SLJ Week 1 Activity 8 | Rise up

 LI: to create your own poem or song lyric.

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Today I have completed the 8th activity for the first week of the Summer Learning Journey. This activity is called Rise up. I have completed the Kick Start and Step it up activities today. For this activity we watched a video created by some students of Mangere College. They created a music video called 'Rise Up'. By watching that video we were able to think of our own song lyric.  

For my song lyric/chorus, it was made to help someone feel better. There are some people out there who don't always have the best days so it is good to cheer them up and make them smile. I have also created an audio sound of me reciting my song lyric as a poem. This was a fun activity for me, i've never created my own song lyric so this was a new experience. 

SLJ Week 1 Activity 7 | Optical Illusion

LI: to give an example of an illusion and find out what it is and how it works.

                                        

Today I have completed another Summer Learning Journey activity. This includes the Kick Start and Step it Up challenge.  For this activity we were supposed to find an illusion of our choice and explain how it works.  The illusion I chose is called the "Zöllner illusion". As like all illusions, the purpose of  them are to trick the brain and to help scientists find new insights of how vision and the brain works.  The Zöllner illusion was first invented in the 1860s by a German astrophysicist, Johann Karl Friedrich Zöllner. 

We watched a Video created by Happy Learning English. In the video it talks about how our eyesight works and how our brain can be tricked by the optical illusion. I have also made my own video on how you can create your own optical illusion. 

Before this activity I did not know much illusions, this was a very interesting activity and gave me the chance to find out new things that I didn't know before. 

SLJ Week 1 Activity 6 | What are you doing today?

 LI: To practise the Maori pronounciation for "what are you doing today?".

I have completed the 6th activity for the Summer Learning Journey. This includes the Kick Start and Step it Up challenges. The main purpose of this activity was to help people understand the Maori Language and how to pronounce it. For this activity we learnt how to say "what are you doing today?" in Maori. 

On the DLO we listened to a voice recording of someone saying "what are you doing today?" in Maori. After hearing the voice recording we had to sort out each word in Maori to create the sentence. It was very easy to get tricked or not hear something properly and make a mistake so we had to listen closely. In Maori "what are you doing today?" translates to - "Kei te aha koe I tenei ra?". In the DLO it also teaches us abit of dialouge, after asking "what are you doing today?", there is another voice recording saying "I am going to ...." and give the different options in Maori. 

Befor doing this activity I knew how to speak Te reo Maori but I just learnt how to say "what are you doing today?". This was a fun activity, I learnt something new and since Maori is not my first language this was fun. 

SLJ Week 1 Activity 5 | Kowhaiwhai Patterns

LI: To create a kowhaiwhai pattern to represent summer

                                                 

               

 I have completed the 5th activity for the Summer Learning Journey. This includes the Kick Start and Step it up Challenge. Today I learnt that when it is very hot and the air is shimmering Tānerore performs the haka for his mother, Hine-Raumati. This happens in summer as the land heats up. 

Our challenge was to think about this while we designed our own kowhaiwhai pattern to represent summer. My pattern represents the sea and the land, what I mean by this is that on summer days it is natural instinct to go and enjoy the time outside in the sun acknoledging nature or at the beach to cool down. 

The body of the top half of my kowhaiwhai patter represents the ocean and the blue sky, on hot summer days in New Zealand people tend to spend their days soaking away in the cold blue water. The other half represents the sand, it also represents the nature or outside. As the is shining on summer days children and families enjoy spending time out in the sun going for walks around the neighbourhood or relaxing in local parks/playgrounds. 

SLJ Week 1 Activity 4 | Insect Art

LI: To create a piece of insect art

Today I have completed the 4th activity fro the Summer Learning Journey. Inspired by art creations by Raku Inoue we went outside and collected leaves, twigs, and other plant debris to create our own insect images. Since Panmure Bridge School is not finished yet, we all walked around the entire school to collect what we needed. It took me a while to figure out what insect I should create so I decided to challenge myself and create a butterfly. For the butterflys' wings I used for the top half cut out leaves and the same for the bottom half. I added some detail from small flowers I found on the school fields. This was a really fun activity and gave me the chance to think outside the box. 

Here are some facts of a butterfy:

You may or may not know this but butterflies rely on the warmth of the air temperature. If the air temperature around the butterflies aren't at least 85 degrees farenheit they would not fly. 

Compared to the human eyesight, a butterflys' eyesight can see things we can't. Have you heard of ROYGBIV? R stands for Red, O stands for Orange, Y stands for Yellow, G stands for Green, B stands for Blue, I stands for Indigo, and V stands for Violet. These colors are known as the main 7 colors to the human eye, butterflies can see colors that we cannot. 

Many people assume that the color on the wings of a butterfly is just for attraction but theres many more reasons why. Due to being a small insect a butterfly struggles by being prey to many predators. The beautiful color you see on their wings are used to intimidate predators. 

Did you know that a butterflys' wings are made up of tiny transparent scales? The color of the wings are made from the reflection of the sun in their wings. This is what you call iridescene. Iridiscene is what happens when the sunlight reflects through the multiple layers of scales. Iridiscene can also be seen when blowing a bubble from soap. When you make a bubble from soap you can see many colors spiraling around the bubble. This is what causes butterflies to have color on their wings. 

SLJ Week 1 Activity 3 | Fishy False Teeth

 LI: To create your own comic strip of an imaginary conversation.

Today, Aliyan K and I has started on the 3rd activity for the summer learning journey. My comic strip shows the conversation I imagine these two people had after one of the men had sneezed his teeth into the sea during a fishing trip.  As we are still learning in school, Aliyan K and I has created this comic strip together. After reading the article and watching the video we made a comic strip using what we think they said. There were 2 main characters, Slamat and Stoop. The original story is that Stoop felt abit sea sick and his teeth fell into the water. Slamat caught a 19 pound cod fish and put his teeth in the cod fish, stoop took the teeth out and used it but it was not his size. This activity was really fun to do and experience with my partner Aliyan K. 

SLJ Week 1 Activity 2

LI: To write a quality blog comment on someone else’s blog that starts a rich learning conversation.

Leaving a quality blog comment on another  student’s blog helps us make connections to new learning by asking open ended questions that encourage a reply and motivate the blogger to ask their own question in return. This is how a comment thread starts and when that happens we make connections with a wider audience who we can learn with and from. I have commented on Jessie T's blogpost from Glen Innes School and also Malachi from Ruapotaka School. I have also commented on Sau and Tumanaako's blog but my comments need to be approved. 

SLJ Week 1 Activity 1

LI: To collect materials needed to successfully complete our weekly superpower building missions with Nano Girl.

This morning LS2 worked in groups with our Year 4 students to help them create their first Summer Learning Journey blog posts. PBS are still at school this week so finding some of the materials we needed for our treasure hunt was easy. Our challenge is going to be able to find all the materials we need at home now. This activity was interesting and very fun, for this activity we were able to improvise and use our heads to find some objects that were needed around the classroom. Me and Aliyan K created a screencastify video explaining what we found and what Nano Girl explained in the video we have watched.  

 

Operation Christmas Drop

LI: To write a summary of the story behind the Operation Christmas Drop in your own words.

For the last 68 years the men and women of the US airforce who are based at Andersen Airforce Base in Guam have been using a pilot training drill to drop much needed supplies to the people who live on the 60 remote islands that surround Guam. This is called the Operation Christmas Drop. This operation started when an aircrew flew past an Island near Hawaii witnessing villagers wave at them. This has become a tradition and a training drill for when aircrew members are in remote islands. For this DLO I have worked with Sulia and Juel. 

Decorating the Tree

 LI: To decorate the office Christmas tree 

The purpose of our Design Technology challenge was to create a set of Christmas/Holiday decorations that respresented our school and the people in it. We were given a design brief from Mr Johnston and a delivery date. To celebrate the end of this challenge LS2 delivered their completed decorations to Mr Johnston, then hung them on the tree in our school office.

Design Technology Challenge

LI: To design and make a holiday decoration that fits the client brief.

This term for Inquiry, Mr Johnston requested LS2 to create ornaments representing a celebration or culture for our school's christmas tree this year. The specifications we have been given were; 10cm ornament, Christmas or celebration themed, original. We had a max of 2+ ornaments depending on the material and equiptment we had. I had only made 2 ornaments. This was my first time sewing so on my first try the stitching was a bit too big but I have improved on my second one.I think that my color combinations and details are very good and make my ornament stand out. Next time, I would ask for more different colors so I can have multiple options to choose from. I thought that this challenge was really fun and we should do it again. 

Probability

LI: To create a probability tree to explain your thinking. 

                           

Probability is how likely something is going to happen out of a chance. This week for maths we learnt how probability can be found. A probability tree is a easy way to solve how likely something might happen or not. In this DLO above, the question I was answering was; What are the chances of her grabbing two flowers that are the same type out of her bag first? I solved this using a probibility tree.  As I made the tree, I found out the different possibilities of what the outcome may be. In the DLO I explained how I found my answer from adding the answers of two combinations. 

Tech Reflection | Science

LI: to create a blogpost explaining our tech session. 

This morning we had our tech session, this was the last session this year with Mrs Sharma. For this session we talked about plants and foodmakers. First in our project books we explained how plants grow, how it feeds itself, what it needs in order to live, different types of plants, and why plants are important to animals. After we explained what a plant is we watched a video of the system of a plant. We next went around Tamaki College and found 10 different leaves, after we found the leaves we made a table chart describing each leave, on the chart we numbered the leaves from 1-10. There were 5 different coloumns; 

Size - *cm

Texture - *rough, soft, waxy

Color - *green, purple

Thickness - *the thickness of the leaf

Pattern - *veins through the leaves 

Art Colouring Book

LI: To experiment with colors. 

This morning we tried one of this year’s Kick Start Summer Learning Journey activities. The purpose of this task was to experiment with colours by mixing colours from the original palette with pop colours. This allowed us to recolours famous painting or images of landmarks around the world. The artwork that I have re made was called, under the wave of kanagawa created by Hokusai. In the art I have experimented with shades of blue, different shades of white and brown and also some green. 

Bookclub | Bok Choy

 LI: to unpack the text together

Sulia, Afatia, Azatulah, Vayan, Chris, Luka, and I were introduced to the activity, Book Club by Mrs Anderson.  Each member of the book club has a role to take each week. The 7 roles are, The Discussion Director, Connector, Summariser, Passage Picker, Word Master, Illustrator and Meeting Report.

 The book that we read this week was called “Bok Choy” by Paul Mason. The moral of the story was describing the differences between the chinese people compared to the englishman. This story unpacked the racism faced by chinese minors who came to NZ in the 1800s to seek their fortune in the gold fields and how it affected others. From this story we learnt it is important to accept one another despite who we are and how we look. 

Once we had completed the tasks for our roles, we reported back to the group and shared our thoughts and ideas. The Discussion Director’s asked questions and guided everybody to be on the right track. The Summariser, picked 20 most important words from the story, to 6, and used it to summarise the text. The Passage Picker would pick a part of the story and write why it’s important to you. The Connector had to make connections to themself, to text, and to the world from the book.

I enjoyed sharing our opinions with one another with group, we were all confident to share our thoughts creating a rich learning conversation about the story. 

Te Whanau Raukura Performance

This week Panmure Bridge School had Te Whanau Raukura perform at our school. They're a maori entertainment group that origanally performs at the Auckland Museuem. During their performance they told us about the history and culture of Te Reo Maori. Taiaha, poi and te rakau were former weapons for battle in the maori history. Since there wasn't much objects back then, the Maori people carved wood into weapons and that was called a Taiaha and a Te Rakau. A poi was like an excersiser for the Men before they went into battle to improve there agility and fitness which later became used by women. As the last entertainment the group performed a Haka for us, this was one of my favorite parts. 

After the performance one of the performers came to LS2 to teach us a traditional Maori Game. Her name was Bekah. The game she taught us was called Pukana. In a circle on person would do the starting chant which was "Ringa Pakea, Pukana He, Pukana Ha, Pukana, Pukana Pukana" after the last pukana that person would turn and pukana towards someone and the would do it back or pukana to another person. 

Exploring our national current events

 LI: To identify author’s purpose.

During reading we also talked about Current News in New Zealand. In groups of 4-5 we explored the different types of current events that are happening in New Zealand, thought about why the story made the news and plotted the location on a google map. Here are the different catergories of each news we found using different News Websites like - RNZ (Radio NZ), Newshub, NZ Herald, Kiwi Kids News and more. Each day, newspaper editors around the world must make desicions about which stories they will run. 

• Timeliness
• Magnitude
• Relevance
• Unexpectedness
• Impact
• Positive Reference
• Negative Referance
• Oddity
• Conflict
• Continuity
• Emotions
• Progress

Provocation: Should masks be compulsory on NZ public transport?

LI: To identify and consider the two perspectives of this provocation to help me form an opinion.

This week for reading we have been exploring news around NZ and a recent provocation. The provocation that we talked about was "Should masks be compulsory on NZ public transport?". Using this provocation we formed an opinion on whether or not we agree. We used our smart researching skills to find facts and information to support our opinion. We created a DLO in groups to explain the 2 different perspectives of using masks on public transport. For my opinion I think that masks should be compulsary while using public transport because it would help us win against this Covid-19 pandemic and reduce to possibilities of going into L4 lockdown once again also make the people around you feel safe and comfortable. 

The Charge of the Light Brigade | Poem

LI: To identify the meaning of the poem.

This week for reading we read a poem called 'The charge of the light brigade'. This story was based off true events, the crimea war. The crimea war started in 1854 to 1855. The light brigade was a failed military action that occured due to wrong given orders. There were approximately 600 soldiers in the light brigade and less than 1/3 of the soldiers survived. The soldiers that were in the light brigade were soldiers from the British and Ottoman Empire fighting against the Russian Empire. The poem we read was written by Alfred Lord Tennyson and is a Ballad poem. A ballad poem is a poem that tells a story. Due to wrong given orders the British and Ottoman Empire lost the war. While unpacking the meaning of the poem I found out that back in the day soldiers used Sabres, and Cannons for war. 

Weighty Challenge 1 | The Adding Addicts

 LI: To create a DLO to explain how we solved the problem. 

This week for maths we were learning measurments. In this subject we were talking about weight. The unit for measurement for weight are - grams, kilograms, tonnes etc. In groups we solved 3 problem challenges. For these challenges we wrote down answers in on pieces of paper. After we solved these challenges we created a DLO explaining our strategy and how we got our answer. For our strategy we used Place Value and a calculator because the numbers were too big for us to solve. In my group was Liletina, Hosea, Jayden, Leroy and Diana. 

Tech Relfection | Rocket Science

 LI: To find out how many fins you would need on a rocket to help it fly effeciently. 

This week we had Tech at Tamaki College. We were learning about Rocket Science with Ms Sharma and Mr Dunn. We started off by identifying the main features and attributes of how a rocket can fly. With Mr Dunn we learnt that weight and mass are two different things, if we were to go to mars our mass would stay the same but the weight would change. This is due to the amount of force in space and the planets. 

The reason we use rockets are to send cargo through space and stop bombs from other countries attacking a certain area. Due to gravity when the rocket flies off into space, it slightly turns horizontally to reduce fuel used. On a rocket their is a 'nose' to help the rocket cut through the pressure of the air when flying. 

We made straw rockets. We made our rockets out of plastic straw and paper as fins then used another straw to make the rocket fly. To help our rocket fly we had to make a lot of changes and variations to find our best flying rocket. The variable we changed was the fins. The winners were; Lukah - 6m and 40cm; Heavenly - 5m 90cm; Fau - 5m 80cm. 

C.A.R.E Explanation | Writing

 LI: to create an explanation using TEEL paragraphs. 

Link to Explanation Video

This week for writing we were focusing on using TEEL paragraphs in our explanations. As there are structures for different forms of writing the structure of a paragraph is known as TEEL; T for topic sentence, E for elaborate ideas, E for explain, and lastly L for linking topic to main question. We were revising explanations as next week is testing week. In groups we created an explanation explaining why it is important to use CARE values. I collaborated with Juel, Sulia, Heavenly and Afatia for the session. In our groups we voice recorded ourselves saying the explanation showing our explanation on a piece of paper. 

Least Common Multiple | Maths

 LI: To create a DLO explaining the least common multiple (LCM). 

This week for maths we have been talking about the least common multiple and the highest common factor. For our activity we had to create 2 separate DLOs explaining what the least common multiple is and what the highest common factor is. First I created the DLO explaining what the Least Common Multiple is. The least common multiple is the lowest multiple in common of 2 different numbers. For example. 

What is the LCM for 5 and 7? 

5 times tables - 5, 10, 15, 20, 25, 30, 35 

7 times tables - 7, 14, 21, 28, 35

The LCM is 35 because that is the first common multiple 5 and 7 have. 

Law of Inertia | Reading

 LI: To create a DLO explaing the Law of Inertia. 

This week for reading we have been continuing with science. For this session we were learning the Law of Inertia. The Law of Inertia connects to physics in science. In groups we created a DLO explaining what the Law of Inertia is and who created it. Isaac Newton was the person who found out and created the Law of Inertia. I collaborated with Leroy, Ellenora, Karlos and Matthew to complete this DLO. Isaac Newton made 3 laws:

Law of Rest

Law of Direction

Law of Motion

Explanation | Making wise choices

 LI: to structure and write an explanation. 

Why is it important to make wise choices? 

Have you ever thought about the consequences when making choices? Have you ever thought about what happens next? Well, with that in mind, your consequences will change drastically for the better. When making a wise choice, it can be; picking up rubbish, helping someone out, anything that makes you feel relieved in a positive way. The outcome from making wise choices is much more different than a bad decision. 

Making the wrong decision might not always have a good outcome but, can be a time for you to ask yourself, did you really want to make this choice? Knowing the difference between choosing and making the wrong decision is very important. Many people make the wrong decision by struggling through peer pressure and stress or making wrong decisions to feel relieved or feel good, this is called dopamine. 

With this topic in mind, people become addicted to drugs and their mindset towards the world and people around them changes. This is not a positive change. Becoming addicted to drugs can really affect your mental and physical health. If you are being pressured in taking drugs by friends or family, you are not in the right environment. You can seek help from social workers from school or in your community. If being pressured, feel the confidence to say no!

Many people take drugs and become so addicted that their future is not very bright, but it is never too late to stop. When people are very addicted they can get caught up in trouble with bad people. These bad people are drug dealers, drug suppliers and more. If you get caught up in this trouble you can be sent to prison for a long amount of time which can separate you from your family and friends. 

In conclusion, feel the confidence to say no! Listen to that small voice in your head, no matter how quiet it is listen to it! Think about your future and learn from your mistakes, always know you are the most important person in your life. Move on, stop taking drugs. 

This week we have been creating explanations. Our theme for our explanation was about making wise choices. We had the chance to choose our own topic. My topic was based on making wise choices connected to drugs. Using the information from the DARE Program I learnt that drugs are a substance that is very addictive and can be very dangerous in the wrong uses. With the help of Sakshi, I have checked my explanation to make sure there are no irrelevant sentences and use of words in it. 

Who will get my vote?

LI: To decide which political party will get your vote by making an informed choice   

To decide which political party I would vote for I read a summary of the policies each party wants to introduce should they win the election and the right to form a government to run NZ. Doing this allowed me to make an informed decision.

If I was 18 I would vote for the Green Party because I think they are suitable to run for Government and they have a lot of resolutions for different problems. This means if the Green Party won the election in my electorate James Shaw would be our member of parliament and Marama Davidson would become the Prime Minister.

DARE... to make a choice

 LI: To create a DLO answering 4 questions. 

This week we have been continuing with the DARE program.  This week for the DARE program we were talking about the risks and consequences in making wrong choices. We talked about how we could make the right choices. In table groups we were given 6 different scenarios, we were to explain the consequences of the scenarios and how we would punish the person. Lastly, in pairs we created a DLO explaining our answers on 4 different questions. I collaborated with Heavenly to complete this task. These questions were :
Why is it important to make the right choices?

What is one thing that suprised you?

What is the main thing you learnt?

What is one thing to remember in the future?

 

Tech Reflection | Science | Ms Sharma

 LI: To identify the types of materials and uses of plastic. 

This week for tech we continued learning about plastic. During this session we learnt the different uses of plastic, the dangers, and some different materials made by plastic. There are some plastic that can't be recycled while others can. For our activity we had 13 facts, we had to read each of those facts and label them under; positive, negative and neutral. The label positive; was labelled for the facts of plastic that are good uses to the world. The label negative; was labelled for the facts that were about harmful uses of plastic. The neutral label; was a labelled for the facts that were good and bad, which basically means the fact praised the plastic but had a bad outcome. 

History | Maori Language Week

 LI: To identify the history of Maori Language Week.

This week me and my group have completed another Te Wiki o te reo maori challenge. For this challenge Juel, Sulia, Heavenly and I created a google slide deck explaining the importance and history of Maori language Week. In 1975, Maori Language week was marked an official language week in Aotearoa ( New Zealand ). Although there was a language week, the people from the Maori community protested to have Maori language taught in schools to keep the culture going. This was acknowledged in the 1980s. In 1985 Maori Language was one of the official languages of NZ. 

Whakatauki | Maori Language Week

LI:  To define a whakatauki in your own words. 

Sulia, Juel, Heavenly and I have completed our 2nd activity. For this activity we created a DLO explaining what we thought the whakatauki meant in our words. The whakatauki we chose was 'Long on words, short on actions'. In my opinion I thought this meaning that people keep saying things but doesn't actually accomplish or complete it. A whakatauki is a significant saying or proverb. 

Te Reo / English APP | Maori Language Week

 LI: To create a bilingual app of Maori and English. 

This week is Maori Language Week. In LS2 we were given different challenges to accomplish relating to Te reo maori. This is one of 3 challenges. For this activity Juel, Sulia, Heavenly and I created a interactive DLO, also known as a digital app. In this DLO we included different questions relating to Maori. This DLO was made to help others learn some words, numbers, places, and object names in Maori. There are different buttons on the DLO that are there in order to click and move around the DLO more easily. 

Family Tree | Te reo Maori

 LI: to create a DLO showing your family roots. 

This week the Te reo Maori challenge was to create a DLO showing yoru family roots. In this DLO I have made a family tree of my family. I have only went up to one generation of my family. As you can see there are words like ; Whaea, Matua, Whaea Keke, Matua Keke. This was a really fun challenge. These words are for showing who they are. Here is the definition of the words:

Whaea - Mother

Matua - Father

Whaea Keke - Aunty

Matua Keke - Uncle

Its cool 2b me! | DARE Program

 LI: To complete a DLO about its cool 2b me.

This week LS2 has been doing the DARE program. This program is to help us become more confident to say no to drugs and alchohol. In this DLO we wrote down all the things about ourselves. This was to help us become more proud to be 'me'. There were different subjects in this DLO. They were; What I look for in friends, my wish, great things about me, my favorite food, my goals, someone I would like to be, best friends, and fun things I like doing. 

MRS C GREN | Biology

LI: To understand the meaning behind the acronym MRSCGREN

This week for reading we have been focusing on science. We were focusing on biology. I have worked collaboratively with Acein, Akuhata and Sulia.  In this DLO, we had defined MRS C GREN. MRS C GREN is one of the majer processes of biology. This DLO contains how it works, and why it is important. We used key trategies like, Skimming and Scanning, Collaborating, Smart searching skills, Collaboration and Using other words. Here is the meaning of MRS C GREN:

M - Movement

R - Respiration

S - Sensitivity

C - Cells

G - Growth

R - Reproduction

E - Excretion

N - Nutrition

 

Science is Empirical

 LI: To look for evidence in the data/an image and infer what might be happening.

This week LS2 has been carrying on with science. In groups of 3-4 we created a DLO showing how science is empirical. I collaborated with Sulia, Juel and Heavenly. We also strengthened our visualising skills by interpreting an image of footprints and guessing what was happening. During the session we learnt why science is empirical. Science is empirical because it is based of observations. We observed the images and wrote down what we thought was happening. This task was based off biology science. 

Sunflower Painting

  LI: to paint a still life of sunflowers in the style of vincent van gogh. 

During the past few weeks LS2 has learnt about Vincent van Gogh. Inspired by his paintings, we decided to make a painting of our own. We were inspired by his 'still life' paintings of the sunflowers. The meaning behind the sunflower painting of Vincent van Gogh was to be made for his friend, Paul Gaughin. Vincent van Gogh made the sunflower painting for his friend in order to hang on his wall as something to lighten up the room. We made different shades of colors by mixing and toning 2 or more colors. We kept in mind that we shouldn't overload our paint brushes and to create sharp edges and lines for our vase. After finishing our paintings we put them up on our class walls. 

Tech Reflection | Science | STEAM

 LI: To understand and identify the meaning of science with Mrs Sharma. 

This week the Yr 7&8's in LS2 had a new Tech rotation. The year 8's had Food Tech with Mrs Heka and the Yr 7's had Science (STEAM) with Mrs Sharma. Mrs Sharma was our Tech teacher for this term. We started by receiving a project book each. In our project book we wrote down what we were learning and what was happening during the session. 

We started off the session by introducing ourselves to Mrs Sharma. The topic of this week was 'being a scientist'. Mrs Sharma then showed us some science equiptment thats used during testing or in a science lab. There were some equiptment we knew and did not know. Mrs Sharma told us about what the equiptment were and what they are used for. Some of the science equiptment she showed us were; funnel, bunsen burner, test tubes etc. We wrote down the science equiptment we learnt in our project books. 

After that we had some time to think about some words we thought of when we hear science. Everybody participated and wrote down what they think relate to science on the board. Some words in the list were Biology, Physics and Chemistry. Those 3 words are also known as the 3 main areas of science. Each scientist studies at least one of those areas. The words we wrote down on the board also were written in our project books. 

While talking to the people around us we found out answers to 3 questions. They were; 

What is a scientist? 

What do scientists do? 

Have you ever thought about being a scientist? If so, what area in science would you study?

We had an activity to finish off our session. Using an A3 paper folded into quaters we did our activity on it. On the top left quartile we wrote down some more words we think of when we hear science. On the bottome left quartile we drew sketches of what we think of when we hear science. On the top right corner we wrote down the area of subject we'd study if we were a scientist and a question. The area I chose was biology, my question I asked was 'who found out that the sun was the source of light?'. Lastly on the bottom right corner we cut out an image and sticked it on the quartile and wrote down what was the science in the image. 

Duffy Books In Schools

This week each class in Panmure Bridge School got given Duffy books that were chosen from each student. I have been excitingly waiting to recieve the books I have chosen. The books I have chosen are called 'Chinatown Girl' and 'Amulet: Book Seven'. I would like to thank Duffy and the scholastic company for giving students at my school the chance to open a world of possible. The Duffy books we receive give the students a chance to find an inspiration while reading. I have read 6 series of all the Amulet books and I am very excited to find out what happens next in book 7.  I also have 2 books of 'My New Zealand Story' collection and am excited to have a third book from the series. 

Natural Disaster Q2 | Tsunami

 LI: to identify the evacuating instructions during a tsunami. 

                       

In this DLO I have answered the second question. This question was based of what to do when you see the signs of a tsunami. If you see the warning signs of a tsunami you and your family should evacuate immediately to high ground, if there is no high ground near that move as afar in land as possible. Tsunami's are usually caused by earthquakes or a sudden movement in the ocean floor. Using an image from the civil defence site it comes with a phrase 'If an earthquake is long or strong, get gone'. It basically means, if there has been a strong or long earthquake in the area then get gone as quickly as possible. 

Vincent van Gogh Timeline

LI: To create a timeline to show the life of Vincent van Gogh. 

This week in groups of 3-4 we created a timeline using Padlet explaining the life of Vincent van Gogh. Vincent van Gogh is a dutch artists that created paintings called 'Still life'. Still life is capturing a moment in time by painting it. We collaborated together to complete this task, the people in my group were Juel, Sulia and Heavenly. We all found out interesting facts and things about Vincent van Gogh. The thing that I found interesting was that out of a strong love for his girlfriend he cut of a part of his ear, because it is not very often someone cuts of part of his ear for a reason like that. During his lifetime he made over 800 paintings and 1,100 sketchings. His very first painting was called 'The potato eaters'. 

Natural Disaster Research Q1 | Tsunami

LI: To identify the warning signs of a tsunami. 

                         

Last week during L3 distance learning our topic for reading was Natural Disasters. We researched a natural disaster of our choice, I chose 'tsunami'. I created 3 DLO's all answering 1 of 3 questions. In this DLO the question I answered was "What are the warning signs of a Tsunami?". To answer the question I used my smart researching and used the New Zealand Civil Defence site. On the Civil Defence site there were options that I could choose. One of those options were "History of events". This option gave me information about the history of tsunami events around New Zealand. I used one of those events in my DLO. 

Fitness Challenge

 LI: To create a fitness challenge that can help challenge yourself and also others. 

This week LS2 has been given a challenge to create our own fitness challenge for ourselves and others. I decided to do a short excercise. In my challenge it consists of 3 easy excercises, Squats, Jumping Jacks and Push Ups. In the DLO's above, one DLO shows the goal of the excercises and the other DLO is a video demonstrating how to do the excercise. The part of the first DLO that says 'click me' leads to the second DLO with the demonstration. 

Mary Anning | Geology

  LI: To use smart searching skills to find out about a geologist from the past who made an important contribution to geology. 

Today Sulia, Sakshi and I worked together to create a presentation on Mary Anning who is a very famous geologist. To complete this task we first talked to each other through a video call so we could easily discuss our ideas. Once we had collected information about his journey, occupation, achievements and facts we added all of it into a google slide. In the end we created a slide showcasing the questions we used to guide our research. We found interesting that Mary Anning was called the "Women of Science" because she had found many discoveries and inventions that was very useful at that time. We really enjoyed working together as we could talk to each other and share our ideas concerning this topic as well as got a chance to work as a team. 

Albert Einstein | Physics

LI: To use smart searching skills to find out about a physicist from the past who made an important contribution to physics. 

Today Sakshi and I worked together to create a presentation on Charles Darwin who is a very famous physicist. To complete this task we first talked to each other through a video call so we could easily discuss our ideas. Once we had collected information about his journey, occupation, achievements and facts we added all of it into a google slide. In the end we created a slide showcasing the questions we used to guide our research. We found interesting that Albert Einstein never used to comb his hair and didn't prefer to wear socks as he thought this something waste of time. We really enjoyed working together as we could talk to each other and share our ideas concerning this topic as well as got a chance to work as a team.   

Marie Curie | Chemistry

 LI: To use smart searching skills to find out about a scientist from the past who made an important contribution to their field of science. 

This week LS2 has been given a challenge. This weeks challenge was to research 4 scientists thats study one of the 4 branches of science. The 4 branches of science are Physics, Chemistry, Biology, Geology & Astronomy. The scientist me and my partner Juel researched studied Chemistry. The scientists name is Marie Curie. She is known for the discoveration of Radium and Polonium with her husband, also known for the first women/person to recieve 2 nobel prizes from 2 different areas. Marie Curie achieved many things in life, apart of that was using radio activity to assist the french war effort in WW1. 

Cybersmart | The importance of a relevant image connecting to the text

L.I To create an DLO showing why we add pictures that connects to the text/Information.

 

This week for cybersmart Liletina and I created a DLO explaining why adding an image that relates to the text is important. We showcased 2 examples 1 correct and 1 wrong. For a more interactive DLO we created a voice record recording why we think adding relevant images matching the text is important. As an example for a topic we used science, the examples were:

Correct - Using an image of a proper science measuring bottle. 

Wrong -  Using an image of a regular cooking measuring cup. 

Manaiakalani Survey | Helping the Juniors

This week Manaiakalani created a survey for the cluster schools to take apart in. In the survey it had questions about your school, your gender, your year grade and some questions about whether you like school and the subjects that you take part in. 

The seniors from LS2 helped out the juniors take part in this survey. Rm 2/3/4 came to LS2 and the seniors partnered up with some juniors and helped them complete the quiz along with teaching them some Cook Is. words/phrases. 

Life ED | Wise Choice

LI: To make the right choices. 

This week LS2 had 2 sessions of Life ED with Nicole and Harold. LS2 got split into two groups, one group would go to Life ED at once. On monday and tuesday my group and I went to the Life ED caravan. There we met Nicole, she was going to be teaching us about our brain and making the right choices. 

In lines of 3 we wrote down on a white board what we think one of the walls of Hauora are, the wall my group had got given was Taha Tinana. Taha Tinana is the wall of your physical well being, this also includes your fitness and health. We all watched a video about a boy named cuppy, in the video he was explaining the things he likes doing and why. 

In the video it looked like all of his walls were standing, in the next video it showed a few kids putting cuppy down by being mean and mocking his video. Then one of the friends came up to cuppy and apoligised for the mean behaviour, then cuppy went home and one of his walls were affected which affected all of his walls. We wrote down an example of what we might say to cuppy to feel better. 

We also watched a video about our brain and some facts about our brains. Our brain weighs 1.5 kgs (3 full blocks of butter) and has over 100 billion brain cells. We also talked about our reaction and response to things like when we are angry, sad, or happy. 

Science: Summarizing the text | Reading

LI: To summarize the information.

This week for reading our focus is science. For this second activity my group and I skimmed and scanned our notes and shared ideas to create a collaborative summary explaining ‘what is science?’. We divided our lengthy summary into 3 following paragraphs: an introduction on science, the 4 main categories of science and the two types of science. We used a question dice that helped us with our learning and made us ask questions to help us think about our subject and provide ideas for our summary. 

Identifying the main ideas of 'what is science?' | Reading

LI: to find our 3 most vital ideas from the information answering the question 'What is Science'. 

This week for reading our focus is science. In groups we watched a YouTube video explaining physics, chemistry, and biology (the things that are connected to it) and why science is important to us. After watching it twice, my group and I wrote down notes about some of the information that we took and remember from the video. We negotiated on the most important 7 of the notes to separate from the rest. We left 4 of those notes as ‘very important ideas’ and picked out our 3 vital ideas.  In our opinion we thought that the 3 most vital ideas were:

1. Science is divided into 3 branches, Physics, Biology, and Chemistry. 
2. Basic science is knowing something and applied science is using what we know. 
3. Science is the knowledge behind every question. 

Hauora | My connections

LI: To reflect the connections I have to hauora. 

In this challenge I  made connections to hauora. The first connection was to My family and hauora. My family connects to taha whanau, they care about my health, my safety and also my responsibilities. The connection to my community is connected to taha whanau as well, they care about bringing everyone together and keeping our environment clean. Hauora connected to myself is how I think about myself, my self esteem, self love and confidence. When I think of hauora I think about well being and self confidence and having a healthy body and mind. 

Hauora | Challenge #2

LI: to explain how all four walls of hauora are supported by each other, if one wall falls all fall. 

In groups of 4 we created the 4 walls of hauora using pieces of cardboard paper. Working together we found an idea on how we can make the walls support each other to stand. We folded the edges of the paper and connected them to the other pieces of paper. On each piece of paper we wrote the names of the 4 walls. In my group I had Sulia, Juel and Heavenly. 

Hauora | Poster

LI: To create an information poster that explains the four walls of hauora. 

Our theme for inquiry this term is based on well being (Hauora). Hauora is the maori belief of health unique to New Zealand. Hauora consists of 4 walls, Taha Tinana, Taha Wairua, Taha Whanau, and Taha Hinengaro. With all walls standing it is believed that you have a healthy well being, if one wall falls then all of the 4 walls are affected because they are all supporting each other to stay standing. I have created a poster using canva.com explaing what the 4 walls of hauora are. Each wall has its own special meaning.  

Making connections with problem solving

LI: to explore problem solving. 

This week LS1 and LS2 combined together to collaborate and make tangrams. A tangram is known to be an acient chinese problem solving tool, with no accurate year of first use it was known to be popular in the 18th century. Tangrams were used while being on shippings across countries, the men or women on board were accompanied by the tangrams progressing their problem solving skills. This session was to recap our collarborative and listening skills also our problem solving skills as we problem solve everyday.  

We started by cutting out the pieces of A4 paper and making them into different shapes following simple instructions given to us. After we cut out the paper we tried to put the pieces back together to create a square by asking for help and collaborating with each other. After we made it into a square we started to make some more advanced shapes or animal figures with the pieces of paper. We used examples showing on the TV of different tangram figures. 

Negative Numbers | Maths

LI: To add and subtract positive and negative numbers. 

This week for maths we have been learning how to add and subtract negative numbers. We played a negative maths number game to help us become more interactive while using negative numbers. In our maths book we solved different negative numbers equations. In groups of 3-4 we created a DLO showing our understanding and strategy of using negative numbers. I have worked with Sakshi and Sulia to complete this DLO. 

5-7-10 | Lightning never strikes twice, does it?

LI: To use 5 - 7 - 10 to write creatively.

This week for writing, using our imagination we made a story by getting an idea from a scene picture. In pairs Sulia and I worked collaboratively to help each others writing. We had 5 minutes to write the begginning of the story, 7 minutes (x2) to chat with your partner and talk about how we could make our story better and 10 minutes to finish off the writing. The story we made was based on the picture below. 

                                         

Fear of lightning

Lightning never strikes twice, does it? That was the question that occupied the frightened minds as they crouched, huddling beside each other , next to the pile of dusty sacks in the base of the windmill. KAPOW! The lightning growled with rage. “I don’t think we’ll get back home in time, Margaret” Julie worrily mumbled. 

4 hours earlier…

“Julie! Julie! Let's go for a run around the reserve!” Margaret exclaimed, “Yup! Sure!” Julie replied. “Mum, we’re off!” Margaret shouted. Margaret and Julie arrived at the reserve, they were surprised that they couldn't see another person in sight as the reserve is always full of people. As we arrived at the reserve the sky started to overrun with grey and dark clouds, we never thought much of it and continued running around the fields. We ran about 3 laps, after an hour we started to get tired and looked for a resting place. We sat against a tall oak tree, the rain started pouring down so we rushed towards shelter inside a windmill. 

The rain poured down violently from the gloomy sky, “Margaret! If the rain keeps up then we’ll never get back home on time and it might even become a thunderstorm!” Julie cried, “Awh! Noo!” Margaret exclaimed. There were stairs in the windmill that lead to a small room, Julie and climbed up the stairs curious to what might we’ll find. As we entered the small room there were 2 windows, one , we thought we could stay in there until the rain cleared up. 

About half an hour passed and the rain wasn’t stopping. All of a sudden “KAPOW!” A strike of lightning soared across the sky, Margaret has astraphobia. She has a fear of lightning, her fear of lightning appeared when she was the age of 5. The sound of thunder and lightning makes Margaret tremble with fear. Due to the lack of reception Margaret or Julie couldn’t call anybody to come and rescue them. 

Julie and Margaret huddled together until the storm stopped. Luckily the storm stopped before night fell, so Julie and Margaret headed back home with relief. 

Experimenting with UV light

LI: to find the most efficient UV filter.

LS2 has been trialing the electronic sensor for the Kiwrious project. We are working with Suranga, Sonnia, Evan, Dawn, and Evyonne from the AHL at Auckland University. I found that the red paper material was the most efficient UV filiter to keep zally safe from UV light. In the DLO above Sulia and I experimented with the sensors to find the most efficient UV filter. From the data we found that the red paper was the most effective.  

Volleyball | Kiwisport

LI: to learn how to play volleyball with 4 techniques, set, serve, dig and spike. 

This week we had our last session of Volleyball with Coach Elena. Since it was the last session we used all of the 4 skills we have learnt thoughout the term and used it to play a game. The techniques we learnt was a dig (recieve), spike, set and serve. We first had a warmup of a serving game. 

For this serving game we had been split into two groups. One person chosen from each group had been told to serve  the ball to their team mates, if they get the ball over the net while serving then whoever its near has to recieve or set the ball over the net. If they manage to get the ball over the net while recieving or setting then they go over to the other side and help the server out. The two teams competed against each other to see if they can get all of the people to the other side first. My team (Team 1) lost 2 times in a row. 

Next we started to have some games. We were split into 4 teams, team 1, team 2, team, 3 and 4. This game was called king of the court. If your team could stay at a certain court winning all games then your the king of the court. For this session we used all our skills to try win. The winners of this match was Team 3.  

I really enjoyed volleyball this term. 

Food Tech | Pizza | Mrs Heka | TC

LI: To make a pizza. 

Today at food tech we followed a recipe making a beef and bbq pizza. This was the last session of food tech for the term as we are having 3-4 more sessions in term 3.  We started with getting our ingredients for our kitchens and separating the work load between the groups. For this session Liletina and I worked hard to make our pizzas. 

First I got 2 tortilla wraps as the base, 3/4 of cheese, 4 tblsp of pizza sauce for the base. I also got 1 tblsp of oil and some beef. Liletina had gotten out the 3 mushrooms, 1 carrot and onion. Using the vegetable peeler she peeled the carrots, after that she used the grater and grated the carrots. Next she peeled the onion and diced it, she then put the diced onions in the pan with oil. Lastly she chopped the mushrooms into thin  long pieces. Next we started cooking our Onion. 

On the stove we fried our onions until they were gold. After that I used the measuring spoons measuring 1 teaspoon of beef mince. After I made the circles of mince beef we started to make our pizza. Using the pizza sauce me and Liletina made our base on the tortilla. After that we added the grated carrots, mushrooms, and onions. We then added the cheese on the top and gave it to mrs heka to add the bbq sauce. Mrs heka than put the trays with pizza in an oven and we waited. While we waited we were cleaning up our workspaces and washing the dishes. 

We then could go into the lounge room and eat our food. The pizza was delicious!

Fish bowl

LI: To create and draw our own goldfish in the bowl.

This DLO shows what we made and how we made it. This game was really enjoying to play because it looked like  the fish was jumping into the water. We created a dlo that shows how we made it so you can make it a home as well. In this DLO it showed what an optical illusion was and how it tricks your eyes. I worked with Juel, Sulia and Cassius to complete this activity.  

Te Reo Maori Challenge | Matariki

LI: To create a DLO showing the 7 stars and what they are.

This week there was another Maori challenge. For this challenge the theme was on Matariki. I created a DLO showing the matariki stars and what they are. Matariki is a cluster of stars also known as the 7 sisters. Some people in NZ celebrate matariki as a time of new growth and a Maori New Year. The 7 stars are named, Waiti, Waita, Waipuna Rangi,  Uruarangi, Tupuarangi, Tupuanuku, and Matariki.  

Navigating by the Stars | Matariki

LI: To create a DLO talking about the Sun, Moon, and Stars. 

Today in our groups we created a DLO about navigating by the stars. We found information about how the Sun, Moon and Stars effect navigation and harvesting in Matariki. Matariki is a cluster of stars also known as the seven sisters. In our groups we used our smart researching skills and found that the moon and sun helps garderners and farmers grow their crops. The moon gives the plants moisture and the suns solar energy helps the plants grow. 

Optical Illusions

LI: To explain what an optical illusion is. 

Today Mr Johnston had another session with LS2. We continued with optical illusions. We used multiple illusions that decieve the eye. We used examples from MC esher. He is a Dutch graphic artist. He made a lot of famous illusions. One of the most famous illusions is the two lines in the DLO above. It may seen that one of them is long there the other but actually they are the same length. 

Harvesting in Matariki | Inquiry

LI: to create a DLO of tool for harvesting.

For this task we worked in our groups to create a DLO about 3 different tools that were used for harvesting food. This can be linked to matariki becuase on matariki they have a big feast and the use there different tool to prepare crops and collect them . the 3 different tools that we wrote about are the Ko, Timo, and the Kaheru. all of thees tools are gardening tools can be used to harvest.