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.