E-Portfolio, Music, Term 2, 2019, Mrs Osgood

Music - E-Portfolio Sample

Achievement objectives:

Communicating and Interpreting:

Level 3:

Prepare and present brief performances of music, using performance skills and techniques.

Level 4:

Prepare, rehearse, and present performance of music, using performance skills and techniques.

Learning Outcomes:

This term we have been learning how to play some new songs on the keyboard, guitar, ukulele and the bucket drums.

We learnt to play the song “Sunflower” using chords on the ukulele.

We also learnt how to read guitar tab and we played “Eye of the Tiger”.

On the keyboard we had the opportunity to learn to play lots of songs including the Minecraft theme, the Avengers theme, the Halo theme, the Game of thrones theme and many more.

The instrument I enjoy playing the most is keyboard.

I liked playing this instrument the most because all I have to do is push buttons and it makes noise.

Next time I would like to learn to play mincraft theme.

Insert your video here

ePortfolio Tikanga maori Term 2

ePortfolio Geometry Term 2

ePortfolio Reading and Inquiry Term 2

ePortfolio Knowledge Sample Term 2

Elaboration on this Achievement Objective:

This means students will apply the properties of multiplication and division (commutative, distributive, associative and inverse) to number problems, particularly those requiring multiplication and division. Students should exercise critical choice in their method of calculation - mental, machine or paper - and recognise situations in which estimation should be used, including the checking of calculated answers. Strategies expected at Level Four include: using common factors and multiples, for example 37 + 41 + 40 + 38 = as 4 x 40 – 4, using the distributive property, for example 24 x 36 = 20 x 36 + 4 x 36, 9 x 78 = 9 x 80 – 9 x 2, or 276 ÷ 12 = 240 ÷ 12 + 36 ÷ 12, using the associative property, for example 12 x 33 = 4 x 99, or 216 ÷ 12 = 216 ÷ 2 ÷ 2 ÷ 3, and inverse operations (reversing), for example 354 ÷ 6 = as 6 x = 354. This objective also involves calculating powers, for example 43 = 4 x 4 x 4 = 64, and factorials, for example 4! = 1 x 2 x 3 x 4 = 24. Students should have strong mental strategies for operations on whole numbers but also accurately carry out standard written algorithms, particularly for multi-digit multiplication and division. Level Four corresponds to the Advanced Multiplicative stage of the number framework.

We have specifically been learning the divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, e.g. 276 is divisible by 3 because 2 + 7 + 6 = 15. By knowing these rules, we can use our knowledge to solve problems. Below are examples of work showing how this skill has been mastered.

Self Reflection:

In this sample of learning I learned how to know if something divisible by different numbers.

My next step is to use this strategy on higher more confusing numbers.

E-portfolio sample Science - Forensics Term 2 2018

Science - Forensics

Level 3/4  -

NATURE OF SCIENCE

Understanding about science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.

Investigating in science

• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

• Begin to use a range of scientific symbols, conventions, and vocabulary.
• Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

Participating and contributing

• Use their growing science knowledge when considering issues of concern to them.
• Explore various aspects of an issue and make decisions about possible actions.

Specific Learning Outcomes:

Students will be able to…

• Find Evidence and catalogue it (using DNA information if required)
• Complete handwriting analysis of work
• Complete plaster casts of key evidence
• Complete fingerprint analysis of of evidence
• Interview suspects
• Work in a group to investigate a crime.

E-Portfolio sample - Reading Term 2 2018

E-Portfolio sample - Reading Term 2

LEARNING INTENTIONS:

• Use prior knowledge to connect with text
• Check accuracy and the meaning of text whilst reading (ITTM)
• Use prior knowledge and context to confirm author's meaning of words and phrases

When using the “I think that means” strategy, what do you have to do?
You have to put the sentence into your own words. You have to convince the teacher you
know what the sentence means and read it fluently.

How would you get a “3”?
In order to get a 3 you must convince the teacher that you know what the sentence
means and not parrot the words. You also have to keep this up for the entire sentence.

What is a roadblock? A word that you do not know and in order to clear it you  could
go on google and search up the definition. Before you check on google, you should try
to work out what it means by words inside it.

Term 2 Visual Art - “Creature Features”

Term 2 Visual Art - “Creature Features”

Name of your creature: Saltwater crocodile

What part of your sketch did you find the most challenging and why? I found the eyes the hardest
because the detail on the eyelids were extremely hard to replicate.

What part of your final piece do you like the most and why? I like the teeth the most because of the way
they are placed on the head.

E-Portfolio Strand Maths Probability Term 2 2018

Learning Outcomes

Level 2

Probability

• Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.

Level 3

Probability

• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.

Level 4

Probability

• Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes.
• Use simple fractions and percentages to describe probabilities.

1) Describe in your own words what these words mean.

Probability - It can happen but it also could not happen.

Impossible - It will not happen no matter what.

Unlikely - It probably won't happen but there is a slim chance it could.

Even chance -There is the same amount of chance for it not happening as it is for it happening.

Likely - It probably will happen but there is a slim chance it could. 

Certain - It will happen no matter what.

Term 2 Taku Akomanga

Term 2 Taku Akomanga

Share your Term Two classroom whakatauki (both in English and Maori)

Titiro whakamuri
Kokiri whakamua

Look back and
Reflect
So you can move
Forward

Reflect on the new vocabulary you have learnt so far.

I now know the following words/things… (add as many as you can)

1. Classroom = Akomanga

2.scissors= kutikuti 

3.book= pukapuk

4.glue= kāpia

5.wall= wāra

6.chair= tūru

7.pen= pēne
8.computer= rorohiko

I have been brave during this unit when I tried to pronounce tūru.

E-Portfolio Writing Term 2 - Creature Feature writing

E-PORTFOLIO - Creature Feature Writing - Term Two

ACHIEVEMENT OBJECTIVES:

Learning goals - Planning

Research Goals:

LEVEL 2

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 3

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 4

• I can use my research skills to find and record the information needed for my writing (using different resources).
• I can plan effectively and add my own headings/ideas to a plan.

Learning goals- Writing

LEVEL 2

• I can use labelled pictures (diagrams) and illustrations to help my understanding.
• I can write simple and compound sentences that make sense.

• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 3

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write simple and compound sentences that make sense.
• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 4

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write some complex sentences
• I can use language that is appropriate to audience and purpose (subject specific)

Animal Name: salt water crocodile

Dear salt water crocodile

Why do you have scales?

I have scales to protect me from incoming animals that may be a threat. Being able to camouflage under water is also thanks to my scales.

Dear salt water crocodile 

How do you ambush prey?

I camouflage underwater, and wait for my prey. If they are on land, I whip them into the water with my tail. If they are in the water, I use my webbed feet to shove myself towards them.
                                                        

                                                   

saltwater crocodile

                                                                                      my plan                                                         

 

Basketball Tower STEM Challenge

BASKETBALL TOWER REFLECTION

What was the hardest part of this challenge for you? Why?

The hardest part of the challenge for me was trying to tape the pillars to the news paper platform. This was because they did not fit together evenly.

What worked really well in this challenge for you ? Why?

What worked really well for me was being able to make the tower balanced because the bottom and the top were the same size.

What value did you mostly have to show in this challenge and why?

The values I had to show the most were connect/create because some of my partners I didn't know very well. I kind of struggled  to create the news paper rolls because they had to be tight.

What question do you now have because of this challenge?

What would happen if we were given different materials?