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.