Food Technology (Reflection)

LI: to improve our food technology skills.

Today was our first technology session of the term at Tamaki College. 

When we arrived at Tamaki College, the year seven's went with Mrs Heka to the kitchen. In the kitchen, and Mrs Heka introduced herself and the rules in the kitchen. We got into groups, made a fruit salad and smoothies. 

I enjoyed today's session of tech and especially enjoyed working as a group to create the food.

Maths (Addition/Subtraction)

LI: to find and use the most efficient strategy to answer the question.

Our focus this week was based on finding the most efficient strategy to answer a question.

First we picked a set of equations that we thought challenged us the most. After this, we answered the problems by finding out the best and most efficient strategy to us. When I completed answering the questions, I created a DLO that showed the strategy I used.

Using the DLO, I created a screencastify which presented my ideas and thinking when I answered a question. 

I found this activity easy and enjoyable because it gave me the opportunity to talk and showcase my thinking and which strategy I found the most efficient. 

Why do we use TEEL paragraphs?

LI: to understand how TEEL paragraphs can help us structure our information and ideas in a paragraph.

Using the TEEL structure to write a paragraph gives people more information about the topic. When someone structures their paragraph with TEEL, it makes the information more complex and it can be easier to understand the text. TEEL is the acronym for Topic sentence, Elaborate, Evidence and Link. 

A topic sentence introduces the main idea of the paragraph. Elaborating gives bonus information to the reader to help understand what the text is about. Giving evidence supports the topic and ideas throughout the paragraph. Linking the paragraphs help create a connection that gives the reader a hint about what the next paragraph is going to be about. A good paragraph has all the main points written and TEEL helps to do that.

Writing most of the main points in a paragraph gives clear information and makes it easier to understand. By doing this, people can process the information and give their opinion on the ideas.

I enjoyed this task because it gave me a clear understanding of what TEEL is and how I can use it in my explanations.

Nga Mihi

LI: to teach others about yourself by creating a Nga Mihi.

Our task was based off of creating a Mihi. A Mihi is like a biography. It talks about someone's life and introduces them to other people.

First, we got into partners to learn about the phrases used in a Mihi. With our partners, we filled in the blank spots with information about ourselves.

After this, we memorised our Mihi by reciting it to our partner. Then we created a Google Presentation which contained digital drawings that represented the information about ourselves. 

Lastly, we created a screencastify of ourselves reading our Mihi and presenting the information about ourselves.

I enjoyed this task because it can help people to know more about me and my family.

Cybersmart | Kawa of Care

LI: to be cybersmart and use our devices in a smart and clever way in order to learn, create and share.
  

Being cybersmart means to be knowledgeable towards a device in order to keep it secure and safe.

Understanding the rules of the Kawa of Care, can help someone to learn, create and share.

Some of the rules state that a person should: never have food around the netbook, charge near a wall to contain a risk or hazard, placing a netbook away from the edges on a table, use two hands when carrying a netbook around, put the chromebook in a case when going outside with it and more. These rules ensure that the netbook can remain protected.

Knowing the keyboard can assist with how fast someone can type and finish their work. When someone memorizes their keyboard it will be easy to complete a task.

Being cybersmart can help to learn, create and share a person’s work.

Qualities of a Leader

LI: to unpack what leadership looks like.

Our Inquiry objective was to think and learn about the four important qualities of a good and reliable leader and what leadership looks like.

In our groups, we started by talking about the four qualities of a good leader and the definition of each quality. 

The four qualities of a good leader are: leadership, responsibility, being a role-model and team work.

One we defined each quality, we wrote down as many words as we could that related to the qualities of a good leader.

After this, our group came together to write a 25 word paragraph that talks about the qualities of a good leader. We used the words that we picked out from the list to create this paragraph. 

Finally, we created an infographic poster (using a google draw) to define the four qualities a good leader should have.

I enjoyed writing the definitions of leadership, responsibility, role-model and team because I was able to define them.

Hydration Poster | Health

LI: to understand why staying hydrated is important for our health and learning.

Our Inquiry task was based off of investigating and researching the definition of hydration and dehydration, as well as figuring out why it is important and very crucial to drink water regularly as part of our health and learning.

Our group started by writing  down the definition of hydration and dehydration and what they mean to us. We wrote the definitions of hydration and dehydration on a google draw.

For our group, hydration means having enough fluid or water ingestion. Dehydration to us means the lack of water intake by a person or living organism. 

On our poster, we began including information about why hydration is important and the benefits of drinking water regularly, as well as why dehydration can be a health hazard and the symptoms of dehydration.

Some of the symptoms are: headaches, feeling dizzy or dry mouth. Not drinking enough water can lead to health hazards that could possibly link to the heart. 

Drinking enough water has a lot of health benefits as well as learning benefits. Being hydrated can also make you energetic for learning new things and going to school.

I enjoyed creating this infographic because it can inform other people about the benefits of staying hydrated and can change some people's perspective.

Statistical Investigation | Data Graph

LI: to plan and carry out a statistical investigation.

Our class maths task was based on carrying out a statistical investigation by questioning people. We created a pie chart which showcased the information we gathered.

First, our partners came up with four different questions. My partner and I came up with "How many pets do you have?", "What is your favourite season?", "What is your favourite subject?" and "What is your favourite movie genre?". After coming up with these questions, we asked some people in LS2 the questions.

Next, we picked one question to create a graph with. The question had to be valid for making a graph, for example: if the question was a yes or no answer it wouldn't have enough data for a graph. We picked the "What's your favourite season?" question. 

By analysing the pie chart my partner and I created, we developed a conclusion which was that LS2 favors winter out of all of the seasons. Before we carried this investigation, I predicted that summer would be the most popular season.

I found this task easy because I have a lot of experience and have created many graphs.

Summary of Te Tiriti O Waitangi

LI: To explain in fewer words what the text is about.

Our class reading task was to learn about the events of Te Tiri O Waitangi. Each group read an article to understand what Te Tiriti o Waitangi is about and the different events that took place during Te Tiriti o Waitangi.

We completed two reading comprehension tasks to learn more about Te Tiriti o Waitangi.
After reading the Te Tiriti o Waitangi article, our reading group rolled a question dice (which decides whether we will ask a why, what, who, when, where or how question). Our group wrote four questions in total. The questions we asked were ‘Why didn’t the Pakeha stay honest to the treaty?’, ‘Who was at fault for the conflict between the Maori and the Pakeha?’, ‘What gave the Maori the courage to speak up and stand for their rights?’ and ‘Where in NZ did Pakeha take most of the land from the Maori?’.

Once we thought of and wrote down the questions on a piece of paper, we moved on to writing a summary using keywords from the Te Tiriti o Waitangi article. First of all, our group skimmed through the article to find 20 important keywords. Then, we eliminated some keywords and choose the 6 most important words from the first 20 words. Using those 6 words, we created a paragraph summary that included information about all of the events that happened in Te Tiriti o Waitangi.

Our summary included information about the signing of the treaty and what the treaty declared. It also included details about how the Pakeha betrayed the Maori and started a conflict between the two parties.
I enjoyed this activity because it gave me the opportunity to read and create a summary of the Treaty of Waitangi.