P.E Infinity Tag & Stuck in the Mud

LI: To use our stamina and apply our sports abilities to a game of Stuck in the Mud.

Yesterday, as of every Thursday, the year 7 and 8's were seperated and each group went outside onto the court for a game of Stuck in the Mud.

First, we had a short discussion with the P.E coach about the rules. The taggers are given cones so that people know they are taggers.

To play Stuck in the Mud, the taggers must tag others with a cone. Every other player must avoid being tagged. When a player is tagged, they must stay in one spot and do starjumps until someone high-tens that person.

Next, we played a game of Infinity Tag. In infinity tag, everyone is a tagger and they must try to tag other people before they get tagged. When they are tagged, that person can either do push-ups or frog jumps until someone frees them by doing a high-ten with them.

I enjoyed this session of P.E and learning how to play a new sport as it helps me in the future by improving my knowledge as well as allowing me to play stuck in the mud and infinity tag.

Food Tech Reflection

LI: To make a smoothie and a fruit salad.

Today, our session of Tech for the year 7s was based around food technology and responsibilities with cooking. We made a fruit salad and banana smoothie.

First, we were introduced to our teacher for food tech, Mrs Hecka. we put our belongings and items away in multiple pigeon holes to keep ourselves organized. We washed our hands and put on an apron and proceeded to the kitchen stations. Everyone was put into groups of three or four.

After this, Mrs Hecka showed us where we can find all the tools and items that we will need for food tech. There were different sized bowls, utensils, measuring cups, pots and pans which were all on trolleys. We started by choosing who in our group would wash the dishes, who would dry the dishes and who would put away the dishes.

We started our cooking by grabbing the ingredients, which were milk, yogurt, bananas, kiwifruit, apples, mandarins, watermelon and blueberries. We filled a small measuring cup up of yogurt and used a medium measuring cup to calculate the amount of milk we needed. 

While two people took care of the yogurt and milk, another person began dicing the kiwifruit, watermelon, mandarin, bananas and apples into cubes for the fruit salad. We started cleaning as we went so our kitchen station wouldn't end up a complete mess for us to clean in the end.

Once the fruits were sliced, we divided up all the fruits into cups and we continued to fill up our fruit salad cups until there was no more diced fruit left. We made sure our fruit salad cups were colourful and full of various fruits.

Finally, each group took turns using the blender to create their banana smoothies. We first put the milk into the blender followed by the bananas and strawberry yogurt. We blended it for twenty seconds and it was eventually ready to drink. We poured the smoothie into a plastic cup and every group was able to eat their fruit salad and drink their smoothie.

I very much enjoyed making fruit salads and banana smoothies because I was able to use my cutting and cooking abilities to create something that I was happy to eat.

Bedmass Maths Challenges

LI: To practice and get better at using efficient strategies to solve simple and complex equations.

Today, I completed a maths challenge and solved six different complex equations using different efficient straegies to figure out the answers to each problem.

In my maths book, I wrote down my strategies and how I worked out the answer for each problem. Then, I recorded my findings on a google draw and wrote about how efficient strategies work.

I enjoyed this activity and challenging myself with complex maths word problems. This allowed me to understand my capabilities with maths and improve my skills.

PB4L: Positive Behavior For Learning

LI: To understand the personal responsibilities and importancies of positive behavior.

Today, LS2 had a small discussion about PB4L and the expectations for netbook treatment and permission to leave the classroom. PB4L is an acronym and stands for Positive Behavior for Learning.

Netbook Treatment is important because it must be cared for properly and all responsibilities are on the owner of the netbook. When taking a netbook outside of class, it must be catered inside of a case. A netbook must always be held properly. The owner of the netbook is responsible for it's placement or misplacement.

Asking for permission to leave the classroom and informing the teacher of where you are going is important because it gives the teacher a strong idea of what you are doing and in case of any emergencies such as fires, the teacher will know your location.

I enjoyed learning about PB4L because it allows me to understand my responsibilities and expectations, and I can work and learn to an expected standard.

Optical Illusion Worm Art

LI: To experiment with dark, medium and light values and to explore optical illusion art.

Our art project was based around creating an optical illusion worm art piece. We practiced blending and shading colours. 

Optical Illusion Worm Art is a type of art that looks like it moves or plays tricks on the naked eye. Optical Illusion Worm Art looks like many worms that have bunched up.

The optical illusion effect is usually caused by the dark, medium and light values which is also known as blending or shading.

The worm effect is caused by the shapes used to create the art and the dark lines made by the vivid (the vivid was used to make the outlines of the shape). 

Dark, medium and light values play an important role in art, especially optical illusion art because it creates the 3D and shading effect.

We started by creating the outlines of the worms in black vivid. First, we drew a wavy line in the middle of the paper and drew 5 to 7 dots evenly on the line. We proceeded to connect the dots with semi-circles until the page was filled out.

After this, we used coloured pencils to colour in the worms. We shaded the colours by creating dark values on the outer sides of the woms and blend the colours lighter as the colours get closer to the middle.

I enjoyed this activity because I learnt a new kind of art type and was able to practice blending and shading colours with dark, medium and light values.

Finding the Highest Common Factor

LI: To investigate and explore different number values and compare between the identified factors.

Our Maths task was to find and identify the highest common factor between two contrasting numbers and record our findings as well as how we figured out the answer.

The highest common factor is the highest number that is the multiple of two different numbers.

First, we were given a list of different numbers to find the highest common factor. The numbers were divided into pairs to help us compare the values. The number list looks similar to this:

12              and               24

5                and               30

8                and                4

2                and               15

In our maths books, we worked out the highest common factor of all the numbers in our list. We found the highest common factor of two differing numbers by writing all the multiplication equations that equal those numbers.

For example, if the number was 12, the multiplication equations would be 1x12, 2x6 and 3x4. The multiplication equations are not allowed to switch (2x6, 6x2).

Once we found and wrote all the multiplication equations down, we found the biggest number in the multiplication equations for both numbers.

Take 8 and 4 as an example. The multiplication equations for 8 are 1x8 and 2x4. The multiplication equations for 4 are 1x4 and 2x4. The highest common factor for 8 and 4 is 4, because the number 4 occurs in both multiples of 8 and 4 and it is the highest value.

I enjoyed this activity because I learnt what highest common factors are and how to find and identify as well as the multiples between two different numbers.

Nga Mihi

LI: To create a visual Mihi that allows others to connect to us and our place in the world.

At this time of year when we are meeting new people we are still getting to know each other. One way we can do this is by sharing our mihi. This way others will know who we are and will be able to make connections to us and our place in the world.

I found this activity fun because I was able to learn new things about cultures and traditions.

Why do we use TEEL Paragraphs?

LI: to understand how TEEL paragraphs can help us structure our information and ideas in a paragraph.

Using the TEEL structure to write a paragraph allows people to learn more information about the chosen topic. When someone structures their paragraph with TEEL, it produces more complex information and it can be easier to understand the text. TEEL is the acronym for Topic sentence, Elaborate, Evidence and Link. 

A topic sentence introduces the major idea of the paragraph. Elaborating gives more information with finer detail for the reader to help understand what the text is about. Giving evidence supports the topic arguement and ideas throughout the paragraph. Linking the paragraphs help create a connection that gives the reader a hint about what the next paragraph is going to be about. A good paragraph has all the main points written and TEEL helps with that.

Writing most of the main points in a paragraph gives specific information and makes it much easier to connect to and understand. By doing this, people can access the information and share their opinion on the ideas.

I enjoyed this task because it gave me a clear understanding of what TEEL is and how I can use it in my explanations.

The Qualities of a Good Leader | Inquiry

LI: To unpack what leadership looks like.

Our Inquiry objective was to think and learn about the four important qualities of a good and reliable leader and what leadership looks like.

In our groups, we started by talking about the four qualities of a good leader and the definition of each quality. The four qualities of a good leader are: leadership, responsibility, being a role-model and team work.

One we defined each quality, we wrote down as many words as we could that related to the qualities of a good leader.

After this, our group came together to write a 25 word paragraph that talks about the qualities of a good leader. We used the words that we picked out from the list to create this paragraph. 

Finally, we created an infographic poster (using a google draw) to  define the four qualities a good leader should have.

I enjoyed creating the 25 word paragraph summary because I was able to define what a good leader looks like from my perspective and share what I think a quality leader should be and their expected capabilities.

Why it is Important to be Hydrated | Health Inquiry

 LI: to understand why staying hydrated is important for our health and learning.

Our Inquiry task was based on investigating the definition of hydration and dehydration, as well as figure out why it is important and very crucial to drink water regularly as part of our health and learning.

Our group started by researching hydration and dehydration and writing down what they mean to us. We wrote the definitions of hydration and dehydration on a google draw.

For our group, hydration means having enough fluid or water ingestion. Dehydration to us means the lack of water intake by a person or living/functioning organism.

On our poster, we began including information about why hydration is important and the benefits of drinking water regularly, as well as why dehydration can be a health hazard and the symptoms of dehydration.

Some of the symptoms are: headaches, feeling dizzy or dry mouth. Not drinking enough water can lead to health hazards that could possibly link to the heart injuries. 

Drinking enough water has a lot of health benefits as well as learning benefits. Regularly drinking water can also help you produce more energy and become more active for learning new things and going to school.

I enjoyed researching and learning more about hydration and dehydration because I can use my understanding to impact my learning and health in the future. I also enjoyed creating the infographic poster because I am able to share my understanding of hydration and dehydration with the audience.  

Statistical Investigation | Pie Chart

LI: To plan and carry out a statistical investigation.

For our Maths task, we created a graph and pie chart giving information about LS2 students. There were three different parts to this task that we had to complete. They were the questions and answers, paper graphing and creating the pie chart.

First, we paired up with someone and thought about four questions where the answer could give more information about a person. For example,  'What is your favourite colour?' would be suitable question for this activity.

The questions my partner and I thought of were: 'What is your favourite season?', 'How many pets do you have?', 'What is your favourite subject?' and 'What is your favourite movie genre?'.

We then were given a piece of paper with 15 squares on it. Each square was divided into four pieces. My partner and I went around the classroom and asked people our four different questions. 

Once we were given answers to our questions, we wrote down the answer that person gave in one part of a divided square. We did this until all the squares were full.

After we collected the student answers, my partner and I chose one of our four questions to create a graph on. We chose 'What is your favourite season?'. We cut out each square and glued them on a large piece of paper to look like a graph.

Our graph results showed that ten out of fifteen people from LS2 had winter as their favourite season. Three out of fifteen people favour Autumn, one person out of fifteen people like Spring and one person out of fifteen people like Summer.

Before calculating and analying the results of our graph, I predicted that more people would like Summer and Spring. However, I was wrong and a majority of the people we asked liked Winter.

Finally, we examined and looked throw all of the data and information we collected using the answers that LS2 students had given us and converted it into a pie chart that clearly showed the results of our statistical investigation.

Underneath the pie chart, we gave a clear statement about our graph that talked about the results of our maths activity.

I really enjoyed this maths task and carrying out this statistical investigation. It was a great opportunity to use different mathematical skills in order to get to know others and challenge my ability to collect data.

Summary of Te Tiriti O Waitangi

LI: To explain in fewer words what the text is about.

Our class reading task was to learn about the events of Te Tiri O Waitangi. Each group read an article to understand what Te Tiriti o Waitangi is about and the different events that took place during Te Tiriti o Waitangi. We completed two reading comprehension tasks to learn more about Te Tiriti o Waitangi.

After reading the Te Tiriti o Waitangi article, our reading group rolled a question dice (which decides whether we will ask a why, what, who, when, where or how question). Our group wrote four questions in total.

The questions we asked were ‘Why didn’t the Pakeha stay honest to the treaty?’, ‘Who was at fault for the conflict between the Maori and the Pakeha?’, ‘What gave the Maori the courage to speak up and stand for their rights?’ and ‘Where in NZ did Pakeha take most of the land from the Maori?’.

Once we thought of and wrote down the questions on a piece of paper, we moved on to writing a summary using keywords from the Te Tiriti o Waitangi article. First of all, our group skimmed through the article to find 20 important keywords.

Then, we eliminated some keywords and choose the 6 most important words from the first 20 words. Using those 6 words, we created a paragraph summary that included information about all of the events that happened in Te Tiriti o Waitangi.

Our summary included information about the signing of the treaty and what the treaty declared. It also included details about how the Pakeha betrayed the Maori and started a conflict between the two parties.

A fact about Te Tiriti o Waitangi that I found very interesting was that the conflict between the Pakeha and Maori was caused because the British Crown was forcefully taking the New Zealand land from the Maori to sell to the Pakeha.

I enjoyed learning more about the Te Tiriti o Waitangi and using my literature skills because I can build a stronger understanding of a book/article and share my knowledge of that text. I also enjoyed reading this article because I was able to find out the exact reason for the conflict between the Maori and the Pakeha which expands my understanding of Te Tiriti o Waitangi.