How to make a model insect

How to make Model Bugs

Tiare: Our class made model insects. We got into three groups. We spread the green sticky plastic and then we scrunched it up with the newspaper for our body and head.

Ryder: I scrunched up plaster to make the body. I put plaster on it.

Aurora: Using plaster, we made legs and a head and a body for our insect. We made legs by rolling the paper then wrapping it in the green stuff ready to plaster. We stuck the legs to the body with masking tape.

Elise: Once the legs were stuck on we took our insects outside to paint them.

Moss: It was very hard to take them outside because their legs kept falling off.

Gene: We sat underneath the Pohutukawa trees so we could paint them.

Oasis: We had to share the paint.

Ashlyn: It was very messy.

Elise: We worked together as a team to paint them.

Rangitamoe: We hung the bugs on the tree with a piece of rope, so that they could dry.

Carl: Some people had to watch the bugs at lunchtime to make sure know one touched them.

Heath: When it was home time, Mrs M asked us if she could take them home to put the shiny vanish on them.

Insect Sculptures

WALT: we can evaluate our writing using two stars and a wish.

Ryder: 

* Full stops at the end of each sentence
* Wrote two sentences.
* finger spaces
* Capital letter at the start of the writing.
wish: More wow words in the writing

* careful with forming letters correctly

* Started the sentence with a capital letter

* Used finger spaces between each word.

Wish: Wow words to describe the body, head and legs. 

Making robots

WALT:  we can tell the reader more about what happened by explaining where, when, what, who, and why.

Our happy houses

WALT: we can stay happy and healthy by doing things that make us feel good.

Gene:
Some things that make me happy are playing with my brothers. When my big brother comes into the room he starts to play with me and we play tag and that makes me happy.

Mckenzie:
In my happy house I will have a TV and I will have a cat. I like my toys and I like my dog and I like my cat.

Moss:
My Happy House
In my happy house I like to make aeroplanes.

Tiare:
In my happy house I have friends over for a sleep over and when they are asleep I get the bean bags and I will go and sleep with them. When we wake up we will have cupcakes and cake and we will get dressed and go to the beach.

Lexis:
In my happy house I sometimes go on my horse.

Elise:
In my happy house there is a pet dog named Fatty.

Heath:
In my happy house I like to build lego. My favourite thing to make is a spaceship.

Kingston S:
In my happy home there is lego in my lego box and I like playing with it. When my mum comes along by me she plays with me.

Rangitamoe:
In my funny house I some homework. I like to have some pudding up in the house.

Kingston T:
In my happy house I play with friends.

Ashlyn:
In my happy house I like playing with my toys.

Kingston C:
In my happy house I like to have a rest in my big bean bag.

Tuakana-teina

We have been working with our tuakana from Kotuku to create and share some of our learning.

We are learning to use Explain Everything, iMovie and Scratch Jr.


Gene: Rangitamoe: Rawden:

Looking after our bees

WALT: we can explain to the reader what happened by using where, when, what, who, and why in our writing.

Last week Nga Ringa and Pukeko went to watch Scotty check the bees. We walked down the path to where the school garden is. We have a beehive there. Rawden was watching Scotty in his bee suit. We helped Scotty to look at the bees. There are heaps of bees in our bee hive. There are 250,000 bees. Scotty used a smoker to calm down the bees. We were there to watch Scotty show us the honey. Scotty is a beekeeper. His job is to look after the bees. He wanted to check that the bees were happy and healthy.








When?
Who?
Where?
What?
Why?

We found out that there are 250,000 bees in our hive.

Reflection:

Tiddalik the Frog- by Cordez

WALT: put our ideas in order.

Tiddalik was a big frog. Tiddalik was thirsty. Tiddalik drank the water from the river and the lake and the land. The land was all crusty and dry. The kangaroo, platypus and kookaburra tried to make Tiddalik laugh. The eel tickled Tiddalik. The water came out of Tiddalik's mouth.

Reflection:
We read Tiddalik the Frog.
We talked about all the main points of the story.
We put the main points in order.
Cordez remembered all the key points of the story. He read his story to Pukeko and they could understand the story (eventhough they didn't read the book).

Who Sank the Boat?

WALT: make predictions about what will float and what will sink.






This week in Nga Ringa we read Who Sank the Boat? Then we designed boats out of tinfoil. We tested our boats in water and measured how many blocks they could hold before sinking. We made predictions about what objects might float or sink, then we tested our predictions.

Comparing lengths of different objects

WALT: make direct comparisons between lengths of different objects.




Reflection:

We found different objects from around our classroom.
We measured their lengths using dominos, blocks, popcorn, gluesticks and iceblock sticks.
We took photos of what we measured.
We tried to order the objects from tallest to shortest. This was tricky. We had to remember that it was the original size of the object not the size of the photo that we were ordering.

Letters to the Giant Tom

Oasis:

Ashlyn:

Heath:

Moss:

How to make a woven star

WALT: write instructions for others to follow.

1. Carefully cut around the outline of the circle, using scissors.
2. Snip small slits around the outside of the circle, on each of the lines.
3. Decide which side of the circle will be the front and which side will be the back.
4. Get a piece of wool. Thread one end of the wool through one of the cut slits in the circle, so that the tail of the wool is sitting at the back of the circle. Put a finger over the loose end of the wool to hold it tight.
4.  Wrap the piece of wool across the circle, and thread it through a different slit. Make sure that the wool is pulled tight each time. Keep doing this until you have made a pattern.
5. Tie the two ends of the wool together.
6. Repeat with a different coloured piece of wool.
7. Get a coloured piece of card. Cut out the circle outline.
8. Put glue on the back of the card with the woven star and stick it to the cut out coloured circle.


 

Matariki

WALT: Matariki is a significant celebration

Digital Footprint

WALT: share content that our whanau will be proud of. What we put online will be there forever.


Reflection:
We learnt that a digital footprints mean that what we put online will be there forever.
We had to decide what was OK to put online and what was not.
We decided that it was OK to share what our favourite food is, what we are learning about and our what are interests are.
We decided that it was not OK to share where we live, our birthdays and our phone numbers.
We learnt to share what we are proud of.

WOW words!

WALT: We can use WOW words and add detail to make our writing sound interesting.

Heath:

Liam:

Tiare:

Reflection:

WALT: we can add WOW words to make our sentences interesting.

We wrote a boring sentence.

We have a new playground at school. 

We made this boring sentence interesting by adding WOW words.

- We have a fantastic new playground (Kingston S.K).
- We have a super-super-duper new playground (Rangitamoe).
- We have an enormous new playground (Oasis).
- We have an exciting new playground (Breeze).
-We have a scary new playground (Moss).
- We have a humongous new playground (Attalia).
- We have a high new playground (Kyle).
- We have an awesome new playground (Tiare).

Reflection:
We learnt about how we can put WOW words in sentences.
It was hard to think of a word that was interesting. We found it hard thinking about what words to use. Sometimes it was hard to spell the words we want to use. We tried looking around the room and sounding out our words.
We liked how our sentences sounded when we put WOW words in them. They sounded cooler.

Our stories

WALT: Publish our stories using Explain Everything


Kyle: The Bombfire Moss: The Walking Bus Liam: The Beach

Reflection:

Moss: It was easy using Explain Everything because I had done it before.
Kyle: It was really hard because I had to cut out all my people and draw the pictures.
Liam: It was easy to draw because you could use the ink pot to colour it in.
Breeze: I really love making my story because I like trying new things.

We are great writers

WALT: great writers use a success criteria to check that they have written a great piece of writing.

Success Criteria:

Have I written a great piece of writing?

Does my writing have all of these things?

B

Heath’s piece of writing:

A long, long time ago I went fishing with my friend Memphis at the really old wharf. I caught a big shark with huge teeth. It was very big. My black and blue rod got tangled up. Luckily, I could wind my rod in so it could get untangled.

Reflection:

Heath had a really cool picture that he used to plan his writing.

Heath sounded out the word fishing by being a robot.

Heath looked around the room to help him write the word my.

Heath had finger spaces between every word.

Heath used a full stop at the end of every sentence.

Heath proof read his work.

Heath used these wow words: really old, a long, long time ago, big, huge.

Heath used capital letters at the start of a sentence and to name his friend Memphis.

Craft Corner

WALT be kaitiaki of our new craft corner

Reflection

We need to:
Keep it tidy
Only get out what you need
Look after the materials
Only five people at a time in craft corner

Before you go into the craft area you need to make sure:
1. Draw a plan of what we will make
2. Label the things we need
3. Show the teacher.

To keep our craft corner well stocked we can bring in things home.
For example:
Leaves, wool, thread, cardboard, newspaper, tissue paper, feathers, tape, pom-poms, beads and buttons.

Kaitiaki of iPads

Kaitiaki of iPads

First, Whaea Donna showed us how to be nice to our iPads.
Whaea Donna told us how to hold the ipads.
We need to hug them so that we don't drop them when we are walking around.
We took photos of each other holding our tablets properly.
We learnt to keep food and water away from our ipads.
We learnt how to delete the pictures that we didn’t want.
We learnt to hold the iPads with two hands.
Whaea Donna told us it's important not to stack the ipads on top of each other
so that they don’t break.

Water Safety

Water Safety with Whaea Rhonda.

We learnt about how to be safe in the water in the pool. at the beach and when out boating.
We learnt some sayings to help us make the right choice when choosing where to swim.

To avoid a rip here is a good one:

It its white,

Its alright!

If its green,

Its mean!

This tells us that if the waves are breaking like normal and look white then it is probably a safe place to swim. If the water looks a bit more still and green then it could be a rip and it would not be wise to swim there.

If in doubt,

Stay out!!

Here is Imogen with a life jacket on - it is important that it is the right size. 

Everyone on the boat needs one. 

If you get tipped out of a boat it is important to huddle together!

This is to:

Keep us together.

Keep us warm.

So we can be seen from above. 

Here are some photos of us getting familiar with life jackets and practising huddling.

This is how we signal that we need help.

This is a way we could help to rescue someone while we stay

safe on dry land.

Thank so much Whaea Rhonda for letting us experience this! 

We learnt so much!

Piggy Track Fun

Piggy Track Fun

First, we went walked the leafy Piggy Track. We had to push
through lots and lots of sharp cutty grass. We went around the
track twice, we walked the first time and ran the second time.
Then we played with the big, colourful parachute. We waved
the parachute up and down and we sat underneath it. We had
fun playing cat and mouse. We had a nice picnic lunch by the
big kids playground.