Bike Safety Blog Post T4 2018

Bike Safety Blog Post T4 2018

  

What are the three things that Constable Ken Taught about where we can ride our bikes? (think - place and time)

1. Constable Ken said that Sovereign palms is good because the roads are wide and there aren't as many people on the roads. 

2. Constable Ken told us that we have to ride our bike on the left side like all the other cars.

3. He also said that we have to ride in the bike lane so we don't run over any people and also so you don't
crash into a car that is pulling out of the driveway.

Name three important things Constable Ken taught us about how to ride our bikes? (think - eyes and head)

1. Firstly we have to find any hazards in the area that we are bike riding.

2. The second thing we learnt was when we get on the bike, we have to get on it on the left side so a car doesn't run us over.

3. The last thing we learnt is that we always have to use our back brakes because if you use the front brakes and if your going at a fast speed, you could face plant into the ground.

Describe the three bike signals that Constable Ken taught us.

1. Right hand turn

2. Left hand turn

3. Stop

What did you enjoy the most about your Cycle Safe lesson? Why?

I liked riding around the field because it was relaxing. I also liked using both brakes at the same time because you had to pedal fast then stop suddenly.

Music - E-portfolio Sample - Term 4 2018

LABELS: Music, Term 4, 2018, Mrs Osgood

Title - Music - E-portfolio Sample - Term 4 2018                                   

• Use the spell check tool
• Re-read to check it makes sense and make changes if you need to.
• Check the publishing poster before you publish

Music - E-portfolio Sample - Term 4 2018

This term we have been learning how to play some new rhythms on our bucket drums.

We learnt to play the down beat where we play on each beat, it looks like this:

Then we learnt to play the front beat where we only play on beats 1 and 3, it looks like this:

We also learnt to play the back beat where we only play on beats 2 and 4, it looks like this:

After we had practiced the beats we learnt to play along with some songs.

What do you think is the most important thing to do so that you stay in time when you are playing on the
bucket drums? Something important you need to do to stay in time is to count the beats in your head. Another important thing to do is to work out the rhythm in the song.

Which song do you think would be good to play the bucket drums to and why? I think the song Happier is good to do the bucket drums with because it has a good beat to it.

What could you do to improve your bucket drumming in the future? In the future I need to work on figuring out the rhythm to the song to stay in time.

Maori - E-portfolio sample Term 4 2018

Māori - E-portfolio sample Ngā hākari (Celebrations) Term 4 2018

Share your Term four classroom whakatauki (both in English and Maori)
He aroha whakato,
he aroha puta mai.

If kindness is sown
then kindness you shall receive.

Vocabulary: List 8 new words you have learnt this term connected to “Ngā hākari (Celebrations)” eg May = Mei

1. Pipiri (June)

2. Haratua (May)

3. Keke (cake)

4. Here turi koka (August)

5. teti pea (teddy bear)

6. rorohiko (computer)

7.huri tunguru (February)

8. whiringa a nuku (October)

Kei hea to ra whanau? (answer in Māori)  

Ko taku ra whanau i te tekau ma rua o Hongongoi.

He aha taau e hiahia ana mo to ra whanau? (answer in Māori)  

E hiahia ana ahau ki etahi aihikirimi.

Reading - The Cay, E-portfolio Sample - Comprehension, Term 4 2018

Reading -The Cay, E-portfolio Sample - Comprehension

Write an “ITTM” for the following sentences:

After a moment of silence, I heard the sizzle of the water as Timothy doused the torch.

I think that means that after a minute of no talking, Philip could hear a crackling sound from the H2O and at the same time Timothy put out the fire.

For more than a week, I knew he had been labouring over nails to turn them into fish hooks.

I think that means that for over 7 days Philip knew that Timothy was converting metal screws into sharp curved tools used to catch sea creatures.

Roadblocks! There were many roadblocks for us in this book! Choose at least two of the following words to explain and ‘clear the roadblock’ for.

Alabaster -   

Cay - A low bank or reef of coral, rock, or sand.

Jumbi -

Langosta - A sea creature that is like a spiky Crayfish or Lobster.

Malaria - A type of disease that gets into your red blood cells and is normally transmitted by Mosquitos.

Write down at least three things Phillip learnt whilst on the cay (for example, about himself, caring for others and life etc)

1. A lesson Philip learnt was to make the most of what you have because it may not always be there.

2. The second lesson Philip learnt was how to survive in the wild with nothing but clothes.

3. The final lesson Philip learnt was how to adapt without his eyesight, instead he used his sense of touch and hearing.

Athletics Reflection

Athletics  Reflection

1. How did your athletics practices go? (At least 3 events)

For discus I did well because I didn't hold on to it and all the throws at practice counted. When we practiced high jump, I think I did well because I did the scissor jump. The third event we did was shot put, I think I did good because I didn't just use my arms, I used my legs as well.

2.  In what event did you most improve your technique? How?

Shot put was probably the event that I improved the most on because I used my legs as well as my arms, but I also improved a lot on high Jump by being more springy and more positive.

3. What value did you show on Friday at Athletics most? How?

I showed Brave because although I'm not that good at sprints, long jump and High jump, I still kept trying and
trying.

4. Who else did you notice showing one of our school values (they could be from another class or syndicate)? How?

Ethan showed Respect because when he won his events, he didn't give people a hard time. Instead he cheered on
other people even if they failed.

Science (Geology) - E-portfolio sample Term 4 2018

Science (Geology)- E-portfolio sample Term 4 2018

E-portfolio Sample - Production T3 2018 "One night at the Museum"

E-portfolio Sample - Production 2018
"One night at the Museum"

E-portfolio Sample - Maths Strand - Geometry T3 2018

E-portfolio Sample - Maths Strand - Geometry T3 2018

Level 2 Objectives:

• represent reflections, translations, and rotations by creating and describing patterns
• represent and describe the symmetries of a shape

Position and orientation

• Create and use simple maps to show position and direction. • Describe different views and pathways from locations on a map.

Transformation

• Predict and communicate the results of translations, reflections, and rotations on plane shapes.

Level 3 Objectives:

Position and orientation

• Use a coordinate system or the language of direction and distance to specify locations and describe paths.

Transformation

• Describe the transformations (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

Passion Projects Term 3 2018

Pūtere Passion Projects

Term 3 2018

                                                     

E-portfolio Sample PE - Swimming Term 3 2018

E-portfolio Sample PE - Swimming Term 3 2018

Choice blog post - Reading Week 5

Week 5 Choice blog post

1. What goal does this piece of work connect to?

The goal that this piece of work connects is I Think That Means. I Think That

Means (ITTM) is when you have to tell your audience what you think the sentence means. You have to put it in your own

words and you have to say it fast. There are three scores that you can get, a one is when you haven't put the sentence in your

words and you haven't convinced your audience. A two is when you have put most of the words from the sentence into your

own words and you have kind of convinced your audience. Finally, a three is when you have put all the words from the

sentence into your own words, convinced your audience and you say the ITTM quick.

2. How well have you achieved this goal? Explain I think I did bad because I got a two most of the time, and I could have

done better. I'm pretty sure the reason why I didn't do too good was because I didn't convince my group enough. Also I

think it was because there were some roadblocks in the sentence I was doing.

What value have you shown with this piece of work? Why? I showed Brave because I did an ITTM with some

roadblocks. Next time I need to show Reflect because i'll have to look back to see what I did wrong and how I can fix
the mistake.

Choice blog post -Math

Week 3 Choice blog post

1.What goal does this piece of work connect to? The goal that connects to my piece of work is ordering fractions with different denominators.


2.How well have you achieved this goal? Explain. I know this goal well because I got all the answers right and to me it is
knowledge.

3.What value have you shown with this piece of work? Why? I have shown Reflect because I thought that if I took my time I
would not have silly errors, and it worked.

Choice blog post - Writing

Week 2 Choice blog post

1.What goal does this piece of work connect to? The goal that connects to my piece of writing is writing at least 2 complex
sentences.

2.How well have you achieved this goal? Explain. I think I did well because I did 2 complex sentences which was what I
had to do.

3.What value have you shown with this piece of work? Why? I have shown create because I created 2 complex sentences,
3 compound sentences and many simple sentences.

Choice blog post - Math

Week 1 Choice blog post

1. What goal does this piece of work connect to? This piece of work relates to reflection.

2. How well have you achieved this goal? Explain I think I didn't do good because I didn't go to one of the workshops

due to explained reasons

3. What value have you shown with this piece of work? Why? I have shown brave because I didn't really know much about

the goal reflection.

E-portfolio sample Science - Forensics Term 2 2018

Science - Forensics

Level 3/4  -

NATURE OF SCIENCE

Understanding about science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.

Investigating in science

• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

• Begin to use a range of scientific symbols, conventions, and vocabulary.
• Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

Participating and contributing

• Use their growing science knowledge when considering issues of concern to them.
• Explore various aspects of an issue and make decisions about possible actions.

Specific Learning Outcomes:

Students will be able to…

• Find Evidence and catalogue it (using DNA information if required)
• Complete handwriting analysis of work
• Complete plaster casts of key evidence
• Complete fingerprint analysis of of evidence
• Interview suspects
• Work in a group to investigate a crime.

E-Portfolio sample - Reading Term 2 2018

E-Portfolio sample - Reading Term 2

LEARNING INTENTIONS:

• Use prior knowledge to connect with text
• Check accuracy and the meaning of text whilst reading (ITTM)
• Use prior knowledge and context to confirm author's meaning of words and phrases

When using the “I think that means” strategy, what do you have to do? You have to unpack
the sentence in order and put what you think the meaning is in your own words.

How would you get a “3”? To get a three you have to unpack the sentence in order, put the
I think that means in your own words and you have to convince the person you are telling
the I think that means to.

What is a roadblock? A roadblock is when you have never heard the word, and you
don't know the meaning to it.

Term 2 Visual Art - “Creature Features”

Term 2 Visual Art - “Creature Features”

Name of your creature: Grizzly bear.

What part of your sketch did you find the most challenging and why? I found the mouth and nose the most challenging because it was very detailed and it had very strange shapes.

What part of your final piece do you like the most and why? I liked the mouth and nose because it looked very unique with the different shapes.

E-Portfolio Strand Maths Probability Term 2 2018

Probability Unit

Learning Outcomes

Level 2

Probability

• Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.

Level 3

Probability

• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.

Level 4

Probability

• Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes.
• Use simple fractions and percentages to describe probabilities.

1) Describe in your own words what these words mean.

Probability - Probability means the chance of an event happening.

Impossible - Impossible means that it won't happen.

Unlikely - Unlikely means that it is not likely to to happen.

Even chance - Even chance means that the chance of something happening is equal.

Likely - Likely means that it will probably happen.

Certain - Certain means that it will definitely happen.