It's a Bit Dicey - LS1's 2018 Manaiakalani Film

LS1 contributes It's a Bit Dicey to the 2018 Manaiakalani Film Festival.

The Olympics are an example of many different kinds of people coming together to compete in the spirit of mutual respect, self improvement, and friendly competition. Everyone has the intent of being friendly, but people have put a lot of hard training into their performance. What might happen if there was a dispute?

The producers and writers of this movie have made a parody on old poorly dubbed kung fu movies to satirise a number of themes, but mainly certain behaviours that can be (although shouldn't be) expressed in high end competition.

As was the case for LS1's movie last year, learners were given a theme, then told to write a narrative. The best narrative was chosen to be made into a movie.

Reading to create interactive storybooks

Mr Wong's Reading groups all getting their reading done as quickly as possible so they can create an interactive storybook for learners. More on this later.

Exchanging for different worth

LI: to replace bundles of objects with an object representing a certain amount.

Mr Wong's maths groups have been learning about Place Value. They have figured that tekau is an easy number to count in, especially for large numbers. Now they are learning to exchange bundles of tekau for a new object that is worth the same amount. First they did exchanges of sticks (tahi) for beans (tekau), then they counted how much worth they had accumulated.

This animation animates an exchange of tekau objects into tahi new objects that are worth tekau of the original.

Place value, bundles, and Te Reo Māori

Mr Wong's maths groups are working on Place Value this term. On Monday they started with bundling piles of sticks into bundles of 2, 3, 5, then 10 to understand which amount is easiest to count large numbers with.

The task also involved writing numbers in Te Reo Māori because it is a better language to understand Place Value with, since the structure of numbers easily shows place values unlike English. An example is the number 13, which comprises of 1 ten, and 3 ones. In Te Reo 13 is "tekau ma toru", literally "ten and three". On the other hand English uses a new word, "thirteen", with only tenuous structural and pronunciation links to the number 13. Similarly with multiples of ten Te Reo uses words in a visible and modular manner whereas English invents new words from converted root words e.g. 40 in Te Reo is wha tekau (four ten) but in English is forty.

Some learners couldn't remember their tau (numbers), so fell back on the inferior choice of Google Translate, whereas others remembered to use their Smart Searching skills. Good on them!

Division animation

This blog post is an example of how to make and embed an animation made with Google Slides into a blog post. It is a rough and ready example made for quick rewindable reference for Mr Wong's maths groups. This post is not meant to show correct posting format or style.




1) Make your animation using Google slides.
2) Publish the slide to the web

3) Copy the embed code and paste it into the HTML section of your blog post.

4) Change the delay to about 100ms.

5) Publish and view the blog post to check the animation.

Fortified structures

For the past five weeks or so, part of LS1 has been learning about fortified structures and the nature of technology by developing a table top game.

The premise of the table top game is that a village of people in the very old days where people could only make simple wooden structures, when along comes a bunch of invaders to steal their food and resources. After playing the game (and losing) the villagers researched earthworks technologies to fortify and protect their village. The technology that each group researched and presented was then allowed to be used in their game.

Each week LS1 played this game the winners in most cases were very clear, the side with the more advanced technology. Due to this, the losing side researched more advanced technologies to give themselves the advantage.

Over the four weeks of play, research, and development, LS1 have ended up with an engaging game that has taught them about iron age, medieval, and pre-industrial siege fortification and weaponry. The fortified structures group have also developed an idea of the nature of technology, when technology and society mutually adapt and develop each other cyclically.

Filming with a smartphone

Have you decided to record your movie on your smartphone?

Are you missing a tripod or smartphone mount for your tripod?

Have you got some Lego lying around?

If your answer to each of these questions is "YES", then why not build your own tripod?

This is a tripod I put together in a rush. It is designed for a 156 x 75 x 7.3mm smartphone (adjustable) to be held in landscape orientation. The tripod also has a limited ability to act as a dolly. With minor adjustment, the tripod can also tilt steadily or be set to a chosen tilt angle.

I look forward to reading about your own advances on my idea.

Mr Wong

Structures and Sunsets; silhouette and collage art

Learning Space 1 have been learning about structures this term. As a part of this unit LS1 did some mixed media art. The learners combined digital art with collage, creating cityscape silhouettes digitally (and subsequently printed) and sunsets / sunrises with collage.

Another learning objective for this term is geometry and measurement. Learners challenged their understanding of 2 dimensional shapes by creating silhouettes of a cityscape using simple geometric shapes. Learners found a photo of an iconic part of a city then, using Google Drawings, overlaid triangles, trapeziums, ovals, and more on the buildings to create the silhouettes. 

 

Learners had a limited colour palette to work with for the sunsets. This meant learners had to adapt their ideas of sunsets to the materials present and choose which colours represented parts of their sunsets the best. Learners also had to use simple geometric shapes to represent shapes seen in sunsets. These shapes were then placed on a black backing.

Some learners were absent on the day LS1 did their art, so were tasked with completing the art entirely digitally using Mr Wong's art as an example to work from.

Procedural Writing

LI: To write a procedural text. This week for writing we wrote a procedural text. Firstly we made a copy of a google doc. After that we chose a 3D shape. Then we wrote our procedural text. For the procedural writing we wrote down how to make a 3D shpae using blue tack and toothpicks. We needed to include the title, the end result, the materials list, the steps and the pictures. Here is link- Procedural Writing

Cuchulainn

LI. To identify the purposes of narratives. This week for reading we had to create a DLO of myths around the world. The following stories are our options- Cuchulainn from Ireland, Lac long Quan from Vietnam, Mahishasura and Durga from India, Izanagi and Izanami from Japan. I chose Cuchulainn from Ireland because the picture used for the story looks interesting and cool. I also want to learn more myths about Ireland because they are very fascinating. We could work in partners. My partner was Victoria but we both did different slide presentations. We both also had interest into the myth.

Measuring angles with a protractor

LI. To measure with a protractor. This week for maths we had to use a protractor to measure angles. We had to work in partners my partners were Victoria, Miiana, and Florence. We only had two protractors for each group. We had to measure the parts that has three letters. We had to measure these angles on a worksheet paper. We also had to check in with a teacher so we can check if our measuring is good. We got three or four measurements correct. You use a protractor by aligning the line with the straight angle, and then measure the part that have the words. You should know that you're measuring the angle properly by looking if there the front numbers are skip counting in 10's to 180.

Types of Foundations

                     
LI: to learn the different types of foundation
This week for Inquiry, Mr Ogilvies Inquiry group talked about different types of foundation. The were five they learned. The first was the slab foundation or slab grad. The slab foundation is when you dig a whole. Then fill it up with some concrete. Then also add some bars to give more strength for it to support the weight of what of a structure. The next foundation is called the Pier or Pile footing. A pier foundation is like a fence. You dig a hole, then put a wooden stick, or stone, then fill it up with concrete. They would normally support the weight of a house. It can support it by having a surface on the large stick. Then they would build the structure on top of the foundation. The walls are their to make rooms and separate rooms from each other. But they also support the weight of floors and roofs. You dig a hole, then put the wall in. After that fill in the hole with concrete to keep it stable and still. Then they learned about the column foundation. A column foundation is a structure that is under concrete and made as a base of a wall. The foundation is part of the structure that directs contact with the soil that loads into it. Then lastly they learned about the Cassen foundation. The cassen is a watertight retaining structure used as a bridge. The construction of a concrete dam, or for repair of ships.

This Vs That

LI: To compare and contrast Panmure Bridge to a local equivalent./ LI: To compare and contrast Panmure Bridge to a international equivalent. Last week for inquiry we compared and contrasted the Panmure Bridge to international and NZ bridges. First we got into partners. Then we made a copy of this vs that. In our partners we compared and contrasted the Panmure Bridge to Auckland Harbour Bridge. We compared and contrasted the Panmure Bridge to a International bridge. We also compared and contrasted the Panmure Bridge to a NZ bridge. For the this vs that we included the year built, the length, width, height, the cost, the materials and the type of bridge. We used our smart searching skills to find the information we needed.

Narrative | Water Trouble

LI. To write a quick narrative. This week for writing we had to write a narrative about a picture we chose. The picture I chose is a image of a girl trying to get to the other rock but can't reach her goal and makes a plan to get to the other rock. I made sure to use TOPES (Title, Oreintasion, Problem, Events, and Sulution). I also used the steps to make a narrative which is- BPEDP (Brainstorm, Plan, Edit, Draft, and Publish).
Here is the link to my narrative- Water Trouble

Making 3D Shapes

LI: To construct models of polyhedral using everyday materials. /LI: To use the terms faces, edges and vertices to describe models of polyhedral. This week for maths we created shapes using toothpicks and blue tack. First we got the toothpicks and blue tack. Then we made the 3D shapes. Some shapes we made was a cube, a triangular pyramid and a triangular prism. We took photos of the 3D shapes. We had to make a google slide. For the google slide we had to put in our photos and make tables which had the shape name, the vertices, the faces and the edges.

MRS GREN Quiz

LI: to learn about living organisms
This week for Inquiry we have still been continuing the MRS GREN. This is the second to last week of the MRS GREN Research. At week 10 is Quiz Time! Every group has been earning credits. The systems we have done is the Nervous System, Digestive System, and right now we are doing the Circulatory and the Respiratory System. We also earn credits when we finish a task. We can also spend a credit. 5 credits is to have a Q/A and 10 credits is to buy a question.

Inferring

LI: to learn how to infer
Mr Wongs reading groups learned that Inferring is figuring out something by using hints from the authors, and activating your own prior knowledge. This week Mr Wongs Reading groups learned inferring. Before they did their task they played a quiz. It was each of Mr Wongs reading groups. It was Harry Vader, Percy Jackson, Maleficent and Thor. They had three sentences to infer. For their task they had three paragraphs to infer. They had to at least infer three or more.

18 Sentence Narrative & Audio book

LI: To brainstorm a narrative./LI: To write a 18 sentence narrative. This week for writing we had to write a 18 sentence narrative about a dog that got lost and we also had to make a audio book of us saying the 18 sentence narrative. First we brainstormed the narrative by going on a google form and answering questions. We had to vote what the story was going to be about. There was three choices which was a woman that was looking through a tree or a bush, a person sitting on a seat and there was waves behind him and a dog who got lost. A lot of us voted for the dog who got lost. Once we brainstormed the narrative we made a copy of a google docs to write our narrative. We worked on the orientation together. For the google docs we wrote the problem, the three events and the solution. We needed to have three sentences for each paragraph. Once we finished writing the narrative we made a audio book of us saying the narrative. We went on a website where we could record us saying the narrative. Here is the link- Online voice recorder (beta)

Think Board: Fractions

LI: To count in fractions forwards and backwards to a named whole number./LI: To recognise the whole of an object, part of an object and equal parts and their names. This week for maths we made a copy of the think board. For the think board we chose any fraction and had to write it in the middle of the think board. In the think board we had to show the fraction with equipment, show it with a picture, show it with a word story and we had to write other names for the fraction. A fraction is when a whole is cut into equal pieces/parts. The numerator is how many parts/pieces are count and the denominator is how much equal pieces/parts are divided into.

Muscles/Flipgrid

LI: To self monitor understanding of words and phrases./ LI: To research the meaning of unknown words and phrases. This week for reading we had to make a flip grid where we summarise a article we read called Why our muscles get tired?. We also had to say three words we found out about the article. Before we did the flip grid we had to fill in a document. For the document we had to write down words that we didn't know about the article and we had t write the meaning by going on the dictionary. Once we finished filling in the document we moved onto doing our flip gird. Here is the link- Flipgrid

Japanese and Lattice Method

                       

For this week Mr Ogilvies Math groups has been using the Japanese and the Lattice Method. Also for their DLO (Digital Learning Object) they had to explain how to do the Japan and Lattice Method. But before they used the Japanese and the Lattice method, they used other simple ones. Like algorithm multiplication and others. They've been trying to use strategies out of their basic facts. So they tried the Japan and Lattice method. The Lattice one takes just a a tiny bit of time. The Japan method takes time because depending on the equation, you have to draw a lot of things. One of Mr Ogilvies Math groups learned how to use the strategies using equations with decimals, the group was called Math Masters. Math Masters also had to teach another one of Mr Ogilvies groups called Magnificent Multipliers.

Writing | Narrative structure and language features

LI. To identify the structure and language features for a narrative. This week for writing Mr. Wongs writing groups had to create a DLO with the structure and language features for a narrative. We used the text reminders to help us. Mr. Wongs writing groups explaned some of the parts on the mat and played a game called 'Chain link'. We had to get into our groups then we said things about the structure and language features. The first group who is finished is the winning team. At the last round Dr. Dahl and Dr. Suess were having trouble with the structures and language features. When Mr. Wong stopped the game after the last round we talked about what we could say to get done creating a chain link.

What's Living?

This is one of the compulsory task which is the fish bone.

This week for inquiry we have been learning about the circulatory system. Each week we have been learning about a new topic. There are ten groups. Each group has to finish off the compulsory task which are the fish bone, the explanation, the poetry and the sculpture. Sometimes the compulsory task change. If groups finish off one compulsory task they either get one credit or two credits. If groups buy a question/answer they have to give five credits. If they want to buy a sculpture, question or drawing where they choose what to do for it they have to give ten credits back. Whenever groups have finished off their compulsory task they get to move onto the elective task which is the more fun tasks to do. When it is week ten we will be doing a quiz. There are going to be eighteen questions. Each person from each group has to do sculpture, drawing and questioning. There will be task categories in each of the rounds. All the groups have to decide what they want to do.

Duffy Assembly

On Tuesday the whole school went to the hall because it was Duffy Assembly. We had a few guests to visit this school. Our guests were Tayla Hodson Tomokino, Matt Johnson and a woman from mainfreight. Tayla and Matt went on the stage and told us things about themselves. They told us how reading made them succeed. When Tayla was 6 years old she was a champion at BMX riding. Tayla won 4 trophies in 4 years in a row. Right now Tayla is a accountant, a interviwer and a commentator. Tayla played touch rugby because she wanted to play different sports. Matt is a ruby player who plays for the Blues. One of the hardest teams Matt have played against was Melbourne Storms. Matt's future plan is to be a P.E teacher. Matt has to read books about rules of being a P.E teacher. Tayla's future plan is to graduate the law and wants to help sports people with contractors. After Matt and Tayla told us about themselves we could ask some questions to Tayla and Matt. When we finished asking questions Tayla and Matt handed out Duffy books to each class. After that we went back to class. Tayla and the lady from mainfreight visited LS1. We could ask more questions to Tayla. At t he end Tayla and the lady from mainfreight handed out our Duffy books we chose.

LS1 Minute to Win it Olympics

For this week and the rest of the term LS1 has made their own Olympic also based on a TV Show. It is the LS1 Minute to Win it Olympics. As the events they used the Minute to Win it challenges to be the little mini sports. They have really crazy events, and they have been to their own team. Each team has made a logo or emblem to represent their own team. At the last week of Term 1 they are going to have the event on Thursday. The groups are practicing the events to be prepared and be better.

Pop Art- Self Portrait

LI: To use different techniques to create a visual art piece. This week LS1 had to make a self portrait of their selves. The self portrait of their selves had to be pop art. First Mr. Wong printed photos of us in black and white. Then we had trace over the black and white parts with a blue pen. After that we had to turn the printed paper of us around. After we had to go to a window and sketch the photo of our face. If we went to a window and did it we could see the face of our photo more better. We had to use a pencil and trace it hard. We had to do the tracing side to side. After we finished tracing it Mr. Ogilvie taped the photo of our faces and another piece of paper. After we had to trace the photo again, but with a different coloured pen. We had to press hard. Once we finished tracing the photo we had to give it to Mr. Ogilvie, so he could take the tape off. Once he took the tape of we had to see if our face was traced on the empty piece of paper. If our face wasn't traced on the empty piece of paper we had to restart. Once Mr. Ogilvie finished taking the tape off we could finish off our must do's. On the next day we had to choose a pastel colour and colour the white part in. We had to have the picture of our photo beside us to see the white parts. The pastel colour that I chose was pink. After we coloured in our art we could paint our piece of art. We had to paint the black parts black. After we finished painting it we had to put our art on the trays. We had to wait for a while, so our piece of art could dry. We had to wait for another day. When we waited for another day we had to trace the lines in vivid. Once we finished tracing the lines in vivid we we were finished with our piece of art.