SLJ Week 1 Activity 4

 LI: To create a piece of insect art

Inspired by art creations by Raku Inoue we went outside and collected leaves, twigs, and other plant debris to create our own insect images. I found it quite hard to find different colours amongst the greenery because most of the flowers have died from the heat. I enjoyed this activity because I got to experiment with different materials and because it was a challenge to figure out which insect I was going to replicate.

Raku Inoue was born in Tokyo, Japan and is now based in Montreal, Canada. Raku used to be known for his polymer clay sculptures but his recent works have consisted of pieces that include organic material which has caught the attention of many people internationally. He also has his own clothing brand which is called Reikan Apparel.

SLJ Week 1 Activity 3

LI: To create your own comic strip of an imaginary conversation.

My comic strip shows the conversation I imagine these two people had after one of the men had sneezed his teeth into the sea during a fishing trip. This was also a collaborative DLO where I worked with Mayshar from Room 5. I found this activity interesting because I've never had to imagine what the people in the film are talking about.

SLJ Week 1 Activity 2

 LI: To write a quality blog comment on someone else’s blog that starts a rich learning conversation.

Leaving a quality blog comment on another  student’s blog helps us make connections to new learning by asking open ended questions that encourage a reply and motivate the blogger to ask their own question in return. This is how a comment thread starts and when that happens we make connections with a wider audience who we can learn with and from.

SLJ Week 1 Activity 1

 LI: To collect materials needed to successfully complete our weekly superpower building missions with Nano Girl.

This morning LS2 worked in groups with our Year 4 students to help them create their first Summer Learning Journey blog posts. PBS are still at school this week so finding some of the materials we needed for our treasure hunt was easy. Our challenge is going to be able to find all the materials we need at home now. I found this activity interesting because I am looking forward to the activities that are yet to come.

How are you cooperating with the Summer Learning Journey?

Illustrated Story

LI: To write a pourquoi (tell me why or how) story that paints a picture in the mind of the reader.

This week in writing, Sakina, Taheesha and I created a pourquoi story that shows why kiwi's can't fly. A pourquoi story explains why something is the way it is (for example how Maui slowed the sun). Our challenge this week was to illustrate our pourquoi story and share it to our younger classes. Yesterday morning and this morning we shared our stories with Room 2 and Room 4, they loved listening to them. I really enjoyed this lesson as I used a different technique of writing and we got to use our own creativity to create the story. 

Design Technology Challenge

LI: To design and make a holiday decoration that fits the clients brief

Over the past couple of weeks LS2 have been creating Christmas decorations to hang in the foyer of the school office. Close to the start of the term we planned what we were going to create and the materials that would be needed. During some of the sessions we would get visits from Mr. Johnston and Ms. Ferguson to show us how to plan the design. Mr. Johnston was our client meaning that he would give us a brief of what he wanted. We then created DLO's that would give us an idea of what we wanted to create. This process took us awhile but this was necessary as it is important to plan. After planning we started to construct our decorations.

At the end of this design process we wrote an evaluation. Something positive about my product is that all the colours matched each other, the stitching was small and sturdy and I enjoyed seeing the different faces on the product. Somethings I need to work on is to make sure that the size of the stitching is the same size throughout the whole design, make sure the decorations are all the same size and stuff the decorations fully. My design met the original criteria as it was close to 10cm and was a celebration decoration. This was hard to make at first because I was new to sewing but after a couple of sessions I got used to it and was faster at making the decoration. I am pleased with the end result as it meets the criteria the client had said on the brief and because the design gave a festive vibe. 

I really enjoyed this activity as I got to learn the design process and I tried something new. I would definitely do this activity again as you can make different decorations for different celebrations or you can use your creativity to make other things. I am really proud of my designs I've made as I've worked hard to create them.

Probability Tree

LI: To use probability trees to find the chances of an event.

This week in Math, Sakina, Victoria and I worked together to solve probability questions. We were given three different math word story problems to justify the answer of the probability with our working out. We then created a DLO of one question and explained our thinking with the probability tree method. 

Above is the question we answered. To solve this question, we created a probability tree. On our first branck, we added the fractions 4/10 and 6/10 as Maria had 6 frangipani and 4 tiare taina (6 + 4 = 10), making it 6/10 and 4/10. On each end, we wrote a T and F representing each flower. We then carried on our tree. And wrote the same things. After that we wrote all the possible possibilities of Maria picking out the same type of flowers. We multiplied the fractions together, for example (6/10 x 4/10, 6/10 x 6/10, 4/10 x 6/10 and 4/10 x 4/10). After multiplying the fractions, we added them together, so 36/100 + 24/100 and 24/100 + 16/100. Lastly we added 36/100 + 16/100 as they are the changes of picking out the same flower.

We enjoyed working these equations out as we used a different strategy and learnt a new strategy. 

Food Tech @ Tamaki College

 LI: To follow a recipe to make sushi

This week was our last session of food tech with Mrs Heka. Today we made sushi and followed the set of instructions Mrs Heka set for us. For this session my partner was Taheesha. First we got all of our cleaning supplies and our trolley that carried our equipment. We got our three sized bowls, large, medium and small, measuring spoons, spatula, two small knives and a green chopping board from the trolley. Our ingredients were one capsicum, a bowl of rice, two tablespoons of sweet chilli sauce, four tablespoons of mayo, a teaspoon of salt and nori sheets. 

We then started to make our sushi. First Mrs Heka served us our chicken and rice that came straight out of the oven in our medium and small bowl and then filled our large bowl with cold water. After we received the ingredients, we broke up the rice with the spatula and shredded the chicken with a knife or our hands. After we shredded the chicken we added four tablespoons of mayo, two tablespoons of sweet chilli sauce and a teaspoon of salt. We combined the mixture then finely cut our capsicum. Once we finished doing so Mrs Heka showed us the technique to use while rolling our sushi. We then lay our our ingredients out so it was easy to access them, then received our bamboo mats and nori sheets. Taheesha and I first dipped our fingers into the cold water as it would help us put the rice on the nori sheets without the rice sticking to our fingers. We spread the rice evenly on the nori sheets then added our toppings which was the chicken and capsicum (which was optional). We rolled the sushi then cut the sushi into eight even pieces. After we cleaned up our area we walked into the cafeteria and if we wanted we could drizzle some soya sauce onto our sushi.

A really big thank you to Mrs Heka for providing ingredients for us and showing us how to make the different dishes. I really enjoyed our last session of food tech as I got to make my favourite food and it was really delicious.

Art Colouring Book

 LI: To experiment with colours

My work:   

 Original:

"Under the wave off Kanagawa" - Katsushika Hokusai

This morning Room 5 joined us to experiment different colours. We tried one of this year’s Kick Start Summer Learning Journey activities. The purpose of this task was to experiment with colours by mixing colours from the original palette with pop colours. This allowed us to recolour famous painting or images of landmarks around the world. I really enjoyed using different colours and this activity was really relaxing as I haven't coloured in pictures in a long time.

Exploring International Current Events

 LI: To understand the author's purpose

This week we've been exploring current events that are happening internationally. Authors write for a purpose. These reasons are to persuade, inform or entertain (PIE). Each day, newspaper editors around the world must make desicions about which stories they will run. We thought about why the story made the news and plotted the location on a google map. Something I found interesting that is happening around the world is how there was a white giraffe spotted in North-Kenya. I found this interesting as I never knew giraffes could be different colours but this giraffe has proven me wrong. I really enjoyed exploring these current events as some articles were weirdly interesting.

Te Whanau Raukura Performance

This week we had a special performance from Te Whanau Raukura who performed some elements of the Maori culture. Te Whanau Raukura performs at the Auckland Museum and practices there. They made an entrance by blowing in to a shell which was used back in the day to let others know that visitors have arrived. As they were making their way into the hall the caller spoke a whaikorero. They then made their way to the stage and began their performance. Whilst they were performing they used some traditional things that were used back in the day to go to war. They first showed us a poi which is a string that has a ball at the end, which was used to improve their strength and flexibility and also help improve their coordination. They then showed us the Te Rakau which helped improve their skill in performing tasks. Lastly they showed us the Taiaha which was used as a weapon for battle. The neck has feathers that distracts the opponent and was used for short, sharp attacks and you can use a thrusting motion to injure the other whilst using efficient footwork. Something I found interesting about this performance was how they could boom their voices across the room but left a lovely sound, that left me amazed. I also enjoyed watching how they explained what every item did and the history behind it. When the performance ended they did the haka and ended it off with a pukana. When everyone left to go to their classes Bekah, from Te Whanau Raukura showed us how to play Pukana. I really enjoyed playing this game as everyone participated and it looked like they were enjoying their time. Overall I loved watching their performance and learning how to play a new game. 

Exploring our National Current Events

 LI: To identify author's purpose.

Authors write for a purpose (reason). These reasons are to persuade, inform or entertain (PIE). Each day, newspaper editors around the world must make decisions about which stories they will run. Tanisha, Leroy, Lukah, Azatulah, Sakina and I explored the different types of current events that are happening in New Zealand, thought about why the story made the news and plotted the location on a google map. I found this task interesting because we all looked for different articles to read about and we got to share them to each other, some articles were shocking and interesting. Something I found interesting from this task was that NZ had a competition to see which bird would win bird of the year. I found this weirdly interesting because I've never heard of this before and I was slightly intrigued.

Provocation: Should masks be compulsory on NZ public transport?

 LI: To identify and consider the two perspectives of this provocation to help me form an opinion.

A provocation is an action or speech that triggers strong feelings about a topic. Today in groups for reading, Name, Name, Name and I thought about both sides of the provocation, ‘Should masks be compulsory on NZ public transport?’. We used our smart searching skill and information to help us form an opinion that we could justify with evidence and provide strong evidence for each opinion. On November 19th, masks are going to be required to use on public transport (buses, trains, planes and taxis/ubers). My opinion is undecided as I think that masks can help reduce the spread of coronavirus as Professor Michael Baker says if we don't want another lockdown we should wear masks to stop the spread. At the same time, I also think that masks shouldn't be compulsory because others might not be able to afford them and as Jamie-Lee Ross says peoples rights are getting taken away. Citizens wouldn't be able to enter public transportation because they aren't wearing masks, making it not fair on them if they were rushing to get to a place.   

Charge of the Light Brigade

LI: To learn about the Charge of the Light Brigade

This week we learnt about the poem called the Light Brigade. We unpacked the poem bit by bit to understand the meaning behind the poem. The author of this poem is Alfred Lord Tennyson. The story behind this poem is about the light brigade riding the valley of death and then trying to retrieve the guns that were stolen.They came back failing the mission, and coming out with nothing. 600 men went in less than one third came back (less that 200). Something that we enjoyed was unpacking the poem story bit by bit because we got to learn something new.

Maths Challenge

LI: To show our strategy 

This week in maths Afatia, Lukah, Rj, Juel and I created a DLO about our challenge we did in Maths. Our maths challenges were based on our learning about weight. We solved three separate word problems and chose one to make a dlo about. We explained our strategy on how we got the answer. Our problem was to figure out the combination of animals to match the weight of an elephant.

Why is it important to use our P.B.S C.A.R.E Values?

LI: To write an explanation using TEEL Paragraphs.

This week for writing Sakina, Taheesha, Matthew, and I worked together to create an explanation about why it's important to use our PBS C.A.R.E values. TEEL stands for topic sentence, example or evidence, explain and link ideas.We put together our idea’s and  added some technical words in the making. This task was to help us revise on writing explanations as next week is assessment week so we did this collaborative challenge to remind ourselves what is needed when we write explanations. Something I found interesting was how we used the TEEL paragraphs for the first time. I found this interesting as it was a different way of writing paragraphs.

Lowest Common Multiple

LI: To find the lowest common multiple.

This week in maths, Sakina and I created a DLO on the lowest common multiple. In our DLO we've included what the lowest common multiple is, what does the word multiple mean, how to find the lowest common multiple. We both enjoyed this challenge as we could touch up on our LCM skills and were challenged by a few challenges.

Highest Common Factor

LI: To find the highest common factor

This week in maths, Florence, Sakina, Victoria and I created a DLO on the highest common factor and lowest common multiple. In our DLO’s we’ve included what the highest common factor is, how to find the HCF, what the word factor means and an example of finding the HCF. We all enjoyed working together to create this DLO and liked how we could revise on this maths area.

The 3 Laws of Inertia

LI: To learn about Inertia

This week we learnt about Inertia, Inertia is a force of physics. There are 3 laws of Inertia. The three are Inertia of Rest, Inertia of Motion and Inertia of Direction. Inertia is the tendency to resist a change of motion. You experience Inertia all the time, for example when in a car and the car suddenly stops you jerk forward because of the change of velocity or speed. For this activity Sakina, Chris, Lukah, Pouvi and I worked collaboratively to create this DLO. Something we found interesting was that Inertia was an everyday thing we experienced but we never really noticed.

Choices Explanation

LI: To structure and write an explanation.

Why is it important to make Wise Choices?

Have you ever thought about your choices?  Wise choices help you realise you could be making a bad decision. Making a wise choice leads you to a right decision. But we haven’t made a wise choice and it’s affecting our environment. As you already know, the ocean is slowly becoming polluted as others haven’t thought about their actions and have mistakenly misplaced their rubbish, therefore having animals die slowly and painfully.

Due to the actions of others, animals have to be cautious of their surroundings because we haven’t made the best decision. Everywhere around the world the air or sea is polluted by plastic for instance the waters in Thailand. Those waters have been badly polluted resulting in the water turning black, that’s the result of our carelessness. If we made wise choices beforehand beaches, air and waters would be healthier. Have you ever thought about the consequences of leaving rubbish on the sidewalks? How does it make you feel if I told you that you could possibly be ending a whole existence of sea creatures? Think about it.

Imagine this.. every sea animal has a plastic ring around their neck gasping for air. Those breaths became shorter every inhale leaving them to slowly suffocate and die. Do you want to know the reason why they were suffocating? Because of our careless actions, we didn’t think about the consequences of having plastic flow down the drain. If we made a wise decision before dropping our litter we could’ve saved so many animals.

We make wise choices because it helps us realise the bad things that could possibly happen. Wise choices help shape our future and help us make wise decisions. We need to make a change now so we can have a fresh and healthy future!

This week in writing, we practised writing explanations for our assessments next term. Our topic was about why we need to make wise choices. Our explanations tells others why we should make wise choices when it comes to pollution. The process for this explanation was doing 5 minutes of planning, 40 minutes of writing as this would be an appropriate time for writing our assessments. After we proof read our writing we did DRAFT (delete, rearrange, add, fix and talk) so we could check for any mistakes.

Inquiry | Changes I would make

LI: To think deeply about a change I would make. 

Who will get my vote?

LI: To decide which political party will get your vote by making an informed choice 

List some of the things you, your parents and caregivers do.

Weekday	Weekend
Go to work/school	Grocery Shopping
Do shopping	Go out to places
Walk the dog	Go to the park
Go Walking	Walk the dog
Go to the park	Go Walking
Cook food	Chill at home

Important Governing Topics:

Go to the Policy.nz website and read about the topics that government policies centre around. Consider yours and your caregivers’ daily activities. Which two topics are most important to you?

Important topics:
Incomes & Employment	Economy

Compare the political parties’ policies in your chosen governing topics, then choose a party to vote for. If you are still not sure, try this quiz to help find a party that aligns with your priorities.

The party I will vote for is:	My reasons are:
Green Party	They banned single use plastic bags. Legalised Medicinal Cannabis Brought Te Reo into schools Have introduced paid parental leave to 26 weeks so parents can spend time with their babies. They have provided over 200,000 kids with lunch at school. They’ve also ended family violence and sexual violence.

Read about the candidates for governing your electorate (the area where you live) here. You have another vote for your candidate. Use the ‘change electorate’ button if you need to.

The electorate candidate I will vote for is:

Mark Simiona

If you were Prime Minister, what one thing would you do to change NZ for the better and why?

Poverty, because to be honest this problem hasn’t been dealt with properly.. As in it’s been talked about but it’s been swept under the rug. Poverty is one of the biggest problems in New Zealand and I want to end that so in the future, people who live in poverty can live more comfortably. If I help with poverty they don’t have to worry about having no bed to sleep on, not having a roof over their head or not having no food on their plate. Education, housing and income also falls under poverty as people have to drop out of school to provide for their family. Therefore not having enough education to enter certain jobs. Parents have to work 2-3 jobs just because their income is very low. Housing has raised their rent too high for people to pay, therefore leaving them to have to live on the streets or live with family. If I were Prime Minister I would change poverty so future generations have better opportunities. Then they’ll be able to enjoy the remainder of their life :) ~ (Honestly I have more things to change but that’s one of the main things I would change) ~

'If I were Prime Minister I would change poverty, because to be honest this problem hasn’t been dealt with properly.. As in it’s been talked about but it’s been swept under the rug. Poverty is one of the biggest problems in New Zealand and I want to end that so in the future, people who live in poverty can live more comfortably. If I help with poverty they don’t have to worry about having no bed to sleep on, not having a roof over their head or not having no food on their plate. Education, housing and income also falls under poverty as people have to drop out of school to provide for their family. Therefore not having enough education to enter certain jobs. Parents have to work 2-3 jobs just because their income is very low. Housing has raised their rent too high for people to pay, therefore leaving them to have to live on the streets or live with family. If I were Prime Minister I would change poverty so future generations have better opportunities. Then they’ll be able to enjoy the remainder of their life :)' If I were to change poverty younger generations would have more of a variety for jobs. The people who barely make a living can live comfortably in their homes without having to worry about money as much. This would help the community and can help them to live freely.

Inquiry | Elections

LI: To decide which political party will get your vote by making an informed choice.

This week in pairs we decided which political party we would vote for. Before we decided on who we were going to vote for we worked through a google doc to help us decided which party our vote would go to. We then created a DLO about the party we would vote for and reasons why we decided on that party. If I was 18 my party vote would go to Green because they've helped ban single-use plastics as plastic has been a problem in the environment. This means if Green Party won the election in my electorate Mark Simiona would be our member of parliament and James Shaw would become Prime Minister. Something I found interesting was that Green Party was the party that banned the single-use plastic. Doing this activity has allowed me to make an informed decision.

Food Technology @ Tamaki College

 LI: To learn how to make corn fritters.

This week at Tamaki College we made corn fritters with salad on the side with Mrs Heka. For this block we listened to Mrs Heka who gave us a set of instructions to help us create our dishes. To make these fritters I worked with Victoria.

First we got our ingredients and equipment. To make the batter for the fritters I got 2 eggs and 1/4 of a cup of milk which is known as wet ingredients, and Victoria got the dry ingredients which consisted of 1/3 of a cup of flour and 1/2 a tablespoon of baking powder. I then mixed the eggs and milk together and Victoria mixed the flour and baking powder. Then she got a can of corn kernels.  Victoria gradually added the dry ingredients to the wet ingredients making sure that the batter had a smooth consistency. After we mixed the batter we added the corn kernels. Before we started cooking we added oil to the pan. Mrs Heka came around and turned on our stove so we could then start cooking. While we were cooking we put some salad into our containers and added some dressing. We cooked our batter until it was a golden brown then placed it into our containers. To top it off we added a swirl of sweet chilli sauce.

When we finished cooking we started to wash our dishes and wipe the benches making sure our space was tidy for the next week. I really enjoyed the corn fritters and thought they were very delicious. I would definitely cook this when I have the ingredients. Next week for food tech we are making mac and cheese.

New Zealand History

This week for Māori Language week Florence, Victoria, Taheesha and I created a DLO about the history of New Zealand, some interesting facts, and we chose an example of a Whakatauki to share through a screencastify. In this DLO we have included all about the history of Māori Language Week and where it began. A Whakatauki is the Māori proverb or poetic and metaphorical expressions that reflects on thoughts, advice or values from past generations. We’ve enjoyed working collaboratively on this activity as we were all able to gain a better understanding of the Maori language and the history of their culture. 

Exploring Maori Place Names

This week for Maori Language Week, Sakina, Taheesha and I created multiple DLO's to share with others about the Maori Language. For this DLO we have worked together to find different place names around New Zealand and what we found interesting. A place around New Zealand that I found interesting was Whanganui. The reason I found this place name interesting is because I have travelled around the area a lot but never knew why it was named Whanganui. 

Cybersmart

Today was our first day back to school from our second distance learning lock down. We started our day with creating a screencastify that explains how to navigate your way to a juniors class site. First we wrote down on a piece of paper of what we would explain to the parents to help them get to the school and class site. We then wrote our script and practised what we were going to say. Florence, Sakina and I have all worked together to get this screencastify completed.

Taupānga / Create an app

Since this week is Maori Language week, Sakina, Taheesha and I created an interactive app where you can learn some basic words in Maori as it is a challenge that was set. In our app we’ve included some time words, greetings, days of the week and months of the year in Maori, we’ve also included a small quiz at the end where you can test your knowledge on Maori. We’ve enjoyed learning some words in Maori and enjoyed creating this app for others to learn the language.

Tuakana Teina

This week for Maori Language Week, we helped ruma kotahi (room 1) and ruma korua (room 2) create string art panels. For this art session I partnered up with Rayne and helped her design patterns on her piece of paper. First she drew some possible designs on a piece of scrap paper and then she decided which patterns she would like to draw on her black paper. Once we finished drawing her design on the piece of black paper we moved onto gluing the string onto the paper. After we finished gluing the string on we then painted over the string with glue to secure the string. Helping our partners is called Tuakana Teina in Maori context, meaning that an older person helps or guides a younger person. I really enjoyed this art session with the classes and I can't wait to carry on next week.

Family Tree

LI: To create a family tree.

 

This week for our Te Reo Challenges, we did a challenge where we created a family tree and we could add some patterns. My family tree is fairly big to which I couldn't fit them all on my DLO. I enjoyed this activity as I could learn more about my family tree.

MRS C GREN

LI: To understand the meaning behind the acronym MRS C GREN. 

MRS C GREN is an acronym for life process, which stands for (Movement, Respiration, Sensitivity, Cells, Growth, Reproduction, Excretion, Nutrition). This week for Science, we learnt about MRS C GREN, which is a part of Biology, and created a DLO about it. We used collaboration and smart searching by skimming and scanning for keywords to help us select and reject information needed for our DLO. Something Sakina, Giovanni, RJ and I found interesting, was that even living organisms with one single cell can grow. We really enjoyed learning about MRS C GREN.

Biology: Science is Empirical

This week for our Biology Science, we did a challenge where we gave our inferences of what might be happening in a footprint image. Science is empirical, which is based on observations. We also used our prior knowledge and observations. Florence, Sakina, Taheesha and I worked together and negotiated to pick which inference was correct. In this DLO, we included, what Empirical is, our biology activity and what we saw in a image of footprints. Something we found interesting, was that science is based on observation and is empirical.

Sunflower Painting

LI: To paint a still life of sunflowers in the style of Vincent Van Gogh

For art this week, we painted still life sunflowers in the style of Vincent Van Gogh. First we practised painting sunflowers. This activity was based on drawing what we saw. We watched a video of someone using the dabbing technique to do the centre of the sunflower. While painting we mixed and blended colours to make different shades of the same colour. We also used the same technique that was showed in the video which was dabbing and made sure we didn't overload the brush with paint. We then carried on to making the petals which was in a up then twirl motion. After we practised we moved on to painting the background. We then drew our vase with chalk. We painted the vase then started to paint our sunflowers. While painting we made sure to make use of all the space on the paper, used layers of paint and thought about the direction the brush was going. I really enjoyed this activity as I never knew about Vincent Van Gogh and I also enjoyed learning about still life paintings. 

Vincent Van Gogh Timeline

LI: To create a timeline to show the life of Vincent Van Gogh.

This week, for literacy and inquiry we worked together to create a timeline of Vincent Van Gogh’s life. We used our smart searching skills to find information about Vincent Van Gogh. Vincent was an Impressionist artist, meaning he liked to paint a moment in time (still life). I worked collaboratively with Florence, Sakina, and Taheesha to get this timeline completed. We enjoyed learning about Vincent Van gogh as we were able to learn something new.  Something we all found interesting was that he cut off a part of his ear and sent it to his girlfriend, because he got into an argument with Paul Gauguin, who is one of his friends. This was interesting, because we wouldn’t imagine someone cutting off part of their ear.

Natural Disasters

Last week was the last week of our distant learning. Our activity for inquiry/reading was to make a DLO of a natural disaster that had occurred and to inform someone who may not know about natural disasters. A natural disaster is a phenomena that can occur at any time which can be caused by a volcanic eruption, tsunami, earthquake or flood leading to people fleeing the area. I chose to make my DLO about volcanoes. In my DLO I include what volcanoes are, what a volcanic eruption is, examples of volcanic eruptions in New Zealand and a fact. Something I found interesting about volcanoes was that Rangitoto was last active 600 years ago. 

Famous Scientist Research

LI: To use smart searching skills to find out about a scientist from the past who made an important contribution to their field of science.

This week as an activity for distance learning in reading, Victoria and I worked together to create a DLO on researching a famous physicist. We chose to learn about Galileo Galilei because his name sounded most interesting and we’ve never heard of him before. We’ve included some things that he is recognised for, some of his biography, and his life/childhood growing up. Something we found new was that he had the intentions of becoming a priest and studied camaldolese. Camaldolese is the Congregation of Monk Hermits of Camaldoli. Something we found interesting was he that he discovered the four moons on Jupiter. We enjoyed this activity as we never knew who Galileo Galilei was and what his professions were.

Maths Challenge

LI: To use the most efficient strategy to solve the problem

This week for Maths we have been working with negative numbers; learning how to add and subtract them. Today we answered a few maths word problems using negative numbers to test how comfortable we are and our understanding. We worked collaboratively in a small group with Florence, Sakina and Victoria.

10-5-7-10-10 Writing

Morning Adventure

My friend Jennie and I took a trip to Switzerland for a break from our city life in Australia. The journey there was long and dreadful, as there was so much commotion going on around us while on the plane. We were exhausted from doing anything so we rested up for tomorrow. We had slept for nearly 12 hours having the urge to do something adventurous. Having our hotel right next to a mountain an idea popped into our minds. Since it was still early hours of the morning we had the idea to see the sunrise. We dressed up and went to the lobby of our hotel which had some climbing equipment we had to hire, which we paid for then left. Already having some climbing experience we started our climb almost immediately. As we were reaching the middle of our climb we noticed there was a silhouette of another mountain in the distance which was surrounded by water. Our muscles started tensing up and our arms were losing stability as the mountain started getting steeper by the second. As we were coming up to some flat land we were astonished. Although our bodies ached it was all worth it as we saw the sun rising. Our breaths were taken away by the beautiful scenery we discovered. We both agreed that this was the best adventure yet!

LI: To use 10-5-7-10-10 to write creatively.

This week for writing we created a creative writing using the 5-7-10, but changing the 5-7-10 a little bit by adding 10 minutes to plan in the beginning and 10 minutes to check our work at the end. The changed version would be 10-5-7-10-10. This time our story was based off someone climbing a mountain and having a beautiful view of the sunrise. This time around the method was easier to use as I could plan before writing therefore I knew what I was doing. Overall I really enjoyed writing my story with this method.

5-7-10 Writing

Does lightning strike twice?

Lisa, Rosé and I recently arrived in Utah for our vacation since we found there were amazing attractions here. Today we decided that we would explore the area not knowing that there was a storm to arrive. We came across many creatures and noticed that there was some sort of building in the distance which resembled a windmill. As we were coming up to the now recognised building which was indeed a windmill, there was a storm arising from behind. We were already about 4 kilometres out and the only shelter was the windmill. We crouched and decided to huddle together near some dusty sacks and hoped the storm would calm down. The storm was nearing and the wind started to pick up making the dust fly around us and right at that moment we knew that we couldn’t go home. 

There was one question that crossed our minds was does lightning strike twice? That question made the atmosphere uncomfortable as we quivered in fear. The rain was flooding the land around us but we could see afar some calm clouds so we knew that we had a chance to get back home. We were still crouching and huddling together as the rain still poured down and there were still lightning strikes occurring every now and then which made us flinch. The wind started to calm down and the rain turned into spit as the clouds unravelled into light grey skies. We found this as our only chance to get home as we could see some dark clouds arriving ahead. We decided to run as that was our fastest option to get home and could see our house in the distance. We were coming up to our house as the rain started to pour down and it started getting windy again. Thankfully we managed to get inside just in time before lightning struck the tree outside which resulted in our power being cut. Although we were in the rough we were just thankful that we got home before the storm hit.

LI: To use 5-7-10 to write creatively.

This week for writing we created a 5-7-10 creative writing. The 5-7-10 method is writing for 5 minutes which doesn't have to be perfect meaning that words don't have to be spelled correctly and doesn't have to have punctuation, then you share with a partner for 7 minutes and then continue writing for 10 minutes. My writing is about how some friends went to Utah for a vacation and went to explore but what they didn't know was that there was a broadcast that there would be a huge storm. I really enjoyed this activity as I haven't written freely for a long time so it was nice to write what ever I had in mind.

Long Divisions

LI: To find the answer to the question using Long Division. LI: To be able to explain the steps of long division.

 

This week in Maths, we learnt how to use the long division strategy. We answered a few questions using the long division strategy to be able to understand it. After answering maths questions, Sakina and I created a DLO explaining the long division strategy we used with an example of a division question we answered. We had a lot of fun answering these division questions.

Light DLO

LI: To use our understanding about light to create a DLO.

This week for inquiry Diana and I created a DLO explaining what light is. Mr Johnston came to teach us about light. In our DLO we included 5 interesting facts about light and what light is. A interesting fact I found out about light was that since light travels faster than sound you can see lightning before you can hear thunder. 

Haylee's Blog Post Data

LI: To analyse our blog post data to help us set learning goals.

This week in maths we made a analysis about our blog post data. From our blog we gathered our blog archive and found out the average number of monthly and weekly blog posts. For my blog post analysis the mean or average is the same amount for each day, month or year. We created google draws explaining our blog posts story, the average and a learning goal we set for this year, using the data from our blog posts. My goal this year is to reach 175 blog posts this year which means I would do 4 blog posts a week. 

Periscopes DLO

LI: To explain how periscopes work

This week Diana and I worked together to make a DLO about periscopes. Mr Johnston came and taught us about periscopes and how they are used. Periscopes are like binoculars but instead you can see above without letting the person know who is above. I found this activity interesting as I was amazed at how periscopes work. I never knew that there were mirrors inside periscopes so I found this interesting. I also found out the angle of incidence equals the angle of reflection. This means that if light hits the mirror at a 45 degree angle it reflects the light back at a 45 degree angle.

Calendar Challenge

LI: To find the most efficient strategy to solve the problem.

This week in maths, Sakina, Florence and I worked together to complete a maths challenge. We used the most efficient strategy to solve this maths challenge. To solve this strategy, we first subtracted 6.90 fron 12 which equals to 5.10. Then we multiplied 148 by 5.10, equalling to 759.90. This maths challenge was quite challenging to solve. I really enjoyed completing this challenge.

Subway Challenge

LI: To find the most efficient strategy to solve the problem.

This week in Maths, Sakina, Florence and I worked together to solve a maths challenge. In our strategy, we used the most efficient one, we found more confident. We started off by adding up all of combos that are $7.00 with how many people need them. Then we multiplied the total by 7 equaling 441. After that, we added up the total of the chicken combo which cost $7.50. Then we multiplied the total by 7.50 which equals 390. Once we did that, we added the two totals, which equals to 831.