Imagination

LI.to edit our writing using DRAFT.

 

This week for writing we have done another abstract poem in pairs. An abstract poem is a poem a about an abstract noun. An abstract noun is something that exist but you can’t touch it (happiness, failure, trust, etc)

In this task we need to include the five senses, punctuations, complex sentences, metaphor, simile, etc. After writing this poem we used the DRAFT process which helped us make our writing better for other people to understand.

The structure of this poem is defining what the abstract noun. Then the second line starts with using one of the senses. Lastly write four more lines starting with the abstract noun using the other four senses

Something I found interesting about this was that when we edited it explained the abstract noun better

Flower Powder | Science Tech

LI.to explain each of the parts of the Hibiscus.

Today for tech we have been learning about the different parts of a Hibiscus flower. 

The first task we wrote was about our learning goals and outcome. We also wrote the name of the flower if it’s still not opened yet, what we notice when we look at the flower, and why a flower it's important. 

Our second task was about learning the parts of the Hibiscus flower. To learn more about the parts of the flower we watched a video about what the parts are and our teacher explained what it is used for. 

The third task was to learn how to dissect a Hibiscus flower in half. We watched another video about the equipment we need and the method of how you can see each part of the flower. 

Lastly we put pollen on a rectangular piece and looked put it on the microscope to get a closer observation

Something I found interesting was that the pollum viewed more closer from the miscrope looked like a coronovirus shape but yellow.

Life

LI.To write an abstract noun senses poem.

 

Today we had a writing task with the whole classroom for Abstract Noun poems.In this activity we learnt how to understand what a metaphor is and how we use them writing.We worked in groups to collaborate this challenge and make into a powerful eye catching DLO. 

An abstract noun is one that refers to an idea,quality or state(You cannot see,hear,touch or smell an abstract noun).

An example of abstract noun is the poem myself and my group put together by working together and learning from each other.

The five senses are see, hear, smell, touch, and taste.

A metaphor is a comparison to two things without using as or like.

An example of a metaphor is where you compare to things together without using like or as.

Something we found interesting about doing this task was learning how to properly structure an abstract noun poem.

Test our knowledge of words in Maori

LI.to see how much knowldge we now in Maori.

Today for Maori we have recapped about the Maori sentence structure. In the google doc showen above it says what the object is, and where it is, using Maori dictionary. After we finished that activity we went on a site called test your knowledge of these kupu. This site was to see how much Maori words knowldge we knew. I enjoyed doing this activity because it built up more of my Maori word knowledge. 

Did this happen?

LI: consider both perspectives.

Today for inquiry my group and I read information about Kuirau Park, Rotorua, New Zealand. We then looked if the information was true or false, if the event took place or not by looking at this place in New Zealand. Then we wrote our opinion for the text that we read. My opinion is that the event did not took place because taniwha is a character from a Maori story. 

Something I found interesting was that some of the information written was real but at the end it was not true.

Main Ideas

LI: To identify the main ideas in a text

This week for inquiry we retold how Maui slowed down the sun using main ideas.

First, we watched a video of how Maui slowed down the sun. After that, we wrote multiple ideas about the important ideas in the story. Next we wrote 4 very important ideas from the important ideas. Lastly, we wrote 3 vital ideas.

Something I found interesting was that the 3 vital ideas were the facts that needed to be explained in the story.

Venn Diagram

LI:Find as many similarities and differences as you can between the video and the text of “The Beginning”.

For inquiry my group read the beginning of how the Rangi and Papa got seperated. We then made a venn diagram about what the differences or the video version and the written versions. Then we looked if we could find any similarities about the book and the video. Lastly we wrote what we prefered between the video and the written version of the story.

I prefered the written version because it told what happened in the beginning and because I didn’t know what happened in the beginning.

Something I found interesting was how many similarities we could find between the video version and the written version.

Summary

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

Today for inquiry my group has done a summary about retelling the story of how Rangi and Papa got seperated.

Storytelling is a huge part of the culture and history of Aotearoa. This taonga from our ancestors is the heartbeat that will keep our whakapapa alive for those who are still to walk in their footsteps.

In this task we picked out 20 important words from the sand art that we watched some are Maori, parents, free, darkness, etc. Then we picked out 6 most important words to sum up the video that e watch into fewer sentences.

Something I found interesting was how the man could draw a lot of details using sand.

Finacial Capabilities

 LI: To understand the budge is a plan for managing money

This week for maths we have been focusing on our time table. Using this learning we have done a finacial capabilities challenge, which will improve our multiplying skills and solving it quicker. In this DLO we have picked one question to show our strategy when we are solving maths questions. I enjoyed this task because I got to get the anser more quicker when doing times tables.

Shoe Narrative

LI: To use the 5 senses and personfication to help us paint a picture with words

Today for writing we have been recapping about how to write a good narrative. A narrative is a made up story that people tell. With a partner we planned what the story was going to be about, and use that idea to write a good narrative. The structure of the narrative is TOPES (Title, Orientation, Problem, Explain, Solution, and Mora/Coda). Something I found interesting was that it is better to plan instead of just writing a narrative because you can look at the notes for a guide. 

Science | Floating and Sinking

Today for tech we have been learning about what floats and what sinks. When an object is floating it is called buoyancy and that it is when air is inside the object. When an object sinks it means it has no air and the weight of it is too heavy. When it semi-floats it means it is heavy but has some air inside.

Our experiment was to find out which objects will float or sink. One type of a vehicle that floats is a cruise ship. The reason why it floats is because the cruise ship is hollow in the inside which makes it float.

One type of vehicle that sinks is a car. This is because of the weight and there's not much air inside the car.

One type of a vehicle that semi-floats is a submarine. This vehicle also floats because when the tanks are empty the submarine has less weight, and that's why it floats normally like boats. The reason why it sinks is because the water is allowed in the tanks and increases the weight of the vehicle.

Then we did an activity on whether the object will float, sink, or semi-float. The objects we used to experiment on we're sport balls, different types of bricks, plastic, etc.

Lastly we wrote down the results for each object given to see if our predictions were correct.

I enjoyed doing this activity because it helped me understand more about why water levels change when an object is put into the water.

Topic 2 Laboratory Eploration

LI. to get the right liquid volume. 

This was our second session for science. In this lesson we explored at what we will use during sciece. 

In the first task we wrote about what science materials we could see around the classroom that was part of science. They were microscope, a human body, the periodic table, inside the earth, safety glasses, beakers and more. 

Then in the second task we looked at 21 different materials used in a science lab. To help us with our understand we inserted an image with a meaning to the side. Some basic equipments that I learnt were ammeter (to check current battery), a weighing machine (to measure weight of chemicals), etc.

I enjoyed doing this activity because it helped me grow more of my knowledge about what the equipments are used for. 

Cybersmart Challenge | My Digital Footprint

LI. to understand the concept of digital footstep.

Today for cybersmart we have looked at our digital footprint in the last 24 hours. The things that I have searched today were google, drive, blogger, gmail, google drawing, my class site, transum etc. This activity was to understand that everything that we do on the internet leaves a footprint. 

I enjoyed doing this activity because it tells us whatever site I go on it leaves a footprint. 

Simple Machines

LI: to find information about simple machines

We collaborated in our group to find information about simple machines. There are six simple machines.

Pulley: A pulley is a simple machine that is very useful to lift up heavy objects. For example: If you were in an elevator the pulley pulls you up to take you to the next level floor.

Lever: Lever helps to weigh the mass of something unknown.

Inclined plane: An inclined plane is a ramp that helps heavy wheeled objects move up.

Wedge: A wedge is a simple machine with a sharp tip and a thick edge. The tip is used to stop a door from moving

Wheel and axle: A wheel and axle is used to pull something that is heavy.

Screw: A screw is used to help grip on the surface it is screwed into so that it could hold together.

Our challenge was to create labelled diagrams (information pictures) to show our understanding of the information for each simple machine. We also summarised our facts in our own 25 words.

I enjoyed doing this activity because it helped my group and I's knowledge on simple machines. 

Dialogue Text

LI.to understand how to use and correctly punctuate dialogue when writing.

This week for our writing class we have we recapped what a dialogue text is about, and how to use it.

This is our DLO we have worked on to reflect our understanding of the purpose of dialogue in writing.

An example of how to use dialogue is:

“Are you new here?” questioned Mahdi.

“Yes, I am new here, can you please take me to room 7?” replied James

“Sorry I’m actually new here. I was about to ask you if you wanted to be my friend,” awkwardly said Mahdi.

Something I found interesting was that we can make more interesting words instead of writing said. 

PB4L Expectations in Class

For PB4L we have been talking about what LS2’s expectations were in our classroom. Expectations are set in schools because they help students prepare themselves for their learning.Today we talked about what LS2 expectations are and what we can do to to make sure we know what our expectations are. In LS2, since we are the older kids in the school it is very important to have expectations because the juniors will know what expectations.

Affixes Challenge

LI.to use prefix and suffix knowledge to increase vocabulary understanding. 

This week for our new Affixes Challenge , We've been doing anti which is our prefix word. 

We worked in a group and searched different words and the meaning of the words that started with the word anti. Some examples are antisocial, antivirus, anticlockwise.

After that we wrote 5 compound sentences using FANBOYS, and also using the 5 words from the word wall that we have created. A compound sentences is formed by adding two main clauses together using conjunctions. One example of a compound sentence is the boy was really excited for his school camp, but when he arrived he forgot about his socks, and shorts. 

Lastly we wrote chose a word to illstrate. This was done by picking a word and needed to explain the definition or the prefix, and the root word, then when the definition is when you combine the two words. 

I enjoyed doing this activity because it helped me  learn new words that can be used in a sentences.

Te Reo Maori

LI.to learn the sentence structure in Maori.

Today I was learning about the sentence structure in Moari.

First we wrote the weather and what we felt. Next we recapped the meaning of the Moari words for front, back, in, out, etc. Then we answered the questions like where the red, white, and black car was. After that I created an image, and created my own questions that linked the the image. I enjoyed doing this activity because i was able to learn how to write a sentence in Maori. 

All As One

LI.to make connetions (self, text, world). 

In the past 2 week’s our reading group has been learning about the culture Afghanistan. The text we read was called All as One. This is about how one culture comes together and pray in one room with men and women divided.

After reading this text we wrote some questions that we thought we wanted to know. When writing the questions we needed to use might, could, should, or would to make our questions better.

Some examples we wrote were:

What might have happened if an adult eat during fasting?

What might happen if a muslim said something wrong during praying?

I enjoyed doing this activity because it taught about what muslim culture and what they do when they pray.

Student Led Conferences

 LI.to share our learning with our families.

Yesterday was our parent interview. We have been putting our finished work n our wall for display. This was an oppitunity to show our families what we have done at school for the last 15 weeks. 

The things that I showed were the Polonysian Panthers work for reading, my 5 mintues of camp for writing, how to solve an exponent question for maths, and our planning for our toy making for my inquiry. To remember what we needed to say we wrote a script for our subjects, and also ctreated a digital learning journey that have links to our work. 

After a few days we practiced our script with a buddy, and did a runthrough of showing our work on the walls. When the day came I was really nervous because I didn't know what my mum was going to say or react. At the end, my mum told me that she really enjoyed the tin foil art and our agents of change DLO. 

I enjoyed doing this activity because I was able to show my mum the work that I have done for the past 15 weeks. 

Asking and answering questions

LI.to answer and ask question in the picture. 

Today was our fifth session for te reo Maori. Our task was to ask and answer question in Maori. First we wrote what the weather, and how we felt. Next we learnt what left, right, above, down, and middle, front, and back in Maori. Then we answered questions to where the object was. Example: Kei hea te kutikuti? (left) Kei te taha mau. Lastly we created our own questions, and wrote where the object was. I enjoyed doing this activity because I didn't know how to say an object is above, right, front, etc.

Care Awards Attitude

LI.to research someone who has a positive attitude despite difficulties that have faced. 

This was my last silver attitude care award. For this activity I have researched one particular person that have come to this school, and he is Marc. In the google drawing it tells some information about what happened in his life. One information about him is that when he was the age of 15 to 24 he caused a succssful crime of stealing cars, but in 1992 he turned his life around by becoming one of New Zealands top hardware architects, and also became the New Zealand lightweight boxing champion. I enjoyed doing this activity because I was able to find about his past life and what he had gone through. 

Samoan Language Week

LI: To pay it forward by creating a screencastify that teaches others how to use Samoan words and phrases.

This week is Samoan Language Week - Vaiaso o le Gagana Samoa. The theme for 2021 is Poupou le lotoifale. Ola manuia le anofale which means strengthen the posts of your house, for all to thrive. In LS2 we have decided to value the measina of the language by creating a screencastify that teaches others how to use Samoan words and phrases. I found this challenge a little bit hard because it was difficult to say some of the pronunciations of some greetings. 

Care Awards | Attitude

LI.to select an area of the school and keep it beautiful for 3 weeks.

 

This was my fourth silver attitude for keeping somewhere in our school clean for 3 weeks. For this task I needed to think of a place that I think that I can clean up, and I chose the shelf. I chose the shelf because it was one of the messy parts of the classroom. I enjoyed doing this activity because it can teach people to tidy things back without being asked. 

Care Awards | Attitude

LI.to research the role of the PHN in our school, and tell others how they help us.

This was my third silver attitude task telling about some informatuion about the PHN. PHN stands for Public Health Nurses ensuring peoples safety, and help them recover from an injury. For this task I needed to write about what the role of the PHN was, what does the PHN do, and what I thought about the PHN. I enjoyed doing this activity because it helped me understand more about what a PHN do. 

My Reading Pathway

LI.to show my personal journal through books. 

This week is book week at Panmure Bridge School, which means every class participates in a number of reading activities. One of our activities was to create a reading pathway that shows how my favourite books have changed over time. At the moment I like reading the Harry Potter series because it gets more adventurous as I read more.

Cinquain Poem

LI: To write a cinquain poem to describe a polar bear.

We have been learning to write cinquain poems to help us strengthen our connections to description. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives taht describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.