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.

E-Portfolio Writing Term 2 - Creature Feature writing

E-PORTFOLIO - Creature Feature Writing - Term Two

ACHIEVEMENT OBJECTIVES:

Learning goals - Planning

Research Goals:

LEVEL 2

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 3

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 4

• I can use my research skills to find and record the information needed for my writing (using different resources).
• I can plan effectively and add my own headings/ideas to a plan.

Learning goals- Writing

LEVEL 2

• I can use labelled pictures (diagrams) and illustrations to help my understanding.
• I can write simple and compound sentences that make sense.

• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 3

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write simple and compound sentences that make sense.
• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 4

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write some complex sentences
• I can use language that is appropriate to audience and purpose (subject specific)

Animal Name:Saltwater crocodile

Dear saltwater crocodile

How do you ambush prey?

I camouflage underwater, and wait for my prey. if they are land, I whip them into the water with my tail. If they are in the water, I use my feet to shove myself towards them.

Dear saltwater crocodile
Why do you have scales?

I have scales to protect me from incoming animals that may be a threat. Being able to camouflage under water

is also thanks to my scales.

Term 2 Taku Akomanga

Term 2 Taku Akomanga

Share your Term Two classroom whakatauki (both in English and Maori)

Titiro Whakamuri

Kokriri Whakamua

Look back and reflect 

so you can move forward

Reflect on the new vocabulary you have learnt so far.

I now know the following words/things… (add as many as you can)

1. Classroom = Akomanga

2.Scissors - Kutikuti

3.Pen - pēne

4.Glue - kāpi

5.Pencil - pene rākau

6.Paper - pukapuka

I have been brave during this unit because I have been trying to pronounce long and hard Maori words.The most difficult part about this unit was remembering all the Maori words.

Basketball Tower STEM Challenge

BASKETBALL TOWER REFLECTION

What was the hardest part of this challenge for you? Why?

The hardest part of this challenge was brainstorming the project because we would have to have a very unique tower comparing the other groups and if we have created something nothing like the others we could have an advantage over them for instance if ours was taller we'd win the bonus 
challenge.

What worked really well in this challenge for you ? Why?
The thing that really helped me in this challenge was the teamwork because we all had a certain jobs to do when creating the basketball tower. Without roles everyone would be doing random things and our basket ball tower wouldn't get in the finals.

What value did you mostly have to show in this challenge and why?

The value that I mostly had to show was the value respect because we had to Respect the other people in the group and the basket ball challenge tower.We wouldn't of made it that far without Respect.

What question do you now have because of this challenge?
Why was the bonus challenge the height of the tower and not something else like the width length or how neat the basket ball tower is?

Cross Country Reflection

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Cross Country Reflection

1. How did your Cross Country training go? 

I went well  because I improved every time.

2.  Did you improve your lap number? Why? Why not?

Yes I improved my lap number because Every time I made my little jogs a bit faster.

3. What value did you show on Friday at Cross Country?
I showed Brave by not walking in cross country.

4. Who else did you notice showing one of our school values (they could be from another class or syndicate)? How? 

Jack F showed  Brave by never giving Up I know this because he was always behind me and I always checked on him.