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.