Choice blog post - Reading!

Week 1 Choice blog post

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

My goal for this reading is "Remembering parts of the story"

2. How well have you achieved this goal? Explain

I have done well with this goal because I didn't have to go back to the journal when I was doing 
my activities!

3. What value have you shown with this piece of work? Why?
   I have shown the value create by using different art strategy's such

as sketching and different angles while using my pencil.

E-Portfolio sample - Reading Term 2 2018

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?

In ITTM you will get a sentence given by the teacher "Miss Butler" or "Ms Matthews" and you have to change all the words in that sentence into your owns words!

How would you get a “3”?

You get a three by convincing the audience/teacher by putting the WHOLE sentence into your own words!

What is a roadblock?

A roadblock is a word that you yourself do not know what it means for e.g colony!

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!