Swimming sports!

Our school did swimming sports at the lido. There are two different kinds of races we could do, the width races and the length races. The width races are when you do races like flutter board races or noodle races. You race the width of the pool for those and for the lengths you race the length of the pool (25m). In the lenghts you have to race kids your age in races like frestyle and   I did three out of three of the lengths. We were set a reflection about swimming. Here is mine.

WALT: Evaluate our learning honestly
Task: Reflect on your efforts at swimming sports day
Success Criteria:

• ●  Use an image here.
  
• ●  Answer questions honestly.
  
• ●  Use correct spelling and punctuation.
  

●  Ask your learning partner to write you some feedback. Remember Austin’s Butterfly.

1. What are you most proud of at swimming sports and why? I am proud of being chosen to be in the house relays because that is the biggest achievement in swimming that I have ever achieved.
2. What was a challenge and why? I was challenged by the fact that I was sharing a lane with Amy in backstroke because Amy was hitting me in the face.
 3. How did you show kotahitanga? I cheered on my team and my friends which encourghed them to keep on going.

4. What do you want to improve on next time and why? I want to be able to go faster in the water because then my legs and my arms will become stronger and I will become more fit! 

Highland home writing!

WALT: Write entertain our reader.

Purpose: To tell about an experience from camp, using short sentences to create suspense.

WALT: Entertain (recount)

Task: To write a recount based on something scary or suspenseful that happened to you.

Criteria: I canSelf Assessment

Peer Comment

Descriptive vocabulary (words that help to SHOW the reader) use a range of verbs use a variety of adverbs Language features (phrases that help paint a picture) select 2 - 3 similes select 2 - 3 metaphors or personification choose onomatopoeia to show sounds (crash!) select words that start with the same sound (alliteration) Sentences use short sentences to create suspense Structure use 3 - 5 paragraphs.

Name: Maia Overall, how well do you think your learning partner has done? Comment: Cool story Ana! I like how you added lots of detail.

My writing about camp is about amazing rock climbing. I have done five drafts. My first one is in my writing book the second, third, fourth and fifth drafts are in different colours. To entertain the reader I have used different language features like personification, similes, metaphors, alliteration and onamatapia. Here are my drafts.

Kotahitanga!

WALT: show kotahitanga.

Success Criteria:

Use photos to share our camp experiences

Use text to explain the kotahitanga

Kotahitanga means unity and togetherness. I have made a poster with one of my friends, Hannah. We used some pictures to show Kotahitanga. The poster also has some things you have to be able to do to show Kotahitanga.

Here is our amazing poster.

I think we achieved the success critearia because, not only did we explain what kotahitanga means, but we also wrote down some of the things that we think you need to have or have the ability to do, to show kotahitanga. We also showed some good examples of kotahitanga on camp.

                                                                                                                                       

Camp presentations.

WALT: Research for facts and infomation and present it in an intresting.

Success Criteria:

Know your stuff 

Loud clear voice

Share the main points

Make eye contact

Make sure every member participates.

We had to do a camp presentation about an activity or thing we would do, or see at camp. Our group topic was abseiling. Some of us researched facts about abseiling, while others looked in the spectacular school library for an informative book about abseiling. Unfortunately the only book about abseiling was out, and was due back during our time on camp so we could only use the internet. Eventully we managed to put togther a keynote about abseiling and showed it to the class on the following monday. Here is a link to the video. http://youtu.be/wVkENyfU6PU

I think we did well with the success criteria because we all had a turn at saying something but we could improve on speaking loud and clear. 

               

Clay day.

Clay/WeetBix Tryathlon

WALT: share an experience with an audience

Success Criteria:

Share an experience so that someone else feels as thought they are experiencing it with you.

Share what you learnt

Share what you would do differently next time

Today was the day when some of the kids in the school did the Weetbix triatholon. The rest of the school had an art day. We made things out of clay, a lady called Ray came and told us about clay. She was an amazing artist. Then we went to our buddys (Sonita's class) and got ready to do some art.

We were told some things that we had to make such as, something you have always wanted, a stone and a toy you had when you were a baby. I made an owl, a stone with lots of patterens and creveases and a Maisy Mouse. 

We had a lump of clay. Then we each cut a piece off with a piece of fishing wire. Next we put four lines on top of our clay and cut through the first line. We moulded it into our minitures and used vinegar to attach bits onto other pieces. We did the same thing with the rest of the clay. We were given instructions for how to care for our clay at home.

Here are a picture of the instructions and a picture of some of my sulputures. I learnt that if you make a pit and check with the fire men that it is safe then you can put clay pots and things at the bottom. Then if you put leaves and dry cow and sheep pats on top and set fire to it, you get pretty coloured pots at the bottom.  

I think next time I will change the way I made my Maisy Mouse because parts of her keep falling off.

I think I achieved the success criteria because I explained what happened and I said what I learnt and what I would do different next time.

SMART goals for camp!

WALT: Set SMART goals with lots of detail.

Success Criteria:

Set 2 goals that are sensible, measurable, achievable, relevant and timely goals

Reflect on goals after camp.

We are going to Highland Home Camp next week. Troy's and Elly's classes are going togther and Nic and Ebonys classes have gone already. Here are my goals for camp.

Goal 1: My goal is to try new things. 

I have chosen this goal because I want to be able to go out for dinner and know I have the confidence to choose something I have never tried before.

I will know I have achieved this when I walk into the dining room and there is hardly anything that I haven't tried before.

I can help myself achevie this by trying new things everyday starting with small things and growing bigger.

Goal 2: My goal is to Make new friends.

I have choosen this goal because I want help other people have fun and include them in activities.

I'll know I have achevied this when lots of new people are playing with me and talking to me more.

I can help myself achevie this by going up to people at camp and asking them if they would like

to play with me.

Goal 1 achieved.
I know this because: At camp I tried and did loads of new things like abseiling, because of this I feel more confident to try new things in the future.

Goal 2 achieved.

I know this because: At camp I shared a cabin with two girls I didn't know very well. Throughout camp I began to learn more about them. Now we are good friends. 

I think I have achieved the success criteria because I have set two sensible goals that related to camp, I could measure my goals to show that I achieved them and I could achieve them in the time given.

Stem and leaf graph.

WALT: To draw a Stem and Leaf graph.

During maths we have been learning how to draw a Stem and Leaf graph. This is a reflection that I have used to show my learning. I have made this by doing a Reaction test with my learning partner Maia. What you needed was a ruler a pen/pencil and a book to write your data in. First you measure the distance between your partner's hands to 20cm, then you have to hold the ruler in between your partners eyes. Next without telling them when, you drop the ruler and see when they try to catch. Lastley you see what the distance between the 10cm and the number before your thumb. Do this ten times before you make your Stem & Leaf graph, recording the ten numbers from each time you do this. The 30+ is for when you don't manage to catch the ruler.

Statistics:  Stem and Leaf Graph

WALT: gather, display and discuss data

Success Criteria:  

• Gather relevant information
• Display data on a stem and leaf graph
• Make some conclusions about the data

Task:

To present information about reaction times using a ruler.

Data:  30+, 22, 29, 29, 30+, 17, 30+, 21, 30+.

Stem and Leaf Graph:

Sorted Stem and Leaf Graph:

Conclusions: The most common score was 30+ beating 29 by one try.
The least common was the teens with only one number.
The worst result was the number 29 if you don't count 30+.
The best result was the number 17.

Assessment:

Self Assessment:

• I can gather relevant information

• I can display data on a stem and leaf graph

• I can make some conclusions about the data

Peer Assessment:

• I can gather relevant information

• I can display data on a stem and leaf graph

• I can make some conclusions about the data

I think I achieved the succcess critearia because I can: 

• I can gather relevant information

• I can display data on a stem and leaf graph

• I can make some conclusions about the data
  and I have showed this in my work.