Friday, 25 November 2016

Parliament

Parliament

This term we have been learning about Parliament. We have looked at the difference between government and parliament, NZ parliament, who is in government, how our government works and we compared democracy to dictatorship.

Three things that I learned are NZ parliament are:

  • everyone calls the speaker Mr speaker 
  • prime minister has the fourth seat 
  • there is dictatorship and democracy 

Here is the link to my compare and contrast map explaining the difference between democracy and dictatorship.

nz identity

Te Reo, Term 4 2016.

This term we have been learning all about the Marae. We have learned that…….

  • The Marae is an important focal point for the community.
  • The Marea is a place where tradition and customs can be carried out.
  • The Marae is a place where people can express their values with dignity.
  • There are many kawa ( protocols) that prevail on the marae.
  • Marae kawa (protocols) can differ between maraes and iwi.


We have focussed on some key concepts when doing this learning.
These are listed and explained in the table below.

Concept
Definition -
give the meaning of these concepts in your own words.
Tikanga
maori tradition
Pōwhiri
gathering
Tangata whenua
maori people/tribe
Manuhiri
visitor or guest
Tūrangawaewae
hospitality
Whanaungatanga
family reunion
Manaakitanga
care for a persons well being 
Aroha
love and sympathy 

See this video for an explanation of the roles and responsibilities of people on a marae.

Something I would like to learn more about the marae is……... what do they do before they eat


Friday, 29 July 2016

3d learning

3d learning slide  We are learning about 3d printing. Here is my slide it is going to be really fun I can not wait until next Friday when we are going to Te Hapua. I still don't no how to make a Yoda but I am going to do it.

Wednesday, 6 July 2016

music



I can describe the characteristics of music from songs of a different time and place


Over the past 7 weeks I have been learning to describe the characteristics of music from songs of a different time and place


I can describe these characteristics in a piece of music… (list them below and explain what they are)
harmony happy sad song melody part stuck in your head rythem is the beat of the song timbre is a special sound form is how the song is put together
Here is an example of my learning (add link) music e.g 1 music e.g 2 music e.g 3 music e.g 4

Wednesday, 22 June 2016

My Short Story


Blog Post Title - My Short Story

For this piece of writing I have focussing on my vocabulary and punctuation. I have been learning to:

  • communicate precise meaning related to the topic (Year ⅚)
  • Use basic punctuation that is mostly correct. This includes capital letters, full stops , commas, question marks, exclamation marks, apostrophes and speech marks. (Year ⅚)


The pieces of my writing that are highlighted green are where I have shown my vocabulary and punctuation goal
My Story...
One day in a pocket-sized planet called Tatooine lived a girl named Princess Leia. She lived with her Mum and her brother Luke. Luke and Leia are twins and her Mums name is Padme amidala she is a very happy go lucky girl who loves her Children more than anything. But deep down Padme is sad and frightened she lost her husband in a fire his name is Anikan skywalker but there is a rumor that the dark side only said that because he was going over to the dark side. one day Princess leia wanted to be a astronaut so she went to NASA but there was one problem she had two years of learning to get through. I was wanting to be a astronaut since i was twelve and now i have two years to get through way to go leia. leia thought she was so mad she whirled everything off NASA desk and sprinted out of there sobbing i find a space ship that is taking off i sneak on it i fall fast asleep. Within one day we are near a planet called naboo the space ship starts spinning out of control i go back to sleep thinking it will pass but i wake up and there are all these giant chipmunks in a circle around me. i look around i see the ship half in the dirt. One of the chipmunk things tells me i was a alien i ask them where i am. and they say "we are ewoks you are in endor you must be a jedi this instint" so i follow them then i see a green person he tells me "jedi you must be h'mm" i dont know what he said so i just say yes he tells me to stand in this shower thing and all these bricks fall on me i fall. when i wake up i start to stare at something for ages then it moves and i turn my head it keeps moving to where i turn my head i scream the green person comes back i scream at him "who are you" "yoda i am h'mm you just forced did you h'mm" he answers i think about my dad and then i say "yes" he calls for someone called anikan and then i see my dad standing at the door he stares at me "leia" he says then yoda says "know each other h'mm" i run up and hug him and tell him what mum thinks and how she is scared and sad and he agrees to come back when we get to tatooine mum sees dad and she hugs him and says dont ever leave me again he says he will not . the end

Thursday, 9 June 2016

Year 7/8 Standard: ReadingAssessment task

WALT: I can use a use a wide range of comprehension strategies to understand text such as: - using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes - gathering, evaluating, and synthesising information across a small range of texts - identifying and resolving issues that come from competing information in texts


Complete both texts and write the answers in your own words.
TASK 1 - read the text about Sneakairs

TEXT: EasyJet's Smart "Sneakairs" Makes Sightseeing Effortless

What I already know about navigating with maps?
  • you hold it up to the light and you follow where it tells you 
  • you can get them any where 
Who created “Senakairs?”?
 the easy Jet team 
How do the “Sneakairs” work?
  •  They are mart shoes that allow visitors to explore new cities and towns without ever looking at a map.
How do “Sneakairs” help tourists visiting a new city or town?
  • they take them to a place they want to go so it is like having a map in you're shoes 
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • the easy Jet team still needs to tweak the prototypes.
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • they should take you there like time travel instead of telling you where to go 
  • they should come in any color 
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • a little disk that you say into the mic "portal" and a portal will open up and you think of a place you want to go and then you step through the portal and it will take you to the place you are thinking of !!!!


TASK 2: The purpose of this task is to identify details that support a main idea.
A main idea that the author David Hill often explores is: New Zealand's natural environment, and how awesome (impressive and amazing) and powerful it can be.
Read the following passages from pages 7, 8 and 9 of "The Sleeper Wakes" by David Hill.
a) Find details in the text that support this main idea. Underline these details.
b) Think about what the 'sleeper' is, and how it would 'wake' up. Highlight details in the text that suggest this development.
Two girls stood with their parents by a car, watching him. So Corey tried to look cool and expert, and he started up the track behind his father.
The blunt pyramid of Mt Taranaki lifted into a blue winter sky. Snow softened the cliffs where lava had flowed, thousands of years ago. High up towards the summit, the ridge of The Lizard showed where more lava had crawled downwards before cooling and setting.
Corey lowered his gaze to the 4WD track twisting up the mountain's north-east flank. Packed grey and green trees rose on either side. After just ten metres, all sounds from the carpark faded away. Only the crunch of their boots broke the silence.
Three steps ahead, his Dad walked steadily. He wore a woollen hat and green Gortex jacket to keep out the June cold. Warwick Lockyer, Department of Conservation Field Officer; expert on Mt Taranaki; tramper and climber.
His father loved this mountain. He loved its silences and stories, the way it tested people. Corey felt the same way. Being up here was the greatest feeling in the world. Pity some other people couldn't see it that way.
* * *
After 30 minutes' climbing, they paused, took deep breaths, and gazed around. The trees were lower. Tangled, waist-high shrubs had taken over, crammed together for shelter, tops flattened by the wind. In summer, white and yellow flowers blazed here, flowers that grew nowhere else in the world. Now everything huddled beneath winter snow.
Far below, the towns glinted like little grey models – New Plymouth, Inglewood, Stratford. Off to the left, the Tasman Sea was a sheet of grey steel.
On the horizon, blue-and-white shapes shouldered upwards: the peaks of Ruapehu, Ngauruhoe, Tongariro. Corey thought of Riki, the other DoC Field Officer. From Riki, he'd heard how Mt Taranaki once stood beside those other volcanoes, fought with them for the love of beautiful Mt Pihanga, then marched away in anger after losing the fight. Hardly any Maori people lived along the line between Ruapehu and Mt Taranaki; they believe that one day, Taranaki would head back in the fire and smoke to find his love again.
Corey stood listening to the silence. A puff of wind slid past. A pebble, loosened by the morning sun probably, dropped from an icy bank nearby.
'Awesome day,' Corey said.
His father nodded. 'Pity Dean couldn't make it.'
Corey glanced up at the dazzling white summit. Dean was a volcanologist who monitored New Zealand's North Island volcanoes to see if any eruptions seemed likely. He came to visit two or three times a year, even though nothing ever happened on Mt Taranaki.
Corey's father was gazing upwards, too. He stretched, and grinned at his son. 'Come on, mate. We're sleepier than this mountain.'

Thursday, 17 March 2016

maths


This picture shows I can show what decimal number is illustrated and I know how to put decimal numbers in order. We have been working with numbers up to 3 decimal places 


Thursday, 3 March 2016

food forest

                                        Food forest

 On Thursday the  2nd we went to the  large food forest.  We made envelopes and put seeds in them . The seeds  were.... RED CLOVER  BORAGE and  YARROW.  We did it to save  the seeds. I was really tired after we finished. Then we helped the little kids it was so fun. Then we went back and made a chicken tractor that is where we made a square out of chicken wire and put the chickens in it and they ate the plants.
We also did something could chop n drop we had some sec-raters to chop them from the top of the plant to the bottom of the plant it was so tiring but we did it here are some photos.