Stop Motion Animation

This week we were trying how to make stop motion animation. I did one with Summer. Here is our work.

Welcome

Camp Thank You Letters

This term we went on camp and we wrote thank you letters to the adults that came. Here is my thank you letter.

20 November 2018      

Dear Suzi

Thank you for coming on camp with us. Thank you for cooking the food and helping
the group with the activities, they were really fun.

My favourite activities were the river crossing, because it was fun trying keep my
balance and not falling in. Finding Brian, because for me it felt like it was real and
I liked carrying him in the stretcher. Playing soccer, because it was really fun with
a big group.

My least favourite activities were also the river crossing, because it was quite cold.
The water tube challenge, because I got so wet and my hands got sore from holding
the holes for along time. Sleeping, because it was too hard to get to sleep.

Something I missed from home was my bed because it is way comfier than a mattress
and sleeping bag.

I think schools should running camps because they are really fun and something for
kids to look forward to. Somewhere I would like to go to for camp is Bruce Bay because
I think it would be fun.

Thank you again for coming on camp and helping to look after us.

Ngā mihi

Yours sincerely

Phoebe

Enlarged Patterns

This term with miss Wylde we were learning to enlarge by a scale factor. Here is my work.

Multi Link Model

This term with Miss Wylde we were learning about how to draw 3d shapes and to find all the different views. Here is my work.

Camp Photos

Descriptive Writing

At the moment in class we have been working on descriptive writing. We have been using pictures to give us ideas of what to write about. Here is a piece of writing I did.

Here is a link to the original work.

Evacuated Hospital

It was a scorching hot day and a bush fire had started. It was spreading lightning fast.
Every worker trying to get the patiences out and safe. No one has been there since. Now here
I am driving down the rocky road to the hospital.

As I drove to into the area of the old hospital I could hear the wind whistling and the Rakau
(Trees) rustling. It looked like there had been a war it was so ruin. There was mold growing up
the walls it had just turned into a disaster. I could smell ash and burnt rakau (Wood) from the
fire. The fire was the reason why the hospital was evacuated.

I started walking in the hospital and the lights flicker. I decide to explore some more. I open a
door and got a life scaring fright from the creek of the door . I don’t want to be here anymore if
I look any further I will scarred for life. I shouldn’t have came.

Tui

What is it? What does it look like? Where does it live?

Tūī are native birds to New Zealand. Tūī are easily recognised by their white throat
feathers. They also have brown, and greenish black feathers. They have a curved beak
for eating nectar. Tūī live all over New Zealand, they are found in forests, orchards and
gardens. The Tūī is from the Meliphagidae bird family.

What does it eat?

Tūī eat nectar, fruits, insects and will fly a long distance even in winter to eat their favourite foods like native trees. Some native trees they like are Kōwhai, Puriri, Rewarewa, Kahikatea, Pohutukawa, Rātā and Harakeke.

Reproduction - Who looks after the young?

Tūī make a thick and strong nest using sticks, dry leaves and grasses in the trees.
The female Tūī lays two or three eggs in between September and January. The female
incubates her eggs for 14 days and by then they are hatched. Both of the parents feed
their chicks. The age Tūī  start to breed is normally 2 years old.

Threats - what are their natural threats?

Tūī are known to defend themselves but they can’t defend themselves from some
pests.  Their predators are paihamu (possums) because they eat their eggs, kiore (rats),
toriura (stoats) and tori hura (ferrets) because they eat them, ngeru (feral cats) because
they eat them and eat their eggs, humans are also threats  because we are littering and
they are eating the plastic.

Volume And Capacity

Fabric Bags And Beeswax Wrap

This term we have been trying to reduce our waste so we made fabric bags and beeswax wrap to use instead of plastic bags and glad wrap. Here is how to make beeswax wrap. First you put a piece of baking paper then you have to get a piece of cotton material that you lay on top of the baking paper. Then you have to grate some beeswax and sprinkle it over the piece of cotton. Now you put another piece of baking paper on top of the cotton. The last part is to get an iron and melt all the beeswax into the fabric; once it is all melted you put it on a rack and let it dry for about a minute. Mine turned out great and I found it really fun.

Where To Next

Where To Next?  Connected, Level 4

Turning Old into New

Literacy

Science/Social Science learning goals

We are learning to understand about the environments around us and the negative of positive
impact our actions can have on these environments.

Success criteria;

• identify and explain some of the issues facing our environment today
• identify some of the negative impacts humans are having on the environment
• identify some positive actions people are taking both here and around the world to try
• and help look after our environment.  
• identify some positive actions we can take at school and in our own lives to help our
• environment.
• learn about our local bush track and creek and identify some ways in which we can
• help to look after (kaitiakitanga) these areas.

Reading Learning Goals

-I am learning to use sub-headings to guide me to the main ideas in text.

-I am learning to use illustrations, text boxes, charts and graphs to help me make inferences
so I get more information from the text.

-I am learning to use more than one text, in print or electronic formats, to gather and check the
accuracy of information.

-I am learning to read a wide range of texts (e.g. encyclopaedias, websites, newspapers)  to
gather and check information on a topic.

-I am learning to explain why the author has written a text.

-I am learning to read and understand text that contains academic and topic-specific vocabulary.

Read the text, ‘Turning Old Into New’ and then complete the following activities.

1. Why is recycling a good idea? Because after the material is broken down it can be
2. remade into something else. ✓

2. How many tons of rubbish do New Zealanders send to landfills every year? Every year
3. New Zealanders send 2.5 million tonnes of waste to landfills. ✓

3. When rubbish breaks down what gas does it produce?  What environmental problem
4. does this contribute to? When rubbish breaks down it produces toxic gas, co2 and
5. methane gas and that contributes to global harm. ✓

4. Complete this sentence:  Everything we use is made from  
5. Earth's      Natural Resources✓

6. Explain where these resources come from;

Wood: Wood  comes from trees or plants.✓

Metal: Metal comes from rocks that are mined from the ground.✓

Plastic: Plastic is a little more complicated. There are many different kinds of
plastics, but most of them are all made from the same natural resources - oil.✓

6) How does oil form? Oil forms by the remains of plants and animals that lived millions
of years ago. ✓

7) What are some of the things glass can be recycled into? Glass can be turned into
jars and bottles. Some glass can be turned into glass create and glassphalt which is used
to make roads. ✓

8) What are some of the things cardboard can be recycled into? Cardboard can be
recycled into newsprint, toilet paper, writing paper and egg cartons. ✓

9) What can plastic with the number 1 be recycled into? Plastic with the number 1 can
be recycled into soft drink bottles, pillow and sleeping bag fillings, carpet and clothing.✓

10)  Attach a google drawing here that explains how number 1 plastics can be turned into
clothing.

11) What are microfibres and what is the problem with them? Microfibres are really fine
synthetic yarn. The problem with microfibers is that they can be poisoning our underwater
wildlife, which has a knock on effects for the rest of the food chain - including humans.✓

12) What is Earth Overshoot day? Earths overshoot day is a concept by the Global Footprint
Network. It marks the date each year when people have used all the resources the planet can
regenerate in that year. ✓

Glossary - Write what these words mean

Atoms: The smallest particle of a substance that can exist by itself of be combined with other
atoms to form a molecule.✓

Carded: Aligned in the same direction.✓

Global Warming: A gradual increase in Earth’s average temperature due to increased levels
of greenhouse gases in the atmosphere.✓

Malt: Barley or other grain that has been used for brewing beer.✓

Natural resources: Materials found in nature that can be used by people, such as air, water,
plants, animals and rocks.✓

Synthetic: Something that is made by people and is the result of combining different
chemicals.✓

In class we will be working on projects looking at issues around rubbish and what we
can do to help reduce this problem.  

Video Links

NZ Recycling Crises

Diver Filming Swimming Through Plastic

The Pacific Garbage Patch

A Plastic Free Lunch

Science/Social Science learning goals

We are learning to understand about the environments around us and the negative of positive impact our actions can have on these environments.

Success criteria;

• identify some positive actions we can take at school and in our own lives to help our environment.

Task: Create an infographic showing people how they can reduce their
waste in their lunchbox.   

Our co-constructed success criteria:

-Have a strong title/hook

-Use convincing language and images

-Have simple things people can do

-Use images (free to use)

-Use bullet points/ short sharp information

-Use correct punctuation and spelling.

Keeping Ourselves Safe

At School we have been learning how to keep ourselves safe. Constable Jos and Terri have been helping us with this learning. Here are some of the things We have learnt. 

Three Little Pigs Summary

Play Summary - Term 3 Weeks 1-2

For the next two weeks you are working in groups to practise and perform a
play. This is using our oral language and reading skills in literacy. Our key
competency focus is participating and contributing.

For writing your task is to summarise the main events in your play in three
paragraphs. You must plan your writing first but it is up to you how you do
your planning.  You must also write a fourth paragraph about your experience
of practising and performing your play.

Yr 6

I am learning to organise my text into paragraphs which begin with a main idea and contain
supporting information/detail.

I am learning to make links across paragraphs.

I am learning to use basic punctuation accurately.

I am learning to use dialogue punctuation accurately.

Yr 7

I am learning to use a range of different planning styles.

I am learning to plan my writing to suit the purpose of my writing.

I am learning to organise my ideas into paragraphs where the ideas are clearly related
and where there are links within and between paragraphs.

I am learning to use basic punctuation accurately in my writing.

I am learning to use complex punctuation to enhance my writing e.g. colons : and
semi-colons ; , and parentheses ().

Success Criteria

I will be successful when I can/have

-summarised the play in three paragraphs

-made links across my paragraphs

-used some basic and complex punctuation correctly (speech marks).

Once you have finished your writing highlight these success criteria green if you
have met them and can show them in your work. Highlight green in your work where
you have met these success criteria.

The First part of this story, Mother pig thought it was time her sons Bill,
Ben and Bert  found their own home; so they did. They went off and built
their houses. Bill made his house out of straw, Ben built his house out of
sticks and Bert made his out of Bricks.

In the second part of the story, when Bill was relaxing at his straw
house someone knocked on the door; it was the wolf. ‘Little pig Little pig l
et me in,” said the wolf.  “No! Not by the hair on my chinny chin, chin!” said Bill.
“Then I’ll huff and puff and blow our house down,” said the wolf and with a big
gust of wind the house fell down. As fast as he could Bill ran to Ben's house
but the same thing happened; the wolf blew the house down.

At the end of the story,  the three brothers were all in the brick house. The
wolf says, “Little pigs, little pigs let me in.”  “No not by the hair on our chinny
chin chins,” said the brothers. “Then I’ll huff and I’ll puff and blow your house
down,” said the wolf, but he couldn’t. He tried his very best but he couldn’t blow
it down. The brothers huddle in their house and heard the wolf say ,‘‘ I will climb
onto the roof and go down the chimney,’’. ‘‘What will we do’’ said Bill. But
Bert had a plan he got a pot and filled it with boiling water and put it at the
bottom of the chimney and the wolf fell into the pot. The wolf  jumped up as
fast as he could; Holding his bottom and the wolf ran out the door. The three
little pigs danced and laughed as the wolf ran away.

The End

I thought my group worked well together even though it took a while to get
focused at the start. We also did a very good job at having a special voices
for our characters. I liked that we found some music to use in our play. Next
time to get better we could try to know our lines without the script. Everyone
contributed by bringing some props. Everyone participated by having a part
in the play.