Y-Chart

LI: to make inferences about the events in the text using clues provided by the author.

Our focus was based around inferring what athletes were thinking, seeing and wondering during the Olympics. In order to do this, we looked at an image which had information that we could point out to form our inferences. By looking at the images, we could see that the athletes had completed the swimming and are taking an after photo. Some inferences we made for feel/see were: the athletes might have felt nervous and cold, they could have been proud of what they accomplished, seeing their names of the scoreboard and how they felt determined to win. 

The image shown on the DLO was of Violet Walrond and other athlete competitors. Violet Walrond was a young athlete who competed in the Olympics at the age of fifteen. She was the youngest and first ever swimmer in New Zealand to use the crawl technique. Violet also was the first female to compete in the Olympics, representing New Zealand.

Topic 8 - Acids and Bases

LI: to learn about acids and bases.

Our focus today was about looking at the acidity/base level of different substances. We got into partners and answered some questions using our prior knowledge. After this, we looked at the different substances we would be using today. 

In order to measure the pH balance or scale we used litmus. Litmus is a piece of paper that has the ability to change colours depending on the acidity, base or neutral level of a certain substance. If you take an acidic substance and dip the red litmus paper into it, it will stay the same or get even more darker. If you dip the blue litmus paper into the acidic substance, and it turns red, it is acidic. We tested 11 substances. Before testing them out with the litmus paper, we predicted what substances are acidic, neutral or basic. After that, we tested them out and checked to see if our predictions were correct. I enjoyed this activity a lot because I am familiar with pH balances. 

Provocation | Olympic Money

LI: to use provocation to understand both sides of a story.

Our focus this week for reading was based on the Olympics & provocation. We used provocation to understand both side of the question asked. The question was should host countries spend so much money on building the Olympic venues? Our opinion was that host countries should not spend a massive amount of money on the olympics, since the former buildings used to host the olympics. We think that the billions of dollars used to other countries are facing difficult times. We found this task interesting because seeing both side of the story meant different people see the story with different opinion.

Superfingers Challenge

LI: to recall our time tables quickly.

Our focus for this activity was based around recalling our time tables fast. The objective of the game was to remember our time tables and say them quick. To play this game, we pick a word and roll two dice that go up to 12. After doing so, we look at the dice and multiply the numbers. If one of the dice roll on 6 and the other on 3, we go 6x3 and say the answer (18) as fast as we can. The person who gets the answer correct fastest, erases one letter from the word. In the end, if you answer the equations and have no letters left, you are announced the winner.

First, we chose a partner to challenge. Whoever won out of the pair gets to challenge another person who won from their pair. The person who won that goes onto the quarter finals, then the semi-finals and then the finals. The person who won the finals is the winner and fastest person to recall their time tables. Afatia won the finals against Chris. I enjoyed this activity a lot because it was fun and also got us to recall our time tables faster. I impressed myself when I was challenging Ong because I said the answer really fast at some times.

Maths Olympics Challenge

LI: to use the most efficient strategy to find the answers.

https://drive.google.com/file/d/1_YwKU48I5U4rAN6bQVjbJxfrqJIdVeDl/view?usp=sharing

Today, we were looking at how we could solve an equation and check if the answer is correct. The questions were "In total, how many meters did Michael swim for his gold medals?" and "Finally, how many strokes did Michael have to take in total for all of his events combined if Michael can propel himself 2 meters with each stroke?". To answer the first question, we gathered all of the data and added them together. 400 + 100 + 200 + 200 + 200 + 200 + 100 + 100 = 1500. Now to answer the second question, we gather our information. By reading the world problem, we can understand that with each stroke Micheal took, he had propelled himself 2 metres. With this information, we know to divide 1500 by 2. 1500 ÷ 2 = 750. In order to check if the answer is correct, we can add 750, twice. 750 + 750 = 1500. Another way is to multiply 750 by 2 which will give us 1500. Reversing the equation to check if our answer is correct is an efficient strategy. 

Olympics Challenge

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

https://drive.google.com/file/d/1k_nDtkX84dhFcivbe0CaOctipzxTc3Za/view?usp=sharing

Today we were looking at how we could solve an equation and prove that our answer is correct. We know that Nastia had came 2nd place by 0.001'ths of a second. Nastia's score was 16.725s and since we know that the 1st place medalist had won by 0.001'ths of a second, we can add 0.001 to Nastia's score which is 16.725. So to answer this question of "What was the gold medal winners score?" This gives us an answer of 16.726. To prove this answer is correct we can just subtract 0.001 from 16.726 which should give us the original answer (16.725). 

To answer the next question, we use a subtraction algorithm. 00.005 - 00.005 = 00.000, 7 - 1 = 6, 00.12 - 00.07 = 00.05 6 - 1 = 5, 00.16 - 00.9 = 00.7, 5 - 4 = 1, 1 - 1 = 0, 1+ 00.7 + 00.05 = 1.75 and to prove that this answer is correct, we can reverse our strategy (subtraction) to the opposite (addition). 14.975 + 1.75 = 16.725.

Tech | Osmosis and Transpiration

LI: to learn about the process of osmosis and transpiration.

Today, our focus was based on looking at the osmosis and transpiration of a plant (celery). Our first task was to look at the photosynthesis cycle. The photosynthesis cycle helps a plant create their food. The leaves are the ones to create the food. The ingredients a leaf needs are: sunlight, water (H20) and carbon dioxide. All of these ingredients create sugar/glucose. Our second task was based off of the celery and food colouring experiment. We watched a video about how to conduct this experiment. We needed to observe how the water travels through the xylem to the leaves and back from the phloem. The coloured water helped us see the xylems. I found this activity very interesting and I did not know that water travels through xylem in order to get to the leaves. 

Matariki Brochure

LI: to design an information brochure about Matariki.

This activity about Matariki was based off of creating an information brochure about what Matariki is, how it is celebrated and gives people a general idea of how it originated. With our partners, we chose a story about the creation of Matariki, then wrote about it in our brochure. A brochure should be able to fold into three sections with information on each side. Usually during the time of Matariki, people preserve and eat foods they harvest. I enjoyed this activity because I already know many things about Matariki.

Maori

LI: to learn where the suburbs of New Zealand are located.

Our focus this week was based on looking at the locations of suburbs in New Zealand. We translated the Maori names into English using the help of the Maori Dictionary. After translating the Maori places, we noted the places down and put them on a map. I enjoyed this activity because I learned what the Maori names for places were.

Tech | Bubble Science

LI: to conduct a scientific experiment about bubbles.

Our focus today, was to conduct a scientific experiment about bubbles. We first talked about our learning goal/outcome. The learning goal was to understand the science of bubbles. After that, we needed to learn about the science behind the bubbles. Bubbles have 3 layers. 2 of the layers are soap and one of them is water, it is like a sandwhich. Water particles attract to each other so when the soap is mixed along with the water, it reduces how much the water particles are attracted to each other. After that, we looked at the bubble challenges. They were: caterpillar, courasel and cube. By the end of this experiment we were able to talk about the results of the experiment. I managed to do all of these challanges. 

Revision

LI: to revise Te Reo Maori.

Today's lesson was about revising Te Reo Maori. The questions we had to answer were "He aha te huarere inaianei?, Ko wai o hoa?, Ko wai o mahita?, Ko wai to mama?, Ko wai to papa?, Kei hea to hoa?, Kei hea te Kuini o Ingarangi?, Kei hea koe?, Kei hea whaea Odie?, Kei hea o mahita?". Each of these questions hve been answered before and out of memory, again. After answering these questions, we played memories. Memoriese is a game where some cards are faced down on a table and we flip them over, trying to match the cards. If the cards do match, we need to say the Maori name for the object.