Monday, 15 October 2018

Expressing meaning through art

This morning at PES we attended our termly immersion assembly. In these assemblies, the teachers present something that will inspire the learners about the theme of the term. This terms them is te wa toi - art time!

The team 5 created a skit in which the 'students' of an art class created images that expressed different meanings. For example, the use of the colour blue represented sadness, while a square represented a confined space.

In response to this, Room 4 Literacy decided to create a piece of art that represented their holidays. This could be literal (e.g. I drew the beach I visited) or figurative (e.g. I drew the sun because my holiday was filled with joy).

Can you guess what the meaning of these images above could be? Bonus if you can write a story that accompanies the picture below - believe it or not, it's creator came up with a wonderful justification about the meaning of the piece.

Tuesday, 2 October 2018

Debating!

This morning Room 4 Literacy participated in a formal debate about Fortnite. We gathered some information about the game and wrote a clear paragraph that described one reason why we thought it should or should not be banned for children under 13.

            

We then staged a formal debate between members of the Dahl and Ihimaera reading groups, while the rest of the class judged the strength and clarity of each speakers arguments.

We found that the Dahl girls had written clear arguments that were backed up with a lot of facts - this made them harder to rebut and encouraged our audience to agree with what they were saying.

While the boys arguments contained less factual information, they spoke with great confidence and they constructed very strong rebuttals arguing the points the girls were making. This displayed the difference between oral and written language to us all - while the girls arguments were perhaps stronger on paper, the boys delivery and clever rebuttals made it a close debate!

Thursday, 6 September 2018

Nelson Mandela

In literacy Hilary was researching famous upstanders. Check out her DLO with facts about Nelson Mandela.

Wednesday, 5 September 2018

Paikea's Exercise Song!

Paikea had to edit an existing song (Don't give up by six60) so that it had a message about exercise and used technical vocabulary. Check out the lyrics here:

Stop Giving Up. yeah
I'm telling you
Telling you
Telling you, Why
Don’t give it up
No, no, no
It’s good for you 
to ex-er-ciiiiiiise


Losing Weight
Keeps you fit and en-errr-giiiised
Aerobic
Healthy Brains
Pushing through all the time


Don’t you complain.
Just run, bike, swim and train…
train
Keep pushing hard, yeah

I'm telling you
Telling you
Telling you, Why
Don’t give it up
No, no, no
It’s good for you 
to ex-er-ciiiiiiise, yeah

Monday, 20 August 2018

Te Whare Tapa Wha

This term, we have been learning about looking after our health, particularly through exercise. We looked at Te Whare Tapa Wha and considered ways that we could look after our physical, mental, social and spiritual health. Check out the video we made for the Pt England News Network about our learning so far!


Wednesday, 15 August 2018

Procedural Writing


We have been learning about procedural writing and the importance of writing clearly this week.
We started by reading three different sets of instructions for popular card games. The first set had really unclear instructions and we became a little frustrated trying to work out what the author meant.


The second set contained a little more detail and it was slightly easier to read, but we found the structure a little confusing. We much preferred the third set, which had a clear layout and easy to read instructions.

We then wrote our own instructions for a really simple task - making a sandwich! We realised how easy it is to be vague in our writing, but that our instructions need to be clear for people to know what they are doing! When researching sandwich fillings we also learned more about making a healthy sandwich. Did you know a serving of a spread like butter or mayo tends to be about 2 teaspoons?
Check out Hilary's instructions below:


1.Put two slices of bread on a plate. Get your butter knife and spread butter on one slice of bread then spread butter on the other slice.


2. Put two pieces of lettuce on to a slice of bread than add the ham. You should have 30g or 2 slices of ham

3. Then get your tomato and slice it. You should then put two slices of tomato on your slice of bread.


4. Start to slice the cheese. After that’s done put 2 slices of cheese on your sandwich.

5. Now its time to use mayo. Grab a teaspoon and scoop some mayo in to it and put it on top
of the bread.

6. Last but not least put your other slice of bread on top and you are finished

Statistics!



This week Room 4 Maths have been conducting a whole class statistical investigation. We wanted to find out whether a persons fitness affects how fast their heart rate returns to normal after exercise.

First we planned our investigation and considered the data that we would need and our methods of data collection and analysis. We decided to measure our heart rate before, during and every two minutes immediately following exercise. We used the beep test as a form of exercise that was guaranteed to get our heart rates up and it gave us an idea of who the fittest students in our class were.
Image result for beep test

We recorded our initial results in a table and straight away we identified some outliers in our data and mistakes in our data collection. For example, one of our fittest students was unwell, so her resting heart rate was extremely fast! Some of the students repeated the data collection process to ensure that they had gathered accurate results.

The students then used line graphs to illustrate the changes in their heart rate over time. Check out Atareita's line graph where she compares two sets of data:


From this graph she concluded that her heart rate decreased at a greater rate than the other students. This is why the gradient or slope of the grey line is steeper than the gradient of the yellow line. She also noticed that she and the other student had similar resting heart rates, but her heart rate was higher during exercise.