Summer Learning Journey | Which One Doesn't Belong? | Step It Up | Day 5 Activity 1

This activity was based around spotting the difference between four images and getting a chance to create your own 'Which one doesn't belong?' activity.

 

Watching some videos and reading some articles was the first step. The videos talked about what 'Which One Doesn't Belong?' activities are. Which one doesn't belong activities require you to spot the differences between a number of images. There can be more than one difference for each image.

After this, we needed to complete nine of these tasks. I found many differences for some of the images.

Next, we created our own challenge with four images. I chose to put four images of bears. Can you find the differences?

I enjoyed this activity a lot because it was an interactive activity which required us to also make our own task.

LI: to spot the differences between four images.

Summer Learning Journey | Haiku Poem | Day 5 Activity 2

The focus for this task was based around looking to create a haiku poem about the summer.

First, I watched a tutorial about how to create a haiku poem. In this video, it explained that a haiku poem is a poem that has five syllables on the first line, seven on the second line and five again on the last line.

After watching this, I read an article about how to write a haiku. This also explained the amount of syllables and even gave examples of them.

Next, I needed to create my own haiku. I remembered to use only five syllables, seven syllables and then five syllables again. My poem was about the summer and how poeple go out to have fun during summer.

I enjoyed this challenge very much because I enjoy writing poems and have had experience writing haiku poems. I think that if there were more syllables alowed, I would most likely change my poem.

LI: to write a haiku poem.

Summer Learning Journey | Which One Doesn't Belong? | Day 5 Activity 1

The Summer Learning Journey team has created an activity in which we needed to notice and spot out the differences between four different images.

First, we watched some videos of people explaining how to complete a 'Which One doesn't belong' activity. These videos helped us to understand how to complete today's challenge.

After this, we completed a Google Presentation that had nine different images asking us to list the differences we could spot. This task helped us to have a sharper eye in order to spot as many differences as we could.

I really liked this activity because it required me to use my eyes to spot out some differences that were both obvious and hidden. I think that the images were good and some had very hidden differences.

LI: to find out the differences between things.

Rise Up | Summer Learning Journey | Day 4 Activity 1

The Summer Learning Journey team organised an activity where we needed to write a chorus.

First, we were required to listen to "Rise Up" by some students from Mangere College. The song was about rising up and accomplishing goals. 

After this, we wrote a song chorus that was based on learning or rising up. After writing the chorus, we found an image that matches with the song lyrics.

The chorus that I wrote was about rising up and flying high. The lyrics are about reaching up and accomplishing goals that are set by yourself. By doing this, you can touch the stars and rise up.

I really enjoyed this task because it required me to use my creativity and think about how these lyrics could be meaningful. 

LI: to write a chorus.

Optical Illusions | Summer Learning Journey | Day 3 Activity 3

This activity was based on creating an optical illusion and learning about what they are. 

Optical illusions are made of geometric shapes. Optical illusions also make the image look like it is moving of is in 3D whereas in real life, they are still and only 2D.

I made the optical illusion shown below by drawing multiple small circles on different areas of the paper and then making them bigger. They eventually meet and create a cool look. 

I enjoyed this activity because I really like art and drawing. I think that I could get better in art. Something that I could change about this illusion is the size of the circles. 

LI: to create an optic illusion.

What are you doing today? | Summer Learning Journey | Day 3 Activity 2

The focus for this activity was based around arranging some Maori words together to make a sentence.

First, we listened to an audio where a man asks a question in Maori. This first step can improve people's skill level in listening. 

After listening to this, we put our listening skills into action and arrange the words that are jumbled up in the correct order for it to make sense. 

The question asked "What are you doing today?" and our answer was "I am going to ...". I was able to learn how to ask "what are you doing today?" in Te Reo Maori.

I found this task very enjoyable because I learnt new things and this activity was interactive. One thing I would like to improve on is my pronunciation of the Maori words. 

LI: to arrange Maori sentences properly.

Tānerore | Summer Learning Journey | Step It Up | Day 3 Activity 1

Our focus for today's activity was based around kowhaiwhai patterns.

First, we learnt about Tānerore. Tānerore is the son of Tama-nui-te-ra and performs the haka for his mother Hine-raumati. Māori people believe that on some occasions, when the weather is very hot and the air shimmers, you can see Tānerore perform the haka. 

I created a kowhaiwhai pattern that represents two hearts joined together. The reason for this is because in your lifetime, people can join hearts with one another and create a strong relationship. The symmetry of my kowhaiwhai pattern is how the hearts are repeated and the natural wave in between the hearts. 

I enjoyed this activity a lot because I learnt a lot during this activity. Something that I learnt was that many people can have different perspectives depending on the type of art you are presenting.

LI: to create a kowhaiwhai pattern.

Kowhaiwhai Patterns | Summer Learning Journey | Day 3 Activity 1

Our focus for today's activity was based around kowhaiwhai patterns.

First, we learnt about Tānerore. Tānerore is the son of Tama-nui-te-ra. He performs the haka for his mother, Hine-raumati.

The kowhaiwhai pattern I created represents two hearts stuck together and those hearts repeating. This means that during your lifetime, your heart can join with other people's and create a strong relationship. 

I enjoyed this activity very much because I learnt that art stories can vary depending on the type of perspective people look at it.

LI: to create a kowhaiwhai pattern.

Insect Art | Summer Learning Journey | Day 2 Activity 2

Today's activity was based on creating an insect by using materials we found outside. 

First, we collected leaves, twigs, and more from outside. After this, we created an insect or a summer scene using the materials collected.

Next, we took a photo of the insect. My insect is called 'Luck' because it looks like a four leaf clover. I used a twig and four leaves to create the insect. Can you guess what the insect I created was?

I enjoyed this activity because it required me to be resourceful. I think that next time I can create an insect that is more detailed and complex.

LI: to create an insect using materials from outside.

Summer Learning Journey | Fishing False Teeth | Day 2 Activity 1

The main focus for this activity was to create a comic strip using your ideas and creative mind.

First, I read an article about the story. The story talked about a man dropping his teeth into the water and then another man finding a different pair, and giving the teeth to the man. This went around the place. Later on, a taxi driver revealed that the teeth in fact, were not the old man's teeth. They were actually the wife's teeth. 

After this, I watched a short film about a man that lost his fake teeth on a fishing trip. After watching the short film, I needed to create a comic strip based on the film. I thought about the different events in the film and based the comic strip off of that. 

I enjoyed creating a comic strip because I used my imagination and creativity to think of some ideas to write. 

LI: to create a comic strip.

Summer Learning Journey | Day 1 Activity 2 | Comments Count

Commenting on other people's work is a good way to come up with a new understanding behind the work put into the blogpost. 

Today, I commented on Sakina's blogpost about the first SLJ task. To create this comment, I looked at the Quality Comment poster. I think that my comment is a quality comment because I thought about all of the areas in commenting.

I used a greeting, connection, positive thought and asked an open question. Open questions are questions that require more than a small phrase as the answer.

I enjoyed commenting on Sakina's blogpost and hope she can reply. I think that this task was easy because our class has already been learning how to comment on other people's blogpost.

LI: to create a quality comment.

Summer Learning Journey | Scavenger Hunt

The first Nanogirl task required us to scavenger for different types of materials.

In our groups, we worked together to look for different items around the classroom. Our group managed to find 6/7 items. The item we did not manage to find was a mixing tool. The things we could have used were popsicle sticks and spoons.

By watching the video Nanogirl has provided us, I found out that an alternative for a roll was paper or cardboard rolled up. There are also many other materials people can use as an alternative.

I enjoyed looking for the different items.

LI: to search for some required items.

Presentation | Hexagonal Pyramid

Our focus for inquiry was to present our shelter to bid for a building contract.

Before presenting, our group practised our lines and went through on how to present. We thought about giving eye contact, speaking loud and clear and more. 

After this, we presented. To get the building contract, we needed to pursuade PBS (teachers representing PBS). After presenting, we got our feedback.

Some of our feedback that we got included: getting a good understanding of what types of storms could occur in New Zealand and using different materials for the storms.

The good feedback we got was that we presented the information well and talked about most of the areas we needed to.

At the end, our group fortunately won the contract. I enjoyed presenting our model of a hexagonal pyramid but found it hard to present to a large group. One thing I would change is my confidence presenting and having a clear voice. I now have a better understanding of pursuasive presentations. This opportunity gave me a clear insight of what I could change in the future when I am presenting.

LI: to create a presentation of your design to bid for the building contract.

Commenting Thread

Commenting threads are a continuous conversation that consists of greeting, feedback and an open question.

I commented on Bella's blogpost about the maths quiz.

Commenting threads help to unlock more knowlegde and information about the work to the reader and establish a new understanding of their work. They can also give more detail.

Commenting thread: https://pbsbellah.blogspot.com/2020/12/maths-recallation-test.html

LI: To create a comment thread.

Badge Bidding

Over the year LS1 has been bidding for the CARE award badges. CARE stands for: confidence, attitude, respect and excellence and innovation.

To bid for the badges, we start by getting into our groups. After this, we begin to talk about what badge we want to bid for and why we think we deserve the badge.

After bidding for a badge, we vote who we think is the most deserving of the badge. There are different levels of badges that we can get. They are: bronze, silver and gold.

The bronze level is the achievement that does not require too much hard work. For example: I can bid to get confidence bronze because I got feedback from a teacher when I was shy. 

The silver level is the level that requires more work than bronze. I could bid for respect silver for picking up rubbish frequently.

The gold level is the final level of badges. To earn this badge, we need to do something extra. For example: If you get 1000 blogposts in total, you can get the exellence and innovation gold badge. 

In total, I have got 7 badges for this year. I got all of the bronze badges, respect and exellence and innovation silver badges and one exellence and innovation gold badge.

I think that I have made good accomplishments and these badges show that. I still think that I could have gotten more badges during this year.

LI: to bid for badges.

Step It Up | Summer Learning Journey

The Great Wave off Kanagawa is a piece of art that shows waves and boats created by Hokusai.

The elements of art are: shape, lines and texture. I have identified that the boats are made from a long crescent shape. The lines of the wave make it look more detailed and defined.

The curves on the foam at the crest are very clear and have a lot of detail. The lines are clear with the first one due to the colouring.

I decided to recolour the wave more darker because, in my point of view I think that the ocean is more darker as it goes deeper. The boats are also darker so that people can see it better.

I enjoyed this activity and learnt more about the art.

LI: to experiment with colours.

Original Art:                                  Edited Version:

    

Quizzes | Results

Our focus for this week was to complete quizzes that tested your skill and knowlegde.

The first quiz I took was a 20 question quiz that also consisted of questions based on fact family and addition and subtraction. This quiz tested my level of accuracy and how fast I would be able to answer the questions. The time I got was 2 minutes and 34 seconds. I got 20/20 questions correct.

The second quiz I took was a 15 question quiz. It tested my level of accuracy to answer strand questions. Strand is everything else we have learnt about this year. I got 9/15 questions correct.

I think that I can do better to answer the second quiz. This shows that I need to work on my strand knowledge. I enjoyed this weeks activity because it taught me new things and I could reflect on my knowledge based on these quizzes.

LI: to use knowledge to test knowledge.

                                                                            15 Questions:

                                                                            20 Questions:

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 3 minutes and 56 seconds. I still think that I can do better and get faster at basic fact boxes. I will continue to practise my basic facts.

LI: to rapidly recall basic maths facts.

SSR Selfie | Robots

Today I completed the SSR Selfie task. The SSR Selfie task is a can-do where we need to read a book for 15 minutes and talk about the book by answering questions.

The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Robots'. This book is about how to perform science experiment.

LI: to summarise and retell a text.

Presentation | Hexagonal Pyramid Shelter

Today, my group and I created a presentation that persuaded PBS (Mr Wong & Mr Ogilvie) for a building contract.

The requirements of our presentations were: print design rules, everyone speaks and images and graphics. Our presentation was made more interesting by the information on the slides were made different to the information speaking. 

Next, we practised our lines. The whole presentation needed to be 2-3 minutes long.

We wrote about the pros of our shelter and the how the design is best for the design breif. The design breif contained information about what our shelters were made to protect against.

I enjoyed this weeks work and had fun creating the presentation.

LI: to create a presentation of your design to bid for the building contract.

Colouring Book | Art

Today, I recoloured a famous art piece by Hafidh Al Droubi. Hafidh Al Droubi's art pieces are detailed and made from different shapes and sizes.

The original piece of art was coloured with dark and shaded colours. I decided to change the colours into more vibrant and colourful colours to create a more delightful story. We used an Art Colouring Book where we can experiment with different colours.

Doing this activity, I learnt that colour has a significant role in how the artwork looks. Colour can change the type of mood presented largly and can also change the story. 

I found this activity very enjoyable as it was easy and quick. I think that if there were more colour choices to choose from, it would be more enjoyable as is. Overall, this experience was very fun and cool.

LI: To experiment with colours.

Original:                                                Edited Version:

Maori

Today, I learnt about the Te Reo Maori names for different places in the North Island.

First, I completed the daily routine activity that consisted of different questions in Te Reo Maori like: 'He aha te ra apopo?' (What is the date tomorrow?), 'He aha te huarere?' (What is the weather?) and 'Koe wai o hoa?' (Who are your friends?).

After that, I translated the Maori places into English. We used the process of elimination to make it easier for us. 

I enjoyed this weeks session with Whaea Odie. One thing I can work on is to find out the meanings of the different places in Maori quickly.

LI: to translate Maori words into English.

Filming | Film Creation Challenge

Today, my group and I filmed our videos.

First, we created a film schedule that consisted of the actors, the time it will take, the scene, the equiptment and the location.

After this, we began practising our lines. The film we chose was about a teacher stealing a burger from a student. The total time we needed was 35 minutes.

Finally, we put the scenes together and edited our video with WeVideo.

I enjoyed acting my parts. I found it difficult to act because sometimes I would forget my lines but overall, it was a great experience. 

LI: to film a screenplay.

Cloze | Comprehension Skills & Strategies

Comprehension strategies are often used during reading. This is because, people need to understand what the text is saying. Some comprehension strategies are: prior knowledge, skimming & scanning, predicting, visualizing, making connections. There are many more strategies that can help people understand a text. To use these strategies before, during or after reading people start by identifying which strategy to use. For example: before a person has read a short text, they can use prediction and prior knowledge. 

Before reading a text, prior knowledge, prediction and inferring can be used. Prior knowledge is used to give knowledge known before to the topic. To predict, people often look at the image or read the title to get a small understanding of the main topic. To infer, people work out what they think is going to happen next.

During reading, self-monitoring, visualizing, and skimming/scanning can be used. Self-monitoring is used by a person detecting their own mistakes. Visualizing gets people to create an image. This helps people to gain an understanding of what a text is about. To skim, read through the text quickly and process the information quickly. Reading the topic sentences of different paragraphs help people scan a book.  

After reading a text people can use: making connections, summarising and synthesizing. Connecting an event that happened from the text to another text, to the world or to an event that happened to the person is called making connections. To make connections people often think of an event that happened in the text to the world, themselves, or another text. Summarising consists people to read the text and write about the main events in the story. To synthesize, people usually identify the relevant information and evaluate that.

Understanding how to use these comprehension strategies unlock more knowledge behind the text. The strategies can also open or unlock a new understanding of the text.

LI: to practise comprehension skills.

Comment Thread

Commenting threads are a continuous conversation that consists of greeting, feedback and an open question.

Bella commented on my blogpost about the Maori performance. 

Commenting threads help to unlock more knowlegde and information about the work to the reader and establish a new understanding of their work. They can also give more detail.

Commenting thread: https://pbsfarzanaf.blogspot.com/2020/11/kapa-haka-performance-maori-traditon.html?showComment=1607046156111#c4156758492014785694

LI: To create a comment thread.

Testing Knowledge | Maths

A maths quiz tests someone's skills and knowledge based on a maths topic.

The quizzes and practical task shown below are based on different main areas in maths.

The first quiz has questions about fact families and addition and subtraction. The questions given are meant to test a person's ability to answer questions at a fast rate and accurately.

The second quiz contains questions about strand knowledge (fractions, basic facts and everything else learnt). These questions are there to test a person's accuracy answering the questions.

The practical task is based on testing a person's ability to complete a physical activity or task. This shows that they are able to find an answer by doing something physical.

Quizzes are important because they test out someone's ability and the person taking the quiz can learn new things.

LI: to use knowledge to test knowledge. 

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 3 minutes and 27 seconds. Although I did do better than last week, I still think that I can do better and get faster at basic fact boxes. I will continue to practise my basic facts.

LI: To rapidly recall basic maths facts.

SSR Selfie | Human Body

Today I completed the SSR Selfie task. The SSR Selfie task is a can-do where we need to read a book for 15 minutes and talk about the book by answering questions.

The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Human Body'. This book is about the traits and properties of the human body.

LI: To recall and summarise a text.

Maori | Names of Places

I was translating the Maori names for places in New Zealand.

First, we went over the daily routine and answered these questions: 'He aha inanahi', 'He aha te huarere inanahi' and 'Kei te pehea koe'. 

After this, we translated. We used different sites to find out the meanings of places and the translation. One of the places were: Rangitoto and it translates to: the day the nose of Tamatekapua was bloodied. 

I enjoyed this weeks session and I learnt about the different meanings of places around New Zealand.

LI: to understand the Maori letters and phonics to translate everday phrases and names.

Shelter Model | Design & Technology

Our focus for inquiry was to create a net of our protection shelter, transfer that net onto cardboard and use those cardboard pieces to create a model of our structure.

First, our company sketched a 3D net with paper. While doing this, we thought of how to use the paper as efficiently as possible in order to save resources. We then measured the 3D net dimensions onto a bigger piece of paper. Our company decided to draw the parts of the net separately to make the process easier.

Next, we transferred the 3D net onto cardboard and cut out the separate pieces. We needed to use as least cardboard as we could so the other companies could use it. After that, we began using the cardboard pieces to create our shelter model.

We placed the cardboard walls onto the base of the shape and held it together using the popsicle sticks and hot glues to help keep a good foundation in order to keep the structure standing. We also used tape to hold the shape of the walls in place.

Our shelter was a hexagonal pyramid and we found it hard to make because it is a complex shape. Our company found it enjoyable to make and plan out the shelter.
LI: to build shelter models.                                                                                                                             

Touch | Kiwi Sport

For kiwi sport, our focus was based around applying the skills we learnt over the past few weeks to play touch rugby. This was our last session with coach Mark.

First, we practised passing the ball down a line while running. This was to improve our catching and passing skills.

After that, we played a touch game. We remembered to use the three and two man settles to drive the ball up the field. This makes the defensive team bunch together so that the offense can pass the ball to the wings and score a try. 

I enjoy playing touch and learnt many skills over the past few weeks. I am now more comfortable with the ball. One thing I have learnt was that touch is not a lazy sport and everyone needs to get involved with the game. I think that I can improve on defending the ball.

LI: To apply the skills we have learnt to play touch.

Commanding Conversations | Can-Do

Commanding Conversations is a can-do that consists of writing a conversation based on what the person thinks the image is about.

Depending on the image, there can be different types of conversations. This can-do uses creativity to come up with ideas on what types of conversations to write.

Commanding Conversations can help with using speech marks and improve on writing conversations. 

LI: To write descriptive conversations.

Matilda | Comprehension Questions

Matilda is a book written by Roald Dahl. It is about a little girl who is very smart. She discovers what her power is and uses that to her advantage. Her parent's neglect her and are not there for her.

After practising her powers for a long time, Matilda finally puts her plan into action. Matilda gets the chalk and threatens Miss Trunchbull. Matilda remembered the names of the people in Miss Honey's story and uses that to threaten Miss Trunchbull. After this, Miss Trunchbull gets very scared and faints. The next day, Miss Trunchbull goes missing.

When Matilda gets home, she finds her parents packing up their stuff. Matilda asks her parents what they are doing and they want to move all the way to Spain. Matilda doesn't like the news and asks Miss Honey to adopt her. Miss Honey agrees and so does Matilda's parents.

Matilda is a very entertaining and interesting book. It is appropriate for all ages and is a great book.

LI: To study a novel.

Comment Threading

Today Bella commented on my blogpost about fractions, decimals and percentages.

A comment thread is the process of having a continuous conversation taken place in the commenting section. We use open questions to get longer answer. To make a closed question open, we can ask why and what.

Comment threading is a good way to unlock more knowledge about the work put in behind the blogpost. It can also benifit you by making you express your ideas and learn new information about a topic.

LI: To create a comment thread.

Kubb | Game

Today, I played a game called Kubb. Kubb is a throwing game which was meant to improve the hunting skills of Vikings. 

The layout of the space Kubb is played in, is a rectangle. You use axes to hit the soldier and knock them down. When all of the soldiers are knocked down, you go for the king. 

The king is a big rectangular prism which also has a crown. Once someone from your team hits the king, they win. 

However, in order to kill the soldiers you need to hold the axe and hit it vertically. To kill the king, you need to throw the stick from under your legs.

Once your team wins, the game resets. There are five soldiers, five sticks and one king.

I enjoy playing this game because it can improve my skills in throwing and aim. One thing I could work on is to get better at hitting the king from under my legs.

LI: To play Kubb.

Kiwi Sport | Two & Three Man Settles

This week, we played a game of touch to practise drills and skills.

First, we got into groups of three and practised the three man settle. A three man settle is the process of driving the ball straight forward to get further down the field.

After that, two out of the three people in the group did the two man settle. The other person not doing the settle was waiting far away from the people to recieve the ball. After the fourth touch, the dummy-half passed the ball to the person waiting.

After practising these skills, we played a game. The purpose of the game was to practise the skills we learnt and apply that to the game in order to get a try.

I enjoyed executing the three and two man settles because driving the ball forward is a big part of the offensive side. One thing I want to work on is to help more on the defensive side.

LI: To participate in touch rugby.

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 3 minutes and 12 seconds. Although I did do better than last week, I still think that I can do better and get faster at basic fact boxes. I will continue to practise my basic facts.

LI: To rapidly recall basic facts.

SSR Selfie | 101 Cool Science Experiments

Today I completed the SSR Selfie task. The SSR Selfie task is a can-do where we need to read a book for 15 minutes and talk about the book by answering questions.

The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: '101 Cool Science Experiments'. This book is about how to perform science experiment.

LI: To summarise and retell a text.

Materials | Design & Technology

Depending on the properties of different materials, they can suit certain situations better. The materials vary depending on the type of natural disaster. 

The materials that are appropriate for a storm are: PVC plastic, chicken wire, plaster, concrete and wool.

PVC plastic is a suitable material for shelters because it is flexible and strong. This material has been chosen to protect against storms because it is firm enough to withstand aggressive wind currents. 

Chicken wire and plaster is used to hold the walls and structure together. This material has been chosen to protect against storms because it can give the structure more protection and strength against strong winds.

Concrete is a suitable material and strong material for the foundation of a structure. This material has been chosen to protect against storms because it provides a strong foundation for an emergency shelter against storms.

Wool is used for many things, however in this case it is used to absorb water and rain. This material has been chosen to protect against storms because it prevents people inside of the shelter from getting wet and causing them to freeze.

It is important to have a good understanding of the properties of materials because this knowledge can be helpful when designing a strong, quality structure.

LI: to prepare materials for construction.

Maori Conversations | Names

Our session's focus with Whaea Odie was understanding what letters and phonics are changed, and what they are changed to in order to write names in Maori properly. Another focus was to translate everyday conversations into english.

The first part of our task was to look at the list of names in Maori and the english translations of those names. The english names were not in the right place, so the Maori names and the english names were incorrect. We applied our knowledge of Maori letters and phonics to translate the names correctly without using the Maori Dictionary. 

Some of the letters that are changed when writing in Maori are J (which is changed to an H), D (which is changed to an a T), D and L (which is changed to an R) and V (Which is changed to a W). To translate a name like June in Maori, we looked at the letters and changed the J to an H. Therefore, June in Maori is Hune.

The second part of our task was to translate everday phrases into english. There were phrases such as 'Tena kotou katoa' and 'Kia ora e hoa'. We used the Maori dictionary to translate these phrases.

I really enjoyed learning about the what letters and phonics are changed to in order to write in Maori. I enjoyed this experience and worked hard to expand my Maori vocabulary. One thing I think I could work on is my Maori pronounciation.

LI: to understand the Maori letters and phonics to translate everday phrases and names.

Matilda | Sequence Events

Matilda is a book written by Roald Dahl. It is about a little girl who is very smart. She discovers what her power is and uses that to her advantage. Her parent's neglect her and are not there for her.

Miss Honey talks to Matilda about her story and how she became a teacher. When Miss Honey was a little girl, her father and mother died leaving her to be alone with her aunt. Her aunt was a horrible person. After Miss Honey told her story, Matilda found out that Miss Honey's aunt was Miss Trunchbull.

After Miss Honey talked to Matilda, Matilda promised that she would not talk about her story. Matilda asked Miss Honey for the names of Miss Honey's dad, Miss Trunchbull's first name and what they would call Miss Honey for no apparent reason. Miss Honey suspected of suspicious behavior and told Matilda to not do anything silly.

When Matilda arrived home, she practised her power for hours. She used her dad's cigarette and used telekinesis to control the cigarette. Matilda would practise this every day after she came from school. Her dad was still at his job, her mother was still playing bingo and Micheal could be anywhere.

Matilda is a very entertaining and interesting book. It is appropriate for all ages and is a great book.

LI: To study a novel.

Fractions | Decimals | Percentages

Fractions are equal pieces of a whole. A decimal is a number that is less than 1. Percentages are the parts in one hundred.

A fraction has two parts to it, a numerator and a denominator. The numerator shows the amount of pieces someone owns, and the denominator shows the amount of pieces the whole is divided into. Fractions are used to represent a piece or segment of a whole. There are also different fractions. They are: improper and mixed number fractions. 

An improper fraction shows that the numerator is more than the denominator. An improper fraction can be converted into a mixed number fraction.

A mixed number fraction is one or more whole and another fraction. To convert an improper fraction into a mixed number fraction, people usually identify the denominator. If the improper fraction is 7/3, people divide 7 by 3. 7 ÷ 3 = 2.3. This means that there are two wholes. 7/3 is equivalent to 2 1/3. 

A decimal is used to represent less than one and can go as high or as low as it can be. The decimal point (.) shows that the number is a decimal. In a decimal, there are tenths, one hundredths and thousandths as the main place values.

A percentage stays within the 100 place value, this means that 100% is the maximum percentage. To find out a percentage, people divide the denominator by 100. If the fraction was 1/4 the number problem would be: 100 ÷ 4 = 25. This means that 1/4 of 24 = 25%.

By understanding how to make fractions, decimals and percentages, it can help people to convert them to each other to make an equation more simple.

LI: To improve on a skill in maths.

Kapa Haka Performance | Maori Traditon

I watched a kapa haka performance.

First, some people from the kapa haka group performed an entrance ceremony dance. In this dance they sang a waiata and danced. The group introduced us to the Maori traditional weapons. They used poi and ti rakau. A poi is a ball stuck onto a rope. A ti rakau is a medium-length stick. Both of these weapons use the wrist movement and improve the wrist flexibility.

After that, they performed the haka. I think they did a good job and it was very entertaining. After the people did the haka, the senior boys from the kapa haka group in PBS performed a haka as well. The boys also did good.

The last activity we experienced was to play traditional Maori games. We played Matau & Mauī with taiahas. This game is a listening, coordination and reflex game. 

I enjoyed this performance. I am also grateful for the opportunity we got to watch it.

Commenting Thread | Storyboarding

Today Bella commented on my blogpost about storyboards.

A comment thread is the process of having a continuous conversation taken place in the commenting section. We use open questions to get longer answer. To make a closed question open, we can ask why and what. 

Comment threading is a good way to unlock more knowledge about the work put in behind the blogpost. It can also benifit you by making you express your ideas and learn new information about a topic.

LI: To create a comment thread.

Touch Rugby | Kiwisport

I applied the skills and knowledge that coach Mark taught me into a game of touch.

First, we went over on how to do a two man and three man settle. It is two or three people driving the ball up the field. To do a three man settle, person A needs to initiate the touch and plant the ball. Then person B needs to be dummy half and picks up the ball, then passes the ball to person C. Person C then runs up five steps and repeat it.

After practising this, we played touch. We split into three teams and played against eachother. We were using the three/two man settle to drive the ball forwards and I scored a try by using this technique. We also needed to include everyone.

I enjoyed this weeks session and found things easy because I have played touch rugby before.

LI: To apply the skills we have learnt to play touch rugby.

Shelters | Model

Our focus for inquiry was to determine the materials and the amount of the materials we would use to build a model for an emergency structure.

First, we brainstormed a list of materials to use for our shelter model. We thought about what materials we would use for different parts of the structural design such as walls, protection layers, windows and doors.
We knew that the maximum height of the shelter models would be 20 centimeters, so we applied that knowledge to measure the correct amount of materials and which materials would be best to survive a natural disaster.

Next, we measured the other dimensions of our structure to find out the other amount of the materials we would use. Our structure's dimensions were 20cm in height, 66cm in length all the way around and 2cm in depth or width. 

We found out the area and volume of the shelter by multiplying the height by the width. To find out the centimetres cubed as the measurement for the concrete, we needed to multiply the area by 2, then convert that to cubic meters.

I really enjoyed finding out the measurements of out materials. Our company also found that figuring out the amount of materials needed was difficult but enjoyable.

LI: to prepare materials order for construction.

SSR Selfie | The Giraffe and the Pelly and Me

Today I completed the SSR Selfie task. The SSR Selfie task is a can-do where we need to read a book for 15 minutes and talk about the book by answering questions.

The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'The Giraffe and the Pelly and Me'. The book is about Billy, the Giraffe and the Pelly using their traits and properties to get things done for The Duke of Hampshire.

LI: To summarise and retell a text.

Anywords | Can-Do

Anywords is a can-do where two people recall words to connect them to another word.

I played this activity with Bella. We can only write words vertically or horizontally. The words have to be connected to eachother and needs to make sense. We can make two points by making two words in one go.

Bella and I had an interesting game. The best way we got two points was by making a word plural. 

I enjoyed this game and would like to learn more words to win at this game.

LI: To recall and play with words.

Māori | Auckland Volcanoes

I translated the names of volcanoes in New Zealand. 

First, I matched the English names of volcanoes into Te Reo Māori. I knew some of the Māori names. I used the Māori Dictionary to find the other names of the volcanoes.

After this, I completed a task sheet where I needed to match the Māori weather to the correct pictures. I also used the Māori Dictionary to find some of these.

I enjoyed this week's session. I found the sheet activity easy because every morning we practise our daily routine and in the daily routine we say the weather in Te Reo Māori.

LI: To translate the names of volcanaoes.

Narrative | Storyboard

Storyboards are images that show the character movements, the camera angles and the story setting. 

The image should have enough detail so that someone can find out where the setting is without someone else telling them. People show the emotions on the face and draw in different camera angles to make it more interesting.

A storyboard has the scene number on the side of the image. People usually have a short sentence to give more detail if the picture isn't clear enough. Having no description is best. If someone understands where the setting is without someone else telling them, they have most likely done a good job drawing the storyboard.

In storyboards, there are no words in the image. The main idea for a storyboard is to show the setting, the characters, and the angles of the story. 

It is helpful to understand what a storyboard is and how to write a storyboard because it can help to give the actors a good visual reference. Storyboarding can also help to visualize the enviroment and people's surroundings.

LI: To create a storyboard from a narrative.

Basic Fact Boxes | Maths

Today I completed basic fact boxes for multiplication and division. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 4 minutes and 31 seconds. I think that I can do better. I found some parts of the activity hard and some other parts easy. I did better than last week.

LI: To rapidly recall basic facts.

Statistical Investigation | Athletics Day Scoresheet

This week, we were using statistical investigation to find out the averages for each teams score.

First, we added up the data on a Google Sheet. To add a data set, we can use repeated addition or a multiplication strategy. I can speed up the process by getting all of the data and using multiplication. If the data set was: 2, 3, 3, 2, 1, 3, 4 and 2. Instead of adding this, we can do this: (2 x 3) + (3 x 3) + (1 x 1) + (4 x 1) = ???. By doing this it makes things easier and faster. 2 x 3 = 6, 3 x 3 = 9, 1 x 1 = 1, 4 x 1 = 4, then add all of these numbers. 6 + 9 + 1 + 4 = 20. 20 is the score that the team got. 

To find the average group score, we need to add all of the classes points up then divide that by the number of classes there are (9). If all of the scores added up, 19 + 17 + 19 + 26 + 17 + 24 + 18 + 18 + 24 = 182. 182 ÷ 9 = 20.2. This is because if we know 18 ÷ 2 = 9, we should know how to do 180 ÷ 20 because of place values. 2 ÷ 9 = 0.222222222 but to get a less complicated answer, we round. The rule with rounding is that if the number is four and under, we need to round down. This is called 4 Floor. However, if the decimal is higher than 5, it rounds up. 5 High. 

Understanding how to use statistical investigation is important because it can help to find out the scores of different things.

LI: To use statistical investigation.

Novel Study | Matilda

Matilda is a book written by Roald Dahl. It is about a young girl, whose parents neglect her.

In the chapter 'The First Miracle' Matilda discovers her power. She has the special ability of telekinisis. Miss Trunchbull comes to see what the children have learnt. Lavender plots a horrid prank for Miss Trunchbull. She caught a Newt and placed it into Miss Trunchbull's cup. Miss Trunchbull accuses Matilda of putting the Newt there. This annoys Matilda. Matilda squints her eyes and thinks to herself 'tip it over'. The cup moves and tips over onto Miss Trunchbull.

Miss Honey introduces Matilda to her little cottage. Miss Honey's cottage is very nice and looks tidy. She sits Matilda down and offers her a cup of tea with milk. Miss Honey begins to talk about her story.

Matilda is a book, that is suitable for kids and adults. It is also very interesting and funny. It is good to understand what the book means, so that people can unlock new knowledge behind the book without it stating it.

LI: To study a novel.