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.