eportfolio Tikanga maori Term 2

eportfolio geometry term 2

E-Portfolio Reading and inquiry Term 2

E-Portfolio, music, Term 2, 2019

Music - E-Portfolio Sample

Achievement objectives:

Communicating and Interpreting:

Level 3:

Prepare and present brief performances of music, using performance skills and techniques.

Level 4:

Prepare, rehearse, and present performance of music, using performance skills and techniques.

Learning Outcomes:

This term we have been learning how to play some new songs on the keyboard, guitar, ukulele and the
bucket drums.

We learnt to play the song “Sunflower” using chords on the ukulele.

We also learnt how to read guitar tab and we played “Eye of the Tiger”.

On the keyboard we had the opportunity to learn to play lots of songs including the Minecraft theme,
the Avengers theme, the Halo theme, the Game of thrones theme and many more.

The instrument I enjoy playing the most is the Keyboard.

I liked playing this instrument the most because I have experience about the Keyboard outside of school.

Next time I would like to learn to play the advanced version of old town road then I want to play the drums.

Multiverse Haiku writing

       Haiku

I love Basketball

It is my favourite sport 

I am the postman.

It is physical

The game can hurt you badly

Sometimes you can't play.

You get fouled a lot 

sometimes you can get a tech

But still it's quite fun.

You score lots of goals

usually the guard score

The post gets rebounds.

MATARIKI POEM

                           Matariki   

WALT: Write Matariki poetry. 

                 Matariki

        is a

         Maori constellation

     Placed in the mighty sky of New-

     Zealand

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 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.

Term 2 Taku Akomanga

Term 2 Taku Akomanga

Share your Term Two classroom whakatauki (both in English and Maori)

Titiro Whakamuri Kokiri Whakamua

look back and reflect so you can move forward.

Reflect on the new vocabulary you have learnt so far.

I now know the following words/things… (add as many as you can)

1. Classroom = Akomanga

2. Pen = Pene

3.Pencil= Pene rakau

4.Cupboard= kapata

5.Stand up= Etu

6.Sit down= Enoho

I have been brave during this unit when I tried to draw a cupboard with the door opened.

E-Portfolio Writing Term 2 - Creature Feature writing

E-PORTFOLIO - Creature Feature Writing - Term Two

ACHIEVEMENT OBJECTIVES:

Learning goals - Planning

Research Goals:

LEVEL 2

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 3

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 4

• I can use my research skills to find and record the information needed for my writing (using different resources).
• I can plan effectively and add my own headings/ideas to a plan.

Learning goals- Writing

LEVEL 2

• I can use labelled pictures (diagrams) and illustrations to help my understanding.
• I can write simple and compound sentences that make sense.

• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 3

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write simple and compound sentences that make sense.
• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 4

I can use labelled pictures (diagrams) and illustrations to help my understanding

• I can write some complex sentences
• I can use language that is appropriate to audience and purpose (subject specific)

Animal Name:grizzly bear

Start your writing here...

Dear grizzly bear.

why do you have such big claws? 
I have huge claws so I can catch fish and other animals. Their also sharp to Pierce into my prey's skin.

Dear grizzly bear.
How do you catch fish in the river?
Well that is a good question. The way I catch fish is that I lean over a waterfall and try to catch the fish flying in mid air from the waterfall. My favourite type of fish is Salmon.

The grizzly bear catching fish.

My plan of the grizzly bear.