Erik the Viking Raider | Short Novel

L.I: To identify the purpose of narratives.
L.I: To identify the underlying morals/themes/explanations in myths, legends, and fairy-tales.
This week for inquiry we had to get into pairs and pick a short novel to read about. My partner was Afatia and we decided to read - Erik the Viking Raider. After creating a presentation about the book and doing the reading notes, we had to make a video within the two weeks we had. We were showed three video examples of what we need in those videos including - animation/photos, voice, and face. We decided to put it in each one of them. We talked about the short novel (Erik and his father), Erik's voyage, whether it was a myth, legend, or fairy-tale, then and ending to it. The video is only a minute long and included both of our voices and face. Every ones videos wouldn't be as good as the ones shown since we don't have much experience and we only had two weeks.

Walls | Castle & Palisade

L.I: To create a defensive wall.
This week for Inquiry we have been studying 4 different walls which are Defensive wall (Castle wall), Palisade, Rammed Earth wall, and the Stone wall. Later on we had to create a google presentation as a planner for the walls of how we are going to make them. To show our learning, we had to really create the walls using different materials. We had to create a castle wall, with one other chosen one. My group and I decided to do the palisade as well. In our groups we had to make sure they were stable to be tested after being created. We made our castle wall using stones (rocks) and sand, and the palisade wall with toothpicks. Our surface was sand that was in a tray. Our teacher had created a catapult to shoot things at our walls to see how stable and they were. We used a whiteboard to count how much times the wall was hit, without being broken down. Our walls did pretty good. Behind the walls were a helicopter and our walls were to try and protect it. Everyone's groups walls were tested out and everyone's results were different.

Manticore vs Asian Dragon | Debate

L.I: To write a persuasive speech.
This week for writing we had to re-search about the Asian Dragon and the Manticore then create a persuasive writing to debate whether you think Asian Dragon or the Manticore is stronger than the other. After finding out about these creatures and focusing on persuasive texts this term, we had to show our learning in to writing one about one of them and explaining their traits and abilities to prove and persuade everyone into thinking the same. Everyone did this and we had a competition to present our speeches, and whoever did it better in voice and what we wrote, won that round and whoever they voted for they got a vote for there team (there side). One person from each side went and versed eachother but one stood up to talk at a time. Our teacher judged our work and in the end Manticores won. I versed Bella, as she was presenting a speech for the Asian Dragon and I did Manticores.

Kiwi Sport | Swimming

This week was our last session for our Kiwi Sport of swimming at the YMCA Lagoon pools in Panmure. Our swimming teacher this week was Helen again. First we safely got into the pool and on the platform then Helen asked us our sequences we were suppose to be thinking about last week. We didn't remember to organise a sequence of the swimming techniques we learnt about so we had to think about one at that moment.

Before doing our sequences, we grabbed a board and without taking our hands off of the board, we had to kick to the other side. Then we competed with the other people in our group too. We went to one side and onto the black platform, then back.

Helen thought of a sequence of 5 things we had to do to the other platform. We had to do mushroom float, T float, stream line, rotate, then sculling on our backs. We did this one more time then thought of our own. Mine was to streamline, arm circles, treading, then sculling on my back. Then we did our sequence again back to the other side and on the platform.

Then we free styling to the end of the pool and back. This was our finally lesson so we said goodbye to Helen and went back to school.

Time Vocabulary | List of words connected to Time

L.I: To identify and understand related words to Time.
This week for Math we had to create a D.L.O about words associated and connected with Time. We had to include the words we have already talked about in Math already which is AM, PM, Hour, Second, Minute, Analog Time and Digital Time. I decided to create a presentation since it could fit multiple slides for separate words. For each word, I included the word (meaning/what it is), Its connection to time, How it's related to Math, and How we use it in class. In a few of them, I included a clip of saying the word. In total, I made a vocabulary list of 10 words.

Technology Evaluation | Village Invaders

L.I: To learn about earthworks and fortification and examples in history.
This week for Inquiry, we had to answer a few questions about what we have been learning about and create D.L.O to describe the technology used in our game and explain why our group chose each technology. Also to put the questions and answers in our D.L.O. Since Sakina and Farzana weren't here, Nicole and I decided to make a presentation and were able to complete it in the same day. We had to talk about the game we created technology for called Village Invaders and talk about the evolution. We included images and explained the materials and how to play the game as well.

Kiwi Sport

This week Thursday we had our second kiwi sport swimming session at the YMCA Laggon pools in Panmure. Today our coach was Helen instead of Cameron. Today we would be doing some skills and a sequence of skills. Also a treading challenge.

First we went over swimming life skills. Like what to do in an ocean rip, and what we do went we get into a boat. Then we got into the pool and started off with doing stream lines. We put our hands up straight and above our ears, and a couple people went at a time. After reaching the end platform, we went on the other side and stream lined back.

Then we did sculling on our backs using our feet to kick and our hands to go in a wave motion, going thumbs up and thumbs down to push us to the end platform. Then we did it one more time so that we have done it two times in total. Everyone was able to complete this skill pretty easily. We also had to remember to keep our head up.

After that, we did our challenge which was 3 minutes of treading without stopping. We could use a pool noodle if we would like to so that it could help us. After a minute and a few seconds I felt that I needed a pool noodle so Helen gave me one. If someone was to touch the ground of hold on to the wall we would have to start again. Everyone was able to manage the challenge but we were a little tired after that.

Later on we did a sequence of skills from one platform to another. Helen also gave us some to do as well. Some of the skills had to be from what we did in this session. First we created our own, of 4 things. I decided to do streamline, treading, rotate, and sculling. The one Helen gave us was lay on our front for 5 seconds, rotate horizontally into back float for 5 seconds, then sculling on our backs, stream line, then free style hands to the end of the pool to the end platform. Then we did another sequence by Helen to do mushroom float, tee float, then streamline to the end.

Finally, we said goodbye to Helen and climbed out of the pool. We had to think about a sequence we will do next week as well.

Duffy Assembly | Special Guest

This week Wednesday, we had our Duffy Assembly in the hall. A special guest came to talk to us today about his story and what he does. His name was Michel Mulipola and is an artist who illustrates and write and draws comic books. He is also a Professional Wrestler, known as 'Liger' and a highly skilled gamer at Tekan. A worker and meinfreight also came along, so that we could thank them for supplying Panmure bridge with multiple things.

When Michel was introduced, he told us about his comics and showed us pictures of what he draws and illustrates. It was very fun and interesting to see his artwork and was very entertaining and cool to a lot of the students. It started when he was a little boy and loved to read comics and school journals. He loved to draw and use imagination to do that. He was also able to illustrate for many people including illustrating a book for WWE twice and meet very famous people he looks up to.

He told us about his other hobby too, which is being a wrestler known as 'Liger'. He gets to meet popular people and his role models. He has been a wrestler for a long time and started when he decided to give it a go and try it out. It began as a big thing for him and he continued it.

He also likes games and you could say he is a bit of a professional at Tekkan as he played 12th placed. We also have some of the school journals he illustrated and wrote at our school. It was very interesting and fun to meet Michel Mulipola and was a big opportunity for us. Then we were lastly handed out our box of books for each class and for us to read at home.

Kiwi Can

This week Wednesday, we had another session of kiwi can with Mr Matt and Ms Lily outside on the netball court. Today was our last week of an actual session, next week will be fun day. Our theme is resilience which is to get back up and try your best and our topic is perseverance which means to push through and to keep trying.

First our energiser was Tangled. For this game someone was in and they had to tag try to tag people. If you were tagged, you had to link arms with them or hold hands if that seemed easier. The people at the end of the link were the only people who could tag people since the middle people were linked up with the person besides them. We had practise round, and the the real round. It was a little tiring but I had fun playing it.

Our activity was called Invisible Touch. We were split into two groups and one of the kiwi can leaders called out a number, and that amount of people had to go. Whichever person from the team went around the pole first, had the imaginary ball. They had to run to the other side, but if they got tagged by someone from the other team, then the tagger person had the ball and they could run. If you got tagged by someone, you couldn't tag them back. In the end, everyone ran. This game was also a bit fun but also tiring.

Lastly we talked about the games we played and did our leaving chant for kiwi can and left back to class. This session was the last session I would attend because next week, I would be at inter school netball and not here for fun time. On that day they would add up the points and see who won.

Defensive Structures | Special Guest

This week Wednesday a special guest from Defence Force, came to talk to us about what he does and bombs, guns, and explosives. His name was Mr Ching, but preferred us to call him his first name, Issac. This would help us with our inquiry because it's based around the topic we're learning about.

First he talked about the 4 layers of a defensive mechanism. The first one was camouflage. This means to blend in with your environment. This is important to be disguised. With some, you are able to tell from in the sky or you can spot it when you get closer. The thermal scope is very useful and can spot something living, by being able to pick up there warmth.

Shape is apart of the materials. The shape is important, because you know what you are defending from or what you are trying to do like shoot or bomb something. Dumb-bombs and Smart-bombs are also apart of the materials. Dumb-bombs you have not much control of, it goes whatever it goes. Smart-bombs are the opposite, you have control of them and if you aim somewhere, that is where it will most likely go.

After explaining and talking about explosives, and other defences like turrets, and showing us videos about a shock wave, we had to get into small groups of 5 to create a defensive structure to defend a helicopter in a shock waves using only a piece of paper and 8 straws. If asked, we could get a few more too. We went away with the materials and scissors to make the defence mechanism with only limited time. In the end, they were all taped to the flat surface of the bench for a bit more stabilisation and then the teachers used kicking board to create a strong wind to try and blow it down with the helicopters inside. Our was stable and was able to stand up with the wind blowing one way, and blowing back too.

It was a very interesting day and fun to create the defences and learn more about explosives, bombs, and guns that the information would be useful for other subjects too.

Blog Commenting

Today I decided to comment on Fau's blog. I commented on her emotive language post. I think Fau did superb with her poster she created about emotive language. I know about this type of language because it is used when writing persuasive texts and is what we are learning about. I really liked how Fau included a variety of examples for a list of emotive words, and an example of an emotive language sentence. This gives people a better understand and an idea of emotive words/language. I also liked how she used images to go with her texts to make it more interesting. I wanted to know if she finds it easy to turn a regular sentence or informative sentence into a emotive one.

Here is a link to her blog post and my comment below - Emotive Language

Dance Mat Typing | Keyboard Skills (Daily 6)

L.I: To learn touch typing.
This week I did keyboarding as a Daily 6, and another stage of Dance Mat Typing which is also the last one. The stage was called r and u. In this one we learn the finger placing for R and U. We had to look at the eggs in the bottom row to see how far through we are. First we begin with our home row key finger placing by putting our fingers on F and J and lining the rest up. We had to follow what it needed use to type using the right finger placing. Then we practised doing the I and E too. Now for doing the R and U, we had to use the finger on F, to move to R and use the finger on J to hit the U key. I am still learning, but more practise, I might get somewhere.

Emotive Language | Poster

L.I: To write informative but emotive paragraphs.
This week for writing we are learning about emotive language in persuasive texts. It is used to influence people and the words usually make you feel something about the topic. We looked at two texts to tell which is emotive and find the specific words that make it emotive. Then we had to change a few sentences around to make them emotive and fill out a template creating our own non emotive sentence, and making an emotive version of the sentence too. To show our understanding and learning about emotive language, we had to make a poster about it and explain techniques and information for it. I also included a words from in informative and emotive that relate to the word and other words that also relate and have something to do with the word as well.

Kiwi Sport | Swimming

This week Thursday we had another session of swimming in the YMCA Lagoon Pools in Panmure. This time, the people who worked with Cameron, were working with Geoffrey. First we did a short recap of what we did the week before last week and were giving kick boards that help us float in the water.

We started off on the platform, and got ready by putting two hands firmly on the board. We had to put out head in the water, and kick without using our heads to the other side. We did this a few times and swam back to each side. On the wall, we tried pushing off of it to get a start. Then we tried something different like holding it like an ipad and kicking. It was a bit hard because there was pressure against the board when you kicked it. Then we used our hands to help us swim and we had to try and kick all the way through to the other side and we could take breaths to by turning our head.

Then we used three pools noodles and three people helped Geofferry hold the three pool noodles. The other two would have to swim over, under, and over them, or over, over, over each one or under, under, under each one. Everyone got a turn of doing each before moving on.

Next Geoffrey chucked a few toys out in the other side of the water. We had to answer a question right and then we could go grab three or two of them. Lastly we said goodbye to Geoffrey and climbed outside of the pool to get ready to go back to school.

Rifles and Firearm

L.I: To find out about weapons and examples of when it was used.
This week for inquiry we had to choose a new weapon/technology to use, for offensive uses. We made a keyword list of words first to find the weapons around in the 18th and 19th century. As a group, Sakina, Farzana, Nicole, and I decided to go with firearms which is like rifles and etc. After finishing the presentation about the firearm (rifles), we would be presenting it like every other time, to earn the weapon/technology. We had to include the technology/weapon we chose, two historical examples of when and where it was used or who used it, and more information too on the technology/weapon. In the presentation, I made the slide about the historical examples and talked about two of them.

A Piece of Paradise | Lesson, Story, Purpose

 L.I: To identify the underlying morals/theme/explanations in myths, legends, and fairy-tales.
This week for reading we had to choose a different Pacific journal book to read about. I decided to read about A Piece of Paradise because it seemed interesting and was intriguing to me. It was another story from Aotearoa as well. Before creating a D.L.O about the story we chose, we had to fill out the reading notes for before, during, and after reading. This time since we were use to doing the reading notes, we had to fill out all the slides for each times when reading. In the D.L.O we had to identify if the story was a myth, legend, or fairy-tale and explain why and how. A Piece of Paradise is a Legend because it is a traditional Aotearoa story that teaches people something and could be of at a historical time.

Analogue and Digital Time | Shcedule on Monday

L.I: To convert between analogue and digital clocks.

This week for math we are looking at time and how to convert it. Am at the end of the time stands for, anti-meridiem, and pm at the end of the time stands for, post meridiem. To show our learning and understanding of time we made a schedule of a day and then used a physical clock, which is an analogue clock. Then we also transferend it in digital time. We had to write the time of it and what we are doing at the time. We had to use the small clocks and change the hands to the time. 

Kiwi Can

This week Wednesday, we had another kiwi can session in room 7 with Mr Matt. Our theme is Resilience and our new topic is Perseverance which means try your best and pushing through.

Our energiser was called Add on. We had to play rock, paper, scissors but on the third time, we could put up as many fingers as wanted. Two people played at a time and with how many fingers you put up, you had to add on with the number of the other person's fingers. If you bet that person, you could continue around the circle and play with other people. When you got out, you had to sit down. Some people got frustrated at trying to add it quickly. Then in the next round you could use two hands if optional and you could trick people.

Then we played our activity which was a card game called no frustration. We were split into four groups and given a few cards to create a tower in anyway. It didn't have to be the tallest, it could be made in anyway and you could make it look good as well. We had only 5 minutes to finish off the tower with our group. When we only had a bit of time left and some people got frustrated because it would fall down and they had to start again. The point of the game was to try not to get frustrated.

Lastly we had GKQ and played master where someone started and went around. Two people versed one another at a time and who ever got it right carried on in the circle and the other person sat down. We finally finished off the session by doing the points and adding the points for our score. We said our bye chant and did the actions, then went back to class.

5 Stations | Problems

 This week for maths we got into groups and rotated around the room to 5 different stations. I worked with Florence, Alice, and Farzana. We had to try to get as much done of each stations because there were materials needed for each seperate one and problems for us to solve. We also had to create a presentation of the stations and write about them. The work was done physically but the papers were also online. We took photos of our finished work and put it on a slide on the presentation. We were able to complete all the stations and write about them.

In the Beginning | The Story & Lesson

 L.I: To identify the underlying morals/theme/explanations in myths, legends, and fairytales.
This week for reading we are looking at Pacific Myths and Legends. We had to pick a school journal to read out of The Kakangora (a story from Solomon Islands), The Sons of Ma'afu (a story from Tonga), In the Beginning (a story from Aoteroa), or A Piece of Paradise (a story from Aoteroa). The book I picked was in the Beginning. Before, during, and after reading, we had to fill out half of the reading notes for each time in reading. Then we had to create a slide talking about the myth/legend/fairytale and the message it is trying to tell or teach people.

Bow & Arrow - History | Presentation

 
L.I: To learn about iorn age technology/weapons and examples in history.
This week for inquiry we are now working in the iorn age and could choose a new technology to find out about and later on create, to use in a game. The options were defensive technology as they were castles, bow and arrow, or wall/gates. My group, Farzana, Sakina, Nicole, and I decided to do bow and arrow. After making a keyword list as groups, we went away in our seperate groups and found sites and informationl. Then we created slide to share our learning and write down all the needed information and extra aswell. The needed information was, introducing the technology in the first slide, and then two historical examples in another slide of the name of the location/people who used it, and when it was used. After finishing it off, we had to present our presentation to the class to earn the technology like we did the last two weeks.

Rippa-Rugby Interschools

This week Wednesday, Panmure Bridge rippa-rugby and rugby teams went to the Auckland Unviresty Rugby State. In the girls rippa-rugby team, we played on field 5 for each round. In the year 5 - 6 girls rippa-rugby team was, Farzana, Nicole, Sakina, Fau, Kaitlyn, Charlize, Liletina, and Sandra. The first school we versed was baliey road. In the end it was a draw, 2 to 2. The second school we versed was sylvia park. We were able to beat them, with 3 to 2 and came first. Afterwards we had skills session with three coaches. First we started with one and rotated. In the first one, we learnt screm, in the second rotation we learnt passing, then in the last rotation we learnt tackling to give it a try. We also went and watched the year 8 boys play tackle and played a few small games of rugby tackle. Without everygame we got short breaks and before the skill training we had time to take a full break and eat. I really enjoyed that day, and had a lot of fun with my team. Thanks to everyone for this event and organzing it.