LI : To learn and illustrait a taniwha using our imagination.
This week we did a drawing on the Taniwha Legend. A Taniwha is a dragon-like creature that has 8 tails, red eyes, spiky body. It also lives in the deep waters such as Rivers, Lakes, And Caves it also lives in the Panmure basin. In conclusion This is what my group imagined and drew.
I found this activity amazing because we had learnt about the Legend of the Taniwha and we got to learnt his whereabouts.
LI: To gather statistics and protect the Kauri Tree from getting the Kauri Disease.
The following week after camp we did a research about the Kauri Dieback. Then we created a DLO about the Kauri Disease on how we can prevent it from destroying our nature. Though we can do things such as cleaning our shoes will to stop the disease from killing our tree.
I found this activity good because it will stop the disease or it will die.
LI: To remember and give information about Kokako Lodge
After camp, we created a brochure about information and highlights about our experiences at Kokako Lodge. We used our persuasive skills and gave reasons to why our audience would want to go. We used pictures to show what it is like at Kokako Lodge and what they provide for you.
I found this activity good because we spend time in camp.
LI: To create a comparison of the before and after experiences at camp
Before camp, we wrote down what we would achieve at camp by using the acronym TRUMP. The meaning of Trump is like thinking, Relating to Others, Using language symbols and text, Managing self, Participating. These 5 words help us to remember when to use them in every activity. When we came back from camp, we wrote down how we used the key competencies for our belongings and in the activities
I found this activity was fun because we have to remember the TRUMP to help us.
LI: To recount and explore the learning and experiences from our Year 7/8 camp
Our group wrote a poem based on our senses like auditory, tactile, visual, and kinesthetic. We used our prior knowledge of the senses and unpacked different words and ideas that described Hunua Falls. These moment in time poems represent our experience at Kokako Lodge. One of our ideas were like roaring the water, droplets bouncing, numbing embrace and experience would last. We then used word hippo to find more powerful words to strengthen our poems.
I found this activity good because its experinences the waterfall.
LI: To read the text, gather sort, graph and analyse the data
Our math group created a diagram which shows the top six rivers in Auckland from smallest to largest. We used our collaborative skills to find out the data of each river. We put these rivers in this order from shortest to longes like Whau 5.7km, Puhoi 13km, Tamaki 15km, Waitakere 16km, Hoteo 28 km, Wairoa 65km. We used our knowledge to come to the conclusion on what river is the longest out of the 6 rivers in Auckland, which is Wairoa river because it is 65km.
I found this activity good because did the smallest to longest.
LI: To create a collage of photos to represent our experience at Kokako Lodge.
Our class created a collage of Photos representing the time and experience we had at Kokako Lodge. The photos show our achievements and fun we had while at camp.
I found this activity fun because I got to partisipate in all activitys. I liked all of them because it was fun.
LI: To identify the main ideas in the text
This week we have been learning how to find and collaboratively decide on the main idea in a text by negotiating. We read the text Lester and Clyde. This was a text about the consequences of pollution. Our group think the main idea was the yellow words highlitghted.
We found this activity good because we wrote down the Important ideas and vital ideas.
This week we have been learning about what rivers are, their unique attributes and how to label them. We then created a DLO about the Tamaki river and its history. Did you know the Tamaki river is 15 Kilometres long. Using our knowledge that we acquired, we showcased the features of the Tamaki river using an aerial map. We then compared the Tamaki River with a prominent river in the world. Our group chose to look at the Mississippi. Finally we made a comparison of the two rivers.
We found this activity interesting because I learnt new things about a river around the World.
LI: To understand the structure and language features in an explanation
How did Goldilocks upset the bear family?
To upset someone it’s to make them disappointed, worried, or unhappy. In the fairytale Goldilocks and the three bears. She makes unwise decisions. Have you ever broken into someone’s house?
Goldilocks found a cottage and entered into private property without permission from owners. Goldilocks was disrespectful and has no self morals which is shown when she ate the bear family’s porridge. She sat on the baby chair in addition she ended up breaking the chair leaving it in pieces.
When the bears got home, they were shocked to find their porridge eaten and the baby chair was broken. Imagine how upset you would feel getting home to find someone had broken into your house!
To help us understand how to write an explanation we looked at the purpose, the structure (what it looks like) and the language features. An explanation tells us how or why something is the way it is. To help us understand this we learnt about cause and effect. Cause and effect is an action and a reaction. We used the story of Goldilocks and the 3 Bears to help us understand this. Here is our explanation that describes how Goldilocks upset the Bear family.
This activity was good because I learnt a lot about explanations and the story Goldilocks and the three Bears.