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.