LI: To use our smart searching skills to find relevant information
In our reading session, we explored losts about volcanoes. We needed to create a Google Vid explaining about the 4 different volcanoes there was (Shield,Cinder,Composite,Dome volcanoes). We’ve had researched about each one puting all the information we collected onto each slides. We also needed to record our selves reading the information then placing it in the Google Vid.
Overall the task was very joyful.
LI: To Identify the author’s purpose
In our reading session, we explored the Tangiwai disaster. We watched a video that detailed the Tangiwai railway bridge tragedy and took notes on vocabulary (words we didn’t know) and questions we had.
Key Learnings
We discovered the differences between open and closed questions:
Open questions invite more detailed responses.
Closed questions typically require a simple yes or no answer.
For our assignment, we read through the story and responded to the questions using our own words in a comment tool to express our opinions and ideas.
Group 2 created a Google video where we took turns sharing six facts about the historical tragedy. We utilized our research skills to succinctly explain what happened, using our own phrasing. For example: “The disaster occurred on Christmas Eve, with many passengers traveling home to be with their families, which heightened the tragedy of the event.”
I really enjoyed this task.
LI: To retell an event in history through the fictional eyes of someone who was there
We have been looking at the events taking place at ANZAC Cove on 25 April 1915, during WW1. We seen videos of how life in the trenches in the perspective of a ANZAC soldier, explored many things about the soldiers in WW1 using ANZACs site we also had read Hami Grace’s diary giving us a understanding of what was needed to be written. Using what we researched and learnt we put our own diary entries together.
We used Google Vids to record our diary entries. I enjoyed using this as it allowed me to make everything within a small amount of time due to how simple it was to use.
Something I found interesting about this task was that the diaries of the ANZAC soldiers were very engaging to read.
LI: To use Google My Maps to show the migratory flight path of the Kuaka.
For this activity we needed to create a map that shows how long the kuaka birds fly for and where the kuaka birds migrate to.
Kuaka birds, also known as bar-tailed godwits, love to hang out near the water, especially in places like estuaries, mudflats, beaches, and coastal marshes, where they find lots of yummy food.
Every year, as winter approaches, the Kuaka fly north to the breeding grounds of Alaska, stopping off in Korea and Japan for a rest and some food on the way. On the return journey, as our summer approaches, they fly to New Zealand, a trip with no food, water, or rest for about 12,000 km non-stop.
LI: To create an infographic that tells others about the migration of the kuaka
During reading, Group 2 had created an Infographic about the Kuaka bird. Did you know the scientific name for the Kuaka bird is Limosa lapponica. In our infographic, we included their habitat, diet and appearance.
Something interesting I found out about the Kuaka was that these birds are known for there long flight from Alaska to New Zealand all down within 8-9 days.
LI: To draw the lines between the words to show how the connections you have made.
For this activity, we created a DLO showing our Dot to Dot Connections of the Kuaka Bird, First we used the scribble tool to connect each word and write down information that is related to the text.
As a group we worked together and combine our prior knowledge and put everything we know about the kuaka bird down, we also needed to highlight the information written on the first day yellow and the updated information another colour which we coloured cyan.
Something our group found interesting was that these birds hold the world record for the longest flight.
LI: To understand that everyone has a role to play when we are working in groups
LI: To understand that everyone has a role to play when we are working in groups
What your responsibility as a group member is to contribute and participate, How working in a group helped you understand more about the kuaka, it helped us to collaborate as a group and share infomation and ideas.
Why talking to others about your learning is important, in case if any mistakes are made they can be fix, they can also exchange information and ideas.
| This year, I’ve looked back at my progress in confidence, attitude, respect, and excellence. I thought about my favourite moments, the tasks I’m most proud of, and the challenges I faced. Did I improve this year? Yes I think I improved a lot this year.
Check out my slides to see my highlights and reflections from this year! |
We talked about the themes of identity and belonging in the story and how they connect to the other texts we read. By creating a Google Slides poster, we showed our comparisons, pointing out the similarities and differences between the texts. This helped us understand the themes better and think critically about their messages.
This week for reading we were able to make our own Pokemon Card. First we needed to complete and Pokemon comperhension sheet before handing it in, in order to move on to the next task. Then we needed to create a Pokemon on a DLO ready for us to use, we had to answer questions before the Pokemon designing.