eportfolio health - Beach Ed

E-portfolio sample report writing

We are learning how to write an information report using information we gather through research







One of my personal writing goals is:


Support the main ideas with carefully chosen details and comments.



Evidence I am developing this in my writing:


“These types of animals are amazing to learn about like did you know that most apes use weapons. (This is why I chose to make a report about them.)”





Insert an image of your final / teacher conferenced draft:







Publish your Information Report here:





Report About Apes


These types of animals are amazing to learn about like did you know that some apes use weapons to protect themselves! (This is why I made a report about them.)

All apes are omnivores although only 3% of their diet are small insects and termites. Then 17% of their diet are leaves, did you know that apes can eat over 100 types of leaves which must mean they aren’t that fussy! Finally a huge 80% of an ape’s diet is fruit like berries and sometimes bananas.

Apes have amazing adaptations to stay alive, a few of those adaptations come from their behaviour. One of those behavioural adaptations are making weapons. This is an amazing adaptation to have, not many species of animals are this advanced. Usually apes make their weapons out of sticks or evens stones! The use of these weapons are for either hunting or to protect themselves from predators. Another thing apes do is that they make nests to keep warm and stay hidden. This is also a great place to gather food and keep it hidden.

The other type of adaptation is a structural adaptation which is a physical feature you can see. Apes have many of these, here is a list of structural adaptations:

Fingernails not claws, binocular vision (both eyes can focus on one object), whiskers on it’s chin and finally no hair on the palms and the bottom of their feet.

Apes do very similar things to what humans do, like did you know that apes have a sense of humour? So they can laugh and can even do something funny to make something else laugh. Apes can also be tickled which is something most humans have as well. Another fun fact is that Chimpanzees have the exact same blood type as some humans!

In conclusion, I think apes are the most intelligent species of animals in the world except for humans. Unfortunately some types of apes are endangered and could be extinct in less than 100 years! So please, just do one little thing to stop these amazing creatures from becoming extinct.

Traditional gathering and harvesting of kai

W.A.L.T: Investigate traditional gathering and harvesting of kai.
FACTS:

• The main types of food the Maori ate were usually birds and fish and sometimes they would also eat wild herbs.
• Maori people cooked their food under ground which is called a Hangi.
• In Stewart island people still harvest Mutton bird which is an oily meat.
• Titi is the maori word for mutton bird.
• Maori people made wine for a drink.
• When the English came and introduced guns and metal tools the methods of cooking changed.
• The Maori word for gathering is hui.   

       Here is a photo of a hangi.

E-portfolio Athletics sample 2019

Passion projects term 3

eportfolio math knowledge

AO:Apply simple linear proportions; including ordering fractions.

WALT: order mixed fractions.

Self reflection

The thing I did well was converting the improper fractions into mixed fractions to make it easier.

My next step is to order a variety of things like decimals, percentages and fractions as well.

eportfolio strand math sample

epotfolio Te huarere

eportfolio Wearable arts.

Cook islands language week

 Cook islands

This is my Cook island workshe

Te Huarere - The weather

eportfolio Tikanga maori Term 2

eportfolio geometry term 2

ePortfolio Maths - Knowledge

Group 8 Knowledge Sample Term 2

Achievement objectives:

NA4-1: Use a range of multiplicative strategies when operating on whole numbers.

Elaboration on this Achievement Objective:

This means students will apply the properties of multiplication and division (commutative, distributive, associative and inverse) to number problems, particularly those requiring multiplication and division. Students should exercise critical choice in their method of calculation - mental, machine or paper - and recognise situations in which estimation should be used, including the checking of calculated answers. Strategies expected at Level Four include: using common factors and multiples, for example 37 + 41 + 40 + 38 = as 4 x 40 – 4, using the distributive property, for example 24 x 36 = 20 x 36 + 4 x 36, 9 x 78 = 9 x 80 – 9 x 2, or 276 ÷ 12 = 240 ÷ 12 + 36 ÷ 12, using the associative property, for example 12 x 33 = 4 x 99, or 216 ÷ 12 = 216 ÷ 2 ÷ 2 ÷ 3, and inverse operations (reversing), for example 354 ÷ 6 = as 6 x = 354. This objective also involves calculating powers, for example 43 = 4 x 4 x 4 = 64, and factorials, for example 4! = 1 x 2 x 3 x 4 = 24. Students should have strong mental strategies for operations on whole numbers but also accurately carry out standard written algorithms, particularly for multi-digit multiplication and division. Level Four corresponds to the Advanced Multiplicative stage of the number framework.

We have specifically been learning the divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, e.g. 276 is divisible by 3 because 2 + 7 + 6 = 15. By knowing these rules, we can use our knowledge to solve problems. Below are examples of work showing how this skill has been mastered.

TAKE A PHOTO OF YOUR DIVISIBILITY RUlES WORK. IT MUST BE CLEARLY MARKED

This is me filling the divisibility rules.

This is my example of divisibility rules.

Self Reflection:

In this sample of learning I have learnt all the divisibility rules up to 10.

My next step is to memorize all the rules up to 10.

E-portfolio Writing: My Camp Experience

Describe It - Camp Experiences

Learning Objectives:

Level 3

• Select, form, and communicate ideas on a range of topics.
• Use language features appropriately, showing a developing understanding of their effects.
• Organise texts, using a range of appropriate structures.
• Show a developing understanding of how to shape texts for different purposes and audiences.

Level 4.

• Select, develop, and communicate ideas on a range of topics.
• Use a range of language features appropriately, showing an increasing understanding of their effects.
• Organise texts. Using a range of appropriate structures.
• Show an increasing understanding of how to shape texts for different purposes and audiences.

Describe It - Camp Experiences

Learning goals:

• To ‘Show, Don’t Tell’ the reader by painting a picture with words.
• A variety of sentence starters
• A variety of sentence lengths
• Edit and rework
• Effective peer checking and feedback

As the parent helper puts the uncomfortable harness on a shaky body, you can hear the wind blowing the tall and strong trees. Everyone felt anxious about what could happen like if a tree snaps or if the rope rips and someone falls down to their death. Then the instructor called someone up. Their legs were so shaky they couldn't even walk properly. Then he told the person to climb up a ladder, you could tell that it was hard for them because they were really nervous.


Then the instructor told the tired children to run to level 2, so they did. As they ran, you could tell they were huffing and puffing. Then when they had ran to the correct distance, there was a snap! The person was screaming the whole time, because they were going extremely fast.


Student Reflection:
In my writing, my goal is to use different sentence types - Simple Compound and complex.
I did show this goal here because I put in two complex sentences and I put in quite a few compound sentences.

In my writing, one of my goals is to use different sentence beginnings and lengths.
I did not show this goal here because I used the word then at the start of a lot of sentences.

My next step is to support main ideas with details that fit.

Teacher Comment: Boston, you are able to idenitfy and use a variety of sentence types in your writing. Sometimes, depending on the type of writing you are doing, it is okay to repeat sentence starters for impact. However, be mindful if you are doing this often as in longer stories, it can disengage the reader.

Maths Goal: Add and subtract integers

     GOAL: Add and subtract integers. Eg 6.4 - 7.2 = -0.6. L4.

Medal: I think I did really well with adding negative numbers because it feels like subtracting positive numbers which should be easy for me.                                 
Medal: Another thing I did well was adding and subtracting positive numbers because I learnt how to do that in year 1 and 2.
Backpack: Next time I need to work on subtracting a negative number with a positive number because I get mixed up sometimes.

                                            Here is a picture of me working on my goal