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Grade 8 Term 4 Unit 2 - Coggle Diagram

- - - - link to www.readingandwritinghaven.com
    - - Switched on Task 2
        Research task:
        The scientific origins of our solar system.
        PK: Matter originated from the Big Bang Theory
        NK: Understanding the stages in the formation of the solar system
        CA: Watching a video on the Nebular theory of the origins of the solar system, design and create an infographic poster on the origins of the solar system using Canva application.
        Part 1
        
        Learners will use the link below to read an article on the Nebular theory of the formation of the Solar system.
        
        Leaners will take down Cornel notes on the Nebular theory of the formation of the Solar system using guiding questions.
        
        https://www.lpi.usra.edu/education/skytellers/solar-system/
        Part 2
        
        Leaners will watch the video below and take down Cornel notes on the
        Nebular theory of the origins of the solar system.
        
        https://youtu.be/PL3YNQK960Y
        
        Leaners will use the information gathered from the video and the article to design and create an infographic poster on the origins of the Solar system following given guidelines.
      - Resources:
        CANVA PROGRAM for SO task.
        https://www.canva.com/
        Part 1:
        https://exoplanets.nasa.gov/resources/323/goldilocks-zone/
        Activity and Video link:
        https://www.pbslearningmedia.org/resource/nvap-sci-goldilocks/the-goldilocks-zone/
        Part 2: Possible activities and resources.
        https://www.lpi.usra.edu/education/resources/s_system/s_system.shtml
        https://study.com/academy/lesson/solar-system-lesson-plan-for-high-school.html
        https://www.jpl.nasa.gov/edu/teach/tag/topic/Solar+System
        https://www.teachengineering.org/curricularunits/view/cub_solar_curricularunit
      - Continuation 2C
        Part 3
        Expressing distances in the universe in light minutes, hours and years
        1 light second = 300 000 kilometres
        1 light minute = 18 000 000 kilometres
        1 light hour =1080 000 000 kilometres
        1 light day = 25 920 000 000 kilometres
        1 light year = 9, 5 00 000 000 (9.5 trillion kilometres
        average distance of Mars from the Sun - 228 000 000 kilometres
        in light minutes = 13 light minutes
        
        Learners will convert distances of each planet to the Sun to light minutes, light hours and light years
        
        In-class activity 2D:Research Activity
        - PK: Life is only possible on planet Earth - NK: Exploration of other planets for possible colonisation. - CA: Researching on technology used in space exploration and the possibility of colonising other planets. PPT How will space exploration help solve the problems on earth(voice over Video)
        Part 1: Research based activity: Space exploration technology.
        
        Learners will research on how the following technologies are used to aid space exploration.
        
        Telescopes
        
        Space travel transport
        
        advantages of colonising another planet.
        
        Part 2: Making a PPT
        
        Learners will design a PPT wherein they present all
        their findings from the research activity.
        PPT Design parameters:
        
        must include voice overs
        
        must include PnP(Picture in picture video)
        
        Learners will present their findings to the class.
        
        In-class activity 3
        English Reflection Activity - Debate
        Debate Motion: This house believes that Earth is the only planet that is suitable for human habitation.
        Formal Assessment (20 Marks)
        2 Days
        PK: Content taught throughout the unit.
        NK: Generated by learners through research. Content will not be taught. Leaners must seek answers from the unit.
        CA: Learners will present their answers in the form of a formal debate.
        .
        Part 1
        
        Learners will have an oral re-cap where they will discuss the elements of formal debates.
        
        Team leaders will toss a coin to choose the side of the debate they will be on, that is the affirmative side or the non-affirmative side.
        
        Each team will be given 2 days to research and prepare for the debate session.
        
        Part 2
        
        The teams will take their respective positions and present their cases based on whether they are on the proposition or the opposition side.
        
        Learners will have to strongly support their side of the debate and provide evidence from research.
        
        When all teams have presented, an open class discussion will be held to allow everyone to state their opinions.
        
        RESOURCES
        https://jacarandacollegeprepri.sharepoint.com/sites/Grade8CollectClassroom/_layouts/OneNote.aspx?id=%2Fsites%2FGrade8CollectClassroom%2FSiteAssets%2FGrade%208%20Collect%20Classroom%20Notebook&wd=target%28_Teacher%20Only%2FTERM%204%20STUDENT%20NOTEBOOK%2FENGLISH.one%7C6EC1AA2B-EA44-441F-A454-98FE5F7243DE%2FFORMAL%20DEBATES%7CF55B4778-12CC-4B1C-B5C7-0BAFDAC78A13%2F%29
        onenote:https://jacarandacollegeprepri.sharepoint.com/sites/Grade8CollectClassroom/SiteAssets/Grade%208%20Collect%20Classroom%20Notebook/_Teacher%20Only/TERM%204%20STUDENT%20NOTEBOOK/ENGLISH.one#FORMAL%20DEBATES&section-id={6EC1AA2B-EA44-441F-A454-98FE5F7243DE}&page-id={F55B4778-12CC-4B1C-B5C7-0BAFDAC78A13}&end
        
        Switched on Task 3
        
        Learners will watch a video and read notes to recap on how to conduct formal debates, format and the language used in formal debates.
        
        Learners will complete a table to define the terminology used in Formal debates.