Inquiry | Persuasive Presentation

Today, the companies presented their shelter design to bid for the building contract. We presented a slideshow that included information about the shelter design, materials and benefits.

Before presenting, each company focused on timing our presentation and practicing our lines so that it was within two and three minutes. They added onto and changed some parts of the script to make it longer.

What was expected from each company was to persuade the representitives of Panmure Bridge School that our shelter is best for the certain natural disasters. They needed to include eye contact, clear presenting and the reasons why their shelter is best.

After that, each company presented our model and presentation to the class and representitives (Mr Wong and Mr Ogilvie). 

In their blogpost, they gave information about what they did and what was required in each presentation, the feedback they were given, what they did well and what they could improve. They also talked about is they were able to win the building contract and what they could've changed to potentially win the contract.

LI: to present our design and bid for the building contract.

Maths | Quiz Results

Mr Ogilvie's maths groups took their partner's maths quizzes and recorded their results.

For the first quiz (the 20 questions quiz with questions based around additon, subtraction and fact families), one person times how long their partner takes to answer all 20 questions.

For the second quiz (the 15 questions quiz with questions based around all other maths knowledge), one person answers all of the 15 questions and then checks their answers.

In their blogpost, they talk about their results and their times.

Mr Ogilvie's maths groups enjoyed taking their partners quizzes and testing their maths knowledge.

LI: to use knowledge to test knowledge.

Writing | Film Creation

Mr Wong's writing groups applied their knowledge of screenplays, scripts and storyboards to finish filming their movies. The previous week, everyone from Mr Wong's writing groups split into their groups to choose one movie to film.

Two of Mr Wong's writing groups had completed filming and were onto editing. The remaining of his writing groups began filming the footage of their movies and then started editing.

The requirements of the movies were that it had to be more than 30 seconds long and less than two minutes short. The movies had to be filmed in the most effiecent way possible to save time, and the sooner that each group finished their movies, the sooner they could be presented.

Mr Wong's writing groups enjoyed filming and editing their footage and finalising their movies.

LI write a short story that can be made into a film.

LI: to convert a story into a screenplay (script) and storyboard.

LI: to film a screenplay.

Reading | Cloze Comprehension

Mr Wong's reading groups have been doing Cloze activities to test their vocabulary, comprehension and word skills.

They followed links to different cloze activites and it led them to a website with information about a topic. In the text their were blanks where words would be, and the students had to type in the word that fits in the blanks.

Mr Wong's reading groups used their knowledge of english vocabulary to write in the word that they think is most accurate. There were five different Cloze activities: Moving House, Gap Year, A New Culture, The Great Wall of China and Doing a Gap Year.

Mr Wong's reading groups enjoyed testing their comprehension skills and filling in the blanks.

LI: to practise comprehension skills.

LI: to test grammar knowledge.

 

Inquiry | Presentation

Our Inquiry task was to create a presentation of our shelter design to persuade the client (Panmure Bridge School represented by Mr Wong and Mr Ogilvie) into building our structure.

The requirements of this presentation were that all members of the company had to speak, maintain print design rules, include images and graphics, the material testing result, shape testing result and the model that our company has made. 

The first thing we worked on was thinking about what aspects of our shelter design we should present. Our company first talked about the shape of our design and why we chose that shape. We continued writing down information about what the shelter can resist, the benefits of our shelter, the shelter materials and why the purpose of those materials.

We also added graphics to give the audience a visual reference and then our company began writing the script. Each member of the company was assigned a two or three sentence part to speak in the presentation.

Our company enjoyed recalling the information of our shelter design and putting it into a presentation. One thing I think we could improve on is balancing out who was speaking and how much each member of the company was saying.

LI: to create a presentation of your design to bid for the building contract. 

Maths | Testing Knowledge

Mr Ogilvie's maths groups have been focusing on creating a quiz to challenge their partner. We made three different challenges to test our partners knowledge.

The first quiz we made was on a google form. It had to include questions relating to fact families, additon and subtraction. The requirements for this quiz were there had to be 20 questions and the answer had to be written, not chosen.

The second quiz we made was also on a google form. It had to include questions relating to strand knowledge (measurement, money, time, fractions and everything else we have learnt). The requirements for this quiz were there had to be only 15 questions and the answer had to be chosen, not written.

As for the third challenge, we could choose to make this on a slide or draw. This DLO had to include one challenge where a person would need to do physically do something in order to find the answer. A challenge example is: measure the height of a chair.

Mr Ogilvie's maths groups enjoyed coming up with questions to test their partners ability and skill to solve a problem.

LI: to use knowledge to test knowledge.

Reading | Novel Study Understandings | Anaylysing Books

 Mr Wong's reading groups completed and finished their novel study on a Roald Dahl storybook.

They read through the final chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also completed their story web and finished a comprehension task with it. 

In our blog post, we talked about what happened in the final chapters that we read. We used descriptive

language to inform the reader of the events that took place.

As it is the final week to complete our novel studies, LS1 should have a complete understanding of the book and learnt how to do a novel study.

LI: To study a novel.

Inquiry | Model Materials

LS1 has been learning about emergency safety shelters for Inquiry. For the previous and current week, our focus has been on what materials we will use to build our shelter, and how much of that material we need.

LS1 first thought about the shape of their company's shelter and what the shelter is going to protect against. By using that understanding of their shelter, they thought about the materials that they would use for the walls, the ground, the windows and doors (if they have any); and the inner wall layers.

Once they decided on the materials they would use, they needed to calculate how much of those materials they would need for their shelter. The measurement could not be in weight. Measurements that were used often for this task were cubic centimeters and cubic meters.

LS1 enjoyed thinking about which materials they would need for the shelter, and measuring how much material they would need by using their understanding of material properties.

LI: to prepare materials for construction.

Writing | Kapa Haka Performance

On Monday, Panmure Bridge School all went to the hall to experience a kapa haka performance, which was presented by a small kapa haka group.

The kapa haka group performed an entrance ceremony by blowing into a horn and introducing themselves in Maori. Then, the visitors performed their haka.

Once they finished their haka, they informed us about three different Maori tools; the poi, the taiaha and the ti rakau.

In return, Panmure Bridge School's kapa haka group (boys) performed a haka to thank them for performing for us.

Panmure Bridge School enjoyed watching this performance and learning about different Maori tools. This was a great opportunity to learn more about the Maori culture.

LI: to experience and learn kapa haka.

Reading | Novel Study

Mr Wong's reading groups continued their novel study on a Roald Dahl storybook.

They read through certain chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also continued their story web and completed a comprehension task with it. 

In our blog post, we talked about what happened in the chapters we read.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to

do a novel study.

LI: To study a novel.

 

 

Maths | Statistical Investigation

Mr Ogilvie's maths groups have been focusing on statistical investigations. They did another statistical investigation and worked on improving their maths skills.

They filled out a survery and had the opportunity to choose which skill they wanted to work on next. The choices they had were: Fractions/Decimals/Percentages, Division and Student choices (meaning they could select a different skill they wanted to work on).

Mr Ogilvie taught the students in groups, depending on what they chose. After that, they made a slide to show their understanding of what they had learnt.

Mr Ogilvie's maths groups enjoyed developing their maths skills and sharing their understanding with other people.

LI: to use statistical investigations to improve a skill within maths.

Reading | Novel Study

Mr Wong's reading groups continued their novel study on a Roald Dahl storybook.

They read through certain chapters of the book that they chose and made text-to-self, text-to-text and 

text-to-world connections. They also continued their story web and completed a comprehension task with it. 

In our blog post, we talked about what happened in the chapters we read.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to

do a novel study.

LI: To study a novel.

 

 

Writing | Storyboard

This week, Mr Wong's writing groups have been focusing on storyboards. They know that storyboards are short but very detailed descriptions of a scene. Storyboards also include very detailed illustrations of the scene.

First, they read through their narrative and broke it down into a minimum of four scenes. They had to draw detailed illustrations to visually show their story. They left space underneath the illustrations for their descriptions of the scenes.

Mr Wong's writing groups enjoyed illustrating and describing the scenes of their narrative and learning the usage and purpose of storyboads.

LI: to create a storyboard from a narrative.

Maths | Statistical Investigation

This week, Mr Ogilvie's maths groups used statistical investigations to find out the average score of each group in Athletics Day.

First, they were given a class's score points. They added up the data sets for each group using repeated addition and multiplication. They recorded the total scores on a google sheet. Then, they found out the averages of the class group scores using their data sets. They added up the all the group scores and divided it by the amount of classes which was 9.

In their blogpost, they explained how to add a data set and how they found the average group score for Athletics day. They recounted what they did, as well as explaining how they did it. 

Mr Ogilvie's maths groups enjoyed doing a statistical investigation to find out the average group scores. They also enjoyed using repeated addition and complex multiplication to find out data sets.

LI: to explore statistical investigations.

COVID

Whoa there! Have you washed and sanitised your hands?

Welcome to LS1's contribution to the 2020 Manaiakalani Film Festival. As with most all of our films for the past three years or so, this is a parody. That means, it is supposed to be funny and silly while making fun of something. Can you figure out what is being made fun of?

Maori | Revision

This week, LS1's session with Whaea Odie was about translating Māori names into english by understanding the different phonics and sounds of Māori words.

First, we were given a document with a list of names in Māori, there were 20 names in total. 

Then, we used Māori dictionaries to translate the names, but we also thought about how some Māori letters aren't always accurate. For example, with Māori names, the letter 's' is replaced with the letter 'h', so the name Susan in Māori would be Huhana.

We enjoyed this session of Māori with Whaea Odie, and translating the different names into english because we found it interesting to find out what the names were in english.

LI: to translate Māori names into english.

Kiwi Sport | Touch Rugby

This week in LS1's session of touch rugby with Mark, we learned how to do 2 man and 3 man settles.

First, we played walking touch to apply our knowledge of 2 and 3 man settles into a game. 

We did 2 man settles. The person with the ball was touched and the dummy-half picked up the ball and passed the ball back to the person that was previously holding the ball.

Then, we did 3 man settles. The person with the ball was touched and the dummy-half picked up and passed the ball to a different person. This process was repeated.

LS1 enjoyed this weeks session of Kiwi Sport and practising using 2 and 3 man settles.

LI: to learn how to do 2 people and 3 people settles.

Mr Ogilvie's Maths | Solving Equations

This week, Mr Ogilvie's maths groups took part in a survey and chose a skill within maths that they struggled with. Mr Ogilvie worked with those people to help them develop an understanding of that skill and how to use it to solve maths equations.

Once they finished working with Mr Ogilvie, they created a DLO (mainly a slide) and wrote down information that explained how to use that skill to solve equations. Some strategies that were explained were algorithm and place value.

In their blogpost they explained the steps they took using that skill to solve the equations.

Mr Ogilvie's maths groups enjoyed improving on a skill within math and expanding their knowledge.

LI: to improve on a skill within math.

Mr Wong's Reading | Novel Study

This week, Mr Wong's reading groups continued with their novel study on a book by Roald Dahl. 

They continued to read certain chapters of their books. Some people only needed to read 2 chapters and some read 3 chapters. 

Mr Wong's reading groups wrote down what happened on their Story Web (which tells gives the reader a brief idea of what happened in the story without reading the book), and made text-to-self, text-to-text and text-to-world connections. When they finished, they chose one follow-up task to complete.

They enjoyed continuing with their novel study and finding out what happens next in their Roald Dahl books.

 LI: to study a novel.

  

Inquiry | Emergency Shelter Design

This week, all of the companies that were formed last week brainstormed ideas for an emergency shelter design. We needed to come up with ideas for the structural shape and design of the emergency shelter. The companies also needed to include brief ideas about what their shelters will be designed to resist. Each shelter should be designed to resist a kind of natural disaster.

All of the groups drew a rough sketch of the front and side view of their emergency shelter so they would have a decent idea of what to create. Then, the teachers introduced the groups to a website called SketchUp which is a design programme that allows you to create anything in three dimensions.

The groups recreated the their shelter designs using the website and had the opportunity to change the size of the emergency shelter and add windows and doors using the design programme.

All of the companies enjoyed brainstorming ideas for an emergency shelter and recreating the shelter using a design programme.

LI: to digitally model an emergency structure.

Mr Wong's Writing | Narrative

This week, Mr Wong's writing groups have gone through their written narratives and changed different pieces of them using the feedback given by Mr Wong.

They talked about the changes that could be made to the narratives that they wrote, such as the ideas, the problem, the structure of the narrative (TOPES), the formatting, speech, events and more. They applied that advice and feedback to their narratives.

In their blogpost, they informed the reader what a narrative was and about the structure of a narrative (TOPES) and what each part of the structure is. They talked about why it is important to know how to balance speech and narration in a narrative. They also included information about how to plan a narrative, and why it is important to know this information.

They enjoyed learning about the different changes that could be made to a fictional story so that they could apply that knowledge to their narrative.

LI: to plan a narrative.

Touch Rugby | Kiwi Sport

This week, we learnt how to plant the ball during our touch rugby kiwi sport session.

First, we got into groups behind a cone. One person from the teams had the ball, and the another person was following the person with the ball. We planted the ball at four different cones and the person behind us was dummy-half. 

After that, we practised how to touch people in a game. Each team had a certain amount of rugby balls and we needed to tag the people in the opposite team who had a rugby ball. If we got tagged we needed to plant the ball and go for a person who has a ball.

Lastly, we practiced being offence and defence. At first it was one vs one. A person from the defensive team tried to prevent the offensive team from getting a try.

By the end of this session LS1 should know how to plant a ball.

LI: To learn skills in touch rugby.

Maori | Translating and Revising

This week, LS1's lesson with Whaea Odie was based around knowing that some words are based off of their features.

First, we looked at the meanings of roto, waho, runga, raro, mua and muri. Roto means in, waho means out. Runga means above, raro means below. Mua means forward, muri means backward.

Next, we were given a list of words in Te Reo Māori to translate back to english. There were 17 words to translate in total.

After that, we did one more list that included the names of places in Te Reo Māori and words relating to sea or ocean. We translated all of these.

I enjoyed this lesson with Whaea Odie and I especially enjoyed looking at the meanings of roto, waho, runga, raro, mua and muri. One thing I think I could work on is expanding my Māori vocabulary.

 LI: to revise and translate words from Te Reo Māori.

Inquiry | Researching Shelters

This week, LS1 was researching the different types of shelters.

First, we got into groups of four-five. We then started to assign tasks to the people in our group. We read the design brief to see what the problem statement and the design statement is.

After reading the design brief, we made a Google Slide and started to research the shelters. We researched shelters for natural disasters. We wrote about what makes the shelter protective and the materials used to create the shelter.

The purpose of this activity was to identify what materials and shapes are best for different natural disasters.

LI: To research emergency shelters.

Narrative

This week, we made our narratives using our plan.

First, we looked at our plan that we made last week. By looking at our plans, we could figure out and remind ourselves of our ideas that we noted down.

After that, we took our bullet pointed ideas and made it into a narrative. We remembered the use of punctuation, structure, third person and past tense. We also remembered to keep the story an A4 size piece of paper at max.

By the end of this activity, LS1 should know how to write a narrative.

LI: To write a narrative.

Novel Study

For Mr Wong's reading tasks, we did a novel study. A novel study is a process where you read a book and complete comprehention tasks on the chapters we have read so far.

This week, we were continuing our novel study and completed a task with it. 

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to do a novel study.

LI: To study a novel.

 

Maths in Jobs

For Mr Ogilvie's maths task, we researched about the different areas in maths that are used in certain jobs.

We picked a job that used maths and made a poster answering questions. The questions were: What is the job?, what maths does it use?, How is the maths used?, why is it important to be good at that type of maths in this job? Thinking of the positives and negatives.

Most jobs use maths. The jobs that use maths a lot are: medicine, science, engineering etc. Some jobs don't use maths a lot, they can just use basic addition or multiplication.

By the end of this activity, LS1 should have an understanding of what types of maths is used in different jobs.

LI: To identify the maths used in jobs.

Inquiry | Insulator

This week, we have been conducting experiments as our inquiry focus. We conducted an experiment to find out the insulation of different materials.

First, we sorted ourselves into groups of 3 or 4 and chose what material we were going to test. The different materials are plastic, glass, tin, polystyrene, and paper cups. The first experiment we did was 'Keeping it warm'.

Next, we measured 100ml of warm water from the tap and poured it into our container. We placed the thermometer inside of the cup and started our stopwatch. We recorded the temperature of the water every 2 minutes for 20 minutes.

Then, we moved onto the second experiment called 'Keeping it cool'. We used the same material from the previous experiment. We measured 50ml of water and poured it into our container. Then we recorded the room temperature with the thermometer, and put 3 ice cubes in the container. We recorded the temperature of the water every 2 minutes for 20 minutes.

After that, we discussed what the insulators were for each material and compared the results.

We enjoyed conducting these experiments and using the thermometers to record the temperatures of the water. One thing we could work on is conducting quality experiments.

LI: to learn and practise experimental methods.

LI: to determine the insulative properties of materials.

Commenting Thread | Maths

Mr Ogilvie's maths task was to create a comment thread using the proper maths terminology.

We needed to make two comment threads, one for maths and one for commenting thread. For both of the comment threads, we had different people to comment thread to. 

The comment threads needed to have at least four comments. We used a greeting, open questions for a longer answer and possitive feedback.

By the end of this activity, LS1 should have come up with an understanding of how to create a comment thread.

LI: To create a comment thread using the correct mathematical terminology.

Writing | Narrative

This week, we were learning how to create a plan for a narrative.

First, we reminded ourselves of the structure of a narrative (TOPES). TOPES stand for title, orientation, problem, events and solution. In the orientation, you need to answer: who?, when?, where?, and what?. The problem needs to talk about something that goes wrong. The solution is the last things that the characters do to solve the problem. A solution can either fail or succeed.

After that, we watched two short films and tried to identify the structure of the movie. Both of the movie's structure lasted for a very different amount of time.

Lastly, we brainstormed an idea to write a narrative about. We could only make the story one A4 page. The film had to be 30s minimum and 2m maximum.

By the end of this activity, Mr Wong's writing groups should have a good understanding of how to plan a narrative.

LI: To write a short story that can be made into a short film.

Novel Study

For Mr Wong's reading tasks, we were doing a novel study. A novel study is a process where you read a book and complete tasks.

We each picked a book that was written by Roald Dahl. Our options were: Matilda, The Witches, The Giraffe, and the Pelly and Me, The Twits, Georges Marvellous Medicine and Fantastic Mr Fox. 

Each week, we need to read a certain amount of text from the book and do a follow up task after reading the book. We also needed to complete a making connections DLO. We need to continue a story web each week.

By the end of each week, LS1 should have come up with a new understanding of the book and learnt how to do a novel study.

LI: To study a novel.

 

Mr Ogilvie's Maths | Improving Skills

This week, Mr Ogilvie's Maths groups is focusing on improving a certain skill within math.

First, they chose a skill within math that they were struggling with. The skills they were able to choose were measurement, statistics, addition and subtraction. They chose a certain part of that skill that they struggled with, for example if someone chose measurement, something they could be struggling with is converting millimeters, centimeters, meters etc.

Next, Mr Ogilvie's maths groups created a DLO to showcase the learning that they have done with that certain skill. They explained the steps to the strategy that they used and gave an example of how to use those strategies using an equation.

They enjoyed this activity and found it difficult to explain how they used their strategy.

LI: to improve on a skill within math.

Conducting Experiments | Inquiry

This week, LS1 was conducting experiments to get a quality result.

First, we looked at the procedure and saw that the procedure was not specific enough, because of this, we needed to add more detail. We added more detail by specifying how much water we use and how much material we needed.

Next, we chose the materials that we wanted to experiment on. The materials that we could chose were: nappies, cotton, rocks, sand and paper towels. The experiment was about what material can absorb the most water. 

We then prepared our experiment. We measured 100ml of water inside a beaker, got a tote tray to prevent spillage, and weighed our material to get 50g worth of material.

After getting the experiment ready, we started. We poured the water on the material and once all of the water was poured, we let the material absorb. Then, we took out the material and put the excess water in a beaker. We measured the excess water. We recorded the results on a sheet and compared them.

By the end of this activity, LS1 should have come up with a good understanding of which material can absorb the most. LS1 should have also had a good understanding of how to be precise.

LI: To determine the absorbency of different materials using experimental materials.

Mr Ogilvie's Maths | Statistical Investigation

 Mr Ogilvie's maths groups were focusing on measuring the length of an activity and converting times into median, mean and mode. 

With a range of numbers, median is the middle number. The mean is adding all the numbers and dividing the total by how many numbers there were originally. The mode is the number that appears the mose.

The statistical investigation was about investigating how long it would take to do an activity 5 times. Once we measured the time, we converted the each time into mean. 

Then, we converted the overall times into median and mode.

We answered the question "What could have made it faster or slower?" and converted the times into seconds, minutes and hours. We then found out the combined time spent, and the elapsed time.

LI: to investigate the units of time.
 

Reading | Governing Topics

This week, LS1 has been learning about governing topics. We discussed that governing topics are things that parties want to do when they are allowed.

First, we talked about the different governing topics. There are 13 in total; transport and infrastructure, borders and migration, community and inclusion, defense and foreign affairs, economy, education, enviroment, health, housing, incomes, employement and income, and law, justice and government.

Next, we used the reciprocal reading process in our groups to talk and give our understanding of the topics. The roles in the reciprocal reading process are the leader, the predictor, the clarifier, the questioner, and the summariser.

After that, we read the different governing topics and wrote down short summaries of what we understood. Once we did that, we wrote the two most important governing topics to us.

Then, we read the different electorate perspectives and why they are running for government position for the area. We voted an electorate and a party.

We all enjoyed this activity, and using the reciprocal reading process to summarise governing topics. One thing we could improve is sharing ideas with eachother and collaborating to summarise our understandings.

LI: to choose important governing topics by summarising all topics.

Writing | Recount | Daily Routine

For writing, we wrote a recount about a daily routine. We did this because we wanted to find out what is important to us so that we could understand which political party we wanted to vote for.

First, we planned out our recount. We noted down the four main parts of the day which are: before school, at school, after school and after dinner. We also noted down the things we would do in those time periods.

After planning, we started to write the recount. We used our plan to get ideas about what to write.

When we finished writing down our events, we wrote the ending. The ending had our personal reflections and what we want to do the next day.

At the end of this activity, we should have had an understanding of what we find important and how to plan a recount.

LI: To write a daily routine recount.

Making Connections

In this activity, we learnt how to make connections.

We first discussed what the three different types of connections were. Our ideas were: text to text, text to self and text to world. Then we talked about what they each meant. Text to text is a connection with another book. Text to self is a connection with yourself. Text to world is a connection with the world.

Next, we used last week's fact and opinion to create connections. We used our inferences and make the connections to the world, ourselves and another story.

The purpose of this activity was to understand how to compare texts to your experiences, the real life world and other texts.

LI: To identify and describe connections.

Risk & Hazard | Fire

This week, we assessed the risk, hazard and consequences that could happen while lighting a fire and making s'mores over the fire, then doing it in person. We made a safety plan for making a fire and for making s'mores. 

First, we discussed the hazard and risks for the first safety plan. Then, we wrote down the hazard and risks. A hazard while making a fire, is the fire itself. However, the cosequences could be getting burnt by the fire.

After writing down the hazards and risks, we talked about what the cosequences could be, how we could prevent it, who is responsible for it and the emergency plan.

Next, we made another safety plan for making s'mores with the fire. We repeated the process but made different hazards. After making the safety plans, we went onto making the fire and making our s'mores.

Mr Ogilvie lit the fire and started to demonstrate how to make the marshmallows. After the demonstration, we made the s'mores.

By the end of this activity, LS1 should have had an idea of how to make a saftey plan and how to assess the hazard, risk and consequenses.

LI: To assess risk with a safety plan.

Girls Kiwi Sport | Cricket

This week, the year 4-6 girls had to the opportunity to take part in a cricket session coached by Nick and Sam from Auckland University Cricket Club. We took part in three activities to learn the basic skills in cricket.

First, we practiced catching the cricket ball. We counted how many times we could clap before we caught the ball. We repeated this process but caught the ball on one foot. We then caught the ball while starjumping.

After that, we found ourselves a partner and practiced throwing and catching the ball to one another. We repeated this process but everytime the ball hit the floor the total catches went back to 0. We then caught the ball with one hand.

Next, we were sorted into a batting and fielding team. The batting team had to two people hitting six balls off of a T at a time. The two people on the batting team had to run to two white cones and score points. The fielding team had to gather the balls and put them back on the T to stop the round.

We enjoyed this session of cricket and found it fun to collaborate with eachother. The purpose of this activity is to work together to learn the basic skills needed in cricket.

 LI: to learn the basics skills of cricket.

Art Collaboration | Colour Blending

For art, we are recreating the cover of the Gruffalo story. The Gruffalo is the text we have been using to visualise, infer and make connections. 

First, we were assigned to seperate parts of the picture in groups. We talked about an art technique with pastels which is called 'blending'. Blending uses multiple colours to create a type of shading that makes the picture look more detailed.

After that, the groups coloured inside the traced lines on the picture. There were rules and exceptions we had to follow such as: black pastel comes last because it is the darkest colour, use a paper towel to blend colours and use a cotton-bud to blend small areas of the picture.

For this task, we collaborated with other groups so that when all the art pieces were done, the end result of the ar picture would fit together neatly.

We enjoyed this art session and practicing the blending technique with pastels. The purpose of this activity is to collaborate with others and understand art methods.

LI: to collaborate and complete a group art-piece.

LI: to practice blending colours using pastels.

Narrative Rewrite

For writing, we have learnt about narrative rewrites.

First, we talked about our ideas on what narrative rewrites are. We know that a narrative rewrite uses ideas from another story to write a new text that fits with the original storyline.

Next, we thought of a character from 'The Gruffalo' to replace for the narrative rewrite. The animal we replaced the character with had to flow with the rest of the storyline. 

For example, if we chose to replace the mouse with a giraffe, the story wouldn't make sense because the animals would not prey on a giraffe.

After that, we chose a scene or small part from the story to rewrite with our chosen character. We used the guiding questions 'who would the animals meet?', 'what would the animals say?' and 'what is the Gruffalo's favorite food including them?'.

We enjoyed this activity and found it fun to rewrite a part of the Gruffalo story. The purpose of this activity is to know the different parts to rewriting a narrative.

LI: to rewrite a narrative.

Character Trait | Fact & Opinion

LS1 learnt about fact and opinion to create a character trait. In the activity, we learnt also learnt how to infer using our prior knowlegde. 

First, we discussed what we think fact and opinion is. One idea was: fact is the event that took place, and opinion is our inference.

After that, we noted down the facts that took place in The Gruffalo. Then, we wrote inferences about the facts.

Lastly, we talked about what we thought character trait meant. A character trait is something that characters or people have. For example: Bella is exhausted. Then we made a character trait using the adjectives we came up with in our inferences about each character. 

By the end of the session, LS1 should have had an idea of what fact and opinion is and the differences between them.

LI: To infer.

Class Writing | Setting Description

This activity is based around understanding how to describe the looks, the smells, the feels and the sounds of a setting.

First, we wrote down adjectives for all four settings in the gruffalo story. We wrote down adjectives that described how the setting looked, smelled, feeled and sounded.

Then, we wrote down a full setting description for only one of the settings. We wrote full sentences that describe all the areas of the setting. We also included figurative language

We enjoyed this activity and found writing the setting descriptions fun to do. Describing what a setting feels like, smells like, sounds like, and looks like can help the reader understand more of the place.

LI: to write a setting description.

Mr Wong's Maths | Multiplication

This week Mr Wong's maths groups have been learning their 7 and 9 multiplication times tables.

First, they did a warm up activity which was doing their basic facts boxes for multiplication.

Then, they created a slide that shows the times tables that they learnt. They showed examples of each multiplication problem using beans and counters. An example of a multiplication problem is 5x7= 35, they showed this by having five groups of seven counters.

They enjoyed this activity and learning the 7 and 9 times tables. Mr Wong's maths groups understand that multiplication is a faster way of adding the same number.

LI: to learn the times tables.

 

Risks | Assessing Likelihood

We learnt how to identify the levels of risk. We also learnt about assessing the likelihood of risk.

First, we learnt about the five levels of risks, which are: low, likely, possible, elevated and extreme.

After that, we rated 15 scenarios by the levels of risk. Then we discussed and noted down the consequences that can occur by the scenarios.

Lastly, we applied our knowledge to make our own scenarios and rated the potential risk level for other people to try.

LI: To assess the likelihood and consequences. 

Class Reading | Visualizing

The class task for reading was to visualize by drawing pictures.

First, we did the Gruffalo activity. The teacher read seperate parts of the Gruffalo story and we used the given information to visualize and draw a picture. There were six different parts of the gruffalo story that we visualized.

Next, we did the Nogard activity. The teacher read the description of an animal. We drew what we understood of the description. The Nogard turned out to be a dragon.

We then talked about visualizing, what it is, how to visualize and why visualizing is a helpful tool.

We enjoyed this activity and found it fun to visualize the descriptions. Visualizing is good for creating an image in the readers mind, so the reader can understand more of the story.

LI: to visualize parts of the story.

Mr Ogilvie's Maths | Statistical Investigations

Mr Ogilvie's maths groups were focusing on measuring the length of an activity and converting times into median, mean and mode. 

With a range of numbers, median is the middle number. The mean is adding all the numbers and dividing the total by how many numbers there were originally. The mode is the number that appears the mose.

The statistical investigation was about investigating how long it would take to do an activity 5 times. Once we measured the time, we converted the each time into mean. 

Then, we converted the overall times into median and mode.

We answered the question "What could have made it faster or slower?" and converted the times into seconds, minutes and hours. We then found out the combined time spent, and the elapsed time.

LI: to investigate the units of time.

LI: to investigate units of time. 

Mr Wong's Writing | Hyperboles & Personification

Mr Wong's writing groups learned about more figurative language, hyperboles and personification.

This was an individual task.

Mr Wong's writing groups understands that personification is giving an inaminate object a human trait. We also understand that hyperboles are exaggerations.

On the slide, there were four images. Mr Wong's writing groups found two different personification to describe two images, and two different hyperboles to describe two other images.

 Mr Wong's writing groups used lists, sites, and more to find hyperboles and personification.

The focus of this activity was to understand the use of hyperboles and personification.

Mr Wong's writing groups found this activity enjoyable and easy. One thing we could work on is understanding the different figurative language types and using them correctly.

LI: to use hyperboles and personification to narrate events.

Mr Wong's Reading | Food Storage and Preservation

Mr Wong's reading groups used the reciprocal reading process to identify which three containers are best for certain situations.

First, Mr Wong's reading groups used reciproal reading to keep track of the different products.

Then, from the information we found, Mr Wong's reading groups identified which three containers were best fridge storage, storing fruits/pickles at room temperature and buffet servings.

Next, Mr Wong's reading groups used a T-chart to determine the pros and cons of the containers. Mr Wong's reading groups used the reciprocal reading process and deductive reasoning to find out the pros and cons.

In the blogpost, Mr Wong's reading groups explained the physical appearance of the three containers and the pros and cons. They included a conclusion, then explained the function of each container.

The focus of this activity was to understand how to use the reciprocal reading process to find information about products and compare them.

Mr Wong's reading groups enjoyed this activity, and investigating more about food storage and preservation using the reciprocal reading process. One thing we could work on is using deductive reasoning to identify pros and cons.

LI: to compare products using reciprocal reading.

Mr Ogilvie's Maths | Measuring Time

Mr Ogilvie's maths groups tested out different methods to measure units of time.

Time is an ongoing sequence of events happening.

First, Mr Ogilvie's maths groups identified three ways to measure non-standard time. A few are: egg timers, singing, pendulums, water clocks, and sand clocks. 

Then, Mr Ogilvie's maths groups chose five activities to test the methods on. On the slideshow, they included a rough time estimate of how long the activity should take, how we measured it and what method we used.


Mr Ogilvie's maths groups did this activity to understand how to measure the units of non-standard time without using everyday devices such as: clocks, watches and more.

Mr Ogilvie's maths groups enjoyed this activity, and found it challenging to measure time without clocks and more. One thing we could work on is estimating the length of an activity accurately.

LI: to investigate the units of time.

Mr Ogilvie's Writing | Narrative

Mr Ogilvie's writing task was to create a character description on whoever Mr Ogilvie's groups chose.

Mr Ogivlie's groups used a template to get an idea of what things to cover in the character discription. They covered the appearance, personality, and experiences.

The appearance is how they look. The personality is how they are, how they act, how they behave and their communication. The experiences are where they live, their secrets and their hobbies.

LI: To write a character description.

Mr Ogilvie's Reading | Summarising & Inferring

Mr Ogilvie's reading task was to complete the character trait inference and summary.

Mr Ogilvie's reading group used the strategies they practised from the past weeks. They were: visualising, inferring, and used good adjectives to help with understanding the book. 

Each group got different texts to summarise about. They were: Jack and the bean stalk, The three princesses, Lost, King of the mountain and Hole in the kings sock.

LI: To summarise using visualising and inferring.

Metaphors

From this activity, Mr Wong's writing groups learned about more figurative language and metaphors.

The groups used lists of metaphors and found the most suitable and commonly used metaphors to describe an aspect of a situation in the images.

Each group struggled with finding the correct metaphors, but was able find some of the correct metaphors in the end.

The focus of this activity was to understand the use of metaphors.

LI: to describe things by metaphor.

Time

Mr Ogilvie's maths groups were focusing on creating our own clocks and observing how the clocks measure time.

The clocks we made were a water clock, sand clock and pendulum.

First, we made estimations for how long it would take for the water clock/sand clock to reach a certain mark and how long it would take the pendulum to swing a specific amount of times.

We then did the proper measurements. For each clock, we answered a range of questions.

We enjoyed this activity and found it fun to experiment with the different clocks. One thing we could work on is our estimations.

LI: to investigate units of time.

T-chart

Mr Wong's reading groups were focusing on identifying the pros and cons of food storage products using a T-chart.

Our first objective was to find containers that suited three different situations: fridge storage, room temperature storage and buffet serving.

We used reciprocal reading to get an understanding of the different food storage products. There were two different food storage sites that we used the reciprocal reading process on.

After that, we used a T-chart to find the pros and cons of the items that suited the different situations the most.

We enjoyed this activity and using the reciprocal reading process. One thing we could work on is identifying the cons of something even if it isn't stated in the text.

LI: to compare products using reciprocal reading.

Volleyball Interschools

On Wednesday, some students from PBS went to the Barfoot & Thompson Stadium to take part in the volleyball interschools.

There were three teams that participated from our school and they were: the year 5/6's, the year 7/8 group one and the year 7/8 group two.

The year 5/6's ended up winning only one game out of 5. The year 7/8 group one won three games out of six, but unfortunately the year 7/8 group two won none of their games.

You can see the results here: https://www.panmurebridge.school.nz/sport/weekly-wrap

Although, some of the results weren't vey good, everyone enjoyed the day and had a great time. Thank you to Mr Ogilvie for organising this trip.

Explain that Idiom

From the lesson, we know that idioms are sentences or phrases that are not meant to be taken literally. Idioms use figurative language to reiterate literal phrases or sentences.

First, in teams of two/three people, we created an Explain that Idiom slide where we insert an idiom and then come up with a script using the idiom to give an example of how it is used.

The teams chose three different idioms to explain, create a script and act out (we could create or search for idioms).

We found this activity fun and enjoyable. One thing we could improve is group cooperation.

LI: to practice using idioms.

Figurative Language

Mr Ogilvie's writing groups were learning about the five different figurative languages.

They first learnt about the five different languages. They were: simile, metaphor, hyperbole, personification and understatement. 

A simile is a comparision between two things using 'like' or 'as...as'. A metaphor is a comparision between two things without using 'like' or 'as...as'. A hyperbole is an exaggerated statement that shows effection. A personification is to give an object or idea a human trait. An understatement is an expression that doesn't have a lot of strength.  

They then made a Google Presentation with the definitions of them and with an example.

LI: To learn about the five different types of figurative languages.

Summarising

For Mr Ogilvie's reading task, we learnt about summarising. We created a story web using three different strategies to summarise each part of a story which was: Ki O Rahi.

We used inferring, visualising and summarising. Inferring is to figure out something by using hints and reasoning. Visualising is to create a picture in your mind. Summarising is to come up with a breif description including all the main points.

We summarised the 'Who? Where? & When' in the orientation and by the end of this activity, we summarised the whole story.

We think that connecting the three strategies will help with understanding a text more.

LI: To summarise using visualising and inferring.