2016 LS2 Collage

This is a collage that Zahra, Zeba and I made showcasing our year at Panmure Bridge School. This reflection is based around LS2's 2016 learning journey. This collage has LS2 students receiving care awards, the Tahuna Torea trip, and working collaboratively. 

Tahuna Torea Visit

This is a Prezi that Zahra, Zeba and I made. This is everything we learned at Tahuna Torea. We went to Tahuna Torea to try to find some Godwits returning from their migration flight, but unfortunately we didn't, but we still saw many other things like, different birds, guano and learning about their habitat. 

5 Minutes Of...

Yesterday for writing, we wrote about the Westpac helicopter picture which has a person being saved by the helicopter. We were looking at recounts and all the structures in the recounts. We had to find a partner and had 10 or more minutes to write a recount using the picture, I worked collaboratively with Zahra back to back, taking turns writing sentences. We used the TREE structure, Tittle, Reveal - 5 w's and h, Events - Time ordered events and Ending - How did it end?  

Main Idea for Fast Feet

This is my DLO talking about the main idea for a story called "Fast Feet." We had to find the main idea by having 3 main points. In the story, there was a boy called Esela who was the fastest 8 year old in the whole school, he took running very seriously. I worked with Zahra and we came to an end that the main idea is: Why people call Esela fast feet. 

Fast Facts for Fast Feet

This week we were doing fast facts for a story called, "Fast Feet" which is a story about a boy that is the fastest 8 year old in the school. His nick name is Fast Feet for that reason. For this activity we had to list a couple of facts that were in the story. 

Orienteering

Today we had orienteering, I worked with Mia and Zahra. We had 20 control pols to find all over the school. It was very fun. My time is 13:20. I think that I could improve next time. 

Commas DLO

This is a collaborative DLO created by Charlize, Mahdia, Zahra,Zeba, Sajiha and I. This explain what commas are used for and why it is important. This activity is part of our learning subject SPaG so that we know how to use it and why it is important. 

Paragraph about the shoes

Here is mine and Zahra's collaborative piece of writing. We had to plan, we had to use the 5 personification, smell, hear, feel, see and taste. After planning we had to sit back to back and take turns writing sentences. At the end we then did editing. Our LI: to use the 5 personification to help us paint a picture with words. We had to pretend that we were the shoes.

ANZAC poems main idea

This week for reading, we were reading ANZAC poems, like the soilder who never returned and many more. Zahra and I had to find the main idea, and how we know this (details 1,2 and 3). There were clues in the poem and the title as well. The details are evidence that the main idea is correct. LI: to find the main idea. The main idea tells us what the text is mainly telling us. 

How to write a narrative DLO

 

Today for writing I had to make a DLO with a partner (Zahra) about the steps of making a narrative, there is planning, framework and buddy checking as well as teacher checking. 

Statue Of Liberty - Home Learning

This week for home learning I worked collaboratively with Zahra to learn more about the Statue of Liberty. I learnt more than I thought I would. One fact: the Statue Of Liberty has 354 stairs that goes to the top. 

Zahra and Nazella- I Fake Text - Current Events - Bus Driver and Public

Today we were exploring points of views, we learnt about bios (1 point of view). We then had to make an iFaketext to show the different sides of the public and the bus drivers. The bus drivers point of view is unsatisfied with the money and the breaks also the long hours. The public's point of view were unhappy and confused with what was happening with the buses. The public were also supportive with their point of views. It is imortant to look at the different sides of the stories/provocation because many people have different bias's, like Miss Donaldson told us about the three little pigs. The pigs point of view was that the wolf was a bad guy but the wolf's mother point of view was that they murdered her son so she thought the pigs were bad. 

Current Events About the Bus Strike

 

 Today the whole class looked at an article. It was about the bus strike that happened in February. We had to answer what happened, where, who, what, why and how. Also we had to answer why we think the authors are telling us about the bus strike. We had to make a group of what one group thinks about what happened and what one group thinks about what happened. I worked with Zahra, our LI is to find and summarie information about a current event. 

How to be a great scientist write up

This week for inquiry, everyone had to choose 2 people from different groups (group 1, group 2, group 3), I worked with Pote and Zahra. We had to choose 3 rules from how to be a great scientist and use that rule to write a whole paragraph. This is our writing. 

Collaborative Challenge:

How to be a great scientist

Title What is your Explanation about?	How to be a Good Scientist
Introduction What are you going to explain?  Why is it important for us to pay attention to what you have to say?	Scientist. A scientist must have a questioning brain, they will ask questions.They need to question every possible theory for that topic/thing.Scientists must talk about their hypothesis and other scientists must listen to the instructions so that they don’t get the experiment wrong which could lead to a success or disaster. Scientist are majorly used in 3 areas. Scientists must pay attention to what’s happening to the experiment so that they could have the right results.
Paragraph One What is the first thing a good scientist needs to do or have?  Why?  How will that help us?	A good scientist(Eg:Galileo Galilei) must evolve by using different types of methods. For example, Galileo used a telescope to have a glimpse of a random planet (Now known as Saturn). Marie Curie used radioactivity on a animal & found its effect on it  living cells. Being a scientist also means using different types of technology & methods. Technology is very different from when the great scientist were alive, but you can still use the type they could use(would obviously take long). Scientists can adapt to different types of terrain , jungle, forest & etc. Even without the modern tech, they can still work but under hard environments.
Paragraph Two What is the second thing a good scientist needs to do or have?  Why?  How will that help us?	A good scientist must know that we should clean up after themselves, just in case someone appears in the area of which the experiment was taken place. Scientist need to decide eating or not if it’s a  really bad ingredient which was lying on the table. This will help people be safe and not poisoned or not extremely intoxicated.
Paragraph Three What is the third thing a good scientist needs to do or have?  Why?  How will that help us?	A scientist must know what they’re eating, for an example sherbet. They musten never eat something which will probably have a  dangerous chemical inside them. It’s more easier to know the type of chemicals you’re using. Even using a different type of that chemical would still be terrible. Even if scientist don’t eat the ingredients, it can still injure them depending if the ingredient is toxic due to the smell.
Conclusion The conclusion sums up all the ideas and repeats a key message to end.  This could be a recommendation or a personal connection.	In this explanation, we talked about three things that good scientist do without knowing. Our first paragraph included the technology & methods scientist are good at using. The second is really similar because of the experiment theme. The last(technically, the 2nd to last)  paragraph is simple because it means 1 things children & scientist do alike. The last paragraph alone is one thing we all connect to.  Since the last two experiment involved Coke,Mentos & Sherbert, it's something which made our stomach crave in the inside.

Auto Chunky Challenge - Spelling

Today we started spelling, we did this so that we could understand and read new words in chunks, because many people in reading couldn't really split the words up to read new words which they didn't understand and read properly. We had to find a partner and get a dictionary from Mrs Anderson, Zahra and I worked together. Mrs Anderson taped some papers together so that we could write words with the chunk auto. We then had two minutes to find as many words with the chunk auto. We found many like, autobiography and automate. Next we had to play some learning and fun games. I played the "Bouncing Anagram Spelling Game" from spell zone. 

Orientation Writing

This week for writing we learned the orientation of writing. The orientation includes the hook, Characters, Setting and Problem. Then we had to find a partner and I worked collaboratively with Zahra. We then had to draft one of the Orientation and I choose the first one. I learned about the 4 ways you can start your hook and they are the action, dialogue, setting and sound. 

Bus Stop Rotation with Zahra

Quick Write Rotation

Learning Intention: to understand how our choice of words create the mood of the story.

Your challenge:

Using the 4 sentence starters, come up with the next 5 sentences, and include some dialogue.  Make sure your sentences and dialogue match mood. You will have 5 minutes on each task

Once. Not twice, but once upon a time. In the land where East meets West, and North meets South, which is nowhere, everywhere and here, there lived a gentleman who was swaying in his old rusty chair, while he was drinking some hot tea. Tom was an ordinary old man who had never been in love with anyone, until the day he heard a knock on the door. He quickly with delight ran to the door with his happy face. He opened the door slowly and he saw something or someone. His eyes was blinded.

Her first instinct was to scream. This, as it turned out, was a very bad idea. There was a hairy thing growing from her armpit. It was roaring, she desperately needed to cut it but it was to thick. She asked her father to bring his chainsaw, but nothing happened. Her dad asked the Police, the Police used their guns but nothing seemed to happened. She then went to the pool to have some rest suddenly something screamed. She turned around to see who it was or what it.

The wind howled through the window. The girl sat huddling her knees waiting for the storm to be over. As she wished for that the storm to stop, it just got worse. Charlie then cuddled with Teddy the Teddy Bear as her teeth were shivering.”It’s going to be ok”, said Teddy,”I’m here.”Then Charlie, decided that she’s had enough. “I will deal with this I am a big girl now”, Charlie confidently said. Charlie then slept with annoyance of the sky rumbling.

This week, Zahra and I worked together with the bus rotation. We had to find a prompt and use that prompt to write the rest of the story. LI: to understand how our words which set the mood.