Uniforms At School

Yes or No = No

I think we should not have uniforms at school because you might see something you really like to wear in your closet and it could even say your name. Example: It would say… Jenny.

Another reason why I think we should not have uniforms at school is because its colorful and beautiful. Uniforms might be dull and boring. The uniform could be black but you want to wear the color yellow.

Narrative Assessment: Jenny and Maths

Learner: Jenny
Area: Maths Level 2
Date: 20.09.18 
In Maths, we have been learning about Fractions. We know that fractions are a part or piece of a whole. We have been learning to identify fractions of shapes and numbers. When trying to solve fractions of numbers, we have been using our knowledge of multiplication and division to justify our answers.

Jenny is developing her capabilities by solving fraction problems using her knowledge of multiplication and division facts. She works collaboratively and listens carefully to others share their ideas. During small group teaching, Jenny will ask questions and offer her ideas also. Jenny thinks about her ideas and will happily share her thinking with others. She is beginning to solve harder problems using what she knows about basic fractions. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue developing your curiosity and connected skills. 
Continue to practice your knowledge using Mathletics.
Keep practising your timetables to 10 and divided by facts.

How a spider creates its web.

The spider dangles a silky thread and the spider waits for the wind to carry it to a branch. Then it makes a V then Y. Next the spider makes a spiral.

After making a spiral it repeats, but makes it even bigger. Then it waits for its prey/fly to come get stuck to the spider can eats it’s food.

Explain "How a caterpillar turns into a butterfly"

The female adult butterfly lays a small egg. It lays the egg on the underside of a leaf. After a few weeks later the egg hatches and out comes a caterpillar.

The caterpillar eats its shell to get nutrients. Its an eating machine. It eats leaves to get bigger and bigger, then it sheds its skin. Once its big enough it makes a chrysalis.

After a few weeks the chrysalis turns into a pupa. Then some days later the pupa turns black, and when it does its almost ready to come out.

Now its ready to come out of the pupa, first it finds a hole to come out of, then it comes out of the pupa. Next it goes on the side to get its wings dry because its wetand to get its wings strong enough to fly. Finally its a butterfly.

Auckland Museum

On Thursday 23rd August 2018, LH1 went to the Auckland memorial museum. We explored different areas. LH1 went there because for a trip to learn about the Moari culture. I felt amazing because it was cool! All of us travelled to the museum. One of my favorite places, we’ve been to was the secret world of butterflies because I got to create my own colorful butterfly and even went inside a statue of caterpillar slide and sliding down it. When i finished making my butterfly I made it cool and colorful and saw it on the big giant screen and i was so excited to see it. It flew lazily. The last place that i liked was the Weird and Wonderful area. I liked Weird and Wonderful because when you color in a butterfly (Coloring Page) and put it under this camera it will show up on the big screen. It felt like an illusion. The other fact that was weird was the statues of insects, some big ones and lots of tiny ones. Another Wonderful thing was the box, there were different kinds of cool and weird stuff inside there. I said “ooooooooohhhh and wooow”. I also was a green, big couch, I got tired and sat down. After I followed Tammy to the door to go to explore another area. I felt amazed because I never seen anything like it and the museum is hugeeeeeeeeee!!! I also felt frightened because we lost 2 learners, Aishpreet and Ali, but we found them.

Narrative: Jenny and the Human Nervous System

Learner: Jenny
Date: 20.08.18 
Science Level 2
Living World: Recognise that all living things have certain requirements so they can stay alive

As part of our iExperience, we have been learning about 'How the Human Nervous System works'. We looked at the different parts of the brain and what they do. As an activity, learners worked on a word search that had tricky words like: cerebellum, corpus callosum and spinal cord. Through Kahoot and multichoice questions, we were able to learn about what our human brain does to and what we need to keep it functioning.

In this activity Jenny is learning to develop her capabilities by matching the parts of the human brain to the right meaning. She develops her curiosity by listening carefully to the instructions and thinks carefully about her ideas. Jenny also shows confidence when sharing with others. She is beginning to make connections by relating what she already knows about the brain to this lesson.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 

Continue developing your curiosity
Think about what other Science areas you would like to explore

Monster at a carnival

Once upon a time there lived a monster named Octoe. He is obviously a boy, Octoe had rotten yellow sharp teeth. He had long oozy slimy tentacles. Octoe also had an oval head and pointy scaly skin. Every Saturday he relaxes on an abandod beach because its quiet. Octoe lives at Goldcoast. One day he went to Dreamworld to have some fun. Octoe ran to Xtreme. People saw him and ran away frightened. Someone dropped a large box. It was made out of plactic. It was the middle of the day and the box had cat noises coming from it. There was an animal inside. The box smelled like nothing so far. It smelled like plactic and it was locked. Octoe looked around every single corner, while he was walking people ran away, even the workers ran away too.