Thursday, 22 September 2016

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 lindsay,zach,cormac,rishab.
and we decided to create… water filter

Here is a link what we made. side show and the video

In this project we decided that our success criteria were:  
A good water filter needs...
Why is this important?
Produces drinkable water.
you will get sick if it doesn’t produce drinkable water.
It needs to be strong and long lasting
So that it can be used more than and we don’t have to make lots.
Easy to make and easy to use
So that we can easily rebuild it or use it.
Use the right materials.
Otherwise it won’t work as well.
Cost effcient and easily portable
So that you can easily make it again and take it with you.

Overall our project did not meet this criteria because we got some correct like use the right materials being strong and long lasting Cost effcient easily portable and Use the right materials. but not drinkable water because the materials we use where dirty so it was never going to get clean.

Thursday, 15 September 2016

Koru Games

The activity I did was touch and I am in the a team mix

Two highlights of the Koru Games
The food because I got really hungry and can by some
I scored a few of tries  because I am fast at running

I am proud of the team because we win some games

Next year I want to do a different sport because I want to try new things

Thursday, 1 September 2016

water cycle

this is what happens in the water cycle

Adverbial clause reading

I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts. 

I describe a what an adverbial clause is 

For reading I have been learning about adverbial clauses. I have found this learning fun and in… because…
I got it done on time

Lindsay and Madyx numbers up to 20

Tuesday, 30 August 2016

apply the techniques of improvisation to a range of different scenarios.

WALT apply the techniques of improvisation to a range of different scenarios.

Improvisation TECHNIQUES that I have used successfully are, thinking on the spot. saying yes

Improvisation TECHNIQUES that I would like to have more practice at speaking more loder

The thing that I enjoyed most about this unit of learning was playing the games………..because…………... it was fun and funny

The thing that I found most challenging during this unit of learning was the work……...because………it was hard

My favourite improvisation game was… not my body thing…...because…… was funny

My next step/ something I need to work on further  in improvisation is get more contdint…….because…... i am not

My CARE Progress

I have done a check of my CARE progress so far this year.

I am proud of my progress but I feel I could do much better.

Give reasons for the answer that you have highlighted above

How far away are you from reaching your BRONZE

The area of CARE that I need to try harder in C / A / R / E

To achieve my BRONZE award quicker I need to not sit next to my friends

The one thing that I can do to improve my progress in CARE is but them in

We will review CARE progress again at the end of the term.

Thursday, 7 July 2016

Term 2 Te Reo Reflection

Term 2 Te Reo Reflection





Extended Abstract
I can say 1-5 words about celebrations in te Reo Maori.  
With help, I can ask and answer several questions about celebrations, using te Reo Maori.
I can ask and answer several questions about celebrations,using Te Reo Maori.
I can ask and answer a range of questions about celebrations,using Te Reo Maori. I can teach others these questions and answers.

In Te Reo this term I have been learning about using vocabulary around food (Kai) and celebrations (Ngā hākari)

Here are some sentences, with english translation in brackets, that I can say confidently (list 3-4).
  1. Question: He aha te mea pai, ki a koe kei to pāti? (What do you like about your party?)
  2. Answer: He mea pai ki ahau te/nga____aihikirīmi______ I like _Ice Cream_____(objects from your kupu list)
  3. can in go to the toilet - ka taea ahau te haere ki te whare paku

Thursday, 30 June 2016

The things I enjoyed most about my SLC were: that i got it done with out stuffing up

What went well and why? i explaned every good and didint sound like a robot

What were the challenges you faced when preparing and presenting your SLC?
getting my goals down and getting it all good

What changes would you make for next time and why?
make it more interresting

Tuesday, 7 June 2016

Year 7/8 Standard: Reading Assessment task

Year 7/8 Standard: Reading 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 "Sneakairs" Makes Sightseeing Effortless

What I already know about navigating with maps?
  • how to use them and find places 
  • how hard it is to get places 
Who created “Senakairs?”?
      . easy jet
How do the “Sneakairs” work?
  • you link your phone to your shoes and put in a place you wont to got and it will take you to that place and vibrat in the shoe you need to go
How do “Sneakairs” help tourists visiting a new city or town?
  • you can find places you want to go to 
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • makeing them waterproof 
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • talk to you 
  • tell you your hart rate
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • chip in a shirt 
  • if you have been for a long walk your shoes will be sweety and it will be grose geting then out        

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 woolleopn hat and green Gortex 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.'

Sunday, 29 May 2016

My short story

The wind blow past Bart simpson flow. Bart was walking to school. When he got there Milhouse was there. They were strolling to class then Nason stood in front of the them. He yelled give me your lunch money. Milhouse gave it to him but Bart didn't for some reason. Bart said no i will not give you my money. So Nelson started punching Bart and kicking him until till he stop and left.

It was Bart's First class which was woodwork he is building a clock and he turned up and the teacher announced what happened Bart. Bart said nothing is just fell over it was the end of woodwork and the next thing for Bart is science he had to make a bomb. It was lunch art had apple and a bar he started eating for 15min then went outside and played with Milhouse for 20mins

Rig rig the bell to go make in went so now it was Jim he had to climb a rope that was 5 metres tall. It was hard the first time but the second time he got there. Rig rig the bell went to go home so bart got on the bus and headed home. Bart got home and said hi to mum and dad while looking sad Homer the dad went up to Bart's room and said
“what is the matter boy”
Bart said” I got bullied to day by Nelson”.
So Homer said
“ok boy I will go talk to Nelson's mum tomorrow”

The next day Bart got up and had breakfast Homer said to Bart,
“I am going to go talk to Nelson mum today. Do you want to come?”
Bart said “Yea.”
They got in the car and headed to Nelson house so they got to Nelson house and knock on the door and said “anyone home?”
“ No go a way”
“ we need to talk.”said Homer “ Nelson your boy attacked my boy so we need to have a conversation”
so they let Homer and bart in but Nelson and bart have to stay outside. 15min later they came out and said “Nelson apologize for being mean to bart sorry Bart”
Nelson said”
and now you to have to be friends

Sunday, 1 May 2016


see the chances of something happening

Short story

Blog post title: I can describe the structure of a Short Story

Something I have learned about the structure of short stories is they are short strong and punchy

After reading some short stories two things I will remember when I write my own short story are and that they need to be strong and punchy so that the reader will be interested

Tuesday, 12 April 2016

follow the writing process to write an exposition

WALT: follow the writing process to write an exposition
Here is a link to it

Term 1 Integrated Learning - Leadership

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

We identified that good leaders show 6 main character traits. These are……. 
Integrity Goal Focused Trustworthy Active Thinker Resilient Motivational

The leadership trait that I think I show the most is goal focused………..because…………I want a task and get it done

The leadership trait I would most like to develop is resilient……….because………..I want to challenge my self

Something NEW I have learned about leadership is………….The traits

The SOLO level that I reached during this unit of learning is  relational………..because……… I know some things about leaders

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

Monday, 11 April 2016

Visual Art: WALT: Apply knowledge about shapes and patterns derived from nature into an original artwork

For Visual Art the SOLO level I achieved was: relational
I techniques I used in my art work to achieve this level were: i blender colors and make it funny and interesting

Here is a photo of my art work:

My next step in visual art is: put more images in it

Wednesday, 6 April 2016

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

My Strengths

The striking strategies I was able to effectively demonstrate during the games we played were…….Keeps you balanced when you play your shot.

The throwing and catching strategies I was able to effectively demonstrate during the games we played were…….Cup your hands or reverse cup as early as possible.

My Next Steps

To improve my striking of a ball I need to More power from your shot from shoulders and hips.…………….because……………i am not geting much power

To Improve my catching and fielding I need to Keep your eye on the ball ………...because…………..i will miss the ball

The game that I enjoyed the most was striking…………..because………………. it was fun to hit and get in