Current Events

Current Events is an activity that requires people to use reading strategies to help find out news by observing the media.

I did this activity and answered the questions to come up with an understanding of what happened in the video. In the video, The Maori Ferns and the Indigenous All Stars did the haka to represent the country they are playing rugby for.

LI: to use reading strategies to find out more information.

Typing Tutor

Typing tutor is an activity that tests how accurately and fast you can type without looking at the keyboard. 

I completed the U-R-K keys and moved on to the next keys.

I think I can do better, but I also found this activity not too easy but not too hard as well.

LI: To learn touch typing.

Commenting Thread | Reading

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

I commenting on Bella's blogpost about her reading. I started the comment thread by asking her what other topics she would pick as her secondary choice and why. She replied to my comment and asked me why I picked the same governing topics as she did. I replied, to see what I replied with click the link below. I made sure to use open questions to keep the conversation continuous.

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/2020/09/reading-governing-topics.html?showComment=1600903972905#c7677711079377417125

LI: To create a comment thread.

Class Blogpost | Reading

My class blogpost for reading can be found here.

SSR Selfie | The Gruffalo

Today I completed the SSR Selfie can-do. 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 Gruffalo'. The book was very interesting and funny. We read this book as a class and used this book to learn new skills.

 LI: To summarise and retell a text.

Art Collaboration | The Gruffalo

For art, we drew the cover of The Gruffalo story as a class. We learnt new skills during the few weeks we did this. 

First, we got allocated to a peice of paper to draw. The first technique we got taught was the blending. The blending technique is to smudge colours together to get a shade or texture. We used pastels to colour in. We used a paper towel to blend in the big parts and cotton tips to blend the small crevasse.

After that, we started to colour in the lines and thought about the colours, details and technique. The second technique we learnt was how to get the light grass colour. To do this, we went in with white and covered the area. Then we got green and coloured in on top of the white. We then got white again and coloured that over the green to blend the colours and get the light green.

The last skill we learnt was how to make the colour of the path. The path was quite difficult to blend. The colours we used were, gold, peach and yellow. We went in with the peach colour and covered the area with it. Then we used yellow and a bit of gold to get the colour. 

I think that this activity was challenging and I found it difficult to make the path. I would like to improve on my blending techniques.

LI: To collaborate as a group and learn new techniques to create art.

Basic Fact Boxes

Today I decided to try the basic fact boxes challenge. I did the speed demon challenge up to 100. The time I got was three minutes and twelve seconds. I thought that the questions weren't that hard but I did have some trouble. I think that I can do better next time.

LI: To rapidly remember basic math facts.

Recount | Daily Routine

For writing, we wrote a recount about our daily routine. We picked a day to write about. I chose last week on Friday. The purpose of this activity was to find out what was important to us so that we could understand what political party we would vote for.

First, I planned out my recount. I noted down the things I do, before school, at school, after school and after dinner, which are the main parts of my day. Once, that was finished, I picked four of the things that I do in those sections.

After that, I wrote my recount. Some of the things I picked to write about before school were: personal hygiene and changing into my uniform.

When, I finished writing down my events, I wrote my ending. My ending had a personal reflection. I wrote about what I want to do the next day and what I want to change about my day.

I enjoyed this activity, and I found it easy to write about last week on Friday. I think that I could write in more detail and make my recount more interesting.

LI: To write a daily routine recount.

Governing Topics | Election

Governing topics are the policies that parties wish to provide to the country and people. The important topics to me are 'Education' and 'Health'. 

The education topic is about how the government should spend money on schools.

Health is about keeping people healthy and providing more money and preventing getting sick to help during the current outbreak.

If I voted and chose the governing topics, I would chose health and education. I would choose education because education is very important to me as I am a student and currently learning new things. I would also choose health because I want to be healthy during these times.

LI: To choose important governing topics by summarising all topics.

Class Blogpost | Inquiry

I wrote a class blogpost for the inquiry task. It can be found here.

Safety Plan | Fire

This week, we assessed the risk, hazard and consequences that could happen while lighting a fire and making s'mores over the fire, then doing it in person. We made a safety plan for making a fire and for making s'mores. 

First, we discussed the hazard and risks for the first safety plan. Then, we wrote down the hazard and risks. A hazard while making a fire, is the fire itself. However, the cosequences could be getting burnt by the fire.

After writing down the hazards and risks, we talked about what the cosequences could be, how we could prevent it, who is responsible for it and the emergency plan.

Next, we made another safety plan for making s'mores with the fire. We repeated the process but made different hazards. After making the safety plans, we went onto making the fire and making our s'mores.

Mr Ogilvie lit the fire and started to demonstrate how to make the marshmallows. After the demonstration, we made the s'mores.

I found this activity quite hard because I couldn't cook the marshmallows without burning them.

LI: To assess risk with a safety plan.

Time | Statistical Investigation | Rounding, Division & Addition |

Rounding is a maths strategy that simplifies a number to the nearest, one, ten, hundred and ect. Addition is a maths stategy that connects a number to another number. Division is the process of sharing/separating a number equally. Doing a physical activity and using that activity to make a statistical investigation is a good way to use a lot of strategies at once. For example: bouncing a ball fifty times, five times is what a person can do.

To round a number like: 24.83, people usually look at the last decimal which is '3'. If the number is 0-4, people should round down. If the number is 5-9, people round up. The last decimal point is 3, so round down. When rounding down, the second number does not change. The number changes to 24.8. If the number was 24.27, round up. The second number would change to 24.5.

When adding a decimal number, people round the number to make it more easier. Adding decimal numbers is like adding whole numbers. If the equation was: 17.46 + 19.39. Add the 0.06 and the 0.09 together. 0.06 + 0.09 = 0.15, because the 10 shifts to the tenths column. Then add the 0.4 and the 0.3. 0.4 + 0.3 = 0.7. After that, add the 0.15 and the 0.7. 0.15 + 0.7 = 0.85.

Dividing a decimal number is the process of sharing the number equally, between things. For example: if the equation was, 95.55 ÷ 5. First divide 95. 95 ÷ 5 = 19, because 19 x 5 = 95. Then divide 0.55. 0.55 ÷ 5 = 0.11, because 0.11 x 5 = 0.55.

These maths strategy can help people get quick at answering equations and also help with future events.

LI: To investigate units of time. 

Kiwi Sport | Cricket

Yesterday, the girls from LS1 had a cricket session with coach Nick and Sam from Auckland University Cricket Club. We were learning the basic cricket skills.

First, we got a tennis ball and tried to clap as many times as we could and then catch the ball. The highest I reached was eight claps. We attempted the same thing but with one leg only. The most claps I got was four. We did as many star jumps as we could while the ball was in the air. I only got one star jump.

Next, we got into partners and passed the ball to our partners without dropping the ball. My partner and I got 65 passes. Then we passed the ball to our partners with one hand only. We got 47 passes with one hand.

The last challenge was to hit the ball off the 'T' as hard as we could and get as many runs as we could. There was a feilding team and a batting team. The team I was in won with 24 points.

I found this session very tiring. I also think that when we threw the ball into the air and tried to get as many star jumps as we could was very challenging.

LI: To learn new and basic cricket skills.

Maori Language Week | History

Maori language week is a time for promoting Te Reo Maori to a wider audience. People promote Te Reo Maori to get more people speaking it. This is because the government wants 1 million people to speak Te Reo Maori by 2040 and also to revive the language.

The theme was 'Kia Kaha Te Reo Maori' in 2018. This is still the theme this year. It translates to 'Let's keep the Maori language strong'.

The activity informed people about what Maori language week is, how it began, and the story behind it. 48 years ago, people decided that Te Reo Maori should be more recognisable so they signed petitions with about 30,000 signatures.

LI: To learn about the history behin Maori Language Week.

Basic Fact Boxes | Speed Demon

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 15 seconds. I think that I can do better and get faster at basic fact boxes.

LI: To rapidly recall basic facts.

Safety Plan

In this activty, we built an idea of the possible risk, hazard and consequence. We also created a safety action plan that could help in a situation.

First, we discussed what risks and hazards are. Our idea was that a hazard is a something that can cause harm to people, properties or the enviorment. A risk is the chance that a hazard can cause harm to people, properties or the enviorment.

Next, we made the safety action plan. We thought of a simple activity that can take place in the school. We wrote down the year level, the number of helpers, the numbers of students and the location of the activity. We also noted down the consequences, the hazard or risk, how we could prevent the consequence, the person who is responsible for the hazard or risk and the emergency plan.

I found this activity challenging because it was hard to come up with many consequences and emergency plans. The objective of this activity was to identify the likelihood of a risk and hazard to happen during an activity.

LI: To assess risk with a simple activity.

Narrative | The Gruffalo

A rewrite of a narrative gets ideas from the story and changes them to make a new story that flows with the storyline of the original story.

Thinking of the story, and the guiding questions people come up with new ideas to change the story. The guiding questions were: where would they live?, where would they meet the mouse?, what would the Gruffalo's favourite food be including them?

The fox was changed into a coyote because they are similar. The underground house was changed to rocky house because coyotes make their dens in rocky crevices. Instead of roasted fox, the Gruffalo's favourite food is coyote macoroni because it rhymes with 'coyote'. 

Rewriting a narrative can help with coming up with new creative ideas that can flow with the story.

LI: To rewrite a narrative.

Time | Statistical Investigation

Rounding is a maths strategy that simplifies a number to the nearest, one, ten, hundred and ect. Addition is a maths stategy that connects a number to another number. Division is the process of sharing/separating a number equally.

To round a number like: 24.83, people usually look at the last decimal which is '3'. If the number is 0-4, people should round down. If the number is 5-9, people round up. The last decimal point is 3, so round down. When rounding down, the second number does not change. The number changes to 24.8. If the number was 24.27, round up. The second number would change to 24.5.

When adding a decimal number, people round the number to make it more easier. Adding decimal numbers is like adding whole numbers. If the equation was: 17.46 + 19.39. Add the 0.06 and the 0.09 together. 0.06 + 0.09 = 0.15, because the 10 shifts to the tenths column. Then add the 0.4 and the 0.3. 0.4 + 0.3 = 0.7. After that, add the 0.15 and the 0.7. 0.15 + 0.7 = 0.85.

Dividing a decimal number is the process of sharing the number equally, between things. For example: if the equation was, 95.55 ÷ 5. First divide 95. 95 ÷ 5 = 19, because 19 x 5 = 95. Then divide 0.55. 0.55 ÷ 5 = 0.11, because 0.11 x 5 = 0.55.

These maths strategy can help people get quick at answering equations and also help with future events.

LI: To investigate units of time.

Making Connections

Connections allow people to connect with theirselves, another text and the world. There are three kinds of connections. Text to text, text to self, text to world. 

Text to text, means to make a connection with another book. To make a text to text connection, the reader gets ideas from another book and compares that idea to the book. An example is: The mouse is a convincing liar and the wolf in Little Red Riding Hood convinces Red Riding Hood.

Text to self, means to make a connection with yourself. To make a text to self connection, the reader gets ideas from the text and compares the ideas with themselves. An example is: The snake is Gullible, I am gullible.

Text to word, means to make a connection with the world. To make a text to world connection, the reader gets ideas from the text and compared the ideas with the world. An example is: the mouse is cocky, people are cocky.

Making connections can help people link ideas with other ideas and lets people build an understanding of a text.

LI-To identify and describe connections.

Class Blog Post | Reading

My class blogpost for reading can be found here.

Class Blog Post | Inquiry

My class blogpost on inquiry can be found here.

Speed Demon | Basic Facts

Today I completed basic fact boxes up to 20. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 34 seconds. I think that I can do better and get faster at basic fact boxes.

LI: To rapidly recall basic facts.

Sound | SSR Selfie

Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Sound'. The book was very educational and I learnt new things about sound. This book was a factual book. The book was about the concept of sound.

LI: To summarise and retell a text.

Setting Description | The Gruffalo

A setting description describes what a place looks like, smells like, sounds like and feels like.

To describe what a place looks like, people use adjectives like: tall, short, tiny and etc. This gives more description and lets the reader have an idea of the colour, texture and quality.

To describe what a place sounds like, people also use adjectives such as: loud, silent, noisy and etc. This gives more description and lets the reader get an idea of the sound.

When describing a feeling, people use adjectives such as: hard, soft, smooth and etc. This gives the reader an idea of the texture.

When describing a smell, people use adjectives such as: smelly, fresh, clean and etc. This gives the reader an idea of the scent of an object or thing.

The four senses can help people get a better understanding of the setting.

LI: To write a setting description.

Risk | Assessing Likelihood

We learnt how to identify the levels of risk. We also learnt about assessing the likelihood of risk.

First, we learnt about the five levels of risks, which are: low, likely, possible, elevated and extreme.

After that, we rated 15 scenarios by the levels of risk. Then we discussed and noted down the consequences that can occur by the scenarios.

Lastly, we applied our knowledge to make our own scenarios and rated the potential risk level for other people to try.

I found this activity educational and learnt more about the levels of risks.

LI: To assess the likelihood and consequences.

Character Trait | Fact and Opinion

I learnt about fact and opinion. In this activity, we learnt how to infer using our prior knowledge.

First, we talked about fact and opinion. Fact is the event that took place. Opinion is the inferences we make using the fact.

After that, we noted down things that the characters did in The Gruffalo story (the facts). Then we wrote down the inferences we made about the facts.

Lastly, we made a character trait using the adjectives we came up with in our inferences about each character.

I now understand that a fact can have more than one opinion, and to get an opinion you use clues and keywords.

LI: To infer.

Time | Statistical Investigation

Time is an ongoing sequence of events.

There are three words that start with 'm' they are: mean, median ad mode. The mean (average) is found by adding all of the numbers and dividing that by how many numbers there are. For example: 1+2+3+4+5= 15, 15 ÷ 5 = 3, the mean is 3.

The median is found by organizing the numbers from least to greatest and finding the number in the middle. For example: 1, 2, 3, 4 and 5. The median is 3. If the amount of numbers are even like this: 1, 4, 2 and 3, add them 4 + 2 = 6, then divide by 2, 6 ÷ 2 = 3. The median is also 3.

The mode is found by organizing the numbers from least to greatest, then finding the most popular number. For example: 2, 2, 3 and 4. The most popular number is two and that is the mode.

This investigation shows how long it takes for someone to complete a physical activity. Once the person has completed the activity, they convert their time, find their mean, mode and median. The graph below shows the fastest to slowest time taken to complete the activity.

LI: To investigate units of time.

Basic Facts Boxes

Today I completed basic fact boxes up to 20. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 27 seconds.

LI: To remember basic maths facts.

SSR Selfie | Night of the Dummy

Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Night of the Dummy'. The book was very funny. This book was a fictional story.

LI: To summarise and retell a text.

Commenting Thread

Today I commented on Chisa's blogpost about her character description. I started the comment thread. The commenting thread process is to look at talking about the learning they have blogged about. To keep the conversation, we use open and closed questions. Comment threading is a good way to learn more about a persons knowledge on a topic.

Link to comment thread: https://pbschisau.blogspot.com/2020/09/character-description.html?showComment=1599176678294#c3725727314881103238

LI: To create a comment thread.

Hazards & Risks

We investigated the hazards and risks in different places.

To do this, we played Octopus and Four Corners. While we played these games, we identified if there were any dangers or accidents happening.

After that, we identified the differences between hazards and risks. Hazards are the causes of harm to people and the environment. Risks are the outcomes of causing harm to people or the environment.

Next, we listed four hazards that could happen in our homes, schools, community and sports. Lastly, we made posters that showed the risks of the different hazards.

This activity was educational, and it taught me about the different hazards and risks that can occur in different areas.

LI: To demonstrate prior knowledge.

Character Description | Stewart the Mouse

Character descriptions attempt to create a picture of the characters appearance, experiences and personalities.

The appearance part includes: the face and hair, the body and the clothes. The experience part includes: where they live, their friends and family, their interests, hobbies or talents and their secrects or achievements. The personality part includes: what kind of person they are, what they say, what makes them different or interesting and how they behave.

The character description should include both literal and figurative language. Most people use similies and metaphors as figurative language.

The purpose of this activity is to learn how to write a character description that not only describes what kind of personality or appearance they have, but to describe all the areas of a character.

LI: To write a character description.

The Gruffalo | Nogard | Visualising

Visualising is a reading strategy that involves coming up with a picture of something in the head.

The Gruffalo story uses visualising. The mouse describes the features of the Gruffalo and by the end of the story, people should have a picture in their head of the Gruffalo.

The Nogard activity, also uses the visualising strategy. The Nogard activity has a description of what a Nogard is and at the end of the activity people should come up with a visualisation. The Nogard is dragon backwards.

Visualising can help people with understanding a book, because it gets people to engage with the book.

LI: To visualise the main ideas of a story.

Time | Statistical Investigation

Time is the ongoing sequence of events happening.

There are three words that start with 'm' and they are: mean, median and mode. The mean (average) is found by adding all of the numbers and dividing that by how many numbers there are. For example: 1+2+3+4+5= 15, 15 ÷ 5 = 3, the mean is 3.

The median is found by organizing the numbers from least to greatest and finding the number in the middle. For example: 1, 2, 3, 4 and 5. The median is 3. If the amount of numbers are even like this: 1, 4, 2 and 3, add them 4 + 2 = 6, then divide by 2, 6 ÷ 2 = 3. The median is also 3.

The mode is found by organizing the numbers from least to greatest, then finding the most popular number. For example: 2, 2, 3 and 4. The most popular number is two and that is the mode.

This investigation shows how long it takes for someone to complete a physical activity. Once the person has completed the activity, they convert their time, find their mean, mode and median. The graph below shows the fastest to slowest time taken to complete the activity.

LI: To investigate units of time.