Welcome

Descriptive Dinosaur Writing

At the moment in class we have been working on descriptive writing. We looked at pictures to help us have ideas to start from.    

Here is the writing that I did 

THE LIVING STATUE

As I stood staring in terror, the deadly
black slit seemed to swallow me up.
The weight of the 15 ton giant, thumped
into the dusty sand, like a runaway steam
roller. And now the smell of bloody meat
and bones slithered up my nostrils and slid down my spinal cord.  

I knew I should be running for my life but
its ātaahua (beauty) held me rigid.   

It looks like someone has painted a
masterpiece on a scaly moss kakariki
(green) canvas and then spray painted
highlights on parts of it.  The fiery yellow
eyelids look like a warm summer sunset
on a clear kengo (night). Its beauty is
shattered by a mighty belch that sounds
like a tīhara (diesel) truck backfiring.
He ran as fast as a golf cart that had been
biffed of a cliff.          

I say to myself, “Damn, I didn’t think my
day could get any worse!”

NZ FALCON WRITING

The New Zealand falcon is a bird of prey. They are known as the the bravest bird in New Zealand . THEY ARE A TRUE WARBIRD.

PHYSICAL FEATURES
The New Zealand (NZ) Falcon is a very lean looking bird of prey. They have brown pointed wings and they have a streaked cream breast. They also have a hooked beak and above the beak is golden yellow which is also the colour of their eye ring. It uses its golden talons (claws) for grabbing its prey.

Habitat
They live in the South and the North Islands, however they are rare on Stewart Island. They mostly live in beech forests, tussocklands, roughly grazed hill country and pine forests. However in the Chatham Islands, NZ Falcons are found in bushy areas around mountains.

Feeding Behaviour

They hunt live prey. They can catch prey larger than themselves, such as black shags. The New Zealand Falcon flies really fast and attacks with a strike or grasp to grab the prey with their talons. Once they have their prey they brutally kill it with a quick powerful bite to the neck. They eat a range of animals, including mammals such as rabbits and hares. They also will eat lizards but NZ falcons mainly eat other birds. Juvenile falcons will eat insects.

Reproduction
Falcons do not make nests but make a scrape on the ground, under a rocky outcrop or in an epiphyte (a plant that grows on another plant) in an emergent forest tree into which it lays its eggs. It lays two to four eggs which take about 33 days to hatch. The juveniles are fed by both parents, the male does most of the hunting with the female guarding close to the nest. Fledgling occurs between 31 and 45 days after hatching.

Social Behaviour
NZ Falcons are really aggressive especially when guarding their nest. They can dig their talons into you ( as my dad found out ) and are one of the bravest birds because they can hunt prey bigger than them.

Threats
The main animal threats to falcon include: cats, stoats, ferrets and hedgehogs. Also they can be electrocuted on power poles containing uninsulated transformer boxes. Can you believe that people still shoot falcons, they seem to do this because people that have chickens and racing pigeons think that the falcon are a hassle because sometimes they eat their chickens and racing pigeons.
Sadly falcons are losing their habitat due to logging and pastures being converted. Finally, some falcons even crash into the turbine blades on wind farms, which can kill them.

Conclusion
The New Zealand falcon is a bird of prey. They are known as the the bravest bird in New Zealand . THEY ARE A TRUE

WARBIRD.

BY DAN

Volume and Capacity

Where To Next

Where To Next?  Connected, Level 4

Turning Old into New

Literacy

Science/Social Science learning goals

We are learning to understand about the environments around us and the negative of positive impact our actions can have on these environments.

Success criteria;

• identify and explain some of the issues facing our environment today 
• identify some of the negative impacts humans are having on the environment 
• identify some positive actions people are taking both here and around the world to try and 
• help look after our environment. 
• identify some positive actions we can take at school and in our own lives to help our environment. 
• learn about our local bush track and creek and identify some ways in which we can help to look after (kaitiakitanga) these areas. 

Reading Learning Goals

• I am learning to use sub-headings to guide me to the main ideas in text.
• I am learning to use illustrations, text boxes, charts and graphs to help me make inferences so I get more information from the text.
• I am learning to use more than one text, in print or electronic formats, to gather and check the accuracy of information.
• I am learning to read a wide range of texts (e.g. encyclopaedias, websites, newspapers) to gather and check information on a topic.
• I am learning to explain why the author has written a text.
• I am learning to read and understand text that contains academic and topic-specific vocabulary.

Read the text, ‘Turning Old Into New’ and then complete the following activities.

• Why is recycling a good idea? Recycling is a good idea because it gets reused and we don't have to throw it out . 
• How many tons of rubbish do New Zealanders send to landfills every year? 2.5 million tonnes of rubbish go to dumps. 
• When rubbish breaks down what gas does it produce? What environmental problem does this contribute to? It makes Co2 and methane it contributes to global warming.
• Complete this sentence: Everything we use is made from Earths__________ Natuarl 

____________ Resources # _____________


Explain where these resources come from;

• Wood: trees or plants 
• Metal: rocks 
• Plastic: oil 

6) How does oil form? 

From the remains of plants or animals that lived millions years ago.

7) What are some of the things glass can be recycled into? 

My mums car windows. Beer bottles wine bottles my glasses.

8) What are some of the things cardboard can be recycled into? 

Books and more cardboard.

9) What can plastic with the number 1 be recycled into?

carpet c.ds and more plastic.

10) Attach a google drawing here that explains how number 1 plastics can be turned into clothing. 

By being burnt down and remade.

11) What are microfibres and what is the problem with them?
They are poisoning our sea life and wrecking the food chain# Can you explain what they are?

12) What is Earth Overshoot day? 

The day we reach limit of resources that the Earth can remake

Glossary - Write what these words mean

• Atoms: the tiny particle of a substance 
• Carded: fibres 
• Global Warming: Too much gas going into the atmosphere such as greenhouse gasses. 
• Malt: barley or other grain that has been used for brewing beer. 
• Natural resources: things made natrualy from our earth. 
• Synthetic: made by humans that is the result of combining different chemicals 

In class we will be working on projects looking at issues around rubbish and what we can do to help reduce this problem.

Video Links
NZ Recycling Crises
Diver Filming Swimming Through Plastic
The Pacific Garbage Patch

A Plastic Free Lunch

We are learning to understand about the environments around us and the negative of positive
impact our actions can have on these environments.

Success criteria;

• identify some positive actions we can take at school and in our own lives to help our
• environment.

Literacy

Task: Create an infographic showing people how they can reduce their waste
in their lunchbox.   

Our co-constructed success criteria:

-Have a strong title/hook

-Use convincing language and images

-Have simple things people can do

-Use images (free to use)

-Use bullet points/ short sharp information

-Use correct punctuation and spelling.

Space Learning Writing

Planet Writing

Create and Describe Your Own Planet - Description writing task

Term 2 Weeks 5-6

Purpose of this piece of writing is to:

Learning Intentions

I am learning to use language features to make my writing interesting and engaging
for the reader.

I am learning to use topic-specific vocabulary.

I am learning to include Te Reo Māori words in my writing.

I will be successful when I can show….

-I have used some language features to make my writing interesting and
engaging (simile, metaphor, alliteration, onomatopoeia, rhyme)

-I have carefully chosen some topic specific words to include in my writing.

-I have used some Te Reo Māori

Focus

We are continuing to look at descriptive writing. This week you are writing a
descriptive piece of writing to promote your imaginary planet. You aim is to convince people
to move to your planet.
You want your writing to allow the reader to be able to imagine what it is like on your planet.

First, we will look at an excerpt of a video describing the moon from the
Avatar movie. Click here to get to video= Pandora.

Second, we will discuss together what you will need in your work
to make it successful and look at how to plan our work. Then you will plan your work and check
with a teacher before you start writing.

Third, do your piece of writing.

Fourth, complete you piece of writing. Remember to proofread (check spelling
and punctuation) and edit (does it make sense? do you need to change any sentences?) yourself
and with a buddy
and fill in your self and peer-assessment. Check it with a teacher.

The Veneno

On this planet you get there by flying through the portal aka  a black hole on
a Boeing 747 - 800 i . This planet is in the galaxy called Veneno. This is located in the
asteroid belt.
This planet formed when some of the Venenos magnetic field mixed with the nitrogen
gas to form nitro magneto. Nitro Magneto is a  fuel used to power to magical supercars
that live there. In the center of the veneno there is the huayra which is the source of
heat and light it is kind of like our ra (sun).

In  Veneno there are four planets Pagani , P1 , Huayra  and Koenigsegg.
Pagani has 2 moons and is the coldest . P1 has 7  moons and has rings made of rock
and ice and is the hottest. Huayra has no moons but it is the source of heat and light.
Koenigsegg has 1 big moon.  

The magical supercars have any type of tool you could ever need.
If you ever need one  of the magical supercars to come to you you just have to shout
boongly bingle bongle and they will come. If you need a tool you just think of it and the
magical supercars will give it to you and you can keep it forever and it will never break.  
 They are very friendly and intelligent. It only takes a minute to get here
so instead of going down to Mitre 10 MEGA and paying $100 on tools you need to build
you could come here and get them for FREE.

By Daniel

AKA the creator and lead owner of Planet Super Cars.   

747

Black hole aka the portal

Best Part Of Me

Learning Intentions

I am learning to use language features to make my writing interesting and engaging for the reader.

I am learning to think carefully about the words I use so that my writing is descriptive and engaging for the reader.

I am learning to add an appropriate visual to my work

I will be successful when I can show….

-I have used some language features to make my writing interesting and engaging (smile, metaphor, alliteration, onomatopoeia, rhyme)

-I have carefully chosen some interesting words to include in my writing

-I have some descriptive words in my writing (adjectives)

-I have added a photo to my writing

I love my synovial fluid because if I lost it my joints would go like a rusty hinge.
If I didn’t have synovial fluid then you wouldn't  be reading this poem.
My synovial fluid lets me pick up things.  It lets me build robots.
I love my synovial fluid because it is like parts in a machine.
It lets me hug people to show love.
I love my synovial fluid because it lets me do the things I love to do like going tramping.
I LOVE MY SYNOVIAL FLUID BECAUSE
IT IS THE BEST PART OF ME.  

Reef Star and Cats Eye Information Report

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.

Safety Tips

This week we are going to camp. We had to  present our learning about safety tips  in a D.L.O digital learning object.


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Quick Writes Term 4

we have been working on ‘Quick Writes.’  This is where you are given something to write about (a writing prompt) and you only have 10mins to write as much as possible using this writing prompt.For our writing prompts we will use either images or short videos.

1) Fireworks

As I walked into this place I smelt the smell of smoke from the fire.  I  heard the bang, bang, pew, pew of the fireworks. It was beautiful like a daffodil opening on a clear spring day. I felt the warmth comforting me. It was the coolest thing anyone could experience in a lifetime.

2) Spiderman

As  I walked down the road I heard the people shouting out, "Its him, its him!" I could smell the food stands then a UFO comes and squishes him flat  the crowd did not care.

3) Tomato Pulp

Tomato Fight

People in Europe like throwing tomatoes at people. You can smell  the rich hauna [ smell ]  of tomatoes. You can hear the squelch of the tomatoes. You can feel the slimy tomato pulp all over you.

4) A Stormy Day

Bang, crash, bang, crash the whaitiri [thunder] is banging. The lightning is flashing. Then the wind howls down on the little house and it shakes. Next the lightning strikes a tree and I watch it from my little bedroom as it burns down to ash on the forest floor.  Then it smokes for a while, embers glowing like little fireflies lighting the way to paradise.

quick write

Quick Write Number One - The Beekeeper

For the next two weeks we are going to work on ‘Quick Writes.’  This is where you are given something to write about (a writing prompt) and you only have 10mins to write as much as possible using this writing prompt.

For our writing prompts we will use either images or short videos.

The purpose of this is to practise writing fluently.

When we look at our writing prompt we will have about 10-15 mins to discuss it and brainstorm some ideas and vocabulary.   

Our learning goals are to:

-write a description, using powerful words and phrases

-include some Te Reo Māori

-carefully check that our sentences make sense and have correct punctuation and spelling.

When we are writing we need to think about…

1. What do I want my reader to see?

2) What do I want my reader to hear?

3) What do I want my reader to smell?

Tips:

-look closely at the picture or video

-think about the three key questions and the learning goals

-give yourself time to plan and write

Do your writing here

I   love bees do you?  I love the honey they make. Do you  know how the beekeeper gets  the honi aka (honey)? Well I will tell you.

Step 1 the beekeeper goes to the hive with the bees in and smokes them to make them sleepy so he won't get stung.

Step 2 he pulls out the frame which still has some bees on but they are asleep so they won’t sting.

Step 3 scrape the honey off into a container then the bees wake up just in time for the end of the process.    click here for some honey good facts       

Robot Rampage

This term our class have been looking at narratives. We looked at a video story starter. Then we had to carry on writing the story. Here is my work.

Persuasive writing-Why is it a good idea to have pets

We have been doing persuasive writing about why we should have pets. Here is my persuasive writing about pets.

Title A Short Statement about the topic. eg. ‘Rugby League Is A Great Sport’	Pets
Overview/ Statement of position A brief statement of your view about the topic.  What you believe or want to argue.	I strongly believe we should have pets.
Series of Arguments Reasons Your points supporting your view about the topic.  Your arguments to support your statement and information to support these arguments. Remember -argument -supporting detail, reasons, examples	Firstly ,  it is a great idea to have pets!!!.  They give many people comfort  like they can give you cuddles and you can pat them.  They are funny like my dog eats teabags.
	Secondly, they are very fun to play with when you are bored. For example , you can  play ball  or  run  together.   Other things you can do with your pets are playing jumping barrels or going to the dog park.
	Thirdly,  some dogs are specially trained for people with disabilities . Also they can sniff out when  you are going to have an epileptic fit. If you are blind they can help you know where to go.
	Finally, pets are good to have because they can give you food like pet chickens give you eggs and goats and cows give you milk.
Concluding statement Summing it up.  A summary of your arguments and your view on the topic.	I strongly think having pets is a good idea because they give many people comfort,  they are very fun to play with when you are bored,  some dogs are specially trained for people with disabilities and pets are good to have because they can give you food. I strongly believe we should have pets!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!