UNIT:  Own Country Pre World War One

ASSESSMENT TASK:  

Source analysis through an annotated illustration with graded sources and bibliography

TASK INSTRUCTIONS: 

·         Research and select a significant illustration (photograph, magazine article, news article, video footage) from own country from the period 1900-1913

·         Use criteria to annotate the source and grade the source (Grade on a scale of 1-10 for reliability and validity and justify)

·         Record the sources used in a bibliography

·         CONDITIONS OF ASSESSMENT: 

·         Research and annotation of illustration along with grading the sources and bibliography list is done during class time.

·         Extensions will only occur if permission is asked for and granted prior to the submission date

DUE DATE: WEEK 11

Urgent revision Distributive law and volume exam 20/3

                             This exam is Tuesday!!!!!!!!!

Expanding:
Lesson:
https://www.khanacademy.org/math/algebra-basics/core-algebra-expressions/core-algebra-manipulating-expressions/v/distributive-property-with-rational-terms

Practise
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnw4am1hdGhzfGd4OjY5MGE0NzNmNzRmZDYzZjk

Simplifying:
Lesson:
https://www.khanacademy.org/math/algebra-basics/core-algebra-expressions/core-algebra-manipulating-expressions/v/combining-like-terms-2

Practise
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnw4am1hdGhzfGd4OjFjNGRkMjMxODhmNjc2Yjg

Factorising:

Lesson:
https://www.khanacademy.org/math/algebra-basics/quadratics-polynomials-topic/Factoring-simple-expressions-core-algebra/v/factoring-linear-binomials

Practise:
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnw4am1hdGhzfGd4OjY4MjJjZWNjMDJmYTZkZQ


Volume of a cube and rectangular prism
Lesson:
https://www.khanacademy.org/math/basic-geo/basic-geo-volume-surface-area/basic-geo-volume/v/solid-geometry-volume

Practise:
https://sites.google.com/site/8jmaths/volume

                                Volume revision:16/3

Lesson revisit:
http://www.bbc.co.uk/bitesize/ks3/maths/measures/volume/activity/

Activities:

Follow up activities

Rectangles/ Triangles/ Cylinders

https://sites.google.com/site/8jmaths/volume

Learning Focus: Reviewing the planning and drafting process for debating (what do I need to do to prepare for a debate?) 16/3

Why debate?
"One purpose is to train and educate young people who may in future be required to debate and resolve matters"


Read text below, highlight any unknown vocabulary and write a sentence or two in response to your initial thoughts about this article.


https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlbmdsaXNoOGp8Z3g6MTQxY2FjMjQ3NGE0OWNhNw


Statement: 

                                                            Task description:

1) Get together with debating group, write down topic as it is worded on the task sheet.
2) Go through and record all positives and negatives for your topic. It is important to do the opposite to what you are doing so you have "ammunition" to think about for your rebuttal. 

3) Group ideas recorded into areas you feel most strongly about and select your individual argument points for your own debate.

4) Research evidence that may help to support your argument

5) Begin to draft your section of your debate.

Things to consider: Use of persuasive devises, techniques you will think about when presenting your debate, being prepared for a rebuttal statement for the speaker before you.

Debating planning 14/3

Task description:
1) Get together with group, write down topic as it is worded on the task sheet.
2) Go through and record all positives and negatives for your topic. It is important to do the opposite to what you are doing so you have some ammunition to think about for your rebuttal. 

3) Group ideas recorded into areas you feel most strongly about and select your individual argument points for your own debate.

4) Begin to draft your debate.

Geography assessment: Changing nations data analysis 15/3

“I took the data from around Buharia, Corniche. Some was from Al Majaz park and some was from Buharia mall. It was a Tuesday at 3.00 pm in the afternoon for 40 minutes and then went again on Saturday at 7.00pm for 40 minutes. We approached everyone on our side. Apart from outside one big store we approached all people regardless of age or gender. Small children we asked to talk to their parents so generally people were between  20 and 58.”

1) What is the sample size? What strategies were used to gather the data? Does this data present an accurate picture of the population in the UAE?

Was there any bias with choosing people? Time of day, day of week? Area in Sharjah? would this have impacted on your results?


2) What patterns did you notice within the data?

E.G. What countries were represented highly e.g. Pakistan maybe? Asia? Europe? What occupations are represented highly?

3) Explain your data; What are the economic, political and environmental reasons for this data?

So what are "Push and Pull" factors for each of these? This is where you will achieve highly if you are able to explain these well.

Questions to be answered tomorrow in English class. Graphs are due tomorrow!!!!

Reminder that your "Keeping it hot for winter" science lab report assessment is due this Thursday 17th March.

Here is a further guide to assist 


                   How to write a fabulous lab report :

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

Geography Changing nations: Analysing data 8/3

https://sites.google.com/site/8jgeography/changing-nations

Task:

Represent this set of  data as  a map/s or graph/s. Answer the following questions and attach it to your data.

Q1)  What is your sample size and how did you decide on which people you chose for this survey?

Q2) What patterns did you notice within your data

Q3) Explain your data; what are the economic, political and environmental reasons for this data?

Revisiting Learning area's 8/3

Click the link below and look for factorising stations 

https://sites.google.com/site/8jmaths/distributive-law

                       Well one Khalid!!

http://www.khaleejtimes.com/sport/local/jordans-khaled-opens-a-winning-chapter-in-students-karting-cup

Numeracy session 7/3

Your IXL links for lesson 7 are as follows:
S4, S5, S6.

I will be checking progress through the lesson.

I will add to this list. Be sure you prepare.

Debating Assessment: To perform in week 10

Today we are beginning to plan by organizing our ideas for our debate as a group 
We will also watch some examples of debates 8/3

Topic"Reality TV does more good than harm"
Anas, Kamel, Hamzeh S (Affirmative)
Khalid, Youssef, Yasser, Saif  (Negative) 

Topic "There is little that is "real" about reality TV"
Rawan, Francisca, Malak Affirmative (3)
Ayman, Hamza, Georgie (Negative)

Topic "It is OK to pit consenting people against each other as entertainment" Raja, Moe, Ali (Affirmative)
Melvin, Pascal, Jacob (Negative) (4)

Topic "There is little that is "real" about reality TV"
Al Hassan vs Faddi (3)

Keeping it Hot for winter.

     Assessment Task: Lab report 7/3

Tomorrow we will be doing some testing to see what cup best insulates a hot drink for the longest.

This lab report will be assessed officially and due next week.

Today we will discuss what we will do in the lab, write up the introduction, Aim and Hypothesis. Remember, you will be doing the testing as a group but your lab report is an individual task.

Download the correct lab report form here. Please delete the requirement prompt questions for each section.

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

Learning Objectives

After this activity, students should be able to:

• Identify materials that are good or poor thermal insulators.
• List modes of heat transfer and identify where conduction and convection occur in an insulated container.
• Describe the effect of insulation thickness on heat transfer.

Summary

Student teams design insulated beverage cups with the challenge to test them to determine which materials (and material thicknesses) work best at insulating hot water to keep it warm for as long as possible. Students test and compare their designs in still air and under a stream of moving air from a house fan.

Engineering Connection

Development of insulated vessels is important in engineering, especially in the fields of mechanical, chemical and biological engineering. What students (and engineers) learn about the design and construction of insulated beverage containers can be applied to the design of insulation for houses, clothing and appliances such as refrigerators and ovens.

Vocabulary/Definitions

conduction:	Heat transfer within or between solid objects.
convection:	Heat transfer into or out of fluids.
heat:	Thermal energy that flows due to a difference in temperature. Heat flows from hot to cold.
heat transfer:	A method by which heat flows (conduction, convection, radiation).
insulation:	A material that slows down heat transfer.
radiation:	Heat transfer due to packets of energy called photons that can travel through many substances, even empty space.

Materials List

Each group needs:

• 4 beverage cups (1 from each lab member) glass, ceramic, aluminium or rigid plastic with tight fitting lids
• other potential insulation materials that students bring from home that they wish to test
• e.g bubble wrap, aluminium, cardboard, wool etc.
• thermometers.
• Keep It Hot! Handout, one per student
• Keep It Hot! Post-Quiz, one per student

To share with the entire class:

• house fan
• hot water in a container with a spout, either from the tap, microwaved or a mix of boiling water and cool tap water

Vocabulary/Definitions

conduction:	Heat transfer within or between solid objects.
convection:	Heat transfer into or out of fluids.
heat:	Thermal energy that flows due to a difference in temperature. Heat flows from hot to cold.
heat transfer:	A method by which heat flows (conduction, convection, radiation).
insulation:	A material that slows down heat transfer.
radiation:	Heat transfer due to packets of energy called photons that can travel through many substances, even empty space.

       Lab Three: The best insulator “Keeping my coffee hot”.  (In class)

Before the Activity

• Invite students to bring in materials from home to test as insulators for their cups
• Students are to bring in their cups and insulators from home and discuss qualities of each cup and insulating device.
• Students to form a hypothesis around which cup will keep the liquid hot for the longest period.
• Prepare a jug(s) of hot water. Keep in mind that the higher the initial temperature of the water in the bottles, the more noticeable the temperature drop will be; however, severe burns may occur if students come in contact, even briefly, with water of greater than 60 ˚C. A 1:1 mixture of boiling water with cool tap water yields approximately this temperature.
• Students to write Introduction, aim, hypothesis, method and materials list for the experiment.

                                                 In the Lab

1. Prepare 4 the cups: with each with different types of insulation attached.
2. Test designs for two 20-minute periods (this is flexible). In the first period, the bottles do not experience forced air movement, so any convection that occurs is natural convection.
3. Measure 200mls of boiling water into each cup and close (Record initial temperature and close quickly)
4. Record temperature change every 5 minutes for each cup. Measuring of temperature must be done very quickly to avoid losing excess heat.
5. In the second period, repeat experiment but place the bottles under airflow provided by a fan in order to see the effect of forced air on heat transfer.
6. Record temperature change every 5 minutes for each cup. Measuring of temperature must be done very quickly to avoid losing.
7. Compare results and write up lab report.

                                                                   Factorising: 7/3

Watch this lesson and then follow links for some practice questions (this is getting quite hard now)


https://www.youtube.com/watch?v=uJCZlbzX6u0

Factorising stations
https://sites.google.com/site/8jmaths/distributive-law

                                                           DISTRIBUTIVE LAW 6'3

LF: Expanding, simplifying and factorising revisit.

https://www.youtube.com/watch?v=9r6_wDpxKjQ

Answer these questions:

Spelling 6/3

Learning focus: Noun forming prefixes.

Go through worksheet including writing sentences in your English book.

https://sites.google.com/site/english8j/spelling-vocabulary

          Materials for a purpose: Construction materials 6/3

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

Go through and read powerpoint summarising key points about specific materials that are used for construction in that industry.

Final assessment: Annotated Illustration

See task and criteria sheet for final task


https://sites.google.com/site/socialstudiesfornonarabs/my-country-pre-world-war1


This is due on Tuesday 22 March

                                                 Castle assessment 13/3

Remember you need to explain the features of the three castles (motte and Bailey, stone keep and concentric) and their strengths and weaknesses. You need to explain the reasons for change from each castle type and the reason for the eventual redundancy. (Not required)

In the picture below outline sthe basic format. You will draw/create the three castles (they don't need to be crazy big or super detailed, just enough to to be able to explain the key points) and all their explaining happens in their recording. 

If you have any other questions let me know. 

https://www.youtube.com/watch?v=RXr8g1NTqjU

http://www.exploring-castles.com/castle_designs.html

Your visual representation needs to describe some types of medieval castles and explain why designers had to change them. 

Describe and visually represent an early medieval castle design (Motte and Bailey, outline some strengths and weakenesses with it.

Describe and visually represent the type of castle that replaced the one you wrote about (Stone Keep) and outline some strengths and weaknesses with it.

Describe and visually represent a late design of medieval castle (Concentric) and explain why castles eventually became redundant as a form of defense.

Ensure you reference all materials correctly

Mock debates 3/3

Today we will perform our mock debates and give each other feedback.

Debating peer assessment form:

https://sites.google.com/site/english8j/debating

Week 10 these will be occurring all week.

               Factorising using the distributive law 3/3

Mental Maths (Follow link)

1) Add, sub, Mult, Div integers
2) Substitute then evaluate
https://sites.google.com/site/8jmaths/distributive-law

Watch this link if you are stuck (Just focus on the rule and the first ones)

https://www.youtube.com/watch?v=33FirsMZr5o

              Shared Reading 

Well done to Malak, Rawan and Francisca who read to children in prep classes today in our library session.

                  Simplifying expressions and distributive law:     2/3

Spend some time practising these skills.

Simplifying expressions and distributive law.

Show full working.

Once you have completed a page, go through and mark as the answers are below.

https://sites.google.com/site/8jmaths/distributive-law

Mock debates: 'That technology is ruining young peoples' 2/3

Today we prepared for our own speaking role by researching facts that may support our argument.

Each speaker will talk for around 3 minutes, remember this does include time for a rebuttal against the previous speaker from the other team.

Remember to reference all sources used.

For you assessed debate you will need to use cue cards so you may want to practise using these.

We will look to practise these tomorrow.

Push and Pull factors- Migration 1/3

Today we looked at push and pull factors as reasons people migrate to certain places.

Go through power point and then check lesson plan for follow up tasks.https://sites.google.com/site/20152016geography/changing-nations