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Where To Next?

Where To Next?  Connected, Level 4

Turning Old into New

Literacy

Science/Social Science learning goals

We are learning to understand about the environments around us and
the negative of positive impact our actions can have on these environments.

Success criteria;

• identify and explain some of the issues facing our environment today
• identify some of the negative impacts humans are having on the environment
• identify some positive actions people are taking both here and around the world to try and
• help look after our environment.  
• identify some positive actions we can take at school and in our own lives to help
• our environment.
• learn about our local bush track and creek and
• identify some ways in which we can help to look after (kaitiakitanga) these areas.

Reading Learning Goals

-I am learning to use sub-headings to guide me to the main ideas in text.

-I am learning to use illustrations, text boxes, charts and graphs to help me make inferences
so I get more information from the text.

-I am learning to use more than one text, in print or electronic formats, to gather and check
the accuracy of information.

-I am learning to read a wide range of texts (e.g. encyclopaedias, websites, newspapers)  
to gather and check information on a topic.

-I am learning to explain why the author has written a text.

-I am learning to read and understand text that contains academic and topic-specific vocabulary.

Read the text, ‘Turning Old Into New’ and then complete the following activities.

1. Why is recycling a good idea?
2. recycling is a good idea because it regesis the amount of waste that is put into the
3. environment and it means you can. Reuse  all you materials again.

2. How many tons of rubbish do New Zealanders send to landfills every year?about
3. 2.5million tons which is more than a tonne per household

3. When rubbish breaks down what gas does it produce?
4.  What environmental problem does this contribute to?
5. Methane gas which contributes to global warming

4. Complete this sentence:  Everything we use is made from
5. Earth's        Natural Resources

6. Explain where these resources come from;

Wood:wood is made from trees or plants

Metal:metal is a mineral that comes from the ground we get this through mins

Plastic:most plastic is made out of oil but you can also make it out of milk.

Coal:coal is a fossil fuel that is made from trees getting bored in the ground for millions of years

6) How does oil form?oil forms by dead animals plants getting buried in
the ground for millions of years

7) What are some of the things glass can be recycled into?more glass objects

8) What are some of the things cardboard can be recycled into? Roof tiles

9) What can plastic with the number 1 be recycled into?pillows carpet clothes

10)  Attach a google drawing here that explains how number 1
plastics can be turned into clothing.

11) What are microfibres and what is the problem with them?
microfibres are tiny fibers that wash out of are cloths into the ocean

12) What is Earth Overshoot day? Earth overshoot is a day when we use all of E.N.R.

Glossary - Write what these words mean

Atoms: atoms are very small. That make up everything from cups to trees.

Carded:firdes aligned in the same directions

Global Warming:

Malt:barley or grain that has been used for brewing beer

Natural resources: a Natural resources that are made by the earth or non human animals

Synthetic: things that humans have made that are toxic to the earth

In class we will be working on projects looking at issues around rubbish and
what we can do to help reduce this problem.  

Video Links

NZ Recycling Crises

Diver Filming Swimming Through Plastic

The Pacific Garbage Patch

Save Our Planet

here is the video we found on how to make beeswax wrap

https://youtu.be/uCfl6Z3FhjE

We are learning to understand about the environments around us and the negative of positive
impact our actions can have on these environments.

Success criteria;
identify some positive actions we can take at school and in our own
lives to help our environment.

plays

Play Summary - Term 3 Weeks 1-2

For the next two weeks you are working in groups to practise and perform a
play. This is using our oral language and reading skills in literacy.
Our key competency focus is participating and contributing.

For writing your task is to summarise the main events in
your play in three paragraphs.
You must plan your writing first but it is up to you how you do your planning.  
You must also write a fourth paragraph about your experience of practising and
performing your play.

Yr 6

I am learning to organise my text into paragraphs which begin with a main idea and contain
supporting information/detail.

I am learning to make links across paragraphs.

I am learning to use basic punctuation accurately.

I am learning to use dialogue punctuation accurately.

Yr 7

I am learning to use a range of different planning styles.

I am learning to plan my writing to suit the purpose of my writing.

I am learning to organise my ideas into paragraphs where the ideas are clearly related and
where there are links within and between paragraphs.

I am learning to use basic punctuation accurately in my writing.

I am learning to use complex punctuation to enhance my writing e.g. colons
: and semi-colons ; , and parentheses ().

Success Criteria

I will be successful when I can/have

-summarised the play in three paragraphs

-made links across my paragraphs

-used some basic and complex punctuation correctly (speech marks).

Once you have finished your writing highlight these success criteria green
if you have met them and can show them in your work.
Highlight green in your work where you have met these success criteria.

Māui And Tamanuiterā

In the first part of this story the villages are upset because
Tamanuiterā moved across the sky too fast and no one had enough time to do all the things
they needed to do. Then Māui said to his four brothers,”I shall slow Tamanuiterā,”
but his brothers just laughed at him.

In the second part of the story Māui and his brothers are making ropes then
Māui tells them to go to bed and Māui joins all the ropes together into  a big net.
He chants a karakia to make the net as strong as a thousand men.

In the third part of this story Māui and his brothers are walking to Tamanuiterā.
They get there just as Tamanuiterā is rising. So they throw the net over Tamanuiterā
and then Māui starts to hit Tamanuiterā. He hits the sun  until Tamanuiterā agrees to slow down.

The end

When our group worked on the play Māui and the sun I played the sun.
One thing I really enjoyed was working together and making props.
I think one thing we did really well was learning our lines.
As a team we got our play to performance level and participated and contributed because
we all did our bit. Our performance did well because we practiced.
Next time we could listen to everyone and  be a bit easier on people.

Space Theories and Explanations

Weeks 8-10 Space Literacy  Tasks

Term 2 Weeks 9-10

Purpose of these reading activities is to: increase our knowledge
of space exploration and understand how our knowledge and ideas
about space have changed over time (science).
We are also learning to read non-fiction texts and use our writing
skills to share our understanding of this topic and our ideas (literacy).
Throughout this task we will need to use the skills of
‘Thinking’ and using ‘Language, Symbols and Text.’

Learning Intentions

I am learning to skim and scan text to identify the main ideas.

I am learning to locate the key sentences and questions in texts.

I am learning to use sub-headings to guide me to the main ideas in text.

I am learning to summarise the main ideas in the texts I read.

(from the Karoro Programme of work for Reading)

I am learning to write well structured paragraphs.

Success Criteria

I will be successful when I can show….

-I have have scanned text to find key ideas.

-I have summarised the main ideas from the reading.

-I have put my answers in chronological order.

-I have written two well structured paragraphs explaining how some of
our ideas about space have changed over time (introductory sentence, supporting detail,
concluding sentence).

Read the three paper based reading activities given to you about Stephen Hawking,  
Galileo Galilei and The Telescope. You will be put with a buddy to do this work.
We will mark and discuss our answers together as a class.

Link to Galileo reading.                Link to Stephen Hawking reading.

  

Link to The Telescope reading.

To add to our learning we will watch/ read and discuss these following videos or articles.

Stephen Hawking Big Ideas Made Simple

NASA Video Explaining Black Holes For Kids.

What is the Big Bang Theory (Science Learning Hub).

Video about Galileo Galilei

Science Learning Hub Article: Light and Telescopes

Science Learning Hub Article: Our Solar System - Revolutionary Ideas.

After we have completed these reading activities and viewing and discussing the
above materials your task is to write at least two well structured paragraphs explaining
how our ideas about space have changed over time.

Here is a slide show about how are ideas about space have changed over time.

Rocky Shore Animal Work

We have been using our reading skills across the curriculum to learn about the rocky shore. Below is some work about a rocky shore creature that is was interested in. 

Day And Night Explanation

For reading we have been learning about space and our solar system.  We learnt about why we have day and night.  Here is my DLO (digital learning object) about why I think we have day and night.