Tyson @ Panmure Bridge School

 LI: To create a vision board to show what we want to achieve     A vision board is a board of goals we want to achieve at the end of the year or during the year. When creating our vision board we could add images or text or symbols or anything that could help us remember our goals that we need to complete at the end of the year. In my vision board I put images of things that I could improve in school or out of school and the school that I want to get into. This activity could help us set goals and complete them in the future.

  LI: To use our smart searching skills to find information about the Greek gods   Today David shared his reading challenge with us. It is all about the Greek gods and helps us to practice the skills we have been learning in our reading lessons with our teachers.  David created this task as part of his CARE award challenges. We earn CARE award badges in year 7 and 8 to show that we understand our school values. In this activity we used our smart searching skills to find information to help us complete the table. I found this activity good because we got to learn about and different countries gods and goddess. The Greek god I found most interesting was that they control a lot of things.

    LI: To write a abstract noun senses poem Today we had a writing task with the whole classroom for Abstract Noun poems. An abstract noun is one that refers to an idea, quality or state.A metaphor is a comparison of two things, saying one thing is the other without using ‘like’ or ‘as’. For this task we also needed to know what the five senses are, they are smell, touch, taste, hear, see. In this activity we learnt how to understand what a metaphor is and how we use them writing. We worked in partners to collaborate on our task.This task was made into a powerful eye catching DLO.Something we found interesting about doing this task was learning how to properly structure a abstract noun poem.  I loved this piece of writing because we could get very descriptive.

 LI: To learn how to code the Micro-bit to play rock paper scissors and understand how the flowchart matches the code Link to the DLO   1.When I shake the micro bit it will choose a random number between 1 and 3  2. I have to make a variable called hand and set this to random number 3.If the number is 1 - the Micro-bit will show the symbol for Rock 4.If the number is 2 - the Micro-bit will show the symbol for Paper 5.If the number is 3 - the Micro-bit will show the symbol for Scissors 

  LI: To write a abstract noun senses poem     Today we had a writing task with the whole classroom for Abstract Noun poems.An abstract noun is one that refers to an idea, quality or state.A metaphor is a comparison of two things, saying one thing is the other without using ‘like’ or ‘as’. For this task we also needed to know what the five senses are, they are smell, touch, taste, hear, see.In this activity we learnt how to understand what a metaphor is and how we use them writing.We worked in groups to collaborate on our task.This task was made into a  powerful eye catching DLO.Something we found interesting about doing this task was learning how to properly structure a abstract noun poem.   something that i found interesting was that we could take our writing to another level we could use a lot of different language features it was a fun piece of writing.  

  LI: To use the 5 senses and personification to help us paint a picture with words. LI: To devise a writing plan LI: To use the ideas on your plan to write a narrative There I was, old, abandoned and mistreated. I was left on the dark and dangerous streets all alone owner less, But I wasn’t like this before. Once I was prized possession of a young little boy called Jake. He wore me everywhere, to school, to the mall and even in his house. He wore me a lot, maybe a little bit too much.. The more he wore me the less durable I was getting. One day he put me on to go hiking with his friends, that was the last time he wore me. One day, Jake went hiking with his friends where he slipped on a rock and he ripped me in half.He was so sad that he glued me back together. But it didn’t last. I thought it was all over, but fortunately Jake had another solution. He took me to a shoe shop and he repaired me. When I was repaired I looked good as new. Old to new It was a miracle. This activity was...

  LI: To summaries the Maori story of creation.  For inquiry we are learning about Taonga of storytelling or the treasure of storytelling cultural stories that have been passed down through our ancestors.  We learnt about the maori creation story and we also  summarised the story. We used this summarizing template to summarize the video that we watched of the maori creation story. The video told us about the story of papatuanuku and ranginui in the darkness and how they separated and how their son Tawhirimatea sent mighty storms and rain to show his rage.  I really enjoyed this activity because I liked how we got to pick everything ourselves

  LI: Find as many similarity's and differences as you can between the video and the text of in the beginning. We watched a video about the Maori creation story and we also read a text that was also about the Maori creation story, when comparing them together there were some noticeable differences. Our task was to write down the differences and the similarities of the video version and the written version. Our group enjoyed doing this because it helped us know the difference between the two different   I enjoyed this task to because I liked how we had to find out what had happen. 

 LI:  To learn how to use flowcharts to plan coding

LI: To explain what exponents are.   This week we were learning about exponents. Exponents are useful because the example in our DLO shows that it is easier to write 3x3x3. Exponents tells us how many times we need to multiply a number. This DLO shows how we used our knowledge of exponents to collaboratively share our thinking.

  LI:  To use technological practices process to design a toy. For Mrs Fisi’iahi’s Inquiry lesson, we were focusing on the three last technological processes. They were: build, test and evaluate. We used the required materials in order to build the ATV rover. After this, we tested and compared each group’s rover to see which group was able to scramble across the floor the furthest. Evaluating our results was the last step.  I found this activity cool because I liked the challenge of defining the words in 25 words

LI: to understand how to use and correctly punctuate dialogue when writing. Dialogue is a conversation between people in books, texts or plays. The punctuation mark that are used in writing a conversations and in books is speech mark. But writing a text to someone they don’t use speech marks but they use formal language. For example, “Hello my name is David”. See they used speech marks to introduce yourself in an interview or a special event.

LI: To follow the rules and expectations, expected from teachers.  Publish your DLO on your blog This week PB4L learning is about following classroom rules and expectations. PB4L is a acronym describing Positive Behavior for Learning. PB4L helps us understand the correct behavior for inside classroom learning and outer learning. This consist of Classroom discussions, walking to assembly, behavior on school trips, wet day procedure eg. respecting wet day monitors. All of these prospects will help us develop a strong and healthy learning environment. I found this activity good because we got to have a class destitution about our expectations and our class rules we created a DLO to show our expectations and rules.

  LI:to understand how the MBot is put together so that I can fix it when something goes wrong. Today, we took an MBot apart and then reassembled it. We then tested it with some code to make sure that it worked correctly. Here are the parts of the MBot that I took apart. This is the not assembled MBot. This is the assembled MBot. This is the program I used.

LI: To identify the main ideas in the text. We were tasked to read a story called "New New Zealanders," it was about how a boy named Christian Kaka and his family seeked for a better life in New Zealand due to the war going on in Syria. After the story we were tasked to identify the main ideas in the text. For the Three Vital Ideas were Registered refugees can't be sent back to their country, The Refugees wanted people to know their story and many families moved to New Zealand because their country is too dangerous. This activity was interesting because I found out what Syria is going through and that there are many problems outside of New Zealand. Questions How could have the war started? What would have happened to their country after the war had happened? Why might have the Kaka family chose to  move to Syria instead of somewhere else? When should it have been the right time for people to flee the country? Where could they have gone if they didn't come to New ...

LI: To share learning with our families. Yesterday we had student led conferences my mum came and I my learning journey and after that I showed her around the room she liked how to room was fulled with work she was really impressed.She had a few questions for m Anderson and miss Fisi'iahi. 

 LI: To celebrate reading  For book week we created something called our reading pathways it was a fun activity because we got to remember our favorite books in our childhood. These were my favorite books, some of my teachers read to me and some I read myself. 

LI: To code the robot to move back words and without touching it - to be a Jedi  My robot will wait until I have pressed the onboard button before it does anything , we used an , if , then , else block as this gives robot to chances to do , we are using the ultrasonic sensor on the front of the robot , 10 cm in front of it ....  If something is 10 cm less in front of the robot , it will have to move backwards , if something is not less than 10 cm in front of the robot , it will move forwards (ELSE) If something is not less than 1-cm in front of the robot , it will have to move forward(ELSE) This is all put into a forever block so that the robot constantly sense what is in front of it.

LI: To write a cinquain poem to describe polar bears   We have been learning to write cinquain poems to help us strengthen our connections to description. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. I enjoyed this activity because I got to describe the king of the arctic.

  LI: To write a Cinquain poem to describe a sports star We have been learning to write Cinquain poems to help us strengthen our connections to description. A Cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. I enjoyed this activity because I got to write about my favorite sports star.

 LI: To show my personal journey through books This week is book week at Panmure Bridge School, which means every class participates in a number of reading activities. One of our activities was to create a reading pathway that shows how my favorite books have changed over time. At the moment I like reading Demon Slayer because It's a very interesting book.