W.A.L.T: I can find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.

W.A.L.T: I can find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.

Link to assessment task [I did it with Brook]


Three screens shot of proof on IXL

Parliament

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 are NZ parliament are:

• Their is 121 seats in the beehive.
• Their person who carries mace.
• The prime minister fourth seat in the beehive

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

Identify classes of two- and three-dimensional shapes by their geometric properties Assessment task.

WALT:  Identify classes of two- and three-dimensional shapes by their geometric properties

My Next step is to put the net together and see if it fits the standard.

I can take action to improve the water cycle in Canterbury.

I can take action to improve the water cycle in Canterbury

In this project I was working with Candice and Brooke, and we decided to create a TV ad.

In this project we decided that our success criteria were: Here is the link to the slide show.

Overall, our project did not meet this criteria, because we did not meet the deadline. WHY? Because we were off task.

Koru Games

                               Koru Games

 The activity I did was: Touch Rugby

Two highlights for me is : Getting to talk to my team and work together. Another one is doing the best I could do and be.

I am proud of: my team and myself for doing a good job.

Next year the sport I want to do is: Volleyball, and Touch for my second choice.

 

Year 7/8 Standard: Assessment task

WALT: I can use a use a wide range of comprehension strategies to understand text such as: - using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes - gathering, evaluating, and synthesising information across a small range of texts - identifying and resolving issues that come from competing information in texts

Complete both texts and write the answers in your own words.

TASK 1 - read the text about Sneakairs	TEXT: EasyJet's Smart "Sneakers" Makes Sightseeing Effortless
What I already know about navigating with maps?	That they can be downloaded on your phone That it is a piece of paper with directions and a map of your location That it is a viriaty of different countries on a map
Who created “Sneakers?”?	Lechal
How do the “Sneakairs” work?	The shoes have a GPS built inside of the shoe.Also the google maps navigation tool will help find the best route
How do “Sneakairs” help tourists visiting a new city or town?	It will help the visitors if they are looking around, then when they want to take a break for something to eat or drink, the will have nothing to worry about, The navigation app will automatically decide where the closest possible rout to take
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?	Whoever before the sneakairs got mainstream the Easy Jet team needs to work on the prototypes.
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)	I think that their should be a shoe that has a heater and fan in the shoes. Shoes with bounce pads so that you can jump high. Shoes that can allow you to fly Gravity shoes. Gadget shoes.
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?	A car that is a resonable price that drives you to the place you need.So you wont have to touch the steering weel.

TASK 2: The purpose of this task is to identify details that support a main idea.

A main idea that the author David Hill often explores is: New Zealand's natural environment, and how awesome (impressive and amazing) and powerful it can be.

Read the following passages from pages 7, 8 and 9 of "The Sleeper Wakes" by David Hill.

a) Find details in the text that support this main idea. Underline these details.

b) Think about what the 'sleeper' is, and how it would 'wake' up. Highlight details in the text that suggest this development.

Two girls stood with their parents by a car, watching him. So Corey tried to look cool and expert, and he started up the track behind his father. The blunt pyramid of Mt Taranaki lifted into a blue winter sky. Snow softened the cliffs where lava had flowed, thousands of years ago. High up towards the summit, the ridge of The Lizard showed where more lava had crawled downwards before cooling and setting. Corey lowered his gaze to the 4WD track twisting up the mountain's north-east flank. Packed grey and green trees rose on either side. After just ten metres, all sounds from the carpark faded away. Only the crunch of their boots broke the silence. Three steps ahead, his Dad walked steadily. He wore a woollen hat and green Gore Tex jacket to keep out the June cold. Warwick Lockyer, Department of Conservation Field Officer; expert on Mt Taranaki; tramper and climber. His father loved this mountain. He loved its silences and stories, the way it tested people. Corey felt the same way. Being up here was the greatest feeling in the world. Pity some other people couldn't see it that way. * * * After 30 minutes' climbing, they paused, took deep breaths, and gazed around. The trees were lower. Tangled, waist-high shrubs had taken over, crammed together for shelter, tops flattened by the wind. In summer, white and yellow flowers blazed here, flowers that grew nowhere else in the world. Now everything huddled beneath winter snow. Far below, the towns glinted like little grey models – New Plymouth, Inglewood, Stratford. Off to the left, the Tasman Sea was a sheet of grey steel. On the horizon, blue-and-white shapes shouldered upwards: the peaks of Ruapehu, Ngauruhoe, Tongariro. Corey thought of Riki, the other DoC Field Officer. From Riki, he'd heard how Mt Taranaki once stood beside those other volcanoes, fought with them for the love of beautiful Mt Pihanga, then marched away in anger after losing the fight. Hardly any Maori people lived along the line between Ruapehu and Mt Taranaki; they believe that one day, Taranaki would head back in the fire and smoke to find his love again. Corey stood listening to the silence. A puff of wind slid past. A pebble, loosened by the morning sun probably, dropped from an icy bank nearby. 'Awesome day,' Corey said. His father nodded. 'Pity Dean couldn't make it.' Corey glanced up at the dazzling white summit. Dean was a volcanologist who monitored New Zealand's North Island volcanoes to see if any eruptions seemed likely. He came to visit two or three times a year, even though nothing ever happened on Mt Taranaki. Corey's father was gazing upwards, too. He stretched, and grinned at his son. 'Come on, mate. We're sleepier than this mountain.'

Jade's Short Story

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

• use a range of precise vocabulary to communicate meaning (Year ⅞)
• use all basic punctuation independently and attempt more complex punctuation (eg semicolons, colons, parentheses) (Year 7/8)

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

My Story...

Talia And The Big Bold Adventure

Once upon a time their was a 12 year old girl named Talia, Talia is an outgoing girl who loves the outdoors and Nature.She lives on a farm with her Mum, Dad, and Sister Kelly. Talia and Kelly are close sisters.They live in the south island New Zealand.

Talia loves animals and wants to be a veterinarian when she is older.She loves exploring in the forest next to her house.Talia is very caring, but tries to be the best that she can be. Sometimes Talia can be a bit bossy, either when she is hungry or stressed.

“Kelly stop messing up my room!”

said Talia. Talia and Kelly are in a bit of a fight.They both want to have a friend over, so Kelly wants to have Bella over (Kelly’s friend) But Talia wants to have Rebecca over.

“Mum help me out”

“Kelly is messing up my room!”

"Kelly come here, Talia you can have Rebecca over. "Said Mum“ What! No fair”Moaned Kelly."It is your fault Kelly"Mum said in a calm voice.Kelly Stormed off in anger.

The doorbell rang Talia went to get the door.Rebecca was standing outside waiting.

”Hi Rebecca, what do you want to do.”Said Talia  ”could we go explore the forest?"Replied Rebecca.

“Yes that is a great idea! “Talia agreed.

Talia and Rebecca started walking to the forest…… “Hey Talia, what is that glow in the distance?” “Maybe it is just someone looking round with a torch.” The light got brighter. The colour became more clear, it was purple.Talia and Rebecca went closer.

They started looking for were the location and what is was.They had found the light. “It looks like some sort of portal” said Rebecca. “We should go, it is almost dark”Said Talia,"Mum will be looking for us."No!" Said Rebecca, Rebecca grabbed Talia’s arm, Rebecca slipped and fell into the portal. Bringing Talia with her.

AHHHHHHHHHHHHHHHHHH!.............. Where are we, the girls said to themselves. They walked around together. Where do you think we are? Said Talia.Somewhere where we are not supposed to be. Said Rebecca.

The girls went towards a dark scary cave. Their was a shadow. It has 6 legs. They looked at each other, Do you think we should go over their?, Said Talia, Ummmm Ok agreed Rebecca.The girls went over to the shadow.

"Who are you?", said the shadow in a high pich vioce, "It’s Rebecca and Talia".."Hmmm I have never heard such a thing."The shadow crept out.It was a spider, a talking spider.'Exscues me miss spider, where are we?' Said Talia, You are in the portal land, the only place where animals and creatures can talk ."Wow"the girls replied.Can you help us get home?

But of course.Oh thank you so very much. Said Talia in relief. Only on one condition.OKay said Rebecca, Follow me, the girls followed the spider.Where are we, don’t know said Rebecca.The spider took them to another cave.

There was a lever, well go on pull it.The girls yanked down the lever.The floor became a hole,they tumbled down the hole. "Ouch!" Talia said.They fell to the ground, except it wasn’t hard, it was was soft and spongy.Follow me the spider said.The girls followed.

Their was a purple ball that showed pictures."Do you see the Magic Ball?" " Yes we do said the girls." Look closer, the girls leaned in , they saw a little spider, trapped in a cage, "That is what you have to do, you need to save my daughter", the spider said.

"Okay where is the spider at? "Here follow this map it will lead to my daughter, and hurry, be back by sunset.The girls quickly ran out and pulled the lever to the elevator. Where is your destination? Said the elevator.The girls looked at the map “The map says avenue mountain”

“Transporting to Avenue Mountain” Zooooom. The elevator shot out from the roof.The elevator slowed down to make a steady landing. “Destination Arrived” Said the elevator.

The girls hopped out of the elevator, there was a underwater cave , so they walked out and into the cave.All the girls heard was voices teasing, and evil laughs.The girls slowly and quietly popped their head around the corner, “Their is the spider” Said Rebecca Should we go over their, no Rebbecca, we need a distraction.

The girls grabbed a gun and shot it outside. All the trolls went outside to see what the noise was.The girls quickly ran inside the cave and freed the spider.”RUN!” yelled Rebecca.they ran to the elevator.ZOOM! Of went the elevator.The girls had arrived.”Where's my Mummy?” Said the spider, “follow us”Replied Talia. “There she is!” Said the spider in relief.

The spiders reunited.Thank you, Said the spider.Now I must help you, follow me, the girls followed.As they walked along their was shimmery shiney, pepples on the ground.”Are you Coming?” Said the spider, “Oh sorry replied the girls” They didn’t have time to look at it so they put it in their pocket.

“Stand here” The spider said, they stood in a portal, Ready? Let's go! Said the girls.POP! The girls ended up in Talia’s room, They were lying on the bed, “Man my head is sore” Same! Said Talia.What a dream. That's is funny we had the same dream said Rebecca.Yeah hey what is in our pockets? Said Talia

” Maybe it wasn’t a dream! Said the girls!

Probability

I got 82 points in Probability of simple events.

Music

I can describe the characteristics of music from songs of a different time and place

Over the past 7 weeks I have been learning to describe the characteristics of music from songs of a different time and place

I can describe these characteristics in a piece of music eg:

• Shake it of by Taylor Swift, It is a Melody type of song, because the song goes repetitively and gets stuck in your head.

Term 1 Integrated Learning - Leadership

Blog post title: Term 1 Integrated Learning - Leadership

We have been learning all about What makes a good leader.

Here is a link to the Leadership modelling book.

We identified that good leaders show 6 main character traits. These are Trustworthy, Integrity,Goal focussed,Resilient, Active thinker and Motivational.

The leadership trait that I think I show the most is Goal focused because I am determined to finish and accomplish my goal.

The leadership trait I would most like to develop is Motivation because to do my goal I need to be Motivational to be able to completly finish my goal.

Something NEW I have learned about leadership is Motivation and Integrity.

The SOLO level that I reached during this unit of learning is Relational because some things I am still learning but want to learn more of.

(see slide 2 of the leadership modelling book for this)

My next step in learning about leadership is to apply everything that I have learned about leadership to my own leadership roles.

Striking and feilding

WALT: Apply Striking and Fielding activities in a range of sports and activities.

Link to modelling book on online zone.  

My Strengths

The striking strategies I was able to effectively demonstrate during the games we played were hitting the ball not to high or low,but at a good pace.

The throwing and catching strategies I was able to effectively demonstrate during the games we played were catching the ball with my hands in a nest shape, and throwing in a under arm throw.

My Next Steps

To improve my striking of a ball I need to think about what way i'm going because I was not thinking about were I was hitting.

To Improve my catching and fielding I need to cup my hands when the ball is coming. because so I can catch the ball with out it bouncing out of my hands

The game that I enjoyed the most was fielding because I could spend more time out in the field practicing catching.

I can describe the language used by authors to achieve their purpose.

https://docs.google.com/document/d/1N4kzYZaOIFV7EgaIf71QkhDfecVNWo-psDi6V71DXXk/edit

This is my authors purpose that I did with Amelia

Evaluating Information Chart

https://docs.google.com/document/d/1xcS2wCCnVlfBjoOq92kjF7SF42vNH2sjm7UEdyDr5wA/edit?ts=56e893ce

I really enjoyed this because i learn't things on why we should change the flag and shouldn't change it i think that we should not change the flag 

Leadership traits

WALT:Describe the traits of an effective leader.

I've been learning how others and I can be an effective motivational leader here is some evidence of my learning:

I can describe the traits of an effective leader

Name of Text:  It Helps To Have A Hero

Name of Leader: Paul

Leadership Trait	Example of this trait What actions did the leader take? This action shows…(which trait?)	Why is this an example of this trait Why does…(action) show…(trait?)
Integrity	He was very strong in his learning standing tall and being proud.	He showed integrity by being a proud learner.
Trustworthy	He was trustworthy when he said he would come to class,rather than just not  coming and leaving them hanging.	He was very trustworthy of being there.
Resilient	He was resilient by turning up on time and being self aware and helping others.	He was a resilient active leader.
Active Thinker	He was actively thinking about how his decisions would be right for the correct goal.	He was thinking  hard about his decisions to be a good leader.
Goal Focused	He was very determined to reach his goal and become a successful leader.	He had a growth mind -set so he could achieve his goal.
Motivational	He motivated the other students to reach there goal to become their own successful leader.	He motivated  the other students to achieve their goal.

"Know the relative size and place value structure of positive and negative integers and decimals to three places. "