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.