WALT: what did you learn? what was challenging

link1  task2  task3

Answer and explanation:

The first sweatshirt is cheaper than the second one because 30% of 60 is 42 and 40% off 72 dollars is 43.20. The first sweatshirt is 1.20 cheaper than the second one.

koru games

the activity i did was ..... touch

two highlights of koru games....
.1 the bus because it was funny because we were playing fnaf 1,2,3 and 4 and we were getting scared
.2 coming 8th in koru games and having fun
i am proud of playing as a team and all enjoying the touch and coming 8th
next year i want to play another sport

treaty of waitangi

link 1
link 2

I found interesting is that the Maori got land 34.5 million acres and 170 million dollars

I found interesting that the Australia treated aborigines Bad because the British didn't want them to rule Australia

who paid the maori money and who gave them the aces

parlement

Parliament

This term we have been learning about Parliament. We have looked at the difference between government and parliament, NZ parliament, who is in government, how our government works and we compared democracy to dictatorship.

Three things that I learned are NZ parliament are:

• John Key sits on the fourth set on the right side of the speaker.
• David Carter is the speaker of the house.
• The opposition leader is Andrew Little.

Here is the link to my compare and contrast map explaining the difference between democracy and dictatorship.

war anzac day

Here is the task

Te Reo, Term 4 2016.

This term we have been learning all about the Marae. We have learned that…….the marae

• The Marae is an important focal point for the community.
• The Marea is a place where tradition and customs can be carried out.
• The Marae is a place where people can express their values with dignity.
• There are many kawa ( protocols) that prevail on the marae.
• Marae kawa (protocols) can differ between maraes and iwi.

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	the correct procedure, custom , way of doing things.
Pōwhiri	welcoming ceremony
Tangata whenua	local people who are connected to the marae
Manuhiri	visitors to marae
Tūrangawaewae	gives you a home base
Whanaungatanga	relationshp, sense of family connection .
Manaakitanga	care for persons wel being
Aroha	means 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……...how people live in a marae

water filter taking action

I can take action to improve the water cycle in Canterbury

In this project I was working with James and Jakob and we decided to create a Water filter

Here is a link what we made.Water filter

In this project we decided that our success criteria were: Produces good water , reusable , Its strong , Its portable

Overall our project met/do not meet this criteria because...it did not clean the water

CARE: My progress so far

CARE: My progress so far

The CARE award that I am working towards is:  bronze

The one area of CARE that I am doing best in is:bus          because:i have been behaved on the bus by talking to the person next to me

The one area of CARE that I need to work harder in is: assembly  because: I focus on the speaker and I talk to the people next to me

To show my leadership qualities I am a role model to others in the CARE values by doing/showing these leadership traits: I show resilience by if I cant do something I ask people to help. and I have been a active thinker by thinking before I act.

On the CARE SOLO matrix below I am at this SOLO level: multistructural    because: I need to be reminded to use my care values

Prestructural	Unistructural	Multistructural	Relational	Extended Abstract
I am not aware of the CARE values yet.	I know what the CARE values mean. I need help to use them.	I can use the CARE values. I need reminding to use them.	I can use the CARE values independently.	I can use the CARE values independently. I can role model to others how to use the CARE values.

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

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

In this unit I have been learning about:

• The parts of speech.
• The types of nouns.
• The types of sentences.

In this unit, I found challenging…types of sentences because it was hard to understand

Something new I learnt was...i learnt that () are actually called parentheses

I can apply my knowledge of adverbial clauses

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

For reading I have been learning about adverbial clauses. I have found this learning… hard because…i am not good at this reading

In this activity (link to activity), I had to change the highlighted writing to the sentence below

water cycle information report writting blog post

`this is my water cycle information report we had to write the process a couple of facts i learnt was the water cycle never ends and another one was that and it never started

Melahkyes mandarin video

Term 2 Te Reo Reflection

Unistructural	Multistructural	Relational	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. He pai ki a koe ngā/te aporo?- Do you like apples?
2. He pai ki a koe te/ngā _______?    Do you like _______?
3. Kāore e pai ki ahau te/ nga___ . I don’t like______
5. Whakatika te tēpu koutou. ( correct the table )
6. He aha ō mātou pirangi? ( what do we need?)

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?	google maps  paper maps GPS
Who created “Senakairs?”?	easy jet's
How do the “Sneakairs” work?	they have a built in GPS that connects to your phone and you tell your phone were to go and it will tell your shoes and if you need to go right your right shoe will vibrate
How do “Sneakairs” help tourists visiting a new city or town?	they help tourist see more instead of looking at a map and they can go were they need faster because they don't have to look at a map they learn more about the country
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?	However, before Sneakairs can go mainstream, the easyJet team still needs to tweak the prototypes. 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)	heated Nike janoskis  bouncy Nike roshe
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?	a hat that tells you were to go

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.'