What Type of Reader I Am

Statistical Investigation Cycle

WALT: Follow the statistical investigation inquiry cycle.


 

Callaghans ridge day tramp

On the 11th of April R1 and R8 walked the Callaghans ridge track for a day tramp. We had to bring a
pack full of stuff off a certain list and if we forgot something we couldn't go. We got into our car groups to
head off to the start of the track. My car group was Me, Nathan.K, Hannah, Phoebe and Wayne was
driving. When we got there mrs Kemp gave us a number and we had to say our number after the
person with the number before us said theirs. When we started walking I walked with Nevey and it
started to rain which made everything so much more exciting and fun but especially slippery.

Beach Cookout

On April the third 2019 room 1 and room 8 walked down to karoro beach next
to watson creek down at tasman sea. We were down at the beach because
we were having a beach cookout for our william pike challenge. In my group
was Jennae, Aimee, Ethan, David, Cullam and me. Our group was making
nachos for dinner and pancakes for dessert. One of my favorite parts was
lighting the fire and putting sticks on it. 

Afterwards we had to clean our dishes in the creek. It was lots of fun.

Marae trip

Have you ever stayed on a marae?. Because I have.
I have written some of the most amazing experiences you can experience on a
marae.

When we arrived at the marae we got powhiri on and all we had to do was sit
and not laugh. Soon we had to sing He Honore to the three people who
welcomed us on to the marae, At 3:00 we went down to the Arahura Awa
(river) to go looking for pounamu (Green Stone). We walked down the hill
and then we came to a gravel track that slightly narrowed up when we walked
along it. When we got to the awa we all started looking for pounamu. 45
minutes had past when we all got called to come back to Mrs Kemp. Only 5
people found pounamu and they were Clem, Sam, Jennae, David and I. 

After that, we had to walk down the awa to get to the beach which wasn’t far
from where we were. At the beach we had to form into groups to make a
sculpture of something we had learned. I grouped up with Charlie, Daniel,
Summer and Phoebe. My group all agreed on a waka (boat) so Charlie
grabbed a stick and drew the outline of our waka. We all started gathering
stones to put on the outline until I suggested to put sticks over from one side
of the waka to the other side of the waka and we all thought that was a good
idea so that's what we did. We got big sticks for the front of the boat and Mrs
Kemp took photos of everybody's creations. Our photos are now on our blogs.

In Conclusion, everyone had fun on the marae and we would all like to go
again.

By Korban

Lightning Never Strikes Twice

WALT use adjectives and similes to describe a setting clearly

 I was sitting in the corner of the windmill listening to the rain crashing onto the roof. I was waiting for it to stop until BOOM SNAP CRASH!!! I raced to the dirty window to peer through and I saw a tree lying on the ground in two large pieces. I started to panic and completely froze when i heard a huge creak coming from outside. After a few seconds I realised that it was just the windmill working away. BOOM I raced to the window again to see what damage had happened. There was none. I kept on peering out the window to make sure. A few moments later I saw that a huge tree was blocking the door. I sat in the corner thinking what to do. Suddenly I heard something. It was getting louder. It sounded like water in a river. “OH NO” I screamed. Water was flowing in from upstairs. “HELP HELP HELP” I yelled “HELP ME PLEASE”!!! Now the water was up to my knees so i made a dash for the stairs to get to the top room. I grabbed the ladder in the corner and climbed up to the chandelier. 10 minutes later the water started to flow into the top room. I was looking around the room to think what do. Suddenly I screamed “YES” because I had found a string to pull that leads to the attic. I pulled it and climbed up as fast as I could. The thunder was still booming away like crazy which made everything worse. There was a window in the attic so I smashed it open and climbed down the tiles of the windmill. Soaking wet I moved the big tree and let all the water out. I raced in side and quickly covered up the hole that let the water in. I ended up living which is good and I am never spending another thunderstorm in a windmill ever again.

The end

Maths DLO

Statistics DLO

Rocky Shore Learning Goals

Here  are our learning intentions for the rocky shore unit we did this term. I have highlighted green the goals I think I met.

 

Swim Safe Achievement Levels

Walt: Achieve our swimming goals and be safe in the water. Highlighted green are the swimming I have met so far.

The Black Backed Gull

We have been learning about the rocky shore and got to do a slide of a creature with a group of people. my group decided to do a black backed seagull.

Learning Intentions for Science We are learning to understand that all living creatures have a life cycle. We are learning that living creatures have bodies that are designed to help them to live and survive.   We are learning that all living things are designed to live in a particular environment. We are learning to understand how food webs work. We are learning that in an ecosystem all living things and their environment are interconnected. We are learning to understand about the Rocky Shore and the impact, both positive and negative, we can have on this environment.

Literacy As part of our rocky shore unit we will also use our literacy skills to read and learn about the rocky shore and to write an information report on a rocky shore creature. Writing We are learning to write an information report about an animal. We are learning to use our writing skills across the curriculum.

The Rocky Shore Trip

We have been learning about the rocky shore for the past few weeks. This is my recount about the rocky shore.

Learning Intentions for Science We are learning to understand that all living creatures have a life cycle. We are learning that living creatures have bodies that are designed to help them to live and survive.   We are learning that all living things are designed to live in a particular environment. We are learning to understand how food webs work. We are learning that in an ecosystem all living things and their environment are interconnected. We are learning to understand about the Rocky Shore and the impact, both positive and negative, we can have on this environment.

Literacy As part of our rocky shore unit we will also use our literacy skills to read and learn about the rocky shore and to write an information report on a rocky shore creature. Writing We are learning to write an information report about an animal. We are learning to use our writing skills across the curriculum.

My Marine Mammal Information Report

We have been learning how to write an information report. Here is my report on a Bottlenose dolphin.

Rocky Shore Animal Work

We have been using our reading skills across the curriculum to learn about the rocky shore. Below is some work I did about a rocky shore creature that I was interested in.