The Digestive System

DESCRIPTION: We have made a short movie to share what we have learnt about digestion this term. I contains true and fun facts. We learnt about stomach acid, saliva and your intestines.

Success Criteria
Our movie has:
*lots of interesting details about digestion that our audience won’t know
*clear explanations about each stage of the digestion process (talking clearly and loudly, using specific science vocabulary)
*clear images 
*humour/interesting detail to keep the audience engaged

IMAGE: Here is our group’s video

BIG IDEA: Digestion is all about breaking food down into tiny bits so it is small enough to travel around in your blood to feed your body and give it energy. The small intestine sucks out the nutrince and sends it around your body. The large intestine dry's out the remaining food.

Feedback/Feedforward: Feedford I think you need to keep the camera stil.feedbackl and I think Jett did really well on speaking clear.#Eli

Evaluation: I think we did well because our movie has lots of interesting details about digestion that our audience won’t know. But next time we need to include more funny facts.

E T Reo

Description: on Monday afternoons we have E T Reo. In E T Reo we learn Maori lunchbox foods and how to ask if you like a food or don't like a food. We also learn Maori songs. Here is a video with me asking hunter what foods he liked and disliked.

Big Idea: for this task we had to make a video about asking if your friend if the like a specific food. First we had to learn what to say the we had to make the video. Some of the foods we learn were:

Aporo- Apple 

Arani- orange

Nati nati- nuts

Hanawiti- sandwich

Taki- wrap

Feedback/Feedforward: I like how you pronounced it because it was really good. You could make you your selfs instead of cow boys. William bovey😄

Evaluation: I think I did well because I pronanced the words correctly. But I could speak faster because I got the impresipion that I was reading.

Maths Portfolio Sample

Description: This term in maths we have been doing strategies. There are three different stages stage 4,5 and 6. I'm in stage 6. Some of the stategey's we use are Rounding and Compensating and equal addition. We have been getting the questions and information from our NZCM6 book. 

Big Idea: Our teachers gave us this sheet to do. For the first question I used the rounding and compensating strategy. For the second question I used the equal addition stategey. For the third question I used R&C and place value stategey's and for the final question I used place value.

Feedback/Feedforward:I like the strategys you used but next time you could make your writing a bit clearer. Ana

Evaluation: I think I did well at the equal addition strategy. But I should try to use the reversibility strategy more often because I stick with the stategey's I know and I'm comfortable with. 

Writing Portfolio Sample

Descripition: In writing we have been learning about complex sentence's. My goal is to use more complex sentences in my writing because I usally use compound sentences. We watched a video about a mouse with big ears. It inspired use to write our own story about an animal with something different.

Big Idea: Complex sentences have one sentence that can stand alone then a conjunction and then a sentence that can't stand alone. For example There was a pig named Ben, he had 5 legs. The red writing is my complex sentences. 

Feedback/Feedforward: Loki that writing is funny and cool i think you could put some more detail in to it. #jetty



Evaluation: I think I did well because my story is funny. But I need to use more complex sentences because I sometimes fell to lazy to do complex sentences so I just like to compound sentences.

Reading Portfolio

Description:

In reading From term 2 week 2 we have been doing tic-tac-toe activity's. In our workshop we have been doing text to text/self/world. Each week in Poutama we are expected to do 3 tic-tac-toe activity's. Two must dos and 1 can do. This week it was different because we hade no workshops and we only have one must do and one can do.

Success Criteria:  

In our workshop we have been doing text to text/self/world.

-A text to self connection is when you compare text to yourself

-A text to world connection is when you compare text to real world things

-A text to text connection is when you compare stuff in one book to another book.

Make Text to text connections.

Make text to world connections.

Make text to self connections.

I could work on my goal by stopping at the end of each capter and think about some text to self connection's.

Who won the race and how?

The tortoise won because he kept on going while the rabbit had a nap.

What was the moral (or lesson that can be learned) from the story?

Determination beats speed.

Write one text to self connection you have made with the story.

When I was a year 1 I thought I had won sprints so I slowed down just before the finish but then Rico beat me.

Write one text to text connection you have made with the story.

The boy who cried wolf because they both are fables. Fables are stories with a messege

Feedback/Feedforward: Good job Loki I think you did really well I think you need to work on making more of a connection, but that was all good. #Jetty-boom-boom AKA Jett

Evaluation: I think I am good at making text to text connections but I could work on text to world connections because I struggle to find things in the world that relate to the text I read.

CMIYC

Description:

Every week we learn about skills and movement that will help us play sports. This term’s focus has been around defense. We made a video showing some of the goals we have been practicing. I have highlighted the thing I think I have done well YELLOW and one thing I would like to work on PINK.

Body:

WALT: Defensive skills and movements

Success Criteria:

Body Movement:

• Weight on balls of feet
• Feet shoulder width apart
• Knees flexed

• Concentration and eyes on ball, head and eyes up
• Push hard off outside foot and go forwards to attack pass
• Quick small feet, stay on balls of feet

• Arms within confines of body
• Take feet to ball
• Land with a SBP

Intercepting:

• Body angled to see player and ball
• Anticipate pass and player movement

Restrictive Marking:

• Meet player as they start towards the ball/where they want to go
• stay close to the attacking player
• Head and eyes up, arms close to body to avoid obstruction/contact
• Angle body so attacking player is ‘pushed’ away from where he/she wants to go
• 0.9m from ball carrier

Evaluation:I think I did well because I landed in a stable positionm. But I could work on having my body angled to see both the player and the ball


Feedback/feedforward: good job Loki you landed good but you could work on catching the ball when you intercept. Thomas.