Polar Bear Cinquain

 LI: To understand and practice writing a cinquain.

Our focus for writing was understanding and writing cinquain poems. A cinquain is a poem that has 5 lines. The first line has 1 noun, the second line has 2 adjectives, the third line has 3 verbs (ending in 'ing'), the fourth line has a noun phrase and the last line has 1 noun/adjective.

Our writing objective was to complete and be able to write a cinquain on polar bears. The first line should start with the noun, so the first line of the poem was 'Bears' because 'Polar' as the first word wouldn't make much sense.

I chose two adjectives that describe polar bears and what they are like, so I chose to use atrocious and barbaric as the adjectives. I then moved on to choosing three verbs that would describe what they do or what you would see them doing. The verbs I chose were hunting, roaming and searching because they are what polar bears do when they look for food.

We moved on to writing the fourth line of our cinquain, which is a noun phrase. A noun phrase is an incomplete sentence based off of a complete idea but gives information on the topic if it is understood. It gives theoretical information about the noun based off of what they really are like. The noun phrase I wrote to represent polar bears in my cinquain was 'Demons of the Cold' because they are very dangerous in the Arctic.

I found this activity very helpful and fun because I had never written a cinquain before and I can now use my knowledge of cinquain poems to write and use language features later in my life. This was a valuable and enjoyable lesson.

Simple Machines Research

LI: To learn about the simple machines.

Over the past few weeks, Mrs Anderson's inquiry groups have been researching about simple machines. The six simple machines are a pulley, lever, inclined plane, wedge, wheel & axle and screw.

We have been focusing on creating labelled diagrams for each individual simple machine, talking about the parts of the mechanisms and drawing a diagram picture to represent the simple machine that we are evaluating. We then wrote a twenty-five word description of what each specific simple machine is used for and what it is.

Once we finished our labelled diagrams of simple machines, we created a diagram collage containing each of them and the link provided to go to that poster.

 I enjoyed this task and found it fun to learn and research about the simple machines. My favourite simple machine was the wheel & axle because it can be used to move (more like roll) a heavy load using the wheels to transfer.

Writing - Cinquain

LI: To understand and practice writing a cinquain.

Our focus for writing was understanding and writing cinquain poems. A cinquain is a poem that has 5 lines. The first line has 1 noun, the second line has 2 adjectives, the third line has 3 verbs (ending in 'ing'), the fourth line has a noun phrase and the last line has 1 noun/adjective.

Our writing objective was to complete and be able to write a cinquain on a famous or popular sports player, and I chose to write a cinquain on the amazing Kobe Bryant. The first line should start with the person's name or the noun, so the first line of the poem was 'Kobe'. 

I chose two adjectives that described him and what he was like, so I chose to use determined and skilled as the adjectives. I then moved on to choosing three verbs that would describe what he does in his sport or what we would see him doing. The verbs I chose were dribbling, eluding and receiving because they are basic actions of basketball.

We moved on to writing the fourth line of our cinquain, which is a noun phrase. A noun phrase is an incomplete sentence based off of a complete idea but gives information on the topic if it is understood. It gives theoretical information about the noun based off of what they really are like. The noun phrase I wrote to represent Kobe Bryant in my cinquain was 'Our warrior on court' because he was corageous and determined.

I found this activity very helpful and fun because I had never written a cinquain before and I can now use my knowledge of cinquain poems to write and use language features later in my life. This was a valuable and enjoyable lesson.

Affixes, Prefixes, Suffixes

LI: To understand what affixes, prefixes and suffixes are.

An affix is a word that is made up of a prefix, root word and a suffix. A prefix is a word that can be put at the beginning of the word to change the meaning. A suffix is the chunk at the end of a word that can also change the meaning of the root word.

For this task, we searched for words that started with the prefix 'sub' which means under or below. We researched and found 24 words that begin with the prefix 'sub'. We then moved on to defining those words and giving them a short, brief definition.

For the next part of the task, we chose three words from the previous prefix dictionary and used them in compound sentences. Compound sentences are two ideas put into one sentence or joined by a conjunction. The words we chose to use were subscribed (meaning side contribution), subtitles (meaning the words below the importance of a title) and subovate (meaning nearly oval).

The final part of our task was to find a word that used a prefix, root word, and suffix then break it up into categories and describe what each individual word means.  For example, submachine-gun is an affix because the prefix is 'sub' (meaning under), machine (meaning technological) and gun (which is a weapon). From this, I know that submachine-gun means a secondary gun made of technology.

I enjoyed this secondary to primary activity task for reading because I learnt about affixes, what they are and how you understand when to use them.

Maths - Financial Capabilities

LI: To understand a budget is a plan for managing money.

LI: To plan a night out that fits within the given budget of $50.00.

For maths, we have been focusing on financial capabilities and using smart choices with a given budget in order to plan a good holidays worth of events for the Smiths family. This week, they went to the zoo with a budget of $50.

First, we focused on calculating the price of the tickets for each individual of the family. Adults tickets cost $28 each and children from 3-15 cost $10 each. Children under 3 are free. (10x2) + (28x) is $76 in total for tickets.

Next, we determined the cost of the activities they did at the zoo. They participated in a one-hour guided walk (which was free for children but $5 for each adult), they fed the elephants ($3.50 for adults and children each) and they rode the train (which was free for children under 5 but cost $2 for adults and children 5+ each). In total, this amounted to $32. We subtract 32 from 50 because that was the given budget for the zoo and that equals a remaining $18.

We then moved on to thinking about how much money they spent on food. The food they bought was 2 sausage rolls ($1 each), 4 scoops of hot chips ($1.50 per scoop) and 3 iceblocks ($1 each). The total cost of the food was $11. 18-11 is 7, so they have $7 left.

Finally, we calculated how much the Smith family would have if they didn't buy any food, but bought a magic memory photo ($5) and an animal mobile ($8) instead. The total would have been $5.

I enjoyed this task because I could use my comprehension and understanding of financial capabilities to make smart choices with money focusing on a given budget and determining price cost.

Noun Phrases

LI: To understand what a noun phrase is.

For Writing, we have been focusing on writing cinquains, which are a poem that consists of 5 lines. The first line has 1 noun, the second line has 2 adjectives, the third line has 3 verbs (ending in 'ing'), the fourth line has a noun phrase and the last line has 1 noun/adjective.

We wrote a cinquan poem on a sports player. I chose to do it on Kobe Bryant. The first line should start with the person's name, so the first line of the poem was 'Kobe'. I chose two adjectives that described him, and I chose determined and skilled. Next, I chose three verbs that would describe what he does in his sport, and I chose dribbling, eluding and receiving.

Finally, we wrote a noun phrase consisting of four words that isn't a complete sentence but gives theoretical information about the noun. The noun phrase I chose to do for Kobe Bryant was 'Our warrior on court'.

I really enjoyed this activity and learning about noun phrases. I found this activity very fun because I was able to write a cinquain poem about Kobe.

HIIT - High Intensity Interval Training

LI: To become physically active by performing the actions to represent a Maori story.

Every Tuesday and Thursday, LS2 travels to the hall to participate in a high intensity interval training session (HIIT). 

First, everyone puts their assigned heart rate monitor on and spreads out through the hall. We started off by listening to a Maori story, which was about a Maori god sending a mighty wind into rage.

The movements we did were part of a haka and we did them repeatedly for 5-7 minutes. We did 5 different movements as part of practice and exercise.

I really enjoy these HIIT sessions because they are an opportunity to be physically active as well as learn a Maori story.

Maori - Translation

LI: To translate phrases and words from English to Maori.

For Maori, we started off my completing the routine which was giving answers to 'What was the weather?' and 'How are you?'.

The first part of our official task was to find an image of a pen and pencil on a table (separately) and provide the picture under the assigned text.

Next we were given a list of 10 kitchen objects: fridge, oven, microwave, sink, plate, knife, fork, spoon, pot and pan. We provided the Maori term for them and a picture of what they are.

The focus for this Maori task was to understand how to translate words from English to Maori as well as comprehend Maori phrases (which were, for example: "Kei hea te pene?").

I really enjoyed this Maori lesson because I was able to expand my knowledge of the Maori language and my comprehension of translation.

Maths - Exponents

LI: To explore exponents

Our maths focus was to understand how to solve equations that contain or use exponents. Exponents are small numbers that take place next to numbers on the top right. For example 2³  is a number containing an exponent because there is a smaller number taking place on the top right of a larger number.

An exponent number determines how many times the number is multiplied by itself, for example 2³ is equal to 2x2x2 because it is multiplying itself by three (which is the exponent number). 2x2x2 is 8, and we can solve this by knowing 2x2 is 4, and 4x2 is 8.

For our keeping clever task, we solved the exponents 5⁶, 2⁹, 6⁴, 93, 10⁴ and 7⁵. I solved these by multiplying 5x5x5x5x5x5=15,625, 2x2x2x2x2x2x2x2x2=512, 6x6x6x6=1,296, 9x9x9=729, 10x10x10x10=10,000 and 7x7x7x7x7-16,807. The strategies I used were repeated addition and long multiplication.

The next part of our set maths task was to organize the exponents answers in chronological order from smallest to largest. The order is 512 (2⁹), 729 (93), 1296 (6⁴), 10000 (10⁴), 15925 (5⁶) and 16807 (7⁵). I created a DLO to display the strategy and learning that I used for this lesson.

I found this task very fun because I was able to practice multiplication and expanded my understanding of algebraic maths equations linking to exponents.

Tuhi Mai Tuhi Atu

LI: To share our opinion and give feedback on other school's work within our Manaiakalani Cluster.

Today I commented on Ashly's blogpost which talked about how to comment on other people's blogpost. I was able to use this tutorial to give my opinion and share my feedback about her work.

Ashly is from Belfast School and I thought that her tutorial was very helpful for her audience as they can share their opinion with others.

I enjoyed this activity and found it easy because I am familiar with commenting and sharing my opinion with other people using the commenting function on blogger.

Art - Constellation Mountains

LI: To learn a new method of art through another student's knowledge.

This week, David hosted an art session and tutored the student's who didn't go to soccer on Wednesday. We learnt how to draw constellations as well as a mountain trio with interesting and significant patterns inside of them.

First, we made our practice copy on an A4 piece of paper. We used a ruler and sketching pencil to draw three different sized mountains. I drew a medium mountain on the left, a larger mountain on the right and a smaller mountain in the middle.

I then focused on doing the constellations. Instead of creating my own, I wanted to search on special constellations and draw them on my art piece. The constellations I drew were Gemini, Winter, Indus, Cepheus, Camelopardilas, Cassiopeda, Lyra and Ursa Minor. I drew stars and split lines to make my constellations.

Next I did the patterns within the mountains. For the medium mountain, I did an illusion pattern where it looks like there is a whole in the middle. For the smaller mountain, I drew a faded bottom with an eye at the top of the mountain. For the biggest mountain, I drew semi-circle waves.

I was able to create my larger copy using my smaller copy as a guide to what I was doing. I really enjoyed this lesson hosted by David and found that it was very fun because I have been hoping to do art for a long time and this was a valuable and significant lesson.

Financial Capabilities

LI: To plan a night out that fits within the given budget of $45.00.

For maths, we continued to focus on progressing our understanding and conversion of data information to find out the answers to financial equations. Our focus for maths is currently around financial capabilities.

Our task was to use the information and understanding we are given to solve equations based on saving and spending money for a Kids Museum trip. Once I worked out the strategy I would use, I wrote down how I solved it on a whiteboard and rewrote my technique into my maths book so I could later understand how I used the data to solve a complex maths equation based off of money focus.

I enjoyed this activity and found it easy because I am familiar with working around financial capabilities and am good with converting what I understand from data and convert it into an answer using different maths strategies to find an answer.

Maths - Algebraic Parts

LI: To evaluate the information given to solve an algebraic equations.

For maths, we learnt how to determine the answers to an algebraic equation using information and significant data by evaluating and understanding text.

The first question was 'what is the lowest amount of money that Nana and Grandad would spend to get the Smith family into the movies?'. I solved this because I knew that there were three kids (one was two, one was six and one was eight) and their were two parents. I know that children from 4-16 cost $13 and children under three are free. Parents are $16 so (13x2) + (16x2) = $58, so they would spend a minimum of $58 dollars.

The next question was 'The Smith family bought 3 tubs of large popcorn, 2 soft drinks and 5 ice creams. How much did they recieve from their $25?'. I know that 1 large popcorn is $2, so 2x3=$6. I also know that 1 soft drink is $2.50, so 2.5x2=$5. Finally, I know that 1 ice cream is $2, so 2x5=$10. Altogether they spent $21 and recieved $4 change.

The third equation was 'Mum and Dad decide to buy Christmas gifts for the children’s three cousins, as the movie shop (merchandise) has a sale on. They have budgeted $20 for buying these gifts. What combination of gifts should they buy to stay within the budget?'. They can buy a child’s toy and 2 sheets of stickers, a colouring book and 2 character felt pens and a comic book because that costs $15 altogether.

The fourth question was 'Max’s friend John is invited to join the family at the movies. He is eight years old. He has saved $20 for his movie ticket and treats. Which of the following options is within his budget?'. John could buy a childs movie ticket, medium popcorn, soft drink and a child's toy because that equals $20 altogether.

The final equation was 'The ‘five tickets family price’ would allow Nana and Grandad to pay for the four movie tickets they need to buy, and purchase an additional ticket for John. With this option John would save money on the price of his ticket. How much will John need to give Nana and Grandad for his movie ticket, and how much will he save compared to buying and individual ticket?'. John could give $12 and save $1 because the childrens ticket price is $13 dollars and John is paying a little less.

I found this activtiy very fun because I used my algebraic knowledge to use important information and convert that data to help me solve an equation.

Inquiry - Simple Machines/First Class Lever

LI: to read for meaning and understanding.

LI: to use smart searching skills.

Our inquiry focus was to learn about the simple machines and create a labelled diagram on them. The next simple machine I worked on was the first class lever.

The first class lever is a simple machine that consists of often a fulcrum (the point that is between the load and effort), the load (the object that is being moved) and the effort (what is helping move the load). There are three classes of levers, but the first class lever is where the fulcrum is between the effort and the load. A first class lever is used to relocate and move the load.

I created a labelled diagram identifying the parts of the lever. I described in twenty-five words how a lever works and its purpose. It is a simple and brief explanation.

I found this activity fun because I was able to practice labelling and used my knowledge of previous lessons about simple machines to create this labelled diagram of a lever.

Inquiry - Simple Machines/Wed

LI: to read for meaning and understanding.
LI: to use smart searching skills.

Our inquiry focus was to learn about the simple machines and create a labelled diagram on them. The next simple machine I worked on was the wedge.

A wedge is a simple machine that is made of two inclined planes taken at point where the angle is connected. The larger the angle of the wedge is, the more force or effort is required to move things up or alongside it. A wedge is often used to stop things from moving, such as cars and doors.

I created a labelled diagram identifying the parts of the wedge. I described in twenty-five words what a wedge is and its purpose. It is a simple and brief explanation.

I found this activity fun because I was able to practice labelling and used my knowledge of previous lessons about simple machines to create this labelled diagram of a wedge.

ASB Getwise Follow Up

LI: To make smart choices with money.

For this ASB Getwise task, we answered a list of questions revolving around the saving and spending of money. There were questions such as finding the best mobile plan to save money, establishing the costs of different areas of a cheat advertisement and identifying the best mobile plan for people.

First, Emily wanted to buy a music player. The first music player was $180. The delivery fee ended up being $70 and an additional $20 for headphones, so Emily went $20 over budget. The second music player cost $200 with $40 for both headphones and delivery cost being $240 which was under budget but expensive. The last music player was $210 with free delivery and headphones. Although the final choice was more expensive, it ended up being the smartest choice. I created a DLO to show my strategy.

Next was an advertisement with multiple questions underneath. The first question asked if the holiday was guardanteed and the answer was no because it was a draw. To enter the draw, you had to find out how many vowels were in Fiji. However, this advertisement is a cheat because it cost 55 cents to text the answer to them and when you do, you automatically enter a quiz where you get 10 quiz questions a month. Each question cost $6 and it cost $8 to enter. In total, the first month will cost $68.55

After this, we were given a list of people and how they use their devices and phones. We were also given a list of mobile phone plans and we needed to match the correct persons device usage to the best mobile plan that suits them.

I enjoyed this activity because I tested my knowledge on money saving as well as practicing establishing and determining the best mobile plan costing the correct amount for their phone usage.

Te Reo Challenges - Maori Dictionary

LI: To create a Maori dictionary of things we use daily.

For this Te Reo Maori challenge created by Miss Pryde, our objective was to create a DLO giving the English and Maori term for five to ten things or items we use daily as well as give sentence examples using the Maori name.

The ten objects that I chose were a toothbrush, pencil, whiteboard, eraser, cereal, a computer, scissors, a ruler, a chair and earphones. I gave two sentence examples for each object talking about how they help me daily and what they are useful for.

I enjoyed this Te Reo challenge because I was able to expand my understanding of Maori words that I use daily and create a Maori dictionary.

Polynesian Panthers Provocation

LI: To evaluate (form an opinion) the text and respond to provocation.

A provocation is a purposeful action meant to bring out lawful or political topics with the desired caused to make someone angry or upset in mental, physical or emotional form. In short, a provocation is an action taken with desire to cause others to have strong feelings about a topic or issue. However, our DLO was not created for the purpose of making others angry but to share our opinion on the events of the 1970s, respectfully.

In 1970, the New Zealand government sent armed police officers and dog squads to the homes of Polynesian people. They had batons and megaphones and would brutally force people without a current work visa out of their own houses and deport them back to their country of birth.

In response, a group called the “Polynesian Panthers” were formed. The Polynesian Panthers were a group of university students protesting against the Dawn Raids and the rights for Social Injustice. ‘Power to the oppressed’. The authorities who were meant to keep New Zealand a safe place had permission to abuse their power in order to kick Pasifikan’s out of their homes.

With this in mind, we think that our Government today (Labour) does not need to apologize for the actions of the past Government (National) not only because they are separate parties but also because Jacinda Ardern and her party is not at fault for the racist actions taken by National. However, we think that the current leader of National (Judith Collins) and the National Party members of today should be the one to issue an apology on behalf of those responsible for these events.

This is because she is the head of National which is the party who were the cause of the Dawn Raids and deportation of polynesian people. However, they do need to issue an apology publicly as it can potentially fix the open wounds that remain today. The apology should be proposed by the correct party members as a sign of empathy and remorse.

ASB Getwise

LI: To be wise with money.

ASB Getwise is a programme that teaches students how to be smart with your money. Marlon from ASB Getwise taught us how to make wise choices with our money by playing an educational game. We learnt that making clever decisions with money is based around stopping, thinking and making good choices by determining what to spend and what to save.

In the game we played, each team was given a $1800 budget for our trip to Fiji. We had to decide how much to spend on passports, plane ticket class, accomodation, insurance, activities and food. Depending on what we choose, we earn a different amount of enjoyment points to determine how much we enjoyed our holiday.

Our choices for passports was to buy a passport at the current time for $200, or buy it later on after purchasing other items then buying the passport for $400. All the groups chose to buy it for $200.

The options for plane ticket class were to buy the economy flight for $500 (2 enjoyment points), including no food, entertainment, comfort or much enjoyment or the first class flight for $800 (6 enjoyment points). All of the groups chose to save money and buy the $500 economy flight.

Next, we determined the accomodation (which is where we would stay). Our choices were a 5 star resort by the ocean for $500, and if we wanted the all-we-can-eat buffet in advance for an extra $100 covering all food later on, or an old budget hotel for $200. All groups chose the 5 star resort including the food in advance for $600 total.

After this, we had the option of insurance. Insurance covers anything that happens over the course of our holiday. For example, if we were to lose our phone, instead of losing money towards getting a new phone, the insurance would pay for it instead. Insurance was $300, however we were not allowed to know whether something bad would happen or not. All groups chose to get insurance, but 2 groups chose to use a credit card (they borrowed money from the bank and payed the bank back before interest).

For activities, our options were surfing for $100 (2 enjoyment points), snorkling for $200 (4 enjoyment points), or skydiving for $300 (6 enjoyment points). All of the groups chose to do snorkling for $200 dollars. During the activities, we returned very late at night and hungry (the buffet was closed) so we decided to go to the fish n' chip shop down the road. We resulted in having very bad food poisoning and going to the hospital. The hospital bill was $2000, however insurance luckily covered the fine.

Since the food was payed off at the 5 star resort, noone had to buy food later on. Everyone ended up spending all of their money at their Fiji holiday and ended with 12 enjoyment points each.

I found this ASB getwise experience very fun and enjoyable because Marlon was friendly and we made lots of choices based off what we thought was best for our game experience in Fiji. I loved this programme experience because I was able to practice making wise decisions with money basing off what we would require during a holiday.

Tech Reflection

LI: To cook using various ingrediants by following instructions.

For tech with Mrs Hecka, we made beef and eggplant natural curry with rice. We did this in groups of three or two and split up to do separate jobs.

First, we diced the garlic, onions and eggplant while the other group members collecting the spices and beef. Next, we put the vegetables into the pot as well as oil. We then added the beef and beef stock, while mixing it around in the pot so that the beef mince broke down. We added the spices and cornflower than waited for it to cook.

After it finished cooking, we collected rice from Mrs Hecka and added the rice and beef curry to our containers to eat. We washed our chopping boards and utensils then wiped the enches so that they were clean.

I enjoyed this tech experience as it is the second to last cooking experience that we get with Mrs Hecka. I also found the beef curry very tasty and healthy.

Maori - Identifying States

 

Pulleys

LI: To use our smart searching skills to find out about pulleys.

We have been learning about simple machines. There are 6 different types of simple machines. This week we learnt about pulleys. Our DLO shows our labelled diagrams of a pulley system. A labelled diagram is an information picture. A pulley is used to transfer heavy loads easily by force by hooking one end of the rope onto load and pulling on the other.

Did you know, the more wheels with grooves there is for the rope, the less effort and more force is being used to transfer the load?

 

A Moment in Time Poem

LI: To use the language features and structure of published poem to help use write our own poem.

We looked at the language features and structure of a poem called ‘A Moment in Time’ and used our experiences from camp to follow the structure and collaboratively create our own moment in time poem.

To describe what we heard, what we saw, how we felt and what we wondered we used our senses, adjectives and adverbs.

Ajectives are words that describe nouns, and nouns and things such as 'chair' and 'wall'. For example, in this sentence: 'she pushed in the red chair', the noun is the chair and the adjective is the word red because it is describing the chair.

Adverbs are wods that describe actions or verbs such as 'running' and 'kicking'. For example, in this sentence: 'he ran quickly', the action is ran and the adverb is quickly. Adverbs usually end in 'ly'.

I found this interesting and fun to do because I was able to use different language features to describe and create a poem using my knowledge of senses and description.

Settings

LI: To use powerful words to describe a setting so that it paints a clear picture in the mind of the reader.

A setting is the place, time and environment of a story to help a reader make a connection to your narrative. You need to use your words in away that helps them form a vivid and clear picture of what you are describing in their mind.

To do this we looked at an image and thought of 10 words that described and showed what we could see. Once we had thought of the adjectives or adverbs we used our smart searching skills to help us find synoymns that made our descriptions clearer.

I found this interesting and enjoyable because I was able to be descriptive during this lesson and use powerful words to paint a clear picture in a readers head.
 

Netball Game

On Tuesday, 11th of May, the netball team for 2021 played at the Stone Fields courts representing Panmure Bridge for the first time this year.

First, we had a 20-30 minute practice time to warm up, do stretches and shuttles. The goal shoot, keeper and defence practiced shooting while the other members of the team such as wing defense, attack and center practiced passing and recieving.

We were facing Saint Cuthberts and I played wing attack in the first game, went offside in the second and played wing defense in the third. I believe that we lost by one or two goals, however I really enjoyed this game.

I enjoyed playing against Saint Cuthberts even if we lost, because I am still new to netball and have only had three training sessions after school.

Inquiry - Simple Machines/Screw

LI: to read for meaning and understanding.
LI: to use smart searching skills.

Our inquiry focus was to learn about the simple machines and create a labelled diagram on them. The next simple machine I worked on was the screw.

A screw is a simple machine that consists of often a metal material with a wedge at the end, also known as the tip. There is the thread that goes around the screw, which makes inserting the screw easier as it turns and inserts. The head of the screw is used with by screwdriver to drive the other end of the screw (the tip) through a material such as wood. A screw is used to hold two different things together.

I created a labelled diagram identifying the parts of the screw. I described in twenty-five words how a screw works and its purpose. It is a simple and brief explanation.

I found this activity fun because I was able to practice labelling and used my knowledge of previous lessons about simple machines to create this labelled diagram of a screw.

Inquiry - Simple Machines/Inclined Plane

LI: to read for meaning and understanding.

LI: to use smart searching skills.

Our inquiry focus was to learn about simple machines and create a labelled diagram on one of them. I created a labelled diagram of an inclined plane. An inclined plane is a ramp that is used to make moving heavy objects to distances and heights easier.

On the labelled diagram I created, I named the parts of the inclined plane, the load and the effort. The more distance or length an inclined plane has, the less effort it will take to move the load because if the inclined place is steep, it will take more force to prevent the load from falling.

In the bottom corner of the labelled diagram, I wrote a twenty-five word description of what an inclined plane is and its creative purpose, which is to make moving objects easier.

I found this activtiy fun and easy because I am familiar with an inclined plane and was able to recall my knowledge of what it is so that I can help others by labelling the parts of an inclined plane.

Inquiry - Simple Machines/Pulley

LI: to read for meaning and understanding.

LI: to use smart searching skills.

Our inquiry focus was to learn about the simple machines and create a labelled diagram on them. The first simple machine we worked on was a pulley.

A pulley is a mechanism that uses a rope and a wheel with a groove in it. The rope goes through the wheel and a heavy load is tied to one end. The other end of the rope is pulled to make the load lift. A pulley is used to make moving and transferring heavy loads easier and quicker by using less effort by force.

I created a labelled diagram identifying the parts of the pulley, the effort and the load. The load is what the pulley is used to transfer and the effort is what allows the load to move. I described in twenty-five words how a pulley works. It is a simple and brief explanation.

I found this activity fun because I was able to practice labelling and used my knowledge of previous lessons about simple machines to create this labelled diagram of a pulley.

Maths - Algebra

LI: To understand and use the areas of algebra.

Algebra is many things relating to maths, whether it be patterns, numbers, equations, BEDMAS, or using letters in equations. For maths, we talked about using BEDMAS to solve complex equations such as (12x2) + 7 divided by 2.

BEDMAS is the order we solve equations in, and it stands for brackets, exponents, division, multiplication, addition and subtraction. 

Brackets in an equation example is (12x2) + 7. Exponents in an equation examples is 82 +3. The exponent number is how many times you multiply the number by. Division is sharing a number equally, multiplication is repeatedly adding a number to itself, addition is adding two numbers to create another number and subtraction is taking away from a number.

Some examples using BEDMAS was with an equation is (4x2) + 3 - (12 ÷ 2) = ?, first we solve the brackets in order which is 4x2=8 and 12÷2=6. Next is the exponents, division and multiplication, however there is none. So we move onto addition which is 8+3=11 then 6 subtracted from 11 to make 5. Therefore the answer is 5.

I found this maths task enjoyable because I have seen people using BEDMAS alot and I haven't been able to solve equations using BEDMAS due to not understanding that is. I have finally been able to learn about BEDMAS and how to use it.  

How to Label

LI: To create a DLO explaining how to label things.

For this teacher set task under confidence for C.A.R.E, I created a google draw poster giving a short and brief explanation of how to label. This DLO will be used to guide students who don't understand how to label.

In my DLO, I talk about how to understand what you are labelling and how to get the name correct. I proceeded to explain how you can make sure your labelling is right and how you label correctly.

This activity links to confidence under C.A.R.E because I had the confidence to accept this teacher set task and create a DLO that will be used as a class inquiry guide.

I enjoyed this because it was simple and quick as well as fun to create. I found this fun because I enjoyed making tutorials and using my knowledge to help others.

Maths - Lowest Common Multiple

LI: To find the lowest common multiple.

The lowest common multiple is the smallest number which is the multiple of both (two different numbers). We found out the multiples of eight different numbers and used that knowledge to find the lowest common multiple between numbers.

To find the multiple of numbers such as 2 and 5, we know that our 5 timestables 5, 10, 15, 20, 25 and so on. We know that our two timestables are 2, 4, 6, 8, 10 and so on.

Moving on to finding the lowest common multiple, we look at the multiples of both number and observe to find which number occurs in both multiple lists and is the lowest among them. The number ten occurs in both lists and is the lowest number showing as multiples so therefore the lowest common multiple of 2 and 5 is 10.

I really enjoyed this lesson because I practiced finding lowest common multiples and using my timestables to compare multiple lists and finding the lowest common multiple between different contrasting numbers.

Maths - Highest Common Factor

LI: To figure out the highest common factor.

Factors are numbers that we are able to multiply together to get another number. The highest common factor is the highest number that is the multiple of both.

To find the multiple of 12 and 16, we know that we can get 12 by multiplying 1x12, 2x6 and 3x4. Multiples of 12 in order are 1, 2, 3, 4, 6 and 12. We can make 16 by multiplying 1x16, 2x8 and 4x4. Mutliples of 16 in order are 1, 2, 4, 8 and 16. The highest common factor between the multiples of 12 and 16 is 4, because it is the highest number that both lists have.

We used our knowledge of multiplication, addition and mathmatical strategies to find the highest common factors of the following numbers: 8 and 20, 40 and 20, 8 and 6, 27 and 21, 3 and 30, 32 and 12 and 3 and 9.

I enjoyed this ativity because I used multiplication and my knowledge to find out the highest common factor between 2 different numbers and use multiplication to find out and list the multiples of numbers.

Maths - Common Denominator

LI: To find the common denominator between fractions.

The common denominator is the highest denominator between multiple fractions. To find the most common denominator between fractions, identify the largest denominator and find out how to multiply the other fractions to equal the largest denominator.

First, take a fraction such as 2/3 and 5/9, the largest denominator between the two is 9, so we have to find out how to make sure the denominator of 2/3 is a 9. By using our knowledge, we know that 3x3 is 9, so the denominator becomes 9. However, then we have to multiply the numerator. 2x3=6, therefore the fractions are 6/9 and 5/9.

We practiced finding out highest common denominator between fractions by using our prior knowledge of timestables and multiplication.

I enjoyed this maths lesson because I was able to apply my knowledge of timestables, multiplication and place value to uncover the highest common denominators of fractions.

Year 7 and 8 - Sailing

LI: To create a DLO telling the audience about sailing trip.

For this C.A.R.E award activity, I created a poster talking about what some of the year 7 and 8s were able to do during their sailing trip at Akarana Yacht Club. I talked about the three different rotations and the activities.

For this activity, I provided information about each activity and a brief introduction to the year 7 and 8 sailing trip. I also included an image of the Quest boats versing eachother.

This C.A.R.E award activity links confidence to under C.A.R.E because I had the confidence to sign up for sailing and go on the water. This was a scary but exciting experience because I enjoyed learning how to sail.

I found this activity fun because I was able to retell my sailing experience and thought back on the fun activities that we did during our trip. I had a very big opportunity to share the activities that I participated in at sailing.

Maths - Efficient Strategy

LI: To find the most efficient strategy to answer a question.

An efficient stratety in maths is the technique that you understand the most and find easiest to use. It is the strategy that uses the least steps to find the answer to a problem. Efficient means the quickest and simplest of something.

For our Maths lesson last week, our objective was to work on finding the most efficient strategy to solve maths problems. We solved two different maths equations using methods we are familiar with and understand more than others.

The first question was: 'In the car park you can get 15 minutes for 10c. Dad put a 20c and a 50c piece into the parking meter at 3.15pm. At what time did the parking meter expire?'. I solved by adding the amount of cents that dad put into the parking meter, converting it into meters and adding it onto 3.15pm. The answer was 5.00pm.

The second question was: 'If a shopkeeper bought 75 apples for $37.50, and sold each apple for 65 cents each, how much profit did the shopkeeper make?' I solved this by divided the amount of money he bought 75 apples for and worked out how much profit he made. Then I worked out how much more money he sold all the apples for. The answer was $48.75 and made $11.25 profit.

The final part of our task was to solve how much money the theatres would make if all the threatres were fully booked. The information we used to solve this problem is that there are 3 theatres and each theatre has 150 seats. Children cost $12.50 each and adults cost $15 each. Kids must come with an adult. We showed our strategy on a DLO.

I enjoyed this maths lesson because I was able to practice using strategies I am and am not familiar with as well as finding the most efficient strategy to solve complex maths problems. I was able to share the strategy I used and help others.

LS2 Site Guide

LI: To give a short guide to the LS2 site for beginners.

For this teacher set task under C.A.R.E, I was sent to create a short DLO giving a guide of how to get around the LS2 site. The aimed audience is at people who don't understand how to get around our site and for new students who have recently been introduced to our school's learning process.

I filmed short tutorial videos explaining what each link or area of our site leads to and where that explanation applies. I filmed 2 videos, one explained about how to understand the subject you are doing and the areas of our site home page.

This C.A.R.E award activity fits under Excellence and Innovation because I did the right thing by sharing my understanding and knowledge of our class site to people who didn't understand or know how to get around it.

I enjoyed this activity but it took a while because I made some mistakes during the filming of the videos, but I found it fun to create a tutorial and guide to our class site.

Personal Passion

LI: To create a DLO about your personal passion.

For this C.A.R.E award activity, the participant was sent to create a DLO talking about something they have a passion for. One of my personal passions is artistics because it is all about creativity and expressing yourself through art and original creation.

I created this DLO using images related to art, I talked more about my passion for art and told the audience that my favourite form of art is abstract paintings. I explained why I favoured this kind of art and gave some examples of abstract art.

This activity links to Excellence and Innovation under C.A.R.E because it requires the right kind of motivation to complete this workpiece and be able to explain your passion to an audience.

I really enjoyed this C.A.R.E activity because I was able to share one of my favourite things in life to an audience using a DLO poster.

Motivational Posters

LI: To create 3 motivational posters using quotes from inspirational people to help others.

For this C.A.R.E award task, the objective was to create 3 different posters based off of motivational quotes said by people that inspire others. These posters are meant to encourage others with whatever they are going through.

The quotes I chose for this activity were: 'Whatever you are, be a good one', 'What is life without a risk?' and 'If people are doubting how far you can go, go so far you can't hear them anymore.'

Underneath the motivational quote, I provided credit to whoever made that quote and a short description of the meaning behind the quote. I also included images to give a visual reference to whoever made the quote.

I think this activity links to Excellence and Innovation because creating these posters using our understanding of hidden meanings to find out what these inspirational quotes mean requries Excellence and Innovation as well as displays that you are able to use what you know to find out information that wasn't directly stated.

I enjoyed this activity because I was able to research and find different quotes that motivate a lot of people as well as using skills I already know how to use and have learnt before to tell the audience what the quote I have chosen to do this task on means.

A New Zealander Who has Shown Excellence and Innovation

LI: To research a New Zealander who has shown Excellence and Innovation.

The objective of this C.A.R.E award task is to research and find out about a New Zealander who has been able to show and display Excellence and Innovation. I chose to research about Sir Peter Blake,who is a famous New Zealand film director, writer and producer. He is most famous for directing 'Lord of the Rings' and 'The Hobbit'.

He has shown Excellence and Innovation by entertaining his very wide audience with interesting, creative and original films. Though he had some problems during his career, he still showed positivity as he endured the trouble he had throughout directing job.

This C.A.R.E award activity links to Excellence and Innovation because the task was to research a New Zealander who has shown Excellence and Innovation, and I think that Sir Peter Blake fits the requirements.

I enjoyed this activity because while researching and recording my information on a google draw DLO, I was able to learn some new things about Sir Peter Blake myself and I had a very big opportunity to share what I learnt and understand about this role-model.

3 Novels during the Term

LI: To read three novels during a term.

This C.A.R.E award activity was to have the participant read 3 novels during 1 school term which consists of 10 weeks. 5 days out of those 10 weeks are school days.

For this set task, I read the following three novels: Geronimo Stilton; Guardian of the Realm which is about the Queen of Fantasy's daughter being kidnapped by the Queen of Bad Endings and retrieved by Sir Geronimo.

Hello Neighbor; Buried Secrets which is about a child who moves to a new city and discovers the secrets of his new friend's father (who is also his neighbor).

A Series of Unfortunate Events; The Austere Academy is about three orphans who are sent to a boarding school by an evil Count's assistants. There, they make new friends, meet enemies and find Count Olaf in disguise.

This activity links to Excellence and Innovation under C.A.R.E because the activity participant is challenged to read three books during a term and share what they learnt about the book and what the novels they read during the term are about.

The purpose of this task is to be able to read and understand what you read and share your knowledge with an audience or retell it on a DLO or reading group.

I really enjoyed this activity because I was able to read three new books and I found them very interesting. I found this fun because I was able to give a short summary of what the book was about.

Thank You Letter

LI: To write a thank you letter to a teacher or staff member.

For this C.A.R.E award activity, the task was to write a letter to a teacher or staff member. I wrote a thank you letter going towards Mrs Speight who works as a head office lady because I think she deserves told grattitude after years of hard work for our school.

I recall my letter saying something along the following lines: "Dear Mrs Speight, thank you for all your years of hard work. It is very appreciated! I would like to tell you how grateful we are to have you at PBS!"

This C.A.R.E award activity links to respect because we have to show and tell how respectful and grateful we are of a teacher or staff member at our school, and be respectful towards them at all times. Especially in this letter.

I really enjoyed this activity because I was happy to be able to make Mrs Speight smile, and share my grattitude for her hard work and commitment to Panmure Bridge School.

Family Dinner

LI: To make dinner for your whole family.

This C.A.R.E award task was to create dinner for your family, and I created honey-marinated beef and vegetable tacos using the Hello Fresh guide.

I used beef, onions, honey, vinegar, spinach leaves, carrots, baby taco wraps and garlic aioli sauce to create this meal. I also used olive oil, salt and sugar along the way.

This C.A.R.E award activity links to respect because I have to respect my environment by keeping it clean while I cook, and I have to respect the equiptment and objects I am using by using them correctly.

I enjoyed this activity because I had a fun time cooking this meal and I was able to feed my family as well as learn how to make a meal. Now I am able to make this without using instructions.

PBS Collage

LI: To create a collage showcasing life at PBS.

For this C.A.R.E award activity, we were sent to create a google draw collage using photos based off of what happens at Panmure Bridge School.

I created a collage using images I found online that show some of the learning activities and tasks that the student's and pupils at our school learn. In some of the photos, it shows group/school photos, junior work, sport lessons and more.

This activity links to respect because everyone at our school has been able respectful towards their learning environment, equipment and classmates and this task was meant to showcase that.

I really enjoyed creating this because it was fun looking back on what our school has encouraged and taught our students to do, as well as practicing making creative collages.

Isaac Newton - Scientific Research Biography

LI: To learn about Isaac Newton.

This week in Reading, LS2 has been working towards Simple Machines. Apart of this, we were required to learn about Isaac Newton. Isaac Newton is a physicist, mathematician, theologian and a Astronomer. We were also required to create a DLO with the following questions: Why is his work important? What did he find out? How does his work connect to simple machines?

I found this interesting because I was able to learn many new things about Sir Isaac Newton and his research during my reading task. This is helpful because I am able to share my understanding and knowledge with others that need it.

Cybersmart

LI: To work as a group and complete cybersmart activities to become familiar with multiple google platforms.

Today, in groups of 6, we completed the past 3 weeks Cybersmart tasks. Cybersmart allows us to keep ourselves safe online.

One of the three different tasks we were sent to complete were Google Drawn Fish, where we had to use shapes on google draw to create fish. This task helps us become familiar with Google Draw.

The next task was a google presentation animation where we create a short animation using the google slide movement and shape function. This helps us become familiar with what google presentation allows us to use.

The final task that we completed was called Charging your Chromebook, where it gives a short tutorial explaining how to charge your netbook for beginners.

The 6 group members split up into 3 groups of 2, and each pair completed one activity on behalf of the other group members.

I really enjoyed this activity because I found it was easy and simple to complete. This was because I am already familiar with what google draws and slides allows us to do.

Aretha Franklin - RESPECT

LI: To research Aretha Franklin's song RESPECT.

For this C.A.R.E award activity, the participant is supposed to research a song called RESPECT, written and sung by Aretha Franklin in 1967. I created a poster explaining what this song talks about.

On a google draw, I included the name of the song of course, the song writer, images and the meaning behind the song. Aretha Franklin's song RESPECT is about what RESPCT is and that everyone should feel respected at all times.

This task links to respect under C.A.R.E because the song that the participant is supposed to research talks about how everyone deserves to be respected, no matter how different or similar a person may be to you.

Teacher Set Task - Create a Student Camp Evaluation Form

LI: To complete a teacher task - Student Camp Evaluation.

For this teacher set tasks for the C.A.R.E award activities, I created a student camp evaluation form which asks for the year 7 and 8 student's opinions on the different parts of camp.

The form asks questions about what their favourite part bout the cabins, activities and catering was, what the camp staff and teachers should plan/improve next time and they also have the opportunity or choice to add any other comments about their camp experience.

This links to attitude because I had the right attitude towards the people that suggested I do this, and I completed it with a postive attitude towards what I was doing and the people around me.

I really enjoyed this activity because it was easy, simple and quick. I was also able to think about what people might feel like sharing about their camp experience and writing down the questions.

Tutor someone who needs help with a skill

LI: To tutor someone who needs extra help with a skill.

The purpose of this activity was to share your knowledge and understanding of a task with someone else who needs help with understanding the activity or completing it.

For this activity, I helped Aiden complete his must-do tasks for the corresponding week. I explained to him the task in a way he would understand, I gave him examples of the activity using my own work. Once he understood, I answered any questions he had and helped him blog his work.

This C.A.R.E award task links to attitude because I required the right kind of attitude to help someone else with a skill they needed assistance with, and having a positive attitude to be able to help someone.

I enjoyed this activity because I was able to share my knowledge and understanding to help someone in need. I also found this activity fun because I had the opportunity to share my work in person as an example to someone who needs it.

Role of PHN - Public Health Nurses

LI: To create a DLO explaining how PHN impacts schools and the people of the world.

For this activity, we were challenged with researching the role of PHN in our school, and telling others how they help us. The role of PHN also stands for Public Health Nurses who impact our schools and people around them very much.

In case of minor injury, PHN can provide disinfectant to prevent the injury from getting worse, and in case of severe injury, the PHN can be in control of keeping the area evacuated, the victim safe and the ambulance called.

This activity links to attitude because PHN (public health nurses) have to keep a positive attitude to keep others safe. If they didn't it would make their job and others harder, and there would be less probablitity of safety of the patient.

I really enjoyed this activity because before I completed this task, I wasn't sure what PHN meant, so I took the opportunity to learn about public health nurses and teach my audience about their importance.

Te Reo Maori

LI: To use our knowledge of Maori language and letters to match place names/countries. 

For this Maori lesson, we talked about what letters in the english language are exchanged with other letters in the Maori language. We used this knowledge to match the english and Maori country/place names in a list.

First, we followed the Maori routine and answered the following questions: He aha te huarere?, Kei te pehea koe?, Ko wai to papa?, Ko wai te mama?, Ko wai to hoa? and Ko wai o hoa?

We were given a list on a google doc with 17 place names in Maori in one column, and empty column in the middle and a list of the place names in english. We had to match the Maori and english names together using our understanding of the Maori language.

I really enjoyed this Maori lesson because I was able to practice using my knowledge of the Maori language to match place names and test my ability of understanding.

Malala Yousafzai

LI: To research someone who has shown a positive attitude despite difficulties they have faced.

This task for attitude under the C.A.R.E awards is based around researching someone who has shown a positive attitude despite difficulties they have faced.

I chose to research and talkabout Malala Yousafzai because she has had many problems during her protest for women education. One of the many problems she has faced is being shot multiple times by the Taliban, who disagree with her opinion on educational rights for females.

This activity links with attitude under the C.A.R.E awards because we were to research about a person with a positive attitude.

I enjoyed this activity, researching about Malala Yousafzai and sharing my knowledge with the audience because I look up to Malala as a role model and I think people should know what she does for women and people around the world.