Friday, 25 November 2016

ANZAC NZ identity

Here is a link to my ANZAC slide.

The things I most enjoyed were listing to Mr Ladbrook talk about what happened and how it started.
What I would like to know more about is why they kept on going with the war and why they didn't stop.

Tuesday, 22 November 2016

Friday, 28 October 2016

Parliament

This term we have been learning about Parliament. We have looked at the difference between government and parliament, NZ parliament, who is in government, how our government works and we compared democracy to dictatorship.


Three things that I learned are NZ parliament are:

That the prime minester sits in the fourth sit on the right.

That the speacker can kick people out.

There's 121 sits in parliament including the speakers.


Compare and Contrast Map explaining the difference between democracy and dictatorship.

Thursday, 20 October 2016

Visual Art

WALT: Apply knowledge about shapes and patterns derived from nature into an original artwork


For Visual Art the SOLO level I achieved was:


The 3 Visual Art techniques I used in my art work to achieve this level were:


Here is a photo of my artwork:



My next step in visual art is:
- try to make my painting more abstract

I can take action to improve the water cycle in Canterbury



I can take action to improve the water cycle in Canterbury


In this project I was working with Anneke, Maddy, Charlotte and Charlie and we decided to create a TV ad.


Here is a link what we made.


In this project we decided that our success criteria were:
- It need’s to have Humor So people don’t get bored and change the channel
- Catchy It need’s to be catchy so people like the product (e.g It’s a pillow it’s a pet it’s a pillow pet!!!!!)
- Metaphor and similes to get your point across To make the idea to sound more bigger - Audio and video must match up So that people don't think there is something wrong with the internet - A bold main statement So that people instantly know what you are trying to get across



Overall our project met this criteria because of our great team work and resilience.

Thursday, 22 September 2016

Assessment task

WALT: Communicate and interpret locations and directions, using compass directions, distances, and grid references.

Assessment task

Friday, 16 September 2016

Koru games review

The sport that I participated in was... Volleyball

My highlights of the three days are...
* When we got it over the net
* When we celebrated our last win

What are you most proud of...
My team because we came a place that we never thought that we would make.

Friday, 9 September 2016

My progress so far

CARE: My progress so far

The CARE award that I am working towards is: - Silver   

The one area of CARE that I am doing best in is: - Excellence
because I have been doing a lot to do with Excellence

The one area of CARE that I need to work harder in is: - Active thinking 
because I have not been focusing on it.

To show my leadership qualities I am a role model to others in the CARE values by doing / showing these leadership traits:
Integrity, Goal Focused, Trustworthy, Resilient, Active Thinker and Motivational.

On the CARE SOLO matrix below I am at this SOLO level: Relational   because: I can use the CARE values independently.





Prestructural

Unistructural

Multistructural

Relational

Extended Abstract
I am not aware of the CARE values yet.
I know what the CARE values mean.

I need help to use them.
I can use the CARE values.


I need reminding to use them.
I can use the CARE values independently.
I can use the CARE values independently.

I can role model to others how to use the CARE values.

Wednesday, 31 August 2016

information report.

THE WATER CYCLE

INTRODUCTION


The water cycle is a process where water goes through key stages. E.g evaporation, condensation, precipitation, runoff and Groundwater. There is no start or end to this process, this water has been recycled from around 4 billion years ago.

EVAPORATION
Evaporation is where the sun heats up the water and turns it into vapour. This process is an invisible process you cannot see this happening, usually. Do you know that plants and trees can also lose water into the atmosphere, through their leaves this process is known as Transpiration. Two of the next steps are Condensation and Precipitation.


CONDENSATION


Condensation is where vapour rises into the air, it cools and turns back into a liquid, forming clouds. The currents high up in the air move the clouds from place to place all around the world. The next step is precipitation.


PRECIPITATION

When too much water has condensed it becomes too heavy for the air to hold, so they fall back onto the earth as rain droplets, snow, hail and slet. The next / last step is runoff


RUNOFF

After, the water fallen and the soil has become saturated or the  snow has melted, the water follows down any hills, mountains and other inclines, to from or to join lakes or rivers. The direction in which the water moves is known as streamflow and is central to the concept of currents within rivers and streams. Absorbed water may even go further and replenish aquifers and other water pockets that exist naturally below the surface of the earth. This is known as percolation, Sometimes water in the ground moves up to the surfaces and can evaporate or run-off again.

CONCLUSION

So where does this water go? (I’m guessing that you are saying that) it goes through aquifers and goes back though all the steps I have just mentioned.

Tuesday, 30 August 2016

I can recognise and understand a variety of grammatical constructions and some rhetorical patterns

I can recognize and understand a variety of grammatical constructions and some rhetorical patterns


In this unit I have been learning about:
  • The parts of speech.
  • The types of nouns.
  • The types of sentences.


In this unit, I found challenging... the differences of nouns, proper nouns, common nouns, collective nouns and Abstract nouns.

Something new I learnt was... I learnt that there are more then just names and places that can be nouns.

Wednesday, 17 August 2016

Leadership blog post #4 can does.

today me and Zainab did peer mediation together and we had only two problems, both were solved.

The value that I showed was resilience that is because I had to solve these two problems, they were hard to solve but me and Zainab got though them, we did not give up on helping them solve their problem.

Leadership blog post #3 Must does

On the bus to tech me and Charlie sat on the bus together we talk about what we were going to do for are next rotation I am do wood word and Charlie is doing science on the way back there was not enough room for all of us so me and Charlie had no where to sit, Hailey was super nice and she let us sit with her.

Wednesday, 10 August 2016

Leadership blogpost #3

Today me and Zainab did Peer Mediation together because we now have a new roster for are Peer Mediation buddies / day's .

We had to solve a problem about a kid (who's name I will not say ) that her friends had gone off and she was upset because she couldn't find them. We solved the problem by helping her find her friends most of the other things we had to do were tie shoelaces and walk around.

I showed respect because when one person was upset they would talk to me so I got someone who I knew that she would talk to and it work we fixed the problem and she was happy again.

Thursday, 4 August 2016

Merit, can do #2

today when Natasha and I were doing peer mediation because Taylor was away at winter sports so Natasha had to fill in.
The one care value that we / I showed was respect I know that because I help a kid who was upset but he didn't want to talk about it to us so what I did was I said that we would come back later and then he could tell us, so we did.

Leadership blog post #2

This week on the bus to tech I talked only to the person who was next to me, who was Natasha we were talking about what we were gonna do for are key chains that we are making.
We /  myself showed excellence I know this because I said thank you to the bus driver when entering and exiting .

Wednesday, 3 August 2016

Maths Assessment Task

Rich Assessment Task: WALT:  Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles and the volumes of cuboids.


Complete the 3 problems below on a blog post and then press submit on Google classroom.
The best possible outcome
 A1= 6 by 6 I did all the tables that equals to 36 and 6 by 6 was the littlest.
A2= 6 by 8 I also did the same for this one.

Problem 3:

A3= 3

Friday, 29 July 2016

today we learn what 3D printing is, and how we use it.


here is a link to mine and Warisha's slide .

Warisha and Savannah's 3D LEARNING

Thursday, 28 July 2016

My CARE Progress

I have done a check of my CARE progress so far this year.


I am proud of my progress / I am doing ok / I feel I could do much better.


Because I need to record my ticks more often.


How far away are you from reaching your BRONZE?
I am really close to achieving my bronze.


The area of CARE that I need to try harder in is ? C / A / R / E


To achieve my BRONZE award quicker I need to? record my care ticks more often.


The one thing that I can do to improve my progress in CARE is? the same as the above.

We will review CARE progress again at the end of the term.

Tuesday, 26 July 2016

Screen Shot 2014-10-09 at 11.04.56 am.pngI can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.

For reading I have been learning about adverbial clauses. I have found this learning fun and helpful because I have learnt what an adverbial clause and a connective.

In this activity ( I describe a what a connective and adverbial clause is ) I had to research what an connective and adverbial clause was and then write it out in a sentience.

Friday, 8 July 2016

Term 2 Te Reo Reflection

Term 2 Te Reo Reflection





Unistructural

     


Multistructural


Relational

Extended Abstract
I can say 1-5 words about celebrations in te Reo Maori.  
With help, I can ask and answer several questions about celebrations, using te Reo Maori.
I can ask and answer several questions about celebrations,using Te Reo Maori.
I can ask and answer a range of questions about celebrations,using Te Reo Maori. I can teach others these questions and answers.

In Te Reo this term I have been learning about using vocabulary around food (Kai) and celebrations (Ngā hākari)

Here are some sentences, with English translation in brackets, that I can say confidently (list 3-4). 

He pai ki a koe nga / te ropere ? ( do you like strawberry's) He pai ki ahau nga / te ropere. (I like strawberry's) 

( I Whaea: Whakatika te tēpu koutou. ( correct the table )
Child 1: He aha ō mātou pirangi? ( what do we need?)
Whaea: "Tama".......tīkina atu he paraoa,"Hine"......tīkina atu he pata,"Paora".....tīkina atu he mīti,"Tīpene"......tīkina atu he pata pīnati,......& so on.
Tama,Hine,Paora, & Tīpene are all names of people. Make up some other characters if you like and give them all the same command....."tīkina atu he","go away and fetch... "When they have returned with their item have them say 
"ānei he (item)".....(here is the________ ).
Whaea: Ae!.......kā pai tō koutou mahi. ( good job you lot )

Wednesday, 6 July 2016

Music Reflection

I can describe the characteristics of music from songs of a different time and place


Over the past 7 weeks I have been learning to describe the characteristics of music from songs of a different time and place


I can describe these characteristics in a piece of music… (list them below and explain what they are)
  1. Rhythm is a repeated sound .
  2. Timbre is the special sounds in a piece of music .
  3. Form is the why something bulids up or down.
  4. Harmony is minor harmony or major harmony .( happy , sad )
  5. Melody is the part that gets stuck in your head .

Here is an example of my learning Musical characteristics from songs from 3 different time periods

Thursday, 30 June 2016

Student Led Conference Reflection

The things I enjoyed most about my SLC were:
Sharing my learning to mum and telling her what I have done this year .


What went well and why?
What I think went well was when I was showing her ( my mum ) my  asttle test I told her what everything meant .



What were the challenges you faced when preparing and presenting your SLC?
When we came in I had to get my stuff and all I did was go and say " here mum read this " and ran to get my stuff.


What changes would you make for next time and why?
I would tell myself to stop saying um .

Friday, 3 June 2016

Year 7/8 Standard: Reading Assessment task


Year 7/8 Standard: Assessment task

WALT: I can use a use a wide range of comprehension strategies to understand text such as: - using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes - gathering, evaluating, and synthesising information across a small range of texts - identifying and resolving issues that come from competing information in texts
Complete both texts and write the answers in your own words.
TASK 1 - read the text about Sneakairs

TEXT: EasyJet's Smart "Sneakairs" Makes Sightseeing Effortless

What I already know about navigating with maps?
  • it is hard to figure out where you are and where you want to be. 
  • google have now made an easier map to show you the way to your destination.  
  • maps have made many people in the world get lost and give up on them . 
Who created “Senakairs?”?

  • EasiJet
How do the “Sneakairs” work?
  • well you have to have the app and tell it your destination and the shoe will Gide you to your destination it will vibrate there times when you are their and if you need to turn right it will vibrate in your right foot if you need to turn left it will vibrate in your left foot 
How do “Sneakairs” help tourists visiting a new city or town?
  • they show you the way to the place that they want to go to .
  • so the tourists can go were ever they want to go with out getting lost and they don't need to use a map .
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • they still need to tweak the prototypes and they also need to make the battery life longer and a way to get the battery life to charge so the tourist  can use them again when they go on a holiday once again .
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • if you get lost you tell it where your house is or a friends that is close to you .
  • if you want to go somewhere e.g a party but you cant find the way you can use your shoes .
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • a chair that you sit on and you type where you want to go and it takes you there .


TASK 2: The purpose of this task is to identify details that support a main idea.
A main idea that the author David Hill often explores is: New Zealand's natural environment, and how awesome (impressive and amazing) and powerful it can be.
Read the following passages from pages 7, 8 and 9 of "The Sleeper Wakes" by David Hill.
a) Find details in the text that support this main idea. Underline these details.
b) Think about what the 'sleeper' is, and how it would 'wake' up. Highlight details in the text that suggest this development.
Two girls stood with their parents by a car, watching him. So Corey tried to look cool and expert, and he started up the track behind his father.
The blunt pyramid of Mt Taranaki lifted into a blue winter sky. Snow softened the cliffs where lava had flowed, thousands of years ago. High up towards the summit, the ridge of The Lizard showed where more lava had crawled downwards before cooling and setting.
Corey lowered his gaze to the 4WD track twisting up the mountain's north-east flank. Packed grey and green trees rose on either side. After just ten metres, all sounds from the carpark faded away. Only the crunch of their boots broke the silence.
Three steps ahead, his Dad walked steadily. He wore a woollen hat and green Gortex jacket to keep out the June cold. Warwick Lockyer, Department of Conservation Field Officer; expert on Mt Taranaki; tramper and climber.
His father loved this mountain. He loved its silences and stories, the way it tested people. Corey felt the same way. Being up here was the greatest feeling in the world. Pity some other people couldn't see it that way.
* * *
After 30 minutes' climbing, they paused, took deep breaths, and gazed around. The trees were lower. Tangled, waist-high shrubs had taken over, crammed together for shelter, tops flattened by the wind. In summer, white and yellow flowers blazed here, flowers that grew nowhere else in the world. Now everything huddled beneath winter snow.
Far below, the towns glinted like little grey models – New Plymouth, Inglewood, Stratford. Off to the left, the Tasman Sea was a sheet of grey steel.
On the horizon, blue-and-white shapes shouldered upwards: the peaks of Ruapehu, Ngauruhoe, Tongariro. Corey thought of Riki, the other DoC Field Officer. From Riki, he'd heard how Mt Taranaki once stood beside those other volcanoes, fought with them for the love of beautiful Mt Pihanga, then marched away in anger after losing the fight. Hardly any Maori people lived along the line between Ruapehu and Mt Taranaki; they believe that one day, Taranaki would head back in the fire and smoke to find his love again.
Corey stood listening to the silence. A puff of wind slid past. A pebble, loosened by the morning sun probably, dropped from an icy bank nearby.
'Awesome day,' Corey said.
His father nodded. 'Pity Dean couldn't make it.'
Corey glanced up at the dazzling white summit. Dean was a volcanologist who monitored New Zealand's North Island volcanoes to see if any eruptions seemed likely. He came to visit two or three times a year, even though nothing ever happened on Mt Taranaki.
Corey's father was gazing upwards, too. He stretched, and grinned at his son. 'Come on, mate. We're sleepier than this mountain.'

I think that Mt Taranaki is a volcano and if it erupts it is awake and it hasn't so it is sleeping .