Kiwican

This week LS1 had kiwican in room 7 with Mr Matt and Ms Lily. Our theme is integrity and our topic is role models. Role models are people we look up to and who inspire us. Integrity is doing the right thing even when no one is looking. First we had our energizer. For our energizer we played bang so we had to get in a circle. To play this game, someone stood in the middle of the circle. They had to say someones name and that person had to duck down and the two people beside that person had to fake shot one another saying bang. Who ever said it first was the winner and the person who lost sat down. This went on until the last two people and to settle it there was the story. The two people had their backs against eachother while someone told a story with a key word. When you hear the person say the keyword you had to turn around and say bang. We had 1 or 2 rounds of bang. In the last round the last two people were Sakina and Matthew, and Sakina won. We came back on the mat and talked about role models and how we can be a role model. Today we would be learning about role models. Then we had our activity. The name of this activity was tootyfruity. For this game we also had to get back in a circle. Banana meant turn around, Orange meant ump back, and apple meant take a jump forward. When Mr Matt said one of them we had to do it and if we got it wrong we had to sit in the middle. Some times he said multiple of them and we had to repeat the rountine of steps. Lastly we had  GKQ which was general knowledge question then added up the score points. The total was 22 again like last week. We need to work on our respect for next week.

Samoan Language Week | Tatau

This week is Samoan Language Week. Samoan language week is about kindness given and kindness gained. Today LS1 went up to LS2 to learnt about Samoa and did some DLOs about it with Mrs Anderson. We learnt to pronounce words in Samoan language with the help from Angela and Junior. LS1 had to work with LS2 in a group of 4 to make a DLO about one of the Samoan traditions. I worked with Savelina, Farzana, and Nickaela to create the DLO and we decided to create a google presentation. The tradition we decide to talk about was Tatau which is tattoo in English. The photos we found and used were labelled reuse and attributed.

Digestive System | Nutrition | Compulsory Tasks

 

LI. To explain what the main organs in the digestive system do. 

This week for inquiry we had to finish the compulsory tasks. Mojtaba, Matthew, Lukah, and Victoria did this activity. They got two credits for this. We had to write the main organs in the circle and the out it the more unrelated the organs are. We colored the circle in our favourite colors. Mojtabas favourite color is red, Matthews favourite color is cyan, Victorias favourite color is baige and Lukahs favourite green. Then we had to write a description.

LI. To describe the structures and perspective functions in the human digestive system. 

This week for inquiry we had to finish the compulsory tasks. I drew the digestive system and tried my best. I got two credits for The Quizzers which is my group. We are now on to sixteen credits. My group is trying to get twenty five credits so each one of us can buy one question. 

LI. To define digestion. 

This week for Inquiry we had to finish the compulsory tasks. Victoria and I did this presentation. I used my research skills in order to find some of the information. We explained two of the related organs that help the digestive system such as- Liver, and Kidney. The kidneys wash the blood and take all the waste products from the blood into the gallbladder which gets stored then released.

Earthworm digestive system

The earthworm digestive system is a complex cycle, the cycle starts with- prostomium, pharynx, esophagus, crop, gizzard, intestine, and anus. A digestive system is a group of organs or body parts helping something or someone digest the food they have been given or eating.

Earthworms swallow food through the mouth. A flap, called the prostomium under the mouth holds the worm’s food in.

The food travels down to the pharynx. It gets lubricated in mucous, which makes it slimy and slick.

The slimy food travels down the esophagus. It gets mixed with calcium carbonate which neutralizes the acid.

The crop is a storage zone. The slicky food gets mixed together again.

The gizzard churns and mixes the food. The gizzard churns the food for the earthworms because they have no teeth to grind the food themselves; in the food there is very tiny rocks and sand grains that helps grind the food, also a chemical digestion starts in the gizzard.

The paste then travels to the intestine. The volume of the earthworm body is made up of the intestine, the food passes through the earthworm and intestine, while it travels through kind of bacteria starts to break food down, so the blood vessels that line the intestine can take in the nutrients into parts of the body.

When all the waste travels to the end of the intestine the anus will take all the waste out so it can be a healthy earthworm. It will release its urine, the digestive system’s style is a complex cycle or system.

Prostomium covers mouth, food in pharynx, into esophagus, crop stores food, gizzard churns food, travels intestine, exits anus.

This process or cycle is like the human digestive system because humans have acid in the stomach that breaks down the food or chunks we have not chewed.

LI. To compare digestion in humans and other living organisms. 

This week for inquiry we had to finish the compulsory tasks. I wrote a eighteen sentence explanation because we did this for writing. We did the earthworm digestive system. I think the earthworm digestive system is complex. I got one credit for my group, we now have sixteen credits in total.

Kiwi Sport

This week Thursday we had kiwi sport on the courts with coach Mr Hamish. Today we were focusing on rippa. First everyone had to get a belt and 2 tags to put on each side of the belt. In the first activity we played a everybody is it where everyone was in and people had to try to get other people's tag and put the belt on their. We had to stay in a certain area. Once you got a tag from someone else, you could put it on your own belt. The goal was to get as much tags on your belt. For the first few games the most people got was 4. For the last round I was really focused on stealing tags for my own, and I was able to get the most with 7. Next we played rats and rabbits where there were two teams. To find the teams, we had to all get into partners and one partner stood on one side and the other partner stood on the other side. My partner was Sandra. On one side there was a row of yellow cones and on the other, there were orange cones. If Mr Hamish said orange, the people that were on the side of the orange had to run and the partners had to get them and rip their tag off. If Mr Hamish said yellow, then the yellow side had to run and their partner had to get them and rip their tag off. The next game we played was Ripparush which was like bullrush but it is rippa-rugby style. Since me and Sione won the last game we were the taggers or rippers while everyone one else were the runners. Mr Hamish would say something and whoever had it they would run, and if he whistled everyone ran. If you tag was ripped by one of the rippers then you had to join them. For the last activity we were split into 3 teams, One team put on bibs and the other 2 were non bibs. 2 Teams played at a time. This game we played was the same game we played last week. After a few rounds the bibs or non bibs team switched over with the team that wasn't playing. Some teams had good communication and passing which lead them to scoring many goals. Finally we took off the belts and tagged and went back to class.

Blog Commenting

Today I commented on Nicoles's blog. I commented on her Nervous System blog post. I think she did a great job. I have also made a blog post about all the tasks I have completed. I liked the layout of how she put all the DLOs. I also liked the description/blurb of the blog post, it was simple but explained what was going on in the post. I just asked Nicole if her and her group found the task difficult in anyway and if she thinks that she should be completing work faster or if she just wants to complete the work faster.

Here is a link to Nicole's blog post and my comment below - The Nervous System

18 Sentence Explanation | Earthworm Digestive System

L.I: To write a 18 sentence explanation.
L.I: To write basic paragraphs
This week for writing we had to make an 18 sentence explanation on earthworms digestive system because last week was a 10 sentence explanation. We are working on making basic paragraphs this week. Each paragraph was 2 sentence that had a statement and explanation. First we watched a video on showing the earthworm digestive system which has 7 steps so in total we will have 2 sentences in the introduction, 2 sentences for the 7 paragraphs in the explanation, and 2 sentences in the 1 paragraph in the conclusion that adds up to 18 sentences. We used the template document from last week as well. The 7 steps are - Mouth, Pharynx, Esophagus, Crop, Gizzard, Intestine, and anus. Mr Wong wrote the first paragraph for the mouth by getting the information from us for what he was going to write down. Then in our separate reading groups we had to make up a paragraph for the pharynx step then we came up with our own for the rest. We could keep is simple then make it more detailed later on. If we needed to, we could watch the video again which I did and so did a lot of other people as well. Like last week with our 10 sentence explanation, we couldn't have more than 18 or less than 18. If we were thinking, we would that we could also use the explanation for our inquiry purposes.

Here is the Video we made the 18 sentence explanation on - Earthworm Digestive System

Kiwi Can

This week LS1 had kiwi can in room 7 with Mr Matt and Ms Lily. This week have a new topic which is being a good role model. Today we had to get into rows going horizontal instead of lines going vertical. First we had energizer. Today our energizer was a game called doggy doggy. For this game the boys and girls were separated into different halves. 1 person had to sit on a chair and where a blind fold. A pen would be placed in between their legs and their job was to protect it with a pool stick whilst everyone else tries to get it. I thought the game was fun but difficult because my strategy was to be fast or get low but the person in the chair would would wag the pool stick high low and all over the place. I was able to successfully get the pen one time. After some rounds the kiwi can leaders sat in the chair and we had to get it. For the last rounds everyone played together and our teacher sat in the chair. Next we came back in our rows and discussed with the kiwi can leaders what it means to be a role model and what is a role model. A role model is some one we look up to because they inspire us. We also talked about some role models. A lot of peoples role models are their parents. My mom is one of my role models because she is independent and supports for me and my siblings on her own. Also because she cares about me and is unique. Next we played an activity called who's missing. The activity is a bit self explanatory. We had to try and see how well we knew our classmates. Everyone would close their eyes and when you were tapped by one of the kiwi can leaders you had to leave the room. Then everyone could open their eyes again and search to find who was missing. The class was able to guess all the people who were missing. I thought the activity was very fun and I really enjoyed it. We could have 3 guesses before Mr Matt open the door and revealed who was missing. Lastly the kiwi can leaders gave us scores and added the numbers up. The total for this week was 22. We need to work and respect. Finally we headed back to class after saying goodbye to Mr Matt and Ms Lily with our goodbye chant.

Maori | Kei te pehea koe?

This week LS1 had maori with ms Whaea Odi. This week we were finishing off our pepeha's and also thinking about the question kei te pehea koe? which means how are you. We thought of 4 different ways to answer that question - kei te pai, kei te makariri, kei te riri, and kei te wera. pai is good, makariri is cold, riri is angry, and wera is hot. After learning to say those we drew them on a sheet of paper to show the feelings or expressions. We also learnt a new maori song this week and learnt the translation of some of the words in it. 

Counting Kakahi | Keywords & Concept Star

L.I: To identify keywords from a text.

This week for reading the reading groups read a text and made a keywords list and concept star of it. We used the keywords list template before and we are using it again to help us learn to identify the keywords from a text. We had to write the title of the book, the text type, author of the text, and the purpose of the text then below that template there was another with a list of 2 rows of boxes going down which is where we had to write the keywords from the text. Concept star was new to the reading groups. On the concept star google draw template there was a star in the middle which would say the title of book and 5 boxes scattered around it. They all had some questions about the text and sentence starters. In the top corner we had to put our names and the title. The text my group read was Counting kākahi . This book is about a water scientist named Hannah who was interested in kākahi  which are freshwater black water mussels and so she finds out information by researching and talking to kaumātua which is the elderly. She discovers and founds out many thing about kākahi uses two methods to find them, visual searches and hand searches. In the end her data told her that there is a troubling problem with the kākahi in her river she doesn't know why yet but has some thoughts on it. The questions on our concept star were - Do you think caring for the waterways will help kākahi thrive? Why?, How do kākahi feed?, What things are needed for kākahi to reproduce properly?, What method of counting kākahi sounds like the most fun to you?, and What method of counting kākahi sounds like the most fun to you? which you can see all the questions in the DLO. This text help me learn and find a lot of information about kākahi.

Volume and Capacity

L.I: To measure the capacity of a object and find the volume.
This week for math we are learning about volume and capacity and what they are. Capacity is the amount something can hold and volume is the amount of space something uses in a container or such. The capacity is the height, depth, and width/length. We also learnt a new way to multiply the big number measurements measurements. We had to find the volume and capacity to 2 things in the class. I decided to do a box and 10's counting box. We hadn't learn to measure a round object so we had to do a rectangular or square shape because it is much easier. I was able to use the strategy I learnt and got the correct answer. I only used the strategy for the first item because the second item was easy to work out. The template was made a google draw and was similar to last weeks but a few things we changed around. We had to put an image of the item, estimate the measurement of the capacity, find the real capacity, and find the volume using different thing that is non metric being not water and etc. I also used a photo of the object when it was full. I used the counters and the uni link cubes for filling my objects to find the volume.

Kiwi Sport | Rippa Rugby

This week LS1 had kiwi sport in the hall with Mr Hamish playing rip-pa rugby. First the class was split into 3 teams. Two teams played first. On each ends of the hall there were a row of cones set up. One team wore bibs and the other wore no bibs. The teams had to try to get a goal by touching the rugby ball at the cone line. We had to pass the ball to the player from year team to get the ball across. Then we played so that you could run with the ball but still pass. I scored some goals and so did my team mates, we all worked together. Then we practiced passing the ball down in our teams. We stood in lines and each team had a ball at the start of the line. When Mr Hamish (the rip-pa rugby coach) said go, the ball had to be passed down to the end at the last person and back up to the first person in the line. When the team finish they had to hold the ball up above their head. We only had a few rounds of this and our team won a couple of them. Mr Hamish asked us a few questions about rip-pa rugby and gave us some tips like how we should pass the ball as soon as we get it. We played some more games with the 3 teams but this time if the you had the ball and the other team tapped you on the shoulders with both each of their hands you had to pass it. Today we were learning the basics and a some activities before playing real rip-pa rugby.

Explanation | Aluminum Cans

L.I: To compare explanations with reports.

This week for writing we had to write a 10 sentence explanation.  So that we could compare a information report with a explanation writing. We had to use a planning template. We had to write an explanation on how aluminum cans are made. The explanation had to be only 10 sentences long. The template had an introduction the explanation and the conclusion. I had two sentences in my introduction, two sentence in my first paragraph and 1 in each of the rest of paragraphs for the steps, and 2 sentences in the conclusion. We did this because last week some of us got confused with a information report and an explanation. We watched a video on Venus fly traps with Mr Wong for an example and looked at a few sites. Mr Wong made a example of a 10 sentence explanation and a 10 sentence information report. Then we watched a video about how aluminum cans are made and wrote the 10 sentence explanation. We couldn't write anything more or anything less.

Sensitivity | Nervous System

L.I: To define sensitivity and respective functions in the human nervous system.
This week for inquiry my group, the quizzers, have been working on completing the compulsory and elective tasks for sensitivity about the nervous system. My group, the quizzers, is made up of 5 people - Me, Farzana, Lukah, Mojtaba, and Matthew. Our group has finished all of the Compulsory Task. The task we complete to earn credits are split into two categories or topics, the compulsory and the elective. There are four compulsory tasks and seven elective tasks. The Rubric can show how much credits we earn for completing a task. I have decided to show all our work on a google slide so it could be faster. In the google slide I took a screen shot of the completed task and a description on what we had to do. My group the quizzers so far have 9 credits. The tasks we have done are - Song Lyrics, Explanation, Double Sequence Chart, Venn Diagram, Poetry/Prose, and Presentation. We chose our group names to do with the topic for inquiry so we picked the quizzers. We chose these groups because everyone in the group is good at different things. Victoria is good at blogging, Farzana is good at multitasking and getting things done fast, Matthew is good at , Lukah is good at drawing, and Mojtaba is good at helping people.

Measurements & Conversions

L.I: To make estimates of lengths and areas.
L.I: To measure using a variety of techniques to check their estimates.
This week for math we had to measure 4 objects from in the class or outside. First we learnt how we convert which some of us has learnt before. We learnt 10 millimeters equals 1 cm, 100 cm equals 1 meter, and 1000 meters equals kilometers. Information like this helps us figure out how to convert. We had to make a copy of a DLO where we had to do the work on. We had to estimate the measurement, write the actual measurement, the conversion and sometimes another conversion, and a image of the thing I was measuring. The 4 items I decided to do was a book, pen, the blue bench, and the netball court outside. I also measured the court with a few people from my math group. Sometimes the measurements were a little hard because the measurements changes sometimes so it took a second try to get an accurate number.

Keyword List | Keywords & Reminders

L.I: To identify keywords from a text.
This week for reading we made a list of key words of a text about the nervous system from the books we found last week. First we had practised finding key words with Mr Wong in our groups and talking about what key words are as a class. Key words are words that are main ideas from a text. We had to get a book out of the books we found last week about nerves and nervous system. Then we had to make a copy of a google document with a template on it. We had to write the title, type of text it is, the author of the book, and the purpose of it. Then we had boxes for writing the key words in the text and the reminds which means what those key word remind or tell you about. There were 9 boxes to write each key word from the text and a reminder box next to each that goes with each one. We had to try and lower down the amount of key words we had and use the necessary ones instead of the ones we don't really need.

Kiwi Can

This week Wednesday we had kiwi can with only Ms Lily in room 7. We had to get into 4 lines. I went to the P.E shed for Ms Lily and got some balls for the games we would be playing in a game later. The first activity we played was clap. Ms Lily stood up on a chair and we all stood up and found a place to stand. When Ms Lily put her hands in we had to clap, when Ms Lily put her hands out we had to clap, and then if she put her hands out we couldn't clap. We also talked about good choices we make at school and other places. After that we went outside and play protect the Jedi with pool sticks, hoopla hoops, and the balls from the P.E shed I got. For this game we needed to pick a "captain/Jedi" for the team. The captain/Jedi had to stand in the middle of the hula hoop with a pool stick. The were two sides for each of the teams which is were they were allowed to go. A row a balls were set in the middle so that when Ms Lily said go, each team ran to get a ball. The teams had to get a ball and try to get the other team out. I was in team 2. The teams had to hit below the waist with the ball and not above the waist. If you got hit, then you were out and you had to sit down where you were. The captain or Jedi had to tap you with the pool stick to get you back in the game. If you got the captain out the whole to was automatically out. My team won after Matthew hit the captain/Jedi. Before we could go back inside, have GKQ and say goodbye to Lily, the bell rang. Integrity means to do the right thing even when no one is looking. Making good choices is doing the right thing.

Blog Commenting

Today I commented on nicole's blog on the divider. I thing she did a great job. I also made a post about the divider. I liked the colors on her DLO and the layout of the maths game. I wanted to know if the divider game helped her with her divisions.

Here is a link to here blog post and my comment below - The Divider

Kiwi Sport | Rippa Rugby

This week for kiwi sport we had rippa rugby. Instead we played on the field with Mr Ogilve and learnt a few things that we would be doing in the actual kiwi sport lessons because the coach wasn't here. First we played got into pairs then numbered ourselves 1 or 2 My partner was Alayah. Alayah was 2 and I was 1. 2's went on the feild and wore no bibs and 1's got a bib and put it on. First we played everyone is it. The name is self explanatory, everyone is in and if you were tagged you had to sit out. After a few rounds of that we made it more hard by having when people got out they could tag someone that passed them but they had to sit in the same spot. After a few rounds of that we played a different game using 2 rugby balls. The bibs vs non bibs had a competition who could get all the people out with the rugby balls in the fast time. You only had a minute. We couldn't move around with the ball so we had to pass it. Bibs won. Then we practised doing a backward pass by having the team players pass back to each other until the reach a bib that was set on the feild. When we got to the bib we had to tap the ball on the bib and sit down. We had a few practised then we had a competition. In the end we came back to class.

Nervous System

L.I: To plan and write an explanation.
This week for writing we had to write a explanation on the nervous system. First we watched a rhyming song on the nervous system which you can watch here - How the Nervous System Works. The video helped us learn about what the nervous system is before writing about it. Mr Wong created a coggle which he used to do a little bit of planning as a class. On the coggle there were parts for an introduction, explanation and conclusion for ideas we could write, words to search up, and Scientifically words. I have an image of the coggle above. We need to remember the DLO we made on an explanation to help us remember how to write one. Then we had to make a copy of a explanation planner which had 3 boxes for the introduction, explanation, and conclusion planning. Under the planner we had to write the real explanation. Our focus was writing a good introduction and conclusion. My writing turned out to be more of a information report than an explanation but my introduction and conclusion was good.

Maori Pepeha

This week we had Maori with Ms Whaea Odi. For this lesson we had to make a google presentation. Today we would be writing our pepeha but a little different. The first slide would be the title of the presentation then the next slide would be the first part of the "pepeha" and for this we said a greeting and our name in maori. Ms Whaea Odi helped us and told us what to write. The next slide was our location in moari. The slide after that talked about our parents names and the last one was the names of our sister and brothers (siblings). We then had to add photos in each slide. I wasn't able to get photos of my parents. I also added a slide at the end which showed my complete pepeha all together.

Nerves

L.I: To search for research materials appropriate for our reading levels.
This week for reading we had to find out information about nerves, specifically what is a nerve, what do nerves do, and how do nerves work which was also our challenge. We had to create a D.L.O but not a poster and write what is the challenge and how am I meeting the challenge. I chose to create this on a google slide because I had a lot of information to put on for separate topics. For the challenge we had to find 4 different sources of information - library book, school journal, internet text, and a video. Ways and search engines we can use or do to find those sources are - Library book search or the green book with all the contexts for the library books, journal surf for the school journal, google for the internet text, and YouTube for the video. One failure I found in this challenge is that I didn't use any information from the videos I picked but instead from the site I picked and from a different video. A success I found of this challenge was that I was able to find out the information I need and I can explain what a nerve and nervous system is in a short description.

Kiwi Can

This week we had Kiwi Can in room 7 with Ms Lily and Mr Matt. First we got into 3 lines and talked about this terms topic and theme. The theme is Integrity and the topic is making good choices. The first activity we played was opposites. Opposites mean the reverse way of something or something different  from the other. In this game everyone had to spread out in the class but made sure we had enough space to move and stretch out arms out. When Ms Lily did an action we had to do the opposite of it like if she put her arms out we put our hands in, if she put her arms up then we out our arms down, if she step forward we steeped back, and etc. It was a bit confusing and if you did the wrong action or even hesitated then you had to sit down. Then we came back to the mat in 3 lines again and talked about good choices, how and when we make good choices,what integrity means, and how we can show integrity. Integrity means doing the right thing even when no one is looking. A one example that were given on how we can show integrity is picking up rubbish or trash without anyone having to tell you. Making good choices can be picking what is best, picking good over bad, or doing something with a good outcome. A few examples and ideas given for how we can make good choices in class is listen to the teacher and respecting others in class. Next we went outside and played terminator tag which is like everyone is it but when you are tagged and your tagger gets out then you can stand back up again. After 2 or 3 rounds we went back in class and had GKQ which is general knowledge questions. In the end the kiwi can leaders gave us points and in total the score was 21 for this week.

The Divider

L.I: To split division problems into parts using known multiplication and division facts.
This week for maths we had to go on a maths site similar to the site we used last week called "The Multiplier" but this site is called "The Divider". We had to create a DLO about the divider, I decided to use a google draw because it was the best choice for me. The divider is a maths site that helps you solve division equations by breaking and splitting the number. I explain more about the site in my DLO. We also had to answer 4 questions, I show the questions and answers in my DLO as well. Here are the questions and my answer.

What numbers did you use -
The numbers used in my equation were 108 divided by 9.

How did you use the divider to solve the problem -
I used the divider to solve the problem by splitting 108 into 2 parts.

Why did I use these numbers -
I used 108 divided by 9 because they are both big numbers so I thought it would be more challenging.

How did I record my thinking -
I recorded my thinking by using photos and showing it on the google draw.

Football

This week we played football with Mr O although our kiwi sport will be rippa rugby. First he remind of us of what area of the foot we use to kick and why, also to control the ball. We had to get ourselves into groups of 4 to practise passing the ball and taking control. In my group there was - Florence, Alayah and Sione A. Each group had to get a ball and spread out into a space standing a square shape with your members. Someone started off by passing it the person next to them and the ball passed around in the square. The person the starter passed it to had to take control then pass to the next person and carried on the pattern. Next we played a game. There were 2 teams that were bibs and non bibs, I was in bibs. The instructions of this game was each team had to stand in a straight line with the ball in between each of the teams. Whatever number Mr Ogilvie called out, that was the amount of people that would be playing and versing each other. It would be the first people in the beginning of the line. Sooner or later we had goal keepers. Everyone was very good and tried there best. In the end we weren't sure of the winners but we all had fun. I though it was tiring because I was gasping for air and sweating. Finally we finished up the game and went back to class.

MRS GREN | 7 Life Processes

L.I: To learn MRS GREN and understand the meaning of the 7 Life processes.
This term for inquiry we are doing "What's Living?" and we are learning about organisms. The class learnt about MRS GREN which is used to help remember the 7 life processes. The 7 life processes are - Movement, Respritation, Sensitivity, Growth, Reproduce, Excretion, and Nutrition. We had to create a google slide about MRS GREN. We could work independently, in a pair or maximum 3 people. I worked in a group of 3 with Sakina and Farzana. In the google slide we include attributed images and a good description about each life processes with the help of some sites. This is my first time learning about MRS GREN and the 7 life processes.

Maori Translations

This week for Maori we had to make a google document writing down 20 Maori words and translating them to the meanings. The meanings were mixed up so we had to match them up. I wasn't able to find the meaning of 2 words which were - Pariri, and Manawareka. We used google translate and Maori dictionary to help us with our work.

Cyber-smart blog commenting

L.I: To write a positive, thoughtful, and helpful comments.
This week for cyber-smart we went over how to make smart comments and that is positive, thoughtful, and helpful. Everyone in the class was given 3 or 2 peoples blog to comment on. I was given 3 and they were - Nicole, Jayden and Fanini. We had post the 3/2 comments we did on a google slide and explain them. I also linked the home page of each person and a link to the blog post that I commented on.

Kiwi Can

Today we had Kiwi can in room 7 with Miss Lily and Mr Matt. Our new them for this term is integrity. Integrity means doing the right thing when no one is looking. Our topic for this week is making good decisions. Making good decisions is when you do the right thing or what is best. First we had energiser and we played 21. We had to get in a circle and played with a ball. We had to pass the ball around in the circle and count to 21 starting from 1. Who ever has the ball in their hands at 21 was out. We have played this game before. Sooner or later we played with 2 balls. Then we came back on the mat and sat in 3 lines. We talked about what integrity  means and making good decisions. Our new chant for this week is - "Kiwi can says - good choices are not a test, good choices are made by the best." Next we played terminator tag. For this game everyone was in and we had to try and tag each other. If you got tagged, you had to sit down on the mat where you were and when your tagger was tagged then you could stand back up and play again. We had about 3 rounds before coming back on the matt. Before GKQ (General knowledge questions) we discussed how we could make good decisions and when we make good decisions. We also talked about some bad decisions we make. Lastly we had GKQ. We had to sit in a circle and 4 people from the circle in order went. The buzzer was bacaw. We did our goodbye chant and lined up outside ready to go back to class.

Type of Text

L.I: To assess Author's Purpose and determine the reliability of information given in the text.
This week for reading we had to go on 4 different sites. We had to determine ourselves and answer the following 4 questions - What type of text is it?, What is the purpose of this text?, What is the target audience?, and is this source of information reliable for learning about healthy food and eating? This had to be done on a google slides. The DLO must also include a video or recording of you talking. I record 5 videos in total, 1 video on explaining each type of text, and 4 other videos talking about each separate site. The 6 different types of text are - Procedural, Explanation, Information Report, Narrative, Persuasive, and Recount. I also made a template of the layout showing what everything means and what everything is.

The Multiplier

L.I: To understand how to split a multiplication to help work out the answer.
This week for maths we had to go on a site called The multiplier which is game that helps you solve big multiplication equations by being able to split them. We had to randomly pick one equation that we liked and solve it showing the way we split and the answer. We had to create a DLO putting the information on it. I also added a bunch of photos from The multiplier game to go with the text and show what the game is like. I explain what the game is, My equation, and the answer to all the 6 questions. We also had to answer 6 questions. Here are the questions and my answers which are also in my DLO:
How did you use The multiplier? - 
I used it by splitting the number to help me find the answer
What numbers did you use in the problem? -
In the problem I chose the numbers were 54 x 7.
How did you split up these numbers? -
I split the number 54 into 2 groups - 27 x 7 and 27 x 7.
Why did you split the numbers in this way? -
I split them this way because they were both the same which meant all I had to do was double it and I had less work to do.
Why was that the easiest way to split the number? -
This was the easiest way because it was half of the number 54 and I could easily work out 27 x 7.
How could you show that in a diagram? -
I could show it in a diagram by showing the 2 groups I split the number into, adding the split number multiplications, adding the answers from each of the split number multiplications to get my answer.

Explanation | Structure and Language Features

L.I: To identify an explanation text through its features.
This week for writing we had to create a DLO that can remind us the structure and language features of an explanation text. For this writing session we are talking about explanation, one of the type of texts, since we already covered recounts. Explanation is telling how something works or why something happens. We were divided into groups and looked at an explanation text and a recount text. Then we had to use a Venn diagram to write down the differences and the similarities between them. To help us we used a writing site that has all the different type of texts but we clicked explanation because it was the text that we were talking about but didn't know much details about it. After that we did the must do/task for writing. Everyone used the writing site for help. I created this on a google draw because it was best choice.