The Digestive System

DESCRIPTION: We have made a short movie to share what we have learnt about digestion this term. It contains true and fun facts. We have been doing Science on Thursday for 2 hours with Suzzane.

Success Criteria
Our movie has 
*lots of interesting details about digestion that our audience won’t know
*clear explanations about each stage of the digestion process (talking clearly and loudly, using specific science vocabulary
*clear images 
*humour/interesting detail to keep the audience engaged

IMAGE: Here is our group’s video

BIG IDEA: We have been learning about what the body parts do and what we would do without them. We have also been doing some experiments like what foods look like when you chew the food 5, 10, 15, 20 times and see how they are different. Digestion is all about breaking food down into tiny bits so it is small enough to travel around in your blood to feed your body and give it energy.

Feedback/Feedforward: I learnt alot from your video, your video is good because you added fun facts. Next time you could  add some more funny bits. #Jacob.S

Evaluation: I think we did well at adding heaps of facts that are true and giving a fair amount of time acting each. Next time we do this I think we could add some funny bits in there to keep the audience engaged.

ET Reo

Description: Every Monday we have ET Reo Māori, when we have ET Reo some of the kids go to Kapa Haka. We do ET Reo to expand on our Māori knowledge.

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Big Idea: Our task was to make a puppet pals of a pair having a conversation in Māori about what foods we like.

Feedback/Feedforward: You have very good pronunciation with your word but you need to work on saying it fluently. #Jett 

Evaluation: I think we did well in adding heaps of facts because I didn't know any before science started. But next time I think we could of explained a bit more on each body part

Maths Portfolio Task

Description: In maths we have been learning what strategy is the most afficient for each question. When we didn't have a workshop we had to practise our strategy's in our NZCM book. 

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Big Idea: There were 4 questions and we had to show our working. If you are in Stage 6 you had to show 2+ Strategys, In Stage 5 you had to show 1+ Stategys and in Stage 4 you were only aloud to use to sertain strategys. I am in Stage 6

The Strategys that I used were:

- Rounding & Compensating

- Number Line

- Equal Additons

- Place Value Partitioning

Feedback/Feedforward: I think you could show what question you used the strategy on, but I think you did do well on using all the strategys. #Rileigh 

Evaluation: I think I am good at using the equal additions strategy because in this task when I had to get a certain answer, I always got the same answer when I used that strategy. Now I want to learn how to use the Reversibility Strategy because when I try to use it on a question I don't no what to do.

Writing Portfolio Sample

Description: My goal in Writing is Complex Sentences. We marked our writing at the start of the term with 3 different teachers. Each teacher had a different goal. The three different goals were Word Sentences and Ideas. We learnt what a complex sentence is. We are also trying to add more Complex Sentences into our writing. We watched this video clip Mouse For Sale and then we had to re-write The video.

Big Idea:

A Complex Sentence is a sentence that has a conjunction and a sentence next to it that can't stand on its own. Here is an e.g There was a pig walking down the street, with shades. My complex sentences are highlighted in Red

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Feedback/Feedforward: You almost got perfect, you could make your story longer and put more complex sentences next time. #MARAKI

Evaluation: I think I did well at relating my story to the video. But I think next time I could add more complex sentences, so that I make my writing more interesting.

Reading Portfolio Sample

Description: My Goal is Comprehension. In Reading we have been attending workshops based on our goal. We did a star test at the start of last term and from that we chose our goal. Comprehension or Expanding Vocabulary. We have 2 Workshops a week for thirty minutes. We also have one Gym time which goes for an hour. There are two hours a day and 3 days for a week. When we don't have a workshop or Gym we do a tic tac toe. 

Success Criteria:

- Text to Text When you make a Text to Text connection you relate two bits of text together

- Text to Self When you make a Text to Self connection you relate something that you have done that is in the text

- Text to World When you make a Text to World connection you relate something in the text to something that's happened in the world

Big Idea: In this tic tac toe we had to someone from a book who is just like you. The book I choose was  The Blackcaps Book. The we had to draw a picture of them and write why they are just like you!

Feedback/Feedforward: You did very well Jaiden but you could add more ideas down. #Maraki

Evaluation: I don't think I did so well on this activity because I couldn't find someone in a book that was just like me. Once I found Corey Anderson I found it hard to find things why he was related to me. Next time I do this i think I need to find someone more like me.

Catch Me if you can

Description:

Every week we learn about skills and movement that will help us play sports. This term’s focus has been around defense. We made a video showing some of the goals we have been practicing. I have highlighted the thing I think I have done well BOLD and one thing I would like to work on italic.

Body:

WALT: Defensive skills and movements

Success Criteria:

Body Movement

Weight on balls of feet

Feet shoulder width apart

Knees flexed

Concentration and eyes on ball, head and eyes up

Push hard off outside foot and go forwards to attack pass

Quick small feet, stay on balls of feet

Arms within confines of body

Take feet to ball

Land with a SBP

Intercepting: 

Body angled to see player and ball

Anticipate pass and player movement

Restrictive Marking:

Meet player as they start towards the ball/where they want to go

stay close to the attacking player

Head and eyes up, arms close to body to avoid obstruction/contact

Angle body so attacking player is ‘pushed’ away from where he/she wants to go

0.9m from ball carrier

Evaluation: I think I can improve on making the player go the way I want them to because it would make it easier for me to defend. I think I am good at staying sideways so I can see the player and ball, that helps me defend because I can see both the ball, the ball carrier and the guy I am trying to defend.

Feedback/Feedforward: good job Jaiden you were good at keeping your eyes on the ball you could work on landindind stable Thomas.