What to do

Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.

Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.

You are going to create a presentation that shows your understanding of a range of chemical reaction types relevant to taonga. 

Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions relevant to natural and historical taonga, with the appropriate chemical reaction type. 

You will use recorded observations and identified predictable patterns of the chemical reactions relevant to natural and historical taonga, and compare these with information on the resource sheet. Your kaiako will help you to match each of these to chemical reactions that you have observed in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass. 

For at least three reaction types relevant to taonga:  

  • record observations and identify predictable patterns of chemical reactions 
  • explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests. 
  • explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to: 
    • the type of atoms or ions 
    • the number of atoms or ions of each type (this can be shown numerically or by using a diagram) 
    • what happens to the atoms or ions during the reaction. 
    • discuss the implications of conservation of mass for each reaction in context. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location. 

You are going to create a presentation that shows your understanding of a range of chemical reaction types relevant to taonga. 

Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions relevant to natural and historical taonga, with the appropriate chemical reaction type. 

You will use recorded observations and identified predictable patterns of the chemical reactions relevant to natural and historical taonga, and compare these with information on the resource sheet. Your kaiako will help you to match each of these to chemical reactions that you have observed in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass. 

For at least three reaction types relevant to taonga:  

  • record observations and identify predictable patterns of chemical reactions 
  • explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests. 
  • explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to: 
    • the type of atoms or ions 
    • the number of atoms or ions of each type (this can be shown numerically or by using a diagram) 
    • what happens to the atoms or ions during the reaction. 
    • discuss the implications of conservation of mass for each reaction in context. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location. 

How to present your learning

Your findings could be presented in a variety of ways such as: 

  • a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures 
  • a slideshow (eight to ten slides) that will include text, annotations, or a voiceover alongside diagrams or pictures 
  • a digital or paper poster, that will include annotations alongside diagrams or pictures 
  • an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class. 

Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually. 

Your findings could be presented in a variety of ways such as: 

  • a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures 
  • a slideshow (eight to ten slides) that will include text, annotations, or a voiceover alongside diagrams or pictures 
  • a digital or paper poster, that will include annotations alongside diagrams or pictures 
  • an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class. 

Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually. 

Timeframe

You will have approximately four hours of class time to complete this Assessment Activity.   

Checkpoints will occur at several stages for your kaiako to check your progress on:  

  • selecting relevant information recorded as observations  
  • developing your presentation. 

You will have approximately four hours of class time to complete this Assessment Activity.   

Checkpoints will occur at several stages for your kaiako to check your progress on:  

  • selecting relevant information recorded as observations  
  • developing your presentation. 

Getting started

Before you get started, you should engage in learning about ways that chemistry is relevant to taonga. Examples include the chemistry that formed the pink and white Lake Rotomahana terraces, the chemistry of ink used in tā moko, or the chemistry used to preserve historical artefacts. You will record observations from a range of resources that show familiar chemical reactions relevant to natural and historical taonga.  

You could: 

  • explore chemistry in the world around you, for example, in ngā kōrero tuku iho that relate to ahi, in māra kai, or by considering the mauri of waterways, estuaries, and soils that are all subjects of chemical reactions 
  • explore chemistry relevant to taonga such as lakes, rivers, or features of the land. Find out about a local waterway that could be polluted, for example by contacting the Regional Council of your area, and explore what actions are being taken to improve the situation. 
  • share pūrākau, videos, educational talks, or articles about fire 
  • explore pathways that relate to control of fire (OSH, explosive technicians, firefighters), climate change, or atmospheric gases  
  • consider care of taonga passed down through hapū or iwi or include reference to cultural practices such as tā moko or hika ahi 
  • use resources taken from news articles, scientific papers, websites, collections of photographs, or videos. 

Before you get started, you should engage in learning about ways that chemistry is relevant to taonga. Examples include the chemistry that formed the pink and white Lake Rotomahana terraces, the chemistry of ink used in tā moko, or the chemistry used to preserve historical artefacts. You will record observations from a range of resources that show familiar chemical reactions relevant to natural and historical taonga.  

You could: 

  • explore chemistry in the world around you, for example, in ngā kōrero tuku iho that relate to ahi, in māra kai, or by considering the mauri of waterways, estuaries, and soils that are all subjects of chemical reactions 
  • explore chemistry relevant to taonga such as lakes, rivers, or features of the land. Find out about a local waterway that could be polluted, for example by contacting the Regional Council of your area, and explore what actions are being taken to improve the situation. 
  • share pūrākau, videos, educational talks, or articles about fire 
  • explore pathways that relate to control of fire (OSH, explosive technicians, firefighters), climate change, or atmospheric gases  
  • consider care of taonga passed down through hapū or iwi or include reference to cultural practices such as tā moko or hika ahi 
  • use resources taken from news articles, scientific papers, websites, collections of photographs, or videos. 

Student resources

Resources that can be used to learn about chemical reactions relevant to taonga: 

Phosphate ions in detergents, cleaners, and fertilisers get into and pollute waterways, causing algal and weed growth. This causes insects and fish to die, affecting all life in the waterway. By adding aluminium sulfate (also called alum) to the water, phosphate can be precipitated. The precipitate sinks to the bottom of the waterway and is buried in time. To learn more about the use of chemicals to clean up chemicals in lakes (precipitation), look at the following resources:  

Learn more about Te Otukapuarangi and Te Tarata — the Rotomahana pink and white terraces (precipitation) by looking at the following resources: 

Learn more about ahi and pigments for tā moko (combustion) by looking at the following resources: 

Learn more about climate change and ocean acidification (linked to the products of combustion) by looking at the following resources: 

Suggested starting resources for learning about chemical reactions: 

Resources that can be used to learn about chemical reactions relevant to taonga: 

Phosphate ions in detergents, cleaners, and fertilisers get into and pollute waterways, causing algal and weed growth. This causes insects and fish to die, affecting all life in the waterway. By adding aluminium sulfate (also called alum) to the water, phosphate can be precipitated. The precipitate sinks to the bottom of the waterway and is buried in time. To learn more about the use of chemicals to clean up chemicals in lakes (precipitation), look at the following resources:  

Learn more about Te Otukapuarangi and Te Tarata — the Rotomahana pink and white terraces (precipitation) by looking at the following resources: 

Learn more about ahi and pigments for tā moko (combustion) by looking at the following resources: 

Learn more about climate change and ocean acidification (linked to the products of combustion) by looking at the following resources: 

Suggested starting resources for learning about chemical reactions: