Bike Safety Blog Post T4 2018

Bike Safety Blog Post T4 2018

  

What are the three things that Constable Ken Taught about where we can ride our bikes? (think - place and time)

1.We're not supposed to ride our bike in the path but, we are supposed to ride them on the side of the road.
Some parents think that you should but, you shouldn't

2.We can ride our bikes on BMX tracks skate parks and other bike places. For these places you would
probably need a BMX bike but, that's only to make it easier

3. You shouldn't ride your bike on school grass because it's school property but, if you have a very large
back yard you can change your gear and ride freely. You can also ride on mountains with with a mountain
bike.

Name three important things Constable Ken taught us about how to ride our bikes? (think - eyes and head)

1. Don't change your gears before peddling otherwise the chain will fall off.

2. Always look up when riding your bike otherwise you might crash.

3. here is a speed limit so don't go fast or you might hit a backing out car

Describe the three bike signals that Constable Ken taught us.

1. Look in front for obstacles that you might bump into.

2. Use hand signals by putting your hand out for three seconds in the direction your going to turn.

3. Look behind on the right side for cars behind you.

What did you enjoy the most about your Cycle Safe lesson? Why?

My most enjoyable thing was Biking really fast then stopping with both of ours brakes and barely moving forward. It was enjoyable because the adrenaline was pumping, you where going really fast and the anticipation for the stop was amazing.

Music - E-portfolio Sample - Term 4 2018

Music - E-portfolio Sample - Term 4 2018

This term we have been learning how to play some new rhythms on our bucket drums.

We learnt to play the down beat where we play on each beat, it looks like this:

Then we learnt to play the front beat where we only play on beats 1 and 3, it looks like this:

We also learnt to play the back beat where we only play on beats 2 and 4, it looks like this:

After we had practiced the beats we learnt to play along with some songs.

What do you think is the most important thing to do so that you stay in time when you are playing on the bucket drums?

The most important thing to do is trying to read the beat and the rhythm.If you stop and wait for a couple of beats and then join in you'll
probably get back into the rhythm.

Which song do you think would be good to play the bucket drums to and why?

I think shotgun would be a good song because it has a good past bpm and its got various drums.

What could you do to improve your bucket drumming in the future?
I think to get better at drumming is just to practice and experiment.

Maori - E-portfolio sample Term 4 2018

Māori - E-portfolio sample Ngā hākari (Celebrations) Term 4 2018

Share your Term four classroom whakatauki (both in English and Maori)
He aroa whakatoa,
he aroa puta mai

If kindness is sown
then kindness you shall receive.

Vocabulary: List 8 new words you have learnt this term connected to “Ngā hākari (Celebrations)” eg May = Mei 
1.Here-turi-koka= Agaust

2.rīpene= ribbon

3.papa wahru=skateboard

4.keke=cake

5.koha=gift

6.rorohiko=computer

7.teti pea=teddy bear

8.pe=bee 

Kei hea to ra whanau? (answer in Māori)  
ko taku ra whanau i te rua tekau
ma ono o,Here-Turi-koka.

He aha taau e hiahia ana mo to ra whanau? (answer in Māori)  

E hiahia ana ahau kia papa wharu.

Athletics Review Term 4 2018

Athletics  Reflection

1. How did your athletics practices go? (At least 3 events)

I did well with high jump because I had great technique and jumped pretty high. I did pretty good with long jump because I jumped off 1 foot landed on two done the C shape and... jumped 4/5 of the pit. With sprints I done better than I expected I came 2nd and 3rd equal in the practice races.

2.  In what event did you most improve your technique? How?

The event that I improved in the most was probably sprints because I used to always place fourth or below but, I've really improved with 80 meters and 100 meters sprints. Sadly I didn't run the 1000 meter sprints.

3. What value did you show on Friday at Athletics most? How?

I showed Connect by cheering on people (eg) Boston, Troy, and Thomas at the Year 6 high jump.I also cheered on Troy in the relay race and the 80 meters and the 100 meter sprint.

4. Who else did you notice showing one of our school values (they could be from another class or syndicate)? How? I noticed troy because he showed Reflect by really improving in his sprints by getting into zones and the relay event.Compared to last year, this is raising the bar.

Science (Geology) - E-portfolio sample Term 4 2018

Science (Geology)- E-portfolio sample Term 4 2018

E-portfolio Sample - Production T3 2018 "One night at the Museum"

E-portfolio Sample - Production 2018 "One night at the Museum"

E-portfolio Sample - Maths Strand - Geometry T3 2018

E-portfolio Sample - Maths Strand - Geometry T3 2018

Level 2 Objectives:

• represent reflections, translations, and rotations by creating and describing patterns
• represent and describe the symmetries of a shape

Position and orientation

• Create and use simple maps to show position and direction. • Describe different views and pathways from locations on a map.

Transformation

• Predict and communicate the results of translations, reflections, and rotations on plane shapes.

Level 3 Objectives:

Position and orientation

• Use a coordinate system or the language of direction and distance to specify locations and describe paths.

Transformation

• Describe the transformations (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

Week 7 Choice blog post - Production

Week 7 Production blog post

1. How well have I contributed to my group this week?

         I have contributed well because I have gave some good ideas. My other reason is because I have           helped the group with what a kiai sounds and I have been giving feedback like the                                 move before the sword partnership I told the group that it looked strange.

2. My favourite idea for the production is? (it might be someone else’s)

             My favourite idea was the partner ship with the swords and the part where we go off                               stage.Some feedback is maybe the lower grades could do some easier moves.

3. A person in my group who has shown one of our values is? How?

Holly F has shown the value connect by sharing great ideas, if someone needed help she would help them. She also was brave by taking the opportunity of being the samurai.

E-portfolio Sample PE - Swimming Term 3 2018

E-portfolio Sample PE - Swimming Term 3 2018

Choice blog post - Reading - week 5

Week 5 Choice blog post

1. What goal does this piece of work connect to?
   The goal that this piece of work connects to is I Think That Means. ITTM is when

you have a sentence and convert it into your own words example: The girl had a smile on her face.

The female child had a wide grin as her expression.

2. How well have you achieved this goal? Explain
   I have done well to achieve this goal because I got a 2/3 which is the 2nd highest score.

2/3 score is when you have converted the words but, you haven't convinced the audience that you

understand the sentence

3. What value have you shown with this piece of work? Why?

I have shown Quality in this piece of work because I coloured it in properly and I used a ruler.

It is also Quality because I have put Greek words on the sign.

Choice blog post - Maths

Week 3 Choice blog post

1. What goal does this piece of work connect to?

This goal connects to finding different fractions in numbers for example 2/3 of 30 is 20.

2. How well have you achieved this goal? Explain
3. I have done well in trying to achieve this goal because I failed the first time, I failed the second time,

but in the end I got it.

3. What value have you shown with this piece of work? Why?
   I have shown reflect by reflecting on my mistakes and getting it right in the end.

Choice blog post - Reading

Week 2 Choice blog post

1. What goal does this piece of work connect to?

         This goal connects to evaluating parts of a story.

2. How well have you achieved this goal? Explain

          I have achieved this goal well because I've completed this task with quality.

3. What value have you shown with this piece of work? Why?
   I have shown quality in this piece of by taking my time and drawing neatly.

Choice blog post - Maths

Week 1 Choice blog post

                                                           

1. What goal does this piece of work connect to?

The goal that this connects to is ''We know how to use language that connects to fractions''

2.How well have you achieved this goal? Explain
I have done well because I have thoroughly explained these types of fractions.

3.What value have you shown with this piece of work? Why?

I have shown create by creating definitions for these types of fractions.

Term 2 Visual Art - “Creature Features”

2 Visual Art - “Creature Features”

Name of your creature: Saltwater crocodile

What part of your sketch did you find the most challenging and why?

The most challenging part about my sketch was the shapes because it's hard to do an oval in one go and making sure it's not wonky.

What part of your final piece do you like the most and why?

The scales are my part that I like the most because they're very detailed and they stand out.

E-Portfolio sample - Reading Term 2

E-Portfolio sample - Reading Term 2

LEARNING INTENTIONS:

• Use prior knowledge to connect with text
• Check accuracy and the meaning of text whilst reading (ITTM)
• Use prior knowledge and context to confirm author's meaning of words and phrases

When using the “I think that means” strategy, what do you have to do?

When you use an I think that means you have to unpack the sentence, put it into your own words, read it out loud fast and fluently and you have to convince the audience/teacher that you know what the sentence means.

How would you get a “3”?

You have to unpack the sentence, change all the words into your own and convince the audience that you know what the given word means.

What is a roadblock?

A roadblock is a word that you don't know the meaning of for example vacancy I didn't know what that word meant so we broke it down and found some words inside it like vacant which means it's occupied so vacancy means for example someone can have vacancy over a plane so they are using the plane.

E-portfolio sample Science - Forensics Term 2 2018

Science - Forensics

Level 3/4  -

NATURE OF SCIENCE

Understanding about science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.

Investigating in science

• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

• Begin to use a range of scientific symbols, conventions, and vocabulary.
• Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

Participating and contributing

• Use their growing science knowledge when considering issues of concern to them.
• Explore various aspects of an issue and make decisions about possible actions.

Specific Learning Outcomes:

Students will be able to…

• Find Evidence and catalogue it (using DNA information if required)
• Complete handwriting analysis of work
• Complete plaster casts of key evidence
• Complete fingerprint analysis of of evidence
• Interview suspects
• Work in a group to investigate a crime.

E-Portfolio Strand Maths Probability Term 2 2018

Probability

• Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.

Level 3

Probability

• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.

Level 4

Probability

• Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes.
• Use simple fractions and percentages to describe probabilities.

1) Describe in your own words what these words mean.

Probability - There's chance of something happening.

Impossible - The chance of something happening is never going to happen.

Unlikely -The chance of something happening is not likely.

Even chance -The chance of something happening is equal.

Likely -The chance of something happening is very high.

Certain -The chance of something happening is definite.