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.

Term 2 Visual Art - “Creature Features”

Term 2 Visual Art - “Creature Features”

Name of your creature: Aldrabra Tortoise!

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

I think the most hardest part for me was the actual sketching and shaping my Tortoise's head.

It probably was hard for me because how blunt my pencil was and how hard I was compressing the pencil to the paper.

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

I think I liked the head the most because it was the most blended and it really got messy but I liked how it turned out in the end!

E-Portfolio Strand Maths Probability Term 2 2018

Probability Unit

Learning Outcomes

Level 2

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 - Something that is likely to happen!

Impossible - Not possible! or Not Do able!

Unlikely - Likely You won't Get/Do!

Even chance - its a 50% Chance you can do it!

Likely - You have a good chance you could do/get!

Certain - its definite its do able!

Term 2 Taku Akomanga

Term 2 Taku Akomanga

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

 Titiro Whakamuri
 Kokiri 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.  Computer = rorohiko

3. Clock= karaka

4. Ruler=ruri

5. Book=PukaPuka

6. calculator=Tataitai

7 Artwork=hangarewa

8 Pen=Pene

9 Table=tepu

10 Pencil Container= Ipupene

11 Chair=Turu

12 scissors=kutikuti

13 paper=pepa

14 tape=tepa

15 Trash=para

16 Fish=Ika

17 Food=kai

I have been brave during this unit when I didn't know much maori when we were naming things on the mat and I named some I didn't know when I was five because when I was five I was in a maori school and in writing you had to write it all in maori.

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: aldrabra tortoise!

Dear aldrabra tortoise! Why is your shell so depressing?

Wow how rude! My shell is only a dark shade so a hawk won't spot me all through the sand and dry Savannahs. I'm glad
that my shell is not as colourful as a parrot so I don't die!

Dear aldrabra tortoise! what does your shell do to protect you?
You probably don't know why shell is so thick it does protect me from predators. Most important of all my shell is
thick so when I'm on dry land it keeps me from being dehydrated!

Basketball Tower STEM Challenge

BASKETBALL TOWER REFLECTION

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

The hardest part was probably working together because we were building our individual tower parts.

What worked really well in this challenge for you ? Why?

What worked well for my team was when we went up to share our presentation to see if the tower would hold the basketball and it surprisingly didn't roll of the table because our tower was just a stack of newspaper taped together.

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

I showed Create because when we were building our parts for our tower they were very strong.  At the end  we ended up not having enough time to put our tower parts together but our parts were still very strong!

What question do you now have because of this challenge?

What would happen if I added less tape?

Cross Country Reflection!

 Cross Country Reflection

1. How did your Cross Country training go?

I went  well because I pasted my self and didn't worry about other people running!

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

Yes I improved my lap number because because every day when we would do fitness/cross country training and paste my self at different speed on different days!

No I didn’t improve my lap number because

3. What value did you show on Friday at Cross Country? How?

I showed Connect because When people would past me I would in courage them and give them nice positive comment.

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

Zoe showed brave because when she finished the race she had a very bad stitch and didn't tear up or anything like that.