Te Reo Term 4

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Blog Post Title : 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 Marae 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 focused 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	The way we do things.
Pōwhiri	The Welcoming ceremony on a marae.
Tangata whenua	The people with relation to the marae.
Manuhiri	Visitors that visit a marae.
Tūrangawaewae	Like a home base for the marae.
Whanaungatanga	Relationships, friendships and making people feel like they belong.
Manaakitanga	Caring for people's well being.
Aroha	Love, for each other.

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 how exactly a powhiri works.

Treaty Of Waitangi

I found learning about the difference between sovereignty and governance on the respective treaty's. I also enjoyed learning about what the British did to the Aborigines.

I want to learn more about what has happened between the English and the Maori since the treaty.

Extend Powers To Include Integers And Fractions

I learnt that when a power is negative you can turn it into a positive number by making it a fraction.

Something I found hard was the extended Abstract activity because it was very confusing to start out with.

Here is a link to the modelling book

Here is a Compare and Contrast map. 

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 in NZ parliament are:

• The new governor general's name is Patsy Reddy
• We have a democracy led country
• John Key sits on the 4th seat on the right of the chamber.

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

Ryan's ANZAC day Learning

Compounding Rates

WALT apply everyday compounding rates:

For the past few weeks in maths I have been learning about compound rates. Here are a few tasks that I had to do to achieve this goal.

IXL 1
IXL 2
Assessment Task

Something I found challenging was finding out how many years would it take to save up for something because I had to try different strategies until I got the correct answer.

I can take action to improve the water cycle in Canterbury

In this project I was working with Jonathan and Jack H and we decided to create a water filter.

Here is a link to what we made.

In this project we decided that our success criteria were:

A water filter needs...	Why is this important
To actually turn dirty water into clean, drinkable water.	So it works and people don’t get sick when they drink it.
The right materials	Might not work or make the water clean
To be portable	So it can filter water whenever/wherever we want
Strong, Sturdy and Long Lasting	So that we can use it for a long time before we need to make another one.
It needs to be balanced	So we can put it on anything and it will stay and collect water.

Overall our project did not meet this criteria because when we tested it no water came out.

Visual Art:

WALT: Apply knowledge about shapes and patterns derived from nature into an original artwork

For Visual Art the SOLO level I achieved was: Relational

The 3 Visual Art techniques I used in my art work to achieve this level were: Shading, Glazing, Moving.

Here is a photo of my artwork:

My next step in visual art is: To co-operate on a piece of art with another person.

Writing: Information Report On Water Cycle

This term we have been learning about the Water Cycle. Here is my information report on the Water Cycle.

Water Cycle

The water cycle is a never ending cycle that has four main stages: Evaporation, condensation, precipitation and runoff/groundwater. During the water cycle there is no new water created, for it is all recycled so that no water is wasted. Throughout the water cycle the water changes state between gas, liquid and solid.

Evaporation/Condensation

Evaporation is where water on the earth's surface like seas, lakes and rivers gets sunlight that cause it to turn into a vapour/gas. Water vapour in the air is known as humidity. The Evaporation stage works better on a hot day, as there is more sunlight on the water. Condensation is when water vapour gets cold and condenses back into a water droplet. When the water droplet collides with dust it forms a cloud. When water in the clouds gets heavy enough water starts to fall - this step is precipitation.

2

Precipitation

Precipitation is the stage where water falls from the clouds in two different states. These states are solid and liquid, solid being snow and hail and liquid being rain. In places like deserts sometimes it only rains one inch per year but, in the coldest mountains it can rain up to 600 inches of rain per year. Once the precipitation hits the ground it becomes runoff.

Runoff/Groundwater

Runoff is the stage where water hits the ground and starts flowing into rivers, lakes and the sea. Runoff is what helps recycles the water as it takes the water back to places where it can evaporate. Some of the water from runoff goes into the ground to become our groundwater. Once water becomes groundwater it can go through the aquifers and become our tap water.

Overall the water cycle is the most important thing on the planet because without it we wouldn’t survive. Evaporation and condensation get the water stored in a cloud that, when cold enough becomes precipitation. Afterwards it becomes runoff or our groundwater that gives us our drinking water.

Ryan and Yejoon Manderin

I can recognise and understand a variety of grammatical constructions and some rhetorical patterns

I can recognise and understand a variety of grammatical constructions and some rhetorical patterns

In this unit I have been learning about:

• The parts of speech.
• The types of nouns.
• The types of sentences.

In this unit, I found the nouns activity challenging because there are a lot of different noun types.

Something new I learnt was that collective nouns are used to denote a group e.g. team, crew.

Maths- Measurement

WALT- Find the perimeter and area of circles and composite shapes and the volume of prisms and cylinders.
Here is evidence that I got 100 smartscore on the tasks that we were required to do:

The solo level I achieved was extended abstract because I did good on the tasks that we were required to do. 

My next step is Number.

Evaluating Author's purpose.

In reading we have been learning to make decisions about the usefulness of the text for the purpose, by using a variety of criteria to evaluate.

We read a range of texts and  evaluated them against four key criteria.

These were:

• Readability
• Accuracy
• Relevance
• Quality of information/ language.

Here is a link to our modelling book.

Here is my evidence to show that I am able to demonstrate this reading skill.

Term 2 Te Reo Reflection

Unistructural	Multistructural	Relational	Extended Abstract
I can say 1-5 words about celebrations in te Reo Maori.	With help, I can ask and answer several questions about celebrations, using te Reo Maori.	I can ask and answer several questions about celebrations,using Te Reo Maori.	I can ask and answer a range of questions about celebrations,using Te Reo Maori. I can teach others these questions and answers.

In Te Reo this term I have been learning about using vocabulary around food (Kai) and celebrations (Ngā hākari)

Here are some sentences, with english translation in brackets, that I can say confidently (list 3-4).

1. He pai ki a koe ngā/te aporo?- Do you like apples?
2. Kei te hiakai ahau- I’m hungry
3. Whakatika te tēpu koutou- correct the table
4. "ānei he (item)"- here is the________

Student Led Conference Reflection

The things I enjoyed most about my SLC were:

Getting to share my learning with my dad because dad never gets to come to the school because of work.

What went well and why?

My parents were impressed at the scores I was getting on the asttle test because I was above standard for everything.

What were the challenges you faced when preparing and presenting your SLC?

The wi-fi went down for half of the session so I had to improvise and take my parents around the room until the wi-fi came back on.

What changes would you make for next time and why?

Hope that the wi-fi doesn't go down so that I can give a lot more information about the tasks like I wanted to.

Algebra Learning Term 2

WALT: relate tables, graphs, and equations to linear and simple quadratic relationships found in number and spatial patterns.

Assessment Task: A car rental business has two rental schemes, red and blue for rentals up to ten days. These schemes are advertised in their brochures with this graph.

Use the following information to work out how many days of rental would carry the same total cost on either the blue or the red scheme.

• The area under the graph gives the total cost of renting.
• The schemes each follow a linear pattern, cutting the vertical axis at 120 and 170.
• Both blue and red schemes cost $110 on the 4th day of rental.

x	y
0	120
1	117.5
2	115
3	112.5
4	110
5	107.5
6	105
7	102.5
8	100
9	97.5
10	95

X	Y
0	170
1	155
2	140
3	125
4	110
5	95
6	80
7	65
8	50
9	35
10	20

The answer is on one day the rental cars cost the same.

Garden club #3

Yesterday at Garden club the year 8 participants moved some wooden planks from a trailer ready to be placed in the garden. Afterwards we went over to the compost bins and started laying out the corn field ready for corn season. I shoveled the compost into the wheelbarrows so we could be more effecient Ye-joon and I went back to grab more rakes as Mr. McAvon shoveled.
The leadership characteristic I showed was communicate because I communicated with the rest of the year 8s in Garden Club so I knew what to do.

My Short Story

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

• use a large productive vocabulary across the curriculum (Year 9/10)
• Use a wide range of punctuation appropriately and with increasing accuracy. (Year 9/10)

The pieces of my writing that are highlighted green are where I have shown my vocabulary and punctuation goal

My Story...

Johnny's Big Call Up.

“Beep Beep Beep!” went Johnny’s mission alarm clock. Johnny was hoping he would be able to sleep in because it was a Sunday,but he answered it. It was agent Bob, the leader of S.S.A.( Super Secret Agents), Johnny always wanted to be S.S.A’s Leader so on every mission he gave it his all. Bob told him to head to mission protocol. The 18 year old put on his suit and tie to go with his dress pants because they are what hold all of his super powerful gadgets. He was tall but quite skinny so it was easy to put these on. Johnny went and sat in Mission Protocol where he would be told about what his mission was. Bob strolled into the room and whispered  “your mission is to take out the giant yeti living in Antarctica.”

It was at this moment Johnny knew, he was dead. But, he listened (not really he heard about 10 words) to Bob. He heard one thing it was 10 words long and those 10 words were: um he has a weakness, and it is hot water. Johnny was thinking about how it should be stupid secret agents and not super secret agents and why didn't the FBI deal with it but it was too late now. Johnny sat in the teleporter3000 ready to be teleported to Antarctica where he would face the challenge of his life. 10...9…8…7…6…5…4…3…2…1...

Johnny was stunned, he slowly gained consciousness and looked up only to find himself randomly standing in the middle of Antarctica. He is frantically shaking because he is so freezing. After taking a look around the area Johnny decides to call Bob and ask which way he needs to go. Bob tells him he needs to go NE because north is worth and east is beast. Johnny slowly walks towards NE He is being extra cautious because he is cold and nervous for when he sees the cave. He grabs out his binoculars and sees the sight that he didn't want to see.

He slowly walks towards the cave when out of nowhere a polar bear yelled “YOU SHALL NOT PASS”.

Johnny grabs out his flamethrower pen and aims it right at the polar bear does a backflip  and dodges it.  Johnny grabs out his sword and exchanges blows with the polar bear. They are both standing there waiting until finally the polar bear goes down and Johnny is able to enter the cave.

Johnny enters the cave and pulls out his torch. Johnny accidentally stands on a rock which awakes the Giant Yeti who comes out of his hiding spot. Johnny is quivering as he realises that the Yeti is 21 feet tall. Johnny slowly pulls out his sword as the Yeti said “suh dude”.

Johnny politely said “suh dude” back. The Yeti smirked and  charged at Johnny...

Johnny quickly dived behind a rock and and gets the water bucket ready to pour on the Yeti.  Johnny splashed the water onto one of the Yeti’s arms. His arm disintegrated into mist. Johnny splashed Water on his other arm and legs, The Yeti was on the ground screaming in pain as Johnny finished him off with Water to the head.

Johnny gets a call from Bob telling him that he is clear to teleported back. Johnny walks out of the teleporter3000 back at the lab only to find all the lights were off. The lights turned on and Johnny looked at the banner that said congratulations you are now the leader of S.S.A. Bob congratulated him as Johnny walked up the the desk to declare their first mission with him in charge.

Ryan

Vocabulary

Punctuation: ellipses