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This document provides instruction for a Year 9 Social Studies class, including two tasks on national parks and Antarctica. Students are asked to brainstorm features of Antarctica and national parks from A-Z, and discuss the differences between national, regional, and local parks in terms of controlling authorities. They are also tasked with creating a title page on New Zealand's national parks and Antarctica as World Heritage Sites, including pictures related to each topic.
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This document provides an agenda and assignments for a geography class, including:
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2) Reading assigned pages in a geography textbook and completing skills worksheets.
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This document provides an agenda and assignments for a geography class, including:
1) A table to be completed naming different vegetation types in the TVC (Tongariro Volcanic Centre).
2) Reading assigned pages in a geography textbook and completing skills worksheets.
3) Homework assigned to check answers and interpret diagrams about the relationship between elevation, temperature, and vegetation types in the TVC.
4) Defining key concepts related to vegetation change, stratification, climax vegetation, and succession.
5) Writing sentences describing interactions between climate, denudation, volcanism, soil development, and vegetation succession and their effects on the Rangipo Desert.
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The document provides guidance for students on an assessment for a geography standard involving analysis of a contemporary issue. It outlines the criteria for different achievement levels and provides examples and tasks to help students understand the requirements. Key points covered include identifying the differences between not achieved, achieved, merit and excellence; describing the geographic nature and viewpoints around an issue; evaluating courses of action and making justified recommendations.
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1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin on a map.
2) The text describes several regions within the Amazon Basin - the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. It asks students to identify expected landforms in each region.
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1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin.
2) The Amazon Basin regions discussed include the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. Students are asked to describe the location and expected landforms of each.
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The document summarizes key landforms and geological features found in Tongariro Volcanic Centre (TVC) in New Zealand, including where they are located and how they are formed:
1) Craters and crater lakes are mainly found in the mountain peaks region as this is the area of volcanic vents and fissures. Individual volcanoes like Tongariro have multiple craters formed by separate eruptions.
2) Lava flows originate from volcanic vents and are found on mountain peaks and eastern/western slopes but not in western foothills lacking vents. Ngauruhoe has recent lava flows from its active eruptions.
3) Lahars are common on
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The document provides information about different types of plants found in New Zealand's Tongariro Volcanic Centre region, including their identifying characteristics and where they are typically found based on elevation. It describes mosses, lichens, hebe, alpine herbs, tussock grass, scrubland vegetation like manuka and kanuka, beech forest, and podocarp forest. It also outlines the typical vegetation zones from the mountain peaks to the western and eastern slopes to the western foothills based on elevation and environmental conditions.
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National Parks Tobias
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Resource 4 Historical Factors Affecting Distribution
The document discusses New Zealand's historical population patterns and distribution. It notes that:
- Most of New Zealand's major cities are located along the coast, as this is where early settlers first arrived by boat and lacked other transportation methods.
- Smaller towns developed inland where people could stop and rest during travel by horse and cart. These spots later grew as train stations, though towns bypassing train routes declined.
- Modern transportation by car means only select inland towns with refueling stations still see growth, while others have remained small or declined since earlier settlement patterns.
Resource 5 Essay Planning For Distribution Patterns
The document provides information about New Zealand's population distribution patterns, including:
- 75% of New Zealand's population lives in the country's 12 main lowland urban centers.
- Major lowland cities that support this include Wellington, Auckland, Nelson, Christchurch, Gisborne, and Tauranga.
- People are drawn to urban areas for infrastructure, facilities, and job opportunities, and to lowland areas because they are warmer and more accessible.
- The document outlines tasks for students to complete a concept map explaining historical and physical factors influencing population distribution, and to plan an essay discussing reasons for uneven population distribution in New Zealand.
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The document discusses patterns of precipitation formation and how this creates unequal access to safe water globally. It explains that heating at the equator causes air to rise and cool, creating rain, while descending air causes high pressure zones and deserts like the Sahara with little rain. Comparing maps of precipitation, deserts, climate and population distribution shows relationships between areas of high rainfall, access to water, and population density.
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This document provides an overview of a social studies lesson on the Treaty of Waitangi between Maori and British in 1840. It discusses how the English and Maori versions of the treaty differ in their wording of some articles. Students are tasked with identifying which parts are the same and different by matching statements to the correct articles. Key points of difference are that Article One gives the Queen different levels of power in each version, while Articles Two and Three have different meanings. The lesson aims to teach students that a treaty requires agreement between groups in both language versions for it to be valid.
Lesson 11 Drafting The Treaty
The document discusses the events leading up to the signing of the Treaty of Waitangi between British colonists and Māori chiefs in New Zealand in 1840. It describes how Captain William Hobson was tasked with establishing a treaty but did not have a template, so he consulted with James Busby who drafted the first version in English. This then needed translating to Māori, but Henry Williams only had one night to do so without input from Māori on word choices, resulting in differences between the English and Māori texts. Students are assigned homework tasks analyzing why the versions say different things.
Lesson 14 Passchendaele Challenge
The document provides instructions for a Year 9 Social Studies class assignment where students work in groups to create something to honor the life of "Uncle George, age 23, who died at Passchendaele in 1917." The task is to make two items per group, such as a poem, drawing, short story, or model, to remember Uncle George and acknowledge the difficult conditions soldiers faced and why they fought for Belgium, New Zealand, Britain, and the world. Students have 15 minutes to create their work before presenting to the class.
Resource 10 Essay On Evolution & Change
1. The document provides instructions for students to plan an essay explaining how their local natural landscape in New Zealand has evolved and changed over time.
2. It includes questions for students to answer to understand the task, and describes the components of a well-structured paragraph and essay.
3. Students are asked to plan their essay using Point-Evidence-Explanation structures and include any diagrams, thinking about how many paragraphs are needed to explain the evolution and change of the landscape over time.
Resource 8 Progress Test 1
The document provides information about a social studies lesson on the Treaty of Waitangi between British and Maori in New Zealand. It includes concepts to define, knowledge questions to answer about effects of British colonization and reasons for the treaty, and skills questions to assess understanding. The progress test self-assessment is to help students identify what they have learned and still need to learn.
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The document provides instructions for a geography homework assignment on how the Tongariro Volcanic Centre (TVC) in New Zealand has been modified by natural processes. Students are asked to read passages about erosion by glaciers, rivers, rainfall and wind and explain how each process has modified the landscape and created specific landforms. They are to provide annotated diagrams and examples of locations where different modification has occurred, and explain why in some places and not others. The homework also involves drawing a map of the TVC and identifying features discussed.
Resource 7 Experts On Evolution
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Lesson 13 Battle Of Paschendaele Video2
The document provides instructions and context for a social studies lesson on the 1917 Battle of Passchendaele. Students are given questions to answer while watching a video about a New Zealand soldier's experience in the battle as told by his niece. They are reminded to listen respectfully as real people and families are being discussed. After viewing, students discuss in groups any unclear parts of the video or lingering questions for their teacher.
Lesson 12 Battle Of Paschendaele Video
The document provides questions and context for a lesson on World War 1 and the Battle of Passchendaele. Students are asked to copy down 6 questions to answer after watching a video about an average New Zealand soldier. The questions relate to why the soldier volunteered, feelings at grave sites, how NZ soldiers are remembered, needing perspective on history, and the soldiers' reputation. Students are reminded the story is about real people and families.
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The document provides instructions for students on a geography assignment about global patterns of access to safe water. It includes two tasks: 1) completing questions in a workbook about different regions' access to water, and 2) marking answers and making corrections. Key aspects addressed are the relationship between water availability, population size, and economic factors on a country's access to safe water.
Resource 7 - why did British present a tretay
The British presented a treaty to the Maori for several reasons:
1) To protect their trade interests in New Zealand from other European powers like France who were also competing for resources and influence.
2) To gain control over Maori land for economic uses like farming and logging to make money.
3) To regulate the sale of Maori land and address tensions arising from some Europeans treating the Maori badly or causing disruptions through excessive drinking.
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6. Amazon Basin Landforms
1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin.
2) The Amazon Basin regions discussed include the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. Students are asked to describe the location and expected landforms of each.
3) Students are instructed to add key rivers, mountains, valleys, and other landforms to a map of the Amazon Basin.
Variations in Landforms III - TVC
The document summarizes key landforms and geological features found in Tongariro Volcanic Centre (TVC) in New Zealand, including where they are located and how they are formed:
1) Craters and crater lakes are mainly found in the mountain peaks region as this is the area of volcanic vents and fissures. Individual volcanoes like Tongariro have multiple craters formed by separate eruptions.
2) Lava flows originate from volcanic vents and are found on mountain peaks and eastern/western slopes but not in western foothills lacking vents. Ngauruhoe has recent lava flows from its active eruptions.
3) Lahars are common on
Identiying Vegetation
The document provides information about different types of plants found in New Zealand's Tongariro Volcanic Centre region, including their identifying characteristics and where they are typically found based on elevation. It describes mosses, lichens, hebe, alpine herbs, tussock grass, scrubland vegetation like manuka and kanuka, beech forest, and podocarp forest. It also outlines the typical vegetation zones from the mountain peaks to the western and eastern slopes to the western foothills based on elevation and environmental conditions.
National Parks Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
National Parks Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
National Parks - Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
Resource 4 Historical Factors Affecting Distribution
The document discusses New Zealand's historical population patterns and distribution. It notes that:
- Most of New Zealand's major cities are located along the coast, as this is where early settlers first arrived by boat and lacked other transportation methods.
- Smaller towns developed inland where people could stop and rest during travel by horse and cart. These spots later grew as train stations, though towns bypassing train routes declined.
- Modern transportation by car means only select inland towns with refueling stations still see growth, while others have remained small or declined since earlier settlement patterns.
Resource 5 Essay Planning For Distribution Patterns
The document provides information about New Zealand's population distribution patterns, including:
- 75% of New Zealand's population lives in the country's 12 main lowland urban centers.
- Major lowland cities that support this include Wellington, Auckland, Nelson, Christchurch, Gisborne, and Tauranga.
- People are drawn to urban areas for infrastructure, facilities, and job opportunities, and to lowland areas because they are warmer and more accessible.
- The document outlines tasks for students to complete a concept map explaining historical and physical factors influencing population distribution, and to plan an essay discussing reasons for uneven population distribution in New Zealand.
Resource 6 Introuding Water Matters
The document discusses patterns of precipitation formation and how this creates unequal access to safe water globally. It explains that heating at the equator causes air to rise and cool, creating rain, while descending air causes high pressure zones and deserts like the Sahara with little rain. Comparing maps of precipitation, deserts, climate and population distribution shows relationships between areas of high rainfall, access to water, and population density.
Resource 10 Drafting The Treaty
This document provides an overview of a social studies lesson on the Treaty of Waitangi between Maori and British in 1840. It discusses how the English and Maori versions of the treaty differ in their wording of some articles. Students are tasked with identifying which parts are the same and different by matching statements to the correct articles. Key points of difference are that Article One gives the Queen different levels of power in each version, while Articles Two and Three have different meanings. The lesson aims to teach students that a treaty requires agreement between groups in both language versions for it to be valid.
Lesson 11 Drafting The Treaty
The document discusses the events leading up to the signing of the Treaty of Waitangi between British colonists and Māori chiefs in New Zealand in 1840. It describes how Captain William Hobson was tasked with establishing a treaty but did not have a template, so he consulted with James Busby who drafted the first version in English. This then needed translating to Māori, but Henry Williams only had one night to do so without input from Māori on word choices, resulting in differences between the English and Māori texts. Students are assigned homework tasks analyzing why the versions say different things.
Lesson 14 Passchendaele Challenge
The document provides instructions for a Year 9 Social Studies class assignment where students work in groups to create something to honor the life of "Uncle George, age 23, who died at Passchendaele in 1917." The task is to make two items per group, such as a poem, drawing, short story, or model, to remember Uncle George and acknowledge the difficult conditions soldiers faced and why they fought for Belgium, New Zealand, Britain, and the world. Students have 15 minutes to create their work before presenting to the class.
Resource 10 Essay On Evolution & Change
1. The document provides instructions for students to plan an essay explaining how their local natural landscape in New Zealand has evolved and changed over time.
2. It includes questions for students to answer to understand the task, and describes the components of a well-structured paragraph and essay.
3. Students are asked to plan their essay using Point-Evidence-Explanation structures and include any diagrams, thinking about how many paragraphs are needed to explain the evolution and change of the landscape over time.
Resource 8 Progress Test 1
The document provides information about a social studies lesson on the Treaty of Waitangi between British and Maori in New Zealand. It includes concepts to define, knowledge questions to answer about effects of British colonization and reasons for the treaty, and skills questions to assess understanding. The progress test self-assessment is to help students identify what they have learned and still need to learn.
Lesson 8 Breaking Down The Processes
The document provides instructions for a geography homework assignment on how the Tongariro Volcanic Centre (TVC) in New Zealand has been modified by natural processes. Students are asked to read passages about erosion by glaciers, rivers, rainfall and wind and explain how each process has modified the landscape and created specific landforms. They are to provide annotated diagrams and examples of locations where different modification has occurred, and explain why in some places and not others. The homework also involves drawing a map of the TVC and identifying features discussed.
Resource 7 Experts On Evolution
The document provides instructions for a geography lesson on the evolution of the Tongariro Volcanic Centre (TVC) in New Zealand. Students are asked to take notes on three diagrams showing the stages of evolution of the TVC over time. They will then explain in pairs how the TVC has evolved, with one student speaking for three minutes, the other for two minutes, and the first for one minute, including as many details as possible. Finally, students will reflect on whether they achieved the learning intention of explaining how the TVC evolved and changed over time.
Lesson 13 Battle Of Paschendaele Video2
The document provides instructions and context for a social studies lesson on the 1917 Battle of Passchendaele. Students are given questions to answer while watching a video about a New Zealand soldier's experience in the battle as told by his niece. They are reminded to listen respectfully as real people and families are being discussed. After viewing, students discuss in groups any unclear parts of the video or lingering questions for their teacher.
Lesson 12 Battle Of Paschendaele Video
The document provides questions and context for a lesson on World War 1 and the Battle of Passchendaele. Students are asked to copy down 6 questions to answer after watching a video about an average New Zealand soldier. The questions relate to why the soldier volunteered, feelings at grave sites, how NZ soldiers are remembered, needing perspective on history, and the soldiers' reputation. Students are reminded the story is about real people and families.
Lesson 12 Water Matters Patterns
The document provides instructions for students on a geography assignment about global patterns of access to safe water. It includes two tasks: 1) completing questions in a workbook about different regions' access to water, and 2) marking answers and making corrections. Key aspects addressed are the relationship between water availability, population size, and economic factors on a country's access to safe water.
Resource 7 - why did British present a tretay
The British presented a treaty to the Maori for several reasons:
1) To protect their trade interests in New Zealand from other European powers like France who were also competing for resources and influence.
2) To gain control over Maori land for economic uses like farming and logging to make money.
3) To regulate the sale of Maori land and address tensions arising from some Europeans treating the Maori badly or causing disruptions through excessive drinking.
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Resource 4 Historical Factors Affecting Distribution
Resource 4 Historical Factors Affecting Distribution
Resource 5 Essay Planning For Distribution Patterns
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
一比一原版(UST毕业证)圣托马斯大学毕业证如何办理
UST毕业证offer【微信95270640】☀《圣托马斯大学毕业证购买》GoogleQ微信95270640《UST毕业证模板办理》加拿大文凭、本科、硕士、研究生学历都可以做,二、业务范围：
★、全套服务：毕业证、成绩单、化学专业毕业证书伪造《圣托马斯大学大学毕业证》Q微信95270640《UST学位证书购买》
文凭办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：微信95270640我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
7完成交易删除客户资料
高精端提供以下服务：
一：圣托马斯大学圣托马斯大学硕士学位证成绩单全套材料从防伪到印刷水印底纹到钢印烫金
二：真实使馆认证（留学人员回国证明）使馆存档
三：真实教育部认证教育部存档教育部留服网站可查
四：留信认证留学生信息网站可查
五：与学校颁发的相关证件1:1纸质尺寸制定（定期向各大院校毕业生购买最新版本毕,业证成绩单保证您拿到的是鲁昂大学内部最新版本毕业证成绩单微信95270640）
A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满了一地的大石块摘走二三只爷爷是断然发现不了的即便发现爷爷也不恼反而教山娃辨认孰熟孰嫩孰甜孰淡水
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Lesson 1 Intro
- 1. Year 9 Social Studies Monday 14 th April 2008 Do Now: Complete an A-Z brainstorm for both: Antarctica & National Parks
- 2. Learning Intention: Students will be able to
- 3. Task 1: Discuss the differences between a national park, regional park and a local park A national park is controlled by the government. A regional park is controlled by the local regional council. A local park is controlled by the local city council. In national parks, all flora (plants) and fauna (animals) are protected.