to use it in your tasks.
-you can put your hand up for help
-you can come and ask me in the class

This is: Preparation for our JCEA end of term test.

Do Now:
please record the learning intention in your books.

Activate interest phase:
judging the best flag -




TASTI AD: in pairs find as many kiwi symbols or icons as you can
CHECK OUT THE OLD ADS!!
http://www.filmarchive.org.nz/sellebration/

kiwiana matchup game HOW BIZARRE:https://www.youtube.com/watch?v=C2cMG33mWVY

Acquisition of information phase
direct teaching and class brainstorm or think pair share about:
Colour and visual elements as symbols to convey meaning
https://docs.google.com/presentation/d/1SiNFZtFg434YvCclLn7cqaRviOTIK2klcekYsEG49_o/edit?usp=sharing