LAGOS PREPARATORY SCHOOL MICHEALMAS PHYSICAL EDUCATION WEEK 1: SEPTEMBER 2014 (YEAR 5‐9) SECTION A: TARGET SETTING NAME: _____________________________ CLASS: ________________ (1a) Children are encouraged to be objective in their personal assessment while setting their targets. Write down your targets for PE lessons in the Michealmas term. __________________________________________________________________________________
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__________________________________________________________________________________ Example: I want to be able to perform at my best (at level 3a and above category) in meeting the set objectives for the lessons. To be selected in all competitive matches involving the school. I want to be the first choice in the team with outstanding performance and displays during the training sessions. (b) Other Core and Extra Curriculum Activities: (i) Football Team __________________________________________________________________________________
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__________________________________________________________________________________ (ii) Football Club __________________________________________________________________________________
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__________________________________________________________________________________ (iii)Badminton Club/Team __________________________________________________________________________________
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__________________________________________________________________________________ (iv)Basketball Club/Team __________________________________________________________________________________
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__________________________________________________________________________________ (v)Table Tennis __________________________________________________________________________________
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__________________________________________________________________________________ (Vi)Volleyball __________________________________________________________________________________
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__________________________________________________________________________________ (vii) Other Activities: (Please Specify) ______________ __________________________________________________________________________________
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__________________________________________________________________________________ SECTION B: CURRENT AFFAIRS AND ANALYSIS Children are encouraged to conduct personal research using the internet and other relevant information while answering these questions. (2a) What is your opinion on the Brazil ‐ Germany world cup match? What went right for Germany and what went wrong for Brazil? Give your analysis. __________________________________________________________________________________
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__________________________________________________________________________________ (2b) Watch any European or African qualifiers match on Saturday and write your analysis on the match. __________________________________________________________________________________
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__________________________________________________________________________________ (2c) Do some sports complement one another? Give reasons to support your views. __________________________________________________________________________________
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_________________________________________________________________________________ (2d) Usain Bolt is a Jamaican sprint star who ran 100m under 10 seconds at the last indoor athletics championship. What do you think will be his target at the Olympics in Brazil 2016? __________________________________________________________________________________
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__________________________________________________________________________________ SECTION C: SCIENCE AND EXCERCISE (3a) Mention some effects of exercise on the body. ___________________________________________________________________________
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___________________________________________________________________________ (3b) What helps you run? Mention some of the techniques that can aid your running skill. ___________________________________________________________________________
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___________________________________________________________________________ (3c) How does warm up help you prepare your body for athletics? ___________________________________________________________________________
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___________________________________________________________________________ (3d) What is the role of the heart and lungs during physical exercises? ___________________________________________________________________________
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___________________________________________________________________________ (3e) What types of exercise should we include in a warm up? ___________________________________________________________________________
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___________________________________________________________________________ (3f) How would you describe heart rate during exercise? ___________________________________________________________________________
___________________________________________________________________________ ___________________________________________________________________________ MOYEBI GODWIN:08099570626 Email: [email protected] Geography Year 9 Michaelmas Term Unit Title: Ecosystems Wk1 & 2: What are ecosystems? & Coral Ecosystem. 05 Sept 2014 Research where necessary and address questions. Marks would be awarded for extensive and comprehensive answers. This would count towards your assessment. Q1. Find out and list different ecosystems around the world. Q2. Explore and explain in your own words, using a visual diagram, how climate, soils, vegetation and animal life are linked or interact in the ecosystem. (3 paragraphs) Q3. Provide a picture of a coral reef or coral ecosystem. Explain in your words how a coral ecosystem is preserved. (3 paragraphs) Q4. “The Sun is the source of all life in the reefs”. Explain what this statement means. Illustrate your answer by drawing a diagram of a food chain. Bukky Akinyemi Mobile: 0708 324 3355 Sept 5th 2014 HOME ECONOMICS – MICHAELMAS TERM 2014 HOME SCHOOL STUDY YEAR 9 – TOPIC –Development of Design and Make tasks and developing peer assessment, through taste testing, time management and culinary skills. This topic will work on developing culinary skills and how to develop them into recipe development and designing new products, designing packaging for the products and listing and analysing the nutritional value of these dishes, pupils will assess each other through peer assessment and develop teaming building skills. WEEK 1: HYGIENE AND SAFETY IN THE KITCHEN This work will take 1 ½ hours. Please use the internet, library books and any other source to find out and research the information. REMEMBER TO WRITE OR TYPE YOUR NAME AND YEAR ON THE SUBMITTED WORK. 1. Explain the meaning of CROSS CONTAMINATION (Use a dictionary to assist you) 2. Food poisoning is caused by harmful bacteria in large numbers in food we eat, for the bacteria to increase in large numbers they need certain conditions, find out what these conditions are. 3. Name 3 kinds of harmful bacteria. 4. Choose ONE of the Bacteria and explain how it manifests itself, the symptoms on human beings and the foods it can contaminate and how to prevent the bacteria from entering the food in the first place. 5. At what temperature are most Bacteria destroyed? 6. At what temperature can Bacteria multiply most rapidly? 7. Design on the computer or by hand a leaflet to promote Health and safety in the kitchen, the leaflet is to be targeted at children between the ages of 8 – 14 years. Use A4 size. Good Luck Miss Luxmoore HOD Home Economics +234 8132674356 (Between the hours of 9am ‐2pm) [email protected] September 5th 2014 Music Michealmas Term 2014 Home School Study Years 3 – 9 Topic: Oliver Twist – the musical Download “Oliver” (i)
(ii)
Listen to the songs and learn as many as possible with the words Read the story of the musical and characters involved A.L. MCMANUS – Director of Music +23497686718| [email protected] Year 9-English
a) Research the author John Boyne and write a short summary of
the writer’s achievements.
b) Research on the Second World War and the impact of Hitler.
 Who was Hitler?
 What were his ideas?
 Write down your views from your findings on this individual.
c) Which race of people suffered most under the role of Hitler?
I.
Please ensure all writing addresses aspects of Af5,6,7 and 8
All work will be linked to class assessment.
Year 9 ICT: Understanding browsers
Browser collation grid
Research the internet browsers below and use your research to:
(a) Determine the positive and negative of each.
(b) Which was more effective and why?
(c) Which of the listed browsers would you recommend for student access of language?
When you have addressed the browsers, find others and add them to individual rows at the
bottom of the sheet.
Tip: To start you off, go to http://en.wikipedia.org/wiki/Comparison_of_web_browsers
Browser and
version
Functionality – examples of
useful features
Internet Explorer
Mozilla Firefox
Google Chrome
Safari
Opera
Contact: Mr Justin
Mobile: 080 3315 3820
Security features
Year 9 Michealmas Term week 1 Homework Framework objectives – Sequences
Generate terms of a sequence using term-to-term and position-to-term rules.
Example 1: ● T(n) = 2n + 7 and explain that this is a rule describing a sequence. It
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gives the nth term in the sequence, from which every term can be
found by substituting the integers 1, 2, 3, 4, … .
T(1) = 2(1) + 7= 9
T(2) = 2(2) + 7 = 11
T(3) = 2(3) + 7 = 13
The generated sequence: 9, 11, 13, 15, …
Homework
Example 2:
To generate an nth term for a sequences .
● Now put on the board 9, 13, 17, 21, … and ask the class what the nth
term is for this sequence.
● the fact that, since 4 is added on every time to obtain the next
term, the nth term will start with 4n. Then see what has to be added to 4 to
get the first term of 9. This will be 5.
● So the nth term will be 4n + 5.
1 Write down the first four terms of each sequence whose nth term is given below. a 3n + 1 b 4n – 2 c n2 + 7
d n(n + 3)
e (n + 3)(n ‐ 1)
2 Find the nth term of each of the following sequences.
b 2, 5, 8, 11, …
c 1, 4, 9, 16, …
d 3, 6, 11, 18, …
a 5, 7, 9, 11, … 3 Find the nth term of each of the following sequences of fractions
a 21 , 32 , 34 , 54 b 31 , 52 , 37 , 94 4 Find the nth term of each of the following sequences.
a 3.5, 5, 6.5, 8, b 5.1, 7.2, 9.3, c 3.6, 6.1, 8.6, 11.1, …
Contact: Mr Sola Ajakaiye Email:[email protected] Science Week 1 & 2: Plants and Photosynthesis
Lesson Objective
To be able to:
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·
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describe photosynthesis and the requirement of chlorophyll, light, carbon dioxide and
water;
know that plant nutrition involves photosynthesis and other nutrients obtained from the
soil;
use this to explain:
– photosynthesis as a source of biomass; – that these other nutrients, used to produce proteins and
other substances, can be supplied by
fertilisers; – how leaves and roots are adapted to their functions; – conditions in which plants grow
well.
• distinguish between photosynthesis and respiration in plants, including the use of word equations
Keywords:
Carbon dioxide, biomass, chlorophyll, chloroplasts, diffuse, energy, fertiliser, glucose, guard cells,
light energy, nutrients, oxygen, palisade cell, photosynthesis, products, reactants, respiration, root
hair, starch, stomata, store, Sun, surface area, veins and water
Information:
To successfully complete the tasks below, you will need appropriate science resources, such as
textbooks, videos, Internet and so on.
It will be very useful if you can access the Powerpoint presentation on the school’s website. To
access this, go to:
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www.lagosprepikoyi.org/category/ks3-science
Select 9C Plant and photosynthesis both part one and two
Starter Activity:
A seed with a mass of 3.5g was planted and after 2 years, it had grown in a tree. The tree was
uprooted and its mass was measured as 105kg. Where does the extra mass come from?
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Describe and explain what happens to the seed as it changes into a tree.
Main activity: 9C How does a plant grow?
Choose your appropriate level, either level 3-5 or level 5-7 of the 9C task sheet and complete by
following the instructions
Plenary activity:
Which of the lesson objectives did you meet? What did you do to meet these objectives? Provide
evidence
9C Task Sheet (L3-5)
How does a plant grow?
Use your knowledge and understanding of plants and photosynthesis to explain how a
plant grows from a seed.
Task:
Draw a poster to show how a plant grows.
Top Tips:
•
Use your knowledge and understanding of
photosynthesis to explain the process.
•
Use arrows and “close ups” to describe or explain
photosynthesis.
•
Try and include the key words below.
Key words:
biomass, carbon dioxide, chlorophyll, leaf, minerals,
photosynthesis, root hair cell, roots, stem, water
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3
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Drawn a plant.
Labelled the leaf, root, flower and stem.
Stated the job of some major organs.
Listed what plants need to grow.
4
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Drawn a plant, labelling the major organs.
Stated the job of each organ.
Listed what plants need to grow healthily.
Simply described what photosynthesis is.
5
· Drawn a plant, labelling the major organs and describing the job of each
organ.
· Drawn a cell in the leaves.
· Labelled some parts of a plant cell.
· Explained how the plant gets the substances it needs for photosynthesis.
· Described an energy transfer involved in photosynthesis.
· Written a simple word equation for photosynthesis.
9C Task Sheet (L5-7)
How does a plant grow?
Use your knowledge and understanding of plants and photosynthesis to explain how a
plant grows from a seed.
Task: Draw a poster to show how a plant grows.
Top Tips:
• Use your knowledge and understanding of photosynthesis
to explain the process.
• Use arrows and “close ups” to describe or explain
photosynthesis.
•
Try and include the key words below.
Key words:biomass, carbon dioxide, chlorophyll, diffusion,
leaf, minerals, photosynthesis, plant cell, root hair cell,
roots, stem, stomata, transpiration, water
Level ladder:What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
Drawn a plant, labelling the major organs and describing the job of each organ.
Drawn a cell in the leaves.
Labelled some parts of a plant cell.
Explained how the plant gets the substances it needs for photosynthesis.
Described an energy transfer involved in photosynthesis.
Written a simple word equation for photosynthesis.
5
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·
·
·
·
·
6
· Drawn a plant, labelling the major organs and explaining the job of each organ.
· Drawn, labelled and explained how some of the cells in the roots and leaves are
adapted to their jobs.
· Explained how the mass of a plant increases as it grows.
· Written the word equation for photosynthesis.
· Explained how the substances for photosynthesis enter and leave the plant.
· Explained how plants respire.
· Explained the energy transfers involved with photosynthesis and respiration in
plants.
7
Followed the instructions for level 6, but used detailed knowledge and understanding to
describe and explain how the process of photosynthesis is related to plant growth, and:
· Explained the word and symbol equation for photosynthesis.
· Discussed the limitations to plant growth.
FRENCH Year 9 Michelmas Term 2014 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Week 1: French shops and quantity (a) Identify the French shops you can find the following. 1. Bread ‐ ……………………………………………………….. 2. Books ‐ ……………………………………………………….. 3. Sugar and butter ‐ ………………………………………. 4. Stamps ‐ ……………………………………………………… 5. Perfumes ‐ ………………………………………………….. 6. Ham ‐ ………………………………………………………….. 7. Meat and chicken ‐ …………………………………….. 8. Cakes ‐ ………………………………………………………… 9. Fruits and vegetables ‐ ……………………………….. 10. Drugs ‐ ………………………………………………………… (b) Express the following expression of quantity in French/ English as required. 1. Une boite de ‐ ………………………………………….. 2. ………………………………………. – 100g of 3. Une bouteille de ‐ …………………………………… 4. ……………………………………... – half a kilo of 5. Un morceau de ‐ …………………………………….. 6. ……………………………… ‐ 1 litre of 7. Un paquet ‐ ……………………………………………. 8. …………………………………….. – à portion of 9. Une tranche ‐ …………………………………………. 10. Un livre de ‐ ……………………………………………. (c) Write out a conversation using the above French words.