Sport | Rippa Rugby

LI: To learn the basics of rippa rugby.

This week, LS1 and Room 5 we were learning how to throw and catch a rugby ball in rippa rugby, Kiwi Sport. We were looking at improving our technique with ripping rippa tags, throwing a rugby ball and catching a rugby ball. Our coach was Andrew & Justice.

Warm Up
First, we played a warm-up activity. The warm-up was that we were shown the directions: North, South, West and East. Whenever Justice or Andrew called a direction, we had to get to that side as quick as we could.

Energizer
Next we played Rats & Rabbits. Rats & Rabbits is a game were we pair up with somebody and we have to line up facing our partner. If one of the coaches yelled out an animal (example: "Rats!") the chosen animal had to turn around and run as fast as they could and the other animal had to try and rip their partner's rippa off.

Throwing and Catching
After Rats and Rabbits, we practised throwing and catching. We lined ourselves up behind four cones and the first group had possession over the ball. The person in the front each group had to run and pass the ball backwards to the first person in the group on the right. To catch, join your hands to look like a 'W'.

Rippa Rugby
Finally, we played a real game of rippa rugby. There was a green team & a red team, and I was in the red. Red was seperated into two groups as well as green. One red and one green group faced eachother while the other group played on a different side of the field. 

We had to tap and pass. The other team got one try in the beginning. On the last try a red member fortunatley scored a try! My team got two tries.

I enjoyed playing Rippa Rugby with Marist. I think that I could improve on my throwing and catching.

Can-Do | Writing | Quick Write

  LI: To write a narrative based on a chosen implication.

Quick Write is an activity that assists us with improving our narrative stories. For this can-do, we are only allowed to write one page or less with our story. We we're given an implication to write a story about, our implication was: Chris from LS2 built a shrink ray to shrink Mr Wong and Mr Ogilvie as revenge for mocking him about being short in LS1. I enjoyed doing this can-do activity today, it helps me improve my length with narratives.

We also discussed the structure of a narrative, which is; TOPES. Title, Orientation, Problem, Events and Solution. We also took a look at the expectations in each area of TOPES. 

Title
A short, accurate title that gives the reader a visual picture of what the narrative will be about.

Orientation
For the orientation we need to include the Who, When, Where and the Hook

Problem: 
An unfortunate event that leads to disaster or trouble.

Events
Three paragraphs or things that the characters do that lead to the solution. 

Solution
How the problem is resolved and the new normal.

Commenting | Positive Feedback

LI: to give positive feedback on completed work.

Today I decided to comment on Fau's Kiwi Can blogpost this week. She kept her blogpost short and explained the main details about her session with Kiwi Can. She explained that she learnt about giving things a go and to push yourself to gain experience and confidence.

Reading | SSR Selfie

LI: To summarise and retell a text.

Today I decided to finish the SSR Selfie activity. I read a book called 'The Twits'. It's about these two old, disgusting nasty beings, Mr and Mrs Twit. They live in an old house and play pranks on eachother. This book is interisting but it is also weird. I enjoyed doing this can-do.

Maths | Basic Facts

LI: to learn basic maths facts.

Today I decided to challenge my maths skills with an activity called 'Basic Addition and Subtraction Drills'. This activity helps us improve our basic maths knowledge so that we understand more about addition and subtraction. In this activity, you have to go in order from Sheet 1-4 in addition and subtraction. Solve the equations and time yourself for how fast you take. These are my results for addition sheet 1 and 2.

Writing | Descriptive Language

LI: to describe using interesting language features.

The 'Descriptive Writing' activity is used to practice using descriptive language features. The commenting function is used to describe any of the gathered photos. There are multiple language features that are there to assist in creating descriptions. The objective of this activity is to help improve descriptive language.

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Reading | Idioms

LI: to practice using idioms.

Explain that idiom is an activity where we choose an idiom, find out what it means and try make a short scene using the chosen idiom. An idiom is a phrase that means something different from what the words usually mean.

My group did the idiom 'It's a bull in a China shop!'. The idiom meaning is when somebody s being clumsy. The other part of our group did an idiom called 'Stir up a Hornet's nest' which means creating trouble. We needed to add videos of us acting out a scene including the idiom.

Maths | Geometric Shapes | 3 Dimensional Art

LI: to create a 3 dimensional shape art.

This week, we were discussing the points of 3 Dimension and 3D Shapes. Indivudualy on a google draw, we had to make a 3D room design and put in different 3D shapes. The flooring had to be exactly straight otherwise it would look confusing. The shapes we put weren't allowed to overlap so we put them on a Vertical Axis. We needed to try make the drawing look as close to 3 Dimensional so it would look realistic.

3 Dimension is when things look realistic and not cartoony. Like a cube, is a 3D version of a square & a sphere is a 3D version of a circle.

Reading | William Shakespeare | Fact Find

LI: to learn about something new.

Today for this activity, we were finding out facts about a chosen topic. We were split into groups of 2-3 and had to choose a topic to find facts about. My group and I chose William Shakespeare, his catagory is within 'Important Historical People'.

I enjoyed learning about William Shakespeare and who he was because I think his stories and poems are interesting! This took our group 30-50 minutes and we really enjoyed this activity!

Commenting | Positive Feedback

LI: to give positive feedback on completed work.

This week, I commented on Mote's blogpost about the Maritime Museum trip. Mote explained that he was learning about explorers and adventurers, and he learnt alot at the Museum! He learnt about Caption Cook and about boats, waka's and many sailors!

Kiwi Can | Giving Things a Go | Positive Relationships

LI: to learn about giving things a go.

Today we learnt about giving things a go and experiencing new things. In CARE, this fits as Confidence and this is because it requires the attribute to be confident.

For our energizer, we played a game that encourges confidence in being yourself no matter how weird you may be. Our activity was to push ourselves to trying new things and giving everything a go.

I enjoyed learning about giving things a go because participating in new experiences and activities can actually lead to you enjoying that certain activity.

Maths | Puzzle | Problem-Solving

LI: To create a puzzle using symbols.

This week, we did a puzzle-solving activity where we needed to solve and figure out a puzzle (in groups. It was a paper puzzle with multiple random symbols on them. After we managed to solve the puzzle, we had to figure out why each piece went there and the meaning behind the puzzle. After putting the puzzle together and we needed to figure out the meaning. 

The puzzle indicates a ________. Next we had to choose a category and use different kinds of media to make our own ______ using the items relating to our category. Heres an activity for you!

Task:

Put together the pieces to form a square. Once you put together the puzzle, try and figure out why they go there. Once you figure it out, explain what it is in the comments!

Reading | Mapping Skills | Geography

LI: To build geographical knowledge and mapping skills.

This week, we were building our geographical knowledge and challenging our mapping skills. We needed to observe a photo that was located somewhere in the world. In groups of three, we were to find out where a giant carrot was. This activity is to find out where in the world Mr. Ogilvie is.

The giant carrot is a statue which is located in Ohakune, New Zealand. We had to answer questions and add in photos. We recorded our found knowledge on this slide. I enjoyed this activity, a new fact learnt was that the giant carrot located in Ohakune that is over 6 meters tall!

Art | Geometric Art House

LI: To create a house using google drawing shapes.

Today I completed my digital art of a grass/dirt house. We were shown a photo and we had to make a resembling house on google draws using shapes. First, I was trying to make the background and house completed. After finishing with the simple areas, I went more into detail and made the grass buds, a pathway, and included some stones in the dirt wall with stone. I enjoyed doing this activity and I think next time I could improve my detail in art and make it more realistic.

Art | Print Design Rules

LI: to build an understanding of the areas of the Print Design Rules.

Our task was to identify the differences of the good and bad points of a DLO and record them on this document. The Print Design Rules are four areas of design that help us improve our DLOs and Media. The four areas of the Print Design Rules are; Composition, Layout, Colour and Text. We learnt what the Print Design Rules are and how to follow them.

Composition:

The composition is the balance of things on your DLO. This includes the images and text having to be balanced. Ensure that you include images that relate to the text and there is an even amount of images compared to text.

Layout:

A good layout consists of everything (text, images and all) having its own space on the DLO. This means that nothing overlaps, including margins. Layout is where everything on the DLO is placed. Make sure that everything on your DLO is legible and you have a clean layout.

Colour:
The colour includes the colour themes or colour combinations you use on your DLO. People may come to the conclusion that deep colours are the best to use. However, if you use deep blue (for example), then you use the colours: bold orange and yellow, they clash. Clash is when too many deep colours mix together, it will look obnoxious. Check to make sure you are using light colours and have a colour theme.

Text:
The text is the colour, font, style and size of your body of text. It is best to use one or two fonts, at the most, otherwise it will become confusing. Make sure that the colour of your text is legible and easy to read, use a light text on a dark background or a dark text on a light background. Size your text so that it isn't too big or too small to read. It is suggested to use the bold feature on sub-heading, titles and key words.

I enjoyed this activity and learning about the Print Design Rules, they will help me long the way and assist me on helping improve my DLOs. 

Positive Relationships | Kiwi Can

LI: to make positive relationships.

In Kiwi Can we were focusing on positive relationships. Firstly we talked about what a positive relationship is. A positive relationship is a healthy bond between people. We played a game called Switch Places as our energizer. We also talked about Fairness and Fairplay. Fairness and Fairplay means to have equal rights. For Example: If somebody asked you if they were able to play with them, it would be FAIR to let them, but if you decline because it was not possible then you are able to kindly decline. We played a game called Pizza Tag which was to encourage fairness and fairplay towards others.

I enjoyed Kiwi Can and I enjoyed that we learnt about Fairness and Fairplay as well as Positive Relationships because we need to engage within those areas and use them to be fair and spread positivity.

Art | Self Portrait

LI: to make a digital self portrait.

We were working on finishing our digital self portraits. We had to choose one out of two different artistic ways on making a digital self portrait. The methods we had to choose out of were: Using simple shapes to build together the complex shaping or the advanced shapes where you use multiple drawing tools to put together the portrait.

I chose to do the simple shapes type. We watched a tutorial video made by Mr. Wong to help us whenever we needed help or specifically got stuck. We needed to start by making the furthest away from us then move onto the closest to us. 

We were able to use simple shapes like riangles, squares, trapezoids, rhombuses and more. The main way we made complicated shapes were that we used two or more different kinds of shapes to put them together to form a different shape. 

What I used:

 For my face shape, I used a circle and stretched it to make an oval shape. I used two triangles on an angle to form the shape of my my upper lip (including the dip in the middle). To make my lower lip, I added a trapezoid and reshaped the points to get the right kind of angle. 

Once I finished doing a simple impersonation of my digital self portrait, I added a few details like the buttons and hair over the shoulder. I enjoyed doing this activity. 

Maths | What's my name worth?

LI: too figure out what our names are worth

In this activity, we talked about what our names are worth. We were given a digital chart that contained all of the letters ordered alphabetically with the numbers that they are worth. We had to use the letters of our first name or nickname and find that letter on the chart. 

B - 6, E - 2, L - 8, L - 8 and A - 1. Next we needed to add them all together. 6 + 2 + 8+ 8 + 1 = 34. But, Name worths are a single digit number so you want to add the two digits of the total. So I add the digits as told:  3 + 4 which equals to 7. Therefore, my name worth becomes 7 other than 34. 

Each name worth had a small action that we had to do. They were:

1 . High-5 somebody in the room whose name begins with the same letter as your name does. 

2 . Do the best twerk you can for 5 seconds.

3 . Stand on one leg, write the number "8" in the air and keep your eyes closed.

4 . Hum a song until someone guesses it.

5 . Pretend to be a chicken with its bottom on fire.

6 . Say the tongue twister: "She sells seashells on the sea shore" 5 times in 20 seconds or less.

7 .  Act like a monkey for 20 seconds (Including scratching and eating a banana)

8 . Pat your head, rub your tummy, wink one eye and stick your tongue out all simultaniously.

9 . Floss (The Dance) 

My name worth total was 7, therefore I had to act like a chicken with its bottom on fire.

Inquiry | Maritime Museum | Explorers & Adventurers

LI: to study the history of NZ maritime explorers.

This week, Wednesday 12th of Febuary, LS1 took a trip to Maritime Museum to learn and study about the history of explorers and adventurers. Firstly, we were introduced to Lee, who helped us to understand more about the Museum, along with Peter. Maritime means something connected with the sea, that was why when we visited the Maritime museum, the main theme was around boats and ocean.

Next we were split into two groups and one group started to explore the Museum with a treasure map. The other group sat with Lee and learnt about the histories of a few explorers and adventurers of New Zealand (Kupe, Abel Tasman, Captain Cook, Sir Peter Blake & Kuramārōtini).

After an hour, the two groups swapped places. Another hour went by and we were getting ready to leave the Museum.

I enjoyed this trip because we learnt alot about the history of New Zealand explorers. This trip was also interesting because it was based around an ocean/water theme, therefore we learnt alot about New Zealand explorers that were known for sailing and traveling. Here is the story of Abel Tasman:

Abel Tasman
Able Tazman was a skilled navigator and traveler. He traveled from Europe all the way to New Zealand in 1642. Abel Tasman and his men were confirmed to be the first ever Europeans to encounter with Maori. When arriving to New Zealand, Abel Tasman looked through the telescope and saw Maori people, coming towards them in their boats. Abel Tasman heard their Maori call, thinking it was a welcome call. Although it was really just a call saying "Who are you, you are not welcome in our territory." Abel sent some men in rowing boats to greet them.

Once the Maori saw that they were rowing 'backwards'. The Maori thought it was unusual and once they heard the trumpeting of Abel, they heard it as a fighting call. The Maori rammed the rowing boats, so Abel was forced to take action and kill the Maori. This was not a very positive ending because both Maori and Abel lost their lives in this short war.

Cybersmart | Safe & Secure | S4fE p4s5.w0R_dz!

LI: to create a safe and secure password.

Today we talked about safe and secure passwords, what makes up a safe password, what passwords are why we need passwords. There are three things that make up a safe secure password. We need passwords to keep our private information to ourselves and to assure that nobody has access to our personal things such as our bank account and private messages.

What is a password: 
A password is an advanced and complex piece of text that is used to prevent anybody access to your private information. A password also protects your devices and allows you to have your privacy with things you don't want to be shared. If you turn the power on a laptop, for example, it may say that you need a code or password to access. This stops you from accessing the device.

There are good passwords and bad passwords. Good passwords are passwords that will be hard to guess. In some situations, somebody might want to access your device. That is where passwords come in. That person will try to guess your password, or most likely try to hack into your device. That person will also not be able to access your device if the password is strong and advanced. Here is an example: P4i!@.lm$aiO. 

A bad password is a password that is easy to guess and won't entirely secure your private information. An example of a bad password would be: CatDog123. It would be easy to guess. The firewall is a wall formation of your password that lives inside your device. It protects the ability to access your device.

A password must include:
To make a password difficult, you have to add in numbers, punctuation and capital letters so that it will be harder to guess. We would need to substitute some letters for numbers, symbols/punctuation and uppercased letters in random places of the password.

Numbers:
Sometimes we will need to replace letters for numbers. There are numbers that look similar to letters, so people usually use them to replace a letter in their password. Here are some examples!:

1 = l (lower case L)

2 = Z or z

3 = E or e

4 = A (upper-case)

5 = S or s

6 = b (lower-case)

7 = L (upside-down)

8 = B (upper-case)

9 = q (lower-case)

0 = O or o

Reading | Treaty of Waitangi | Te Tiriti O Te Waitangi

Ti Tiriti o te Waitangi

This week we have been learning about the Treaty of Waitangi by accessing different text types and media.

In groups we needed to firstly access the information and gather the main ideas of Who, What, Where, Why and When. We had journal stories, website, youtube videos and more.

We then had to summarise the information in to sentences using key words. Even though we all picked out different words, the main idea of the treaty are the 3 Ps.

The 3 Ps are Protection, Partnership and Participation. This is what the treaty set out to achieve.

We then had to evaluate our new learnings and think of questions that we want to find more information on.

An interesting fact I learnt connecting to the Treaty of Waitangi was that the peace treaty was actually signed so that the British could protect the Maori from the French people because the Maori suspected that the French were planning an attack on them. 

Kiwi Sport | Batting & Throwing

LI: to develop fundamental movements in cricket.

Today in our first session of Kiwi Sport this term, we learnt how to Bat and throw overarm with Brian from HPCC (Howick Pakuranga Cricket Club). I will explain some essentials when throwing and batting below.

Throwing:
Firstly, you want to stand side on to the target. Next you plant your front foot facing the target, and have your back foor in a brace position. After you have done this, you want to point your non-throwing arm at the target for aiming. Finally, with the ball in the throwing hand, draw your arm back and throw the ball. Make sure it finishes pointing at the target aswell.

Batting:
When batting, pick the cricket bat up and hold it correctly. Place your dominate hand on the top of the handle and your non-dominate hand at the bottom. Next you want to place your feet firmly on the ground and stand facing your dominate side, but keep your eyes on the target. After this, you want to ready your bat and make sure that when you hit your target, don't hit too far to your left or right side otherwise it won't hit towards your target area.

Result:
If you follow these instructions, you may get it correctly, if you fail, you are able to practice to perfection. Correct yourself and finally perfect it.

About Me 2020

LI: to write an information report about myself.

Ellohay!

My name is Bella. I am Irish, Filippino and Maori European. I am a student in LS1 at Panmure Bridge School. I am a Year 6. I enjoy how we are a digital school. I also enjoy rollerblading and writing stories! 

Treaty of Waitangi | Te Tiriti O Waitangi | Information & Research

LI: to learn more about the Treaty of Waitangi

This year, we're learning more information about the Treaty of Waitangi. The Treaty of Waitangi (Te Tiriti O Waitangi) is the signing of the peace treaty in the 1800's by the British Crown and New Zealand Maori chiefs. The reason this was signed was because the Maori and the French were in war. The Maori called upon the British Crown to protect them from the French. The peace treaty was signed to assure that the British would help against the French and side with the Maori in the war.

 The peace treaty signing consisted of over 500 Maori chiefs and many British governers, soldiers and more. The duration of Te Tirito O Waitangi was a few years. The British and Maori traveled around New Zealand signing a total of 9 contract sheets. After the Waitangi, there were three P words that honored Te Tiriti O Waitangi.

The three Ps:

Protection:
This represents the protection the British Crown provided for the Maori during the war with the French.

Participation:
Participation represents the part that the British Crown took in the war between the Maori and the French and that they accepted the request and intrefered in the war.

Partnership:
This P represents the loyalty and resilience between the British Crown and Maori and that they followed the peace treaty, as even though they were completely different people, they followed what was on the peace treaty and Waitangi contract.

The nine treaty papers:

1. The Waitangi Sheet
2. The Manukau Kawhia Treaty
3. The Waikato-Manukau Treaty (The english sheet)
4. The Printed Treaty
5. The Tauranga Treaty
6. The Bay of Plenty Treaty (Fedbarb)
7. Herald Bunbury Treaty
8. Henry Williams (Cook Strait) Sheet
9. East Coast (Turanga) Treaty