Cinquain Poem

LI: To write a cinquain poem that describes a character from your favourite online game.

In this activity I have created a cinquain poem to describe about my character. Using word hippo I searched up words that would match my characters personality and her actions. I enjoyed doing this activity because I was able to improve my cinquain poem.

25 Word Challenge - VBucks

 LI: To explain what VBucks are in exactly 25 words.

In this activity we needed to summarize what V-bucks so that people can understand when they see one or want to buy one. To get an understanding of what these were I went on a few sites and wrote it in my own words. I enjoyed summarizing this because I didn't know what is was, and why gamers bought it for. 

Advertising

LI: to use advertising language to persuade others to think like you.

In this activity I created an advertisment to explain which console or device was best to play online games. To create this DLO I looked at different websites to get more information and to find the best ways to describe the model. I enjoyed doing this activity because I was able to understand more about gaming technology from the websites that I have come across to. 

6 Sentence Story

LI: Use 6 sentences to set up the structure of a narrative.

To help us put our learning this week together, we were asked to write a 6 sentence story. This story will be used as the text in our Manga comic DLO.

Cinquain Poem

LI: To write a cinquain poem to describe an anime character.

This week we have been exploring the world of anime and manga. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes our favourite anime/manga character.

A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives taht describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. 

Anime/Manga Character Profile

 

Our challenge was to choose our favourite anime/manga character. Our next challenge was to draw the character on our chromebooks or on paper. I chose to draw my character on paper because to challenge myself. Our final challenge was to write a paragraph that describes our character and explains why this character is your favourite

Manga Artist

 

Our challenge today was to use our smart searching skills to create a DLO in our own words that tells us about the life of our favourite manga artist or a well known manga artist.

History of Manga

For Reading we were learning about Anime and Manga, using this topic to improve our comprehension skills. Manga, is known as a Japanese Comic. It has widely spread throughout the world, and is a very popular trend. Manga and Anime have become a big part of Japanese Culture. There are Manga and Anime such as One Piece, Naruto, Dragon Ball that have taken over the world. Our task was to make a DLO (Digital Learning Object) about the History of Manga, describing the origin and what it is?

Tech

LI: To understand what a housing joint, its purpose and how it can be used in material operations.

The Year 7s have been focusing on woodworks and crafts. We looked at what a housing joint is and its purpose. A housing joint is when one piece of wood that is either verticle or horizontal is merged with another piece of wood of the opposite rotation.

We looked at what we can build using a housing joint and was shown an example of using a housing joint in a wooden craft. After finding out information, we answered five questions on a document using what we know already. I found this tech session interesting and informative because I learnt about a housing joint and what it can be used for.

Maths

 LI: To define the terms and understand the properties of 2D shapes.

Our challenge today was to find the definitions of a 2D shape then draw the shape. I chose to use the shapes tool because it is easier and more efficient, and can also help me familiarise myself with the creating tools.

I found this task fun but challenging because there were complicated meanings to it and I summarised the definitions. One thing I learnt was that paralell lines run opposite eachother for the same amount of length.

Customizing Our Shoes

LI: To customize a shoe design.

For today, we were given the challenge of designing and customizing our own shoes.The design I chose was a blue colour scheme with the Disney logo on the sole of the shoe and two symbols (related to Disney) on the side.

I chose a blue colour scheme for my shoe design because it is the most recognizable colour when it comes to Disney. I chose a Disney themed design because I knew I was able to keep it simple as well as unique. On the sides of the shoe, I have black symbols of Mickey Mouse and the Sun pattern from Rapunzel.

I enjoyed this task because I found it a way to test my creativity and my ability to design and customize an object. One thing I enjoyed most was making the Disney logo on the sole of the shoe.

Summary Customised Shoes

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

The challenge we were set for today was to skim and scam an article about Rangi-Haira Jaxon and his passion for customizing shoes. Rangi-Haira Jaxon designs shoes and sneakers, and was inspired by Maori culture and a documentary called 'Just For Kicks'.

Something I found interesting was that his sneakers are sold world-wide, including countries like Japan, the United States, Sweden and Australia. I enjoyed this task because I had the opportunity to expand my knowledge of Rangi-Haira Jaxon and his passion for customizing shoes.

Recreating Famous Artwork

LI: To use Google Draw to recreate a famous artwork

LI: To use your knowledge of colour and colour mixing to replicate the colours used in the artworks.

This week we have been learning about famous artworks and colour mixing. The artwork I chose was The Girl with the Pearl Earring by Johannes Vermeer. This artwork was painted in 1665. Today it can be found in the Mauritshuis museum in The Hague.

I enjoyed experimenting with the different tools in Google Draw to recreate this famous art piece. I also had the opportunity to learn a lot about art and the painter of The Girl with the Pearl Earring, Johannes Vermeer.

Swimming Reflection #2

 LI: To practice different swimming styles.

For swimming, we were focusing on practicing our streamline, switch, backstroke and diving. We also practiced swimming as far as we could underwater.

The switch backtroke and streamline is where we kick six times in streamline and then switch to backstroke and kick six times. We continued this to the end of our mark.

The underwater diving is swimming as far as we could underwater, preferably in streamline but this was a freestyle opportunity.

I enjoyed this session because I practice focusing my energy and swimming technique on staying underwater.

Mindfulness # 2

 LI: To understand and learn about gratitude.

For pause, breathe and smile, we have been focusing about gratitude. Gratitude is being grateful and happy for what we have and what we are being given.

We rang the mindfulness bell and focused on our breathing with straight backs, soft bellies and having our eyes closed. We breathed steadily and thought about what is happening now.

Mindfulness is focusing on what is happening now, and not worrying about what has happened or what hasn't happened yet. I enjoyed this task because I learnt about gratitude and focused on my breathing.

Ancient Greek Olympics Presentation

LI: To give a presentation on the Ancient Greek Olympics.

Last week, LS2 gave presentations to the class about what we know on the Ancient Greek Olympics. For this task, my group used Prezi to present and recorded a Screencastify to present to the class. Prezi is a good way to keep your audience entertained by animating the different areas of your slideshow.

We talked about what the Ancient Greek Olympics was and what took place on the five days of the Olympics. We also gave 5 fun facts about the Ancient Olympics.

I enjoyed this because it was fun to present and learn about the Ancient Greek Olympics as well. One fun fact that I learnt about the Ancient Greek Olympics was that one athlete trained by lifting a bull calf everyday until it was a full grown bull.

Hauora as an Athlete

LI: To write what Hauora might help an athlete with.

Our objective for this task was to make a Hauora poster based off what we know of athletes. We wrote what we might think an Olympic athlete would use the four areas of Hauora in their training or during the Olympics.

Hauora is the four walls of our well-being. They are our physical, mental, spiritual and family well-being.

I enjoyed this task because I was able to look at Hauora through an athletes eyes and see Hauora from an athletes perspective.

My Science Investigation #2 - Blood Pressure and Pulse Rate

LI: To learn about pulse rate and blood pressure.

Your pulse rate is the speed that your heart pumps blood through your blood vessels. Today, we performed an experiment that measured our high and low blood pressure when we do physical activities.

The activities that we did were sitting, jogging on the spot, throwing and catching a ball, stretching, star jumps and running as fast as possible on the spot. Each person in the group took turns measuring their pulse rate after doing these activities.

Hauora and Olympians

Good athletes train mentally and physically because both the body and the mind should be strong in order to have balance as an athlete. It's important to celebrate the success that you have earned, however it is just as important to embrace the times where we are less successful. What really makes you stronger mentally and physically is the time you take to learn from losing to learn from your mistakes. When something doesn't go as planned or takes an unexpected turn, it may be frustrating or stressful to fail but you can stay calm and confident. By having belief in yourself and having the support you need from family and friends, you keep yourself motivated to push yourself to success.

Bella and Kqwizan

Being Prepared for Learning

LI: To focus on understanding how to be prepared for school.

For PB4L, we have been focusing on being prepared for school. Prepared means being organized and all set for learning. Ways that we can be prepared and organized for learning is wearing correct unifom, having tidy hair, bringing the proper equipment on the correct days and charging your netbook.

I enjoyed this task but found it simple and easy to complete because we went over being prepared for school and I am familiar with this topic.

My Science Investigation

LI: To perform our own science investigation on the senses of the tongue.

Today for Tech, we were focusing on learning about the different senses of the tongue and our taste buds as well as learning about it in our own science investigation.

We learnt about the main senses of the tongue: sour, sweet, salty and bitter. We went over how they work and what allows our tongue to taste. The experiment we performed was tasting different solutions and determining if they were bitter, sour, sweet or salty depending on our taste buds.

Consideration should be given to the fact that not everyone has the same taste buds. The tiny microscopic hairs on our tongues detect taste and send messages to the brain, so it determines if it tastes sour, sweet, salty and bitter.

I enjoyed this science investigtion experiment session because I learnt about taste buds and the senses of the tongue. One thing I learnt that was interesting was that you have 10,000 different taste buds that reset every 2 weeks or so.

Swiming Lessons #1

LI: To work on and develop our water safety skills in a pool.

Today for swimming at the YMCA pool, we began practicing three different swimming strategies which were the dolphin kick, streamline, duck dive and we also practiced floating on our back and kicking.

First, we did a streamline where we put our arms into the shape of the rocket and with our head under the water, we kick with our arms still in that shape. To dolphin kick, we keep our legs together and kick. To duck dive, we streamline first and then we bob up above the water without touching the ground, then dive to grab a pool ring. Finally, we float on our back and kick by holding our breath.

I found this swimming lesson fun because I was able to practice swimming techniques and learned what I need to improve on next time. Next time I go swimming, I would like to learn how to skull and how to backstroke.

Olympic Torch Route

LI: To use the most efficient strategy to find the answers.

This activity was based around calculating distance and time with the given information to create an efficient route for the Olympics Torch. We have been focusing on completing maths challenges that resemble the olympics. We answered a list of questions (see below) to answer and write about. We created our route and determined the most efficient answers to the questions.

'What is the total distance of your route in kilometers?', 'How many minutes long is the route?', 'How much longer (in terms of time) is the route when passing through another city or other cities along the way compared with the direct journey between the starting city and your final destination?', 'Now you could try and find the longest route (in terms of distance) for visiting all five cities (we might decide we will only visit each city once)', 'What about the shortest route for visiting all five cities?' and 'How much longer does it take to travel the longest route compared to the shortest route?'.

I enjoyed this task because it challenged me to create an interesting and efficient route to the Olympic Torch. One thing I would like to do differently next time is creating multiple routes and comparing them to see which one is longest and shortes in terms of time as well as distance, then being able to answer the questions.

River Safety Brochure

LI: To promote river safety.

This activity focused on keeping ourselves safe in rivers, especially since NZ has many water bodies to offer. On the outside brochure, we talked about and gave information about rivers as well as gave facts about rivers. These facts can keep others safe. On the inside brochure, we talked about the river safety rules, more specifically about how we keep ourselves safe and still have fun. I included river activities that you could do or participate in at rivers.

If the water is shallow, you should not try to dive in as you can be badly injured as result. You should check with an adult to make sure the current of the river is safe to swim in, because sometimes the current is strong and can pull you out to a wider water body. If you are not a confident swimmer, you should always be supervised by an adult or stay near the shallow end.

This task helped me understand more about how to keep myself safe in the river as well as what I should do in case of help.

Thinking Grid

LI: To determine prior knowledge.

For this activity, we answered six questions surrounding water safety and determining our prior knowledge on how to keep ourselves safe in water.  I answered the questions based on what I knew about the topic and eventually researched some information to extend my understanding of water safety and prior knowldge.

Water safety is important because it will help you stay safe in any body of water. It will not only teach you how to swim but how to survive in oceans, rivers, lakes, pools and more.

I enjoyed this task because it was interesting and helpful because I expanded my prior knowledge and found out more information that will help me in the future. Water safety is especially important for NZ kids because there are lots of lakes, rivers, streams and water bodies in our country.

Mindfulness Reflection #1

LI: To practise mindfulness.

Today, we focused on mindfulness and having a peaceful mental well-being. Sometimes, our mind isn’t concentrating well and is doing something called ‘mind wandering’. We calmed ourselves down by using the Pause, Breathe and Smile method.

Mindfulness is calming your body and your mind, focusing on your mental health, focusing on what’s happening right now, removing the negativity from your mind and being mindful of yourself and others. Mindfulness is a way to balance the 4 pillars of your hauora.

Often in a frustrating situation, our mind enters the red zone. The red zone is when we feel angry, anxious, frustrated, irritable, stressed, overly excited, worried, distracted or any other negative emotion that we usually cannot control. We use a mindfulness technique which helps us to be calm, clear, content, balanced, peaceful, relaxed, curious and engaged in what we are doing.

The mindfulness bell is used to clear our mind of any negativity in your mind. The bell is treated like a Taonga because it is a delicate and traditional piece of peacefulness.

This session of mindfulness helped me stay calm and be understanding of my surroundings. I now know how to have a clear mindset is frustrating situations and it is important to know how to control your emotions.

Olympic Measures

LI: To use the most efficient strategy to find the answers.

Our objective of this activity was to search and sort the world records to its correct olympic sporting game. We were given 20 subjects to sort the correct world record of.

I solved this by searching up and looking for the world record of each olympic game and wrote it down, eliminating each olympic sport and I continued. These are the correct world records for each sporting even of the olympics dating back to 2016 and possbly before!

I enjoyed this task because I was able to learn more about the olympics and their world records as well as practice gathering knowledge and using an efficient straregy to find the answer.

Rackets Challenge

LI: To use the most efficient strategy to find an answer.

Our objective for this task was to find out how many 90 degree angles there are on a racket. We used the information we were given to find the answer. There are roughly 250 squares on a racket and four 90 degree angles per square. Therefore there is one thousand 90 degree angles on a racket.

The strategies I used to solve this were multiplication and prior-knowledge or understanding of a piece of text. I enjoyed this task because it was simple to find out the answer, easy to solve and was able to practice my multiplication.

Y-Chart

LI: to make inferences about the events in the text using clues provided by the author.

Our focus was based around inferring what athletes were thinking, seeing and wondering during the Olympics. In order to do this, we looked at an image which had information that we could point out to form our inferences. By looking at the images, we could see that the athletes had completed the swimming and are taking an after photo. Some inferences we made for feel/see were: the athletes might have felt nervous and cold, they could have been proud of what they accomplished, seeing their names of the scoreboard and how they felt determined to win.

The image shown on the DLO was of Violet Walrond and other athlete competitors. Violet Walrond was a young athlete who competed in the Olympics at the age of fifteen. She was the youngest and first ever swimmer in New Zealand to use the crawl technique. Violet also was the first female to compete in the Olympics, representing New Zealand. 

Olympics Swimming Challenge

LI: To use the most efficient strategy to find the answers.

For Maths, we have been focusing on how to use an efficient strategy to solve an equation and how to check if our answer is correct. The questions we worked on for this task was: 'How many meters did Michael swim for his golden medals?' and 'How many strokes did Michael have to take in total for all of his events combined if Michael can propel himself 2 meters every stroke?'

We solved these by first looking at the competitions that Michael participated in for his golden medals. The amount of meters that Michael swam in total was 1500 meters and the amount of strokes that Michael took was 750 strokes.

I enjoyed this task because I was able to share my knowledge as well as increase what I know about using efficient strategies to solve maths equations as well as compehend the information I am given to convert it into an answer. In this session, I practiced proving how my answer is correct.

Provocation

LI: To use provocation to understand both sides of a story.

Our focus this week for reading was based on the Olympics & provocation. We used provocation to understand both side of the question asked.

The question was 'should host countries spend so much money on building the Olympic venues?' Our opinion was that host countries should not spend a massive amount of money on the olympics, since the former buildings used to host the olympics. We think that the billions of dollars used to other countries that are facing difficult times.

We found this task interesting because seeing both side of the story meant different expanding the perspective and allowing people to see the story with different opinion.

Olympics Challenge

LI: to use the most efficient strategy to find the answers.

For Maths, we have been focusing on how to use an efficient strategy to solve an equation and how to check if our answer is correct. The questions we worked on for this task was: 'What was the gold medalists score?' and 'By how much did Nastia score over the bronze medalist?'

We solved these by first looking at the information we were given to solve the question: The Olympic sport of gymnastics is judged with a point system. Nastia Liukin, an uneven bar champion scored a disappointing 16.725 in Beijing putting her in second place. Her opponent beat her by 0.001 of a point. The bronze medalists score was 14.975.

To answer the first question, in the information we are given, it says that Nastia (being in second place) was beaten by her opponent by 0.001 of a poidavid is in the ghttont, which means that we have to add 0.001 (the gold medalists score difference) to 16.725 (Nastia's score) which equals 16.726. To answer the second question, we subtract 14.975 from 16.725 which equals 1.75.

I enjoyed this task because I was able to share my knowledge as well as increase what I know about using efficient strategies to solve maths equations as well as compehend the information I am given to convert it into an answer. In this session, I practiced proving how my answer is correct.

Topic 8 - Acids and Bases

LI: To learn about acids and bases.

For Today's tech session at Tamaki College, the Year 7's have learnt about what acids and bases are and how to determine the acidity or basicity of a solution.

First of all, we went over what pH is and how to find out the pH of a liquid/substance. The acidity or basicity of a solution is ranked on a scale from 1 to 14, 1-7 being acidic, 7 being neutral and 7 to 14 being a base.

We performed an experiment where we found out the pH level of different substances using litmus paper, a well plate and tweasers.

I enjoyed this session because I found it very interesting as well as fun to perform this experiment with the different solutions. One thing I found interesting was that the acidity or basicity of a solution is determined because of the hydroxide and hydrogen ions inside of the substance.

Super Fingers Challenge

LI: To recall our times tables quickly.

Our challenge today for Maths was to participate in a competition to find out who was the Times Tables Master of Mrs Anderson's Maths groups using a game called Super Fingers.

In partners, we wrote 'Super Fingers' on a whiteboard and used dice to create a multiplication equation. Each time a person rolled the dice, called out the answer to the multiplication equation first would rub out one letter at a time on their whiteboard. First one to clear their whiteboard won.

We turned this game into a competition by versing in partners. Once someone won, we moved onto a different person who had also won in their previous pair. We did this until someone had become the overall winner. The winner of our Maths Groups was Afatia.

This was a competition of times tables recallation and sportsmanship. I enjoyed this competition because I was able to challenge my recallation skills and practice my times tables.

He Aha Tenei Pukapuka

LI: To expand our Maori vocabulary.

Our Te Reo challenge was to create a game on Google Slideshow that allows others to expand their knowledge of Maori vocabulary.

We thought of a theme to give to our slideshow story and drew objects, items and things that fit that theme. For example, if the theme was a picnic then an item that could be used is a sandwhich or picnic basket. We needed to include atleast 10 items/objects in our slideshow. 

We needed to be asking the question 'He aha tenei?' so that the person interacting with the slideshow had the opportunity to learn from it by answering the question in Maori.

I enjoyed this activity because I was able to expand my Maori knowledge because I was able to learn more about the Maori language as well as make an interactive slide.

Beach Safety

LI: To promote beach safety.

Today, we have been focusing on understanding water safety and the regulations to keeping yourself safe around different bodies of water. This activity was based around promoting beach safety to others.

It is important to understand Water Safety in New Zealand especially because there are a lot of native water bodies such as rivers, lakes, streams, oceans and beaches that people can swim in.

I enjoyed this task because I was able to learn more about how to keep myself safe waterwise and was able to have fun learning and sharing my knowledge with others.

Birds of Matariki

LI: To strengthen our connections to Matariki.

This week for inquiry we’ve been focusing on Matariki. Matariki is a time where we can come together and celebrate the Maori New Year with our whanau and friends.

The first activity we did was the birds of matariki. For this activity we researched the birds that were eaten in the Matariki feast each year. We expanded our knowledge by finding out how the Maori foul and preserve the meat.

I found this activity fun because I expanded my knowledge of Matariki and found out what is eaten during the Matariki feast. An interesting fact that I learnt was that people eat New Zealand birds during the feast.

Matariki Brochures

LI: To strengthen our connections to Matariki.

This week was Matariki for our school, and to celebrate this event, we created informative brochures on Matariki. These brochures included information regarding the seperate stars, how to find Matariki and how it is and was celebrated.

First, we began by assigning roles for each person in our group. We were given a list of information that was crucial to include in our brochures, so we expanded our knowledge on Matariki by researching and finding out about the stars.

We created an inside and outside informative brochure for those interesting in Matariki. I enjoyed this task and found it interesting because I learnt many new things about this holiday.

Mapping Challenges

LI: To focus on translating Maori place names and mapping out those places.

For todays session with Whaea Odie, we were focusing on Maori place name revision and translating the different Aotearoa towns.

We were given a list of New Zealand towns in Maori and we had the task of translating and finding the english definition of them.

Once we found those definitions, we researched the places and then determined whether they were in ika (the north island) or waka (the south island). We created a map on google draws to show where those places are.

I enjoyed this task because I was able to revise my knowledge on the Maori language and expand my understanding of the New Zealand towns.

Research a New Zealander

LI: To research a New Zealander who has a positive attitude despite the difficulties they have faced.

For this C.A.R.E award task under attitude, the task was to research a New Zealander who has shown a positive attitude despite any troubles or problems they might have faced.

I created a poster about Lorde, who is a famous New Zealand singer and song-writer. Her real name is Ella Marija Lane Yelich O'Connor. Lorde has ChromosTHESIA which is a disorder that allows you to see sounds with different colours.

I enjoyed this task because I was able to expand my knowledge on other New Zealanders and learn about ChromosTHESIA.

Inquiry - Toys

LI: To strengthen our connections to toys and technology.

For this task, we were focusing on completing and making changes to our rubberband-powered rovers/vehicles. We made these with cardboard, straws, pencils, kebab skewers and tape.

The changes we made to our rover were that we remade the wheels and rethought how we would attach the wheels and keep them stable on the vehicle. We added more layers of take to secure the wheels and anatomy of our rover.

I enjoyed this lesson because I wasn't here for the previous lessons and I could study the anatomy of our rover and understanding how my team can work together without me.

Bubble Science

LI: To perform a scientific exploration on bubble science.

For this science lesson with Mrs Sharma, we have been focusing on the science of bubbles. For this task, we focused on performing 4 different tasks related to bubbles as well as expanding our knowledge.

For the first task, we watched a video and wrote down notes about bubbles. For the next task, we wrote down the different challenges we would perform with bubbles. For task 3, we learnt how to make pipe cleaner wands. For task 4, we learnt how to prepare the bubble liquid. For the experiment, we made wands, bubble liquid and tried to complete the different bubble challenges.

I enjoyed this science lesson because I was able to expand my experience and knowledge of bubbles as well as perform educational experiments.

Identifying Comparisons

LI: To use our smart searching skills to expand our knowledge of Ancient Greek Mythology.

Today David shared the next reading challenge with us. It is all about the Greek gods and helps us to practise the skills we have been learning in our reading lessons with our teachers. 

David created this task as part of his CARE award challenges. In this smart searching activity, we used our comprehension and research skills to learn about the difference between Athens and Sparta. 

I found this activity fun and very informative because I was able to learn a lot about Greek Mythology and participate in learning activities to expand my knowledge. The fact I found most interesting was that women couldn't participate in government but could recieve physical training and own property because usually, women wouldn't be allowed any rights. 

Organizing and Researching

LI: To use our smart searching skills to expand our knowledge of Ancient Greek Mythology.

Today David shared the next reading challenge with us. It is all about the Greek gods and helps us to practise the skills we have been learning in our reading lessons with our teachers. 

David created this task as part of his CARE award challenges. In this smart searching activity, we used our comprehension and research skills to learn about Greek Mythology vocabulary and identify Greek places on the map. 

I found this activity fun because I was able to learn about the Greek vocabulary and learn about the places in Greece. The word/place I found most interesting was Plato because he was an Athenian philosopher that discovered and researched many things.

Te Reo Maori

LI: To practice our revision on the Maori language.

For this Maori task, we were focusing on revising the language. We began by completing the Maori morning routine which asked us the weather and where certain people were at the current time.

Then, we answered questions that were represented by images. Some of the questions were 'He aha tena?' and we observed the image and answered the question by using the Maori language. As an exemplar: 'He aha tena?', 'He ngeru'.

I found this task very easy and quick to finish because I am familiar with revising the Maori language and summoning my prior knowledge.

Vision Board

LI: To create a personal vision board.

A vision board is a poster or a board that displays things that resemble what you want to become, what you want to do, what you want your future to look like or what you want to achieve. This will help you understand more about your yearly or future goals.

For this task, we were focusing on making a personal vision board that displayed the goal we have set for ourself in 2021. On my vision board, my goals are to have a positive relationship with others, socialize and communicate more, recieve awards, for my netball team to be undefeated throughout the season, to have a strengthened relationship with my family and to become more confident over the year.

I enjoyed this task because I had the opportunity to share what I desire and what I want to accomplish in the future within 2021.

Decimal Rounding

LI: To solve addition problems with hundredths by changing one number into a whole number.

For this maths task this week, my group and I learnt how to use an efficient strategy called decimal rounding to solve decimal equations quicker.

To use decimal rounding, you should subtract from a decimal to round it and whatever has been subtracted should be added to the other decimal number. That will make it easier to add or subtract those numbers.

We used decimal rounding to solve various different decimal equations. I enjoyed this task and found it easy and quick to do because I am familiar with rounding but I was able to experiment with decimal equations.

Topic 5 - Flower power

LI: To explore the anatomy of a flower.

For science today, we were focusing on learning about flowers. We experimented on a hibiscus and dissected a flower to study its anatomy.

First, we wrote down the goals and outcomes for this experiment which were to know the parts of a flower and be able to dissect. We then wrote our thoughts on flowers and what we already know about them.

We watched a video and discussed the purpose of the different parts of a hibiscus because it was the flower we used as an example of this experiment. Then we began our experiment.

For the experiment, we watched a short tutorial video explaining the key parts of dissecting a flower. We started by removing a petal and sapel of the flower and then cutting a straight line down the style. We carefully removed the pollen tube.

As a side experiment, we placed a piece of pollen onto a slide and then placed the pollen slide underneath a microscope and then observed the pollen closely.

I enjoyed this experiment and learning about flowers. One thing I learnt was that a flower is made up of both female and male cells, meaning that is it bisexual. I found this fact interesting and cool because it is something new that I learnt.

Maori Vocabulary

LI: To expand our knowledge on Maori vocabulary.

For Maori this week, we were focusing on translating Maori names into english using our knowledge of the Maori language and vocabulary.

We started our lesson by completing the Maori routine and answering the basic questions at the beginning of our session. Then, Whaea Odie wrote the Maori vocbualary on the board which explained which letters from the English vocabulary change when talking in Maori.

For the task, we were given a list of Maori names and English names. We had to apply our understanding of the Maori vocabulary and characters to connect the correct names to eachother.

I enjoyed this task and found it easy and quick to do because I am very familiar with the Maori vocabulary and translating names.

Misery

LI: to write an abstract noun senses poem.

For this task we worked collaboratively to create a poem using abstract nouns. Our group was given a list of abstract nouns that we can use to write a poem. The abstract noun we choose was misery. We used the five senses to describe what misery sounds, looks, tastes, and smells like while using metaphors to structure a poem correctly. 

An abstract noun is a feeling or emotion that cannot be physically touched. A metaphor is the comparison between two things without using as or like. For example: Happiness is a river of joy that is flowing through my heart. The word happiness is the abstract noun and is used to create this metaphor. 

The five senses are: hear, touch, smell, feel and see. Each of these five senses are what many humans are able to do. A metaphor is the comparison between two things without using as or like. 

I really enjoyed doing this because I got to work collaboratively and work together in a group and also use powerful words to strengthen the poem and make our metaphor stand out.

Main Ideas

LI: To identify the main ideas in the text.

For reading, we have been focusing on understanding the important main ideas of the text/video. The video we used for this reading task was about the traditional Maori story about how Maui slowed down the sun and brought more length to our days.

For this task, we watched the video about Maui's traditional Maori story of how he slowed the sun, and identified the main ideas between our group. From those main ideas, we discussed the more important parts of the stories and then identified the three most vital ideas from the story.

I enjoyed this task because I was able to learn more about the traditional Maori stories. Something I found interesting was that Maui was able to slow down the sun because of the pain he caused with his Grandfather's jawbone.

Venn Diagram

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

For reading, we have been focusing on comparing text information such as stories, articles and other texts. The text we used for this reading task was the traditional Maori story of how the world came to be. This text was about Papatuanuku and Ranginui waking up from eternal darkness in earth's first light, and Tane Mahuta (one of their children) seperating them to grant his siblings and himself freedom from the darkness. Tawhirimatea was angry at the seperation of his parents.

For this task, we watched a video and read a text based off of the Maori story of how the world came to be (In the Beginning). We labelled the main parts of the video version that are not included in the written version, and labelled the main prts of the written version that were not included in the video. In the middle, we labelled the similarities between the two stories.

I really enjoyed this task and found it easy because I am familiar with identifying the key ideas and comparing the two similar but different texts/information sources.

The Taonga of Storytelling

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

For reading, we have been focusing on summarising text information such as stories, articles and other texts. The text we used for this reading task was the traditional Maori story of how the world came to be. This text was about Papatuanuku and Ranginui waking up from eternal darkness in earth's first light, and Tane Mahuta (one of their children) seperating them to grant his siblings and himself freedom from the darkness. Tawhirimatea was angry at the seperation of his parents.

For this task, we found exactly twenty keywords to build an understanding of the text about. Keywords help us understand more in a short amount of time. Then from those twenty words, we chose six of those words to create a summary on. A summary is a short and brief description of the story so that we can understand the text in fewer words.

I enjoyed this task and found it easy because I am familiar with summarising and understanding texts using the key reading comprehension strategies so I can expand my knowledge of a story.

Shoes Narrative

LI: To use the 5 senses and personification to help us paint a picture with words.

For writing, we have been focusing on writing descriptive narratives using the 5 human senses and our knowledge of personification as this will give the audience a more clear understanding of the story.

In pairs, we brainstormed keyword ideas for the different senses and based our keywords off of a picture that we were going to write a story about. The picture was a pair of worn out Converse shoes left alone. Once we wrote down ideas, we turned our keywords into sentences and from sentences, we formed a descriptive narrative.

I enjoyed this task because I was able to practice writing narratives based off of using personification and the five human senses. One thing I found interesting was that using the human senses can help you personifize an inanimate object.

Topic 4 - Floating and Sinking

LI: to experiment with buoyancy and floatation.

 

For tech, we were focusing on testing the buoyancy of different weighted objects and making educated predictions using our knowledge of floatation.

We began our tech session by discussing the meaning of and defining the words float, sink and semi-float. We talked about why some things float, sink or semi-float. We watched a video that explained these words in a clear way and we wrote down notes that would help us in the future.

After this, we started by writing the aim or purpose of this scientific exploration and the equipment we would need to perform the experiment. We created a table of contents and wrote down the name of the objects we performed the experiment on and the size, weight and composition of those objects. We predicted whether they would float, sink or submerge in water and then recorded the results after the experiment was performed.

For the experiment, we filled a bucket up with 2/3 of water and measured, weighed and researched the objects. My partner and I started by putting the smallest objects into the bucket of water first and recording the results in order from smallest to largest.

I found this experiment interesting because I had never tested and experiment about floatation and I had a lot of fun with this scientific exploration. One thing that I learnt from this science lesson was that the buoyancy depends on the density of the object. I found this fact interesting and cool.