NZ Identity: Parliament.

As part of our New Zealand Identity unit we have been learning all about New Zealand Parliament.

Here is a link to the online modelling book for this unit if learning.

We have learned all about the different roles that people have in parliament.

Key roles in Parliament Activity

Some things that I have found interesting are:

1. Anyone can be kicked out of parliament.

2.

My next step is to see parliament in reality this/ next year on my Wellington trip.

NZ Identity

Assessment task connectives and adverbial clauses - Milan Stirling

I can make links across texts by recognizing connectives or adverbial clauses

In this unit I learnt what an adverbial clause is and a connective/ conjunction.

A connective is words that join a sentence together.

An adverbial clause describes the place, time or action that occurs in a situation/ consequence.

Here is a link to a compare and contrast map of an adverbial clause and a connective.

Milan Stirling - Use a range of multiplicative strategies when operating on whole numbers - Assessment Task

Use a range of multiplicative strategies when operating on whole numbers

I can apply the strategy to problem solving questions

The escape

A prisoner sits in his cell planning his escape. The prisoner is kept in by 5 laser beams, which operate along a corridor. Each laser is switched off at a specific time interval for just long enough to allow a person to walk through. The time between being switched off for each laser is shown below:

• Laser One = every 3 minutes 12
• Laser Two = every 2 minutes  12
• Laser Three = every 5 minutes 15
• Laser Four = every 4 minutes 16
• Laser Five = every 1 minutes 16

The guard patrols and checks the prisoner each time all the laser beams are off simultaneously. Because each laser only switches off for a short time the prisoner knows he can only get past one laser at a time. He has to get past the five lasers from 1 to 5 in order. Laser One is at the entrance of the prisoner’s cell and laser Five is at the door to the outside. He also knows that if he spends longer than 4 minutes 12 seconds in the corridor an alarm will go off.

Can the prisoner escape without the alarm in the corridor going off?

Yes, because it’s under the 4 minutes and 12 seconds.

If he can escape, how many minutes should he wait before passing Laser One?          

He doesn't have to wait.

How much time will he have after passing Laser Five before the guard raises the alarm? 12 seconds.

Book review - Friends

The most interesting book I read in Term 2 was "Friends" By Joy Crowley and Gavin Bishop I really enjoyed this book because it was about a snake and a lizard becoming friends and surviving in the desert. The snake and the lizard search the desert and try to find shelter, food and water but they come across trouble.

Assessment task- Creating a Pyroxenes shape

Identify classes of two- and three-dimensional shapes

by their geometric properties Assessment task

https://docs.google.com/document/d/1_0NIVKGPGgaIkeNZKh0G0D5C9QtZRi0HMQTI1l-wPr8/edit

Term 2 Novel study

This term I have been reading and studying the novel see ya, Simon

I found this novel interesting because he is a normal boy with normal characteristics but he cant do normal things

During the novel I had to complete a thinking map which shows that I can classify how the author has shown the theme of the book.

• Link to Classify Map

National Standard this covers

• Year 7/8  Standard
• I can identify and evaluate the way writers’ use language and ideas to suit their purpose and I can use my growing wide range of academic and content-specific vocabulary to understand texts.

Overall I would give this novel a rating of  7/10 ( insert your rating here) and I would / would not recommend it to others to read because I feel like it sure teach's you a life lesson because not many people get to live the life others do and we need to enjoy it.

Current Events Term 2, 2017

WALT: I can successfully research a current event.

Here is a link to our online modelling book for this unit of learning.

The National Standard that I have been aiming for during this unit of learning is:

• Year7/8: I can use appropriate skills and technologies to find and use a range of texts for specific purposes.

Each week we have read a short text about a current event/ topic. We then formed questions based on what we had read.  After this we researched the answers to our questions and finally we gave our opinions on what we had found out.

Here is some evidence of my learning.

Describe Map One - Where does all the NZ tax money go?

Describe map Two -G7 fail to agree on a climate change

My Next Step is to continue to  apply the reading and  research skills that I have learned in a variety of other areas.

Music Term 2

Blog Post Title: Music Term 2

For Music this term, three things I learnt were:

1.New Zealand and world artist

2.Quotation's - Music is life that's why our hearts have beat's

3.Rap and Hip-Hop

Something I found challenging was finding New Zealand artist and making sure that they weren't world artist

Milan's Student Led Conference

Skills based Curriculum Vitae.

In CAREERS EDUCATION we have been learning to write a skills based Curriculum Vitae.

A skills based C.V. focuses more on the skills that we have,  rather than our work history.

Here is a link to our online Modelling Book that shows the process we have followed.

Three things that I have learned about writing a Curriculum Vitae are:

1. Punctuation, use full stops, capital letters and comma's.

2. Right use of language make sure it makes sense.

3. Correct information make sure its true.

Here is a link to my Skills based Curriculum Vitae.

Reading assessment task

I can recognize and understand a variety of grammatical constructions and some rhetorical patterns

In this unit I learnt what a grammatical construction and a rhetorical pattern is.

A grammatical construction is a group of words that form a sentence and are considered as a single unit.

A rhetorical pattern is A piece of writing that groups or categorises ideas.

Here is a link to a compare and contrast map of a grammatical construction and a rhetorical pattern.

Games with minimal or no equipment.

In PE we have been participating in a variety of games that require little or no equipment.

Below is the Matrix which shows our progression in this unit of learning.

The table below shows my understanding of games with minimal or no equipment.

Examples of Games that need minimal or no equipment.	What equipment would we usually need to play these games.	Why do we play games with minimal or no equipment?
Tag Games	Bibs and cones	encase we have no equipment

My Strengths.  

Some things that I have done well during this unit of learning are play games with no or minimal equipment because this is our task

My Next Steps.

Some things I could improve on when playing games with minimal or no equipment absolutely no equipment because that's our task

Assessment Task-Find factors of numbers to 100 and common multiples of numbers to 10

https://docs.google.com/document/d/1yKaHmsfMfzyKkGpBPdtDvzLJgqNrK6vOYDAF-0IXm3Q/edit

Here is a Link to my Assessment Task-In this task I had to find all the Factors I did three IXL task from the google classroom i had to get to 100%

Assessment Task

Link To Assessment Task

1. $60 that has 30% off is $42, $72 with 40% off is $43.20... In case the first thing is the cheapest.

2. $120 with 30% off is $84, $96 with 20% off is $76.80...In case the second thing is the cheapest.

3. $48 with 30% off is $33.60, $68 with 45% off is $37.40... In case the first thing is the cheapest.

4.  $86 with 30% off is $60.20, $64 with 25% off is $48...In  case the second thing is the cheapest.

1. If you bought one of each of the items what is the cheapest amount of money that you could spend $200.40

2. If you bought one of each of the items what is the most amount of money you could spend $224.80

3. How much would you save if you bought all the cheapest items in the stores $200.40

Taking Action - Milan Stirling

I can take action to improve the water cycle in Canterbury

In this project I was working with Leeana and we decided to create a children's book

Here is a link what we made Me and Leanna's Book

In this project we decided that our success criteria were: (list the criteria you created on slide 7)
1. Work and Decide how were gonna write our story
2. Write our story
3. Edit it
4. Make it on story Jumper
5. Show it to some people and ask for their opinion 

Overall our project met the criteria because it followed our plan and
was colorful, easy to read and fits our purpose

The Key concepts to the Marae

We have focussed on some key concepts when doing this learning.

These are listed and explained in the table below.

Concept	Definition - give the meaning of these concepts in your own words.
Tikanga	A kind of way Maori do things
Pōwhiri	A welcoming
Tangata whenua	Describing Maori people
Manuhiri	Local people entering the marae
Tūrangawaewae	Its the home base
Whanaungatanga	The connection between the local and Maori people
Manaakitanga	Respecting the elders
Aroha	Love

See this video for an explanation of the roles and responsibilities of people on a marae.

Something I would like to learn more about the marae is the speech as the people of the marae welcome the local into there land

The things I enjoyed most about my SLC were:getting my family to come over and learn about what iv'e been doing in class and what tasks i'm doing

What went well and why?

i think my reading went well because i showed a lot of key points and now they really understand what standard i'm at and what i need help with

What were the challenges you faced when preparing and presenting your SLC?

i found it challenging because having to prepare for SLC and getting my SML done now that was the hard part

What changes would you make for next time and why?

probably fixing the maths goal like giving it a eg: and then writing one of my question

Visual Art

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 extended abstract because i know all the techniques and how to use them

I techniques I used in my art work to achieve this level were glaceing moving water colors and shading

Here is a photo of my artwork ---->

My next step in visual art is i don't have one i'm extended abstract

Reading assessment: Comprehension

Year 7/8 Standard: 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?	that its grippe and meant for hiking good for long walks that its about seekers
Who created “Senakairs?”?	kim bussing
How do the “Sneakairs” work?	A built-in GPS will determine the wearer’s starting location while the Google Maps navigation tool will help chart the best route.  Whenever a change of direction is necessary, the app will communicate with the appropriate shoe via the Bluetooth and cause it to vibrate.
How do “Sneakairs” help tourists visiting a new city or town?	it has a built in GPS  and when you change directions it will navigate where you go
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?	before Sneakairs can go mainstream, the easyJet team still needs to tweek the prototype . Among the challenges that need to be addressed is the smart shoe’s three-hour battery life, which is hardly enough for a tourist to catch all the delights a new city or town has to offer!
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)	maybe it could work as a fit bit and have on the toe right on the end how many steps you take
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?	maybe instead of seekers use head phones because you can listen to music and be navigated lets just hope it doesn't ruin your beat drops

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 woollen 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.'