Zomba Floss

Create and Describe Your Own Planet -

Description writing task

Term 2 Weeks 5-6

Purpose of this piece of writing is to:

Learning Intentions

I am learning to use language features to
make my writing interesting and engaging for the reader.

I am learning to use topic-specific vocabulary.

I am learning to include Te Reo Māori words in my writing.

I will be successful when I can show….

-I have used some language features to make my
writing interesting and engaging (simile, metaphor,
alliteration, onomatopoeia, rhyme)

-I have carefully chosen some topic specific words to'
include in my writing.

-I have used some Te Reo Māori

Focus

We are continuing to look at descriptive writing. This week you are writing a descriptive piec
e of writing to promote your imaginary planet. You aim is to convince people to move to your planet
. You want your writing to allow the reader to be able to imagine what it is like on your planet.

First, we will look at an excerpt of a video describing the moon from the Avatar movie.
Click here to get to video= Pandora.

Second, we will discuss together what you will need in your work to make it successful
and look at how to plan our work. Then you will plan your work and check with a teacher before you start writing.

Third, do your piece of writing.

Fourth, complete you piece of writing. Remember to proof-read
(check spelling and punctuation) and edit (does it make sense? do you need to change any sentences?)
yourself and with a buddy and fill in your self and peer-assessment. Check it with a teacher.

my writting

Zomba Floss

The planet Zomba Floss is 946,000,000,000,000,000,000 light years away  in the Koukog Galaxy.
It is the only planet in the Koukog Galaxy. This galaxy has no sun.
The Zomba Floss planet is able to survive without a sun because it has a rock in
the middle of its core that is 873,973,000,001℃   which gives the planet wera(warmth/hot)
and there are some holes in the ground that go to the rock that give out light.

The weather on Zomba Floss is always good because there is no rā and no kātao,
as they do not need any. But don’t worry we can get a similar substance to water by mixing flour with
crooce*.  The atmosphere is not oxygen but humans can still breath it.

There two different types of life on Zomba Floss.
One is crooce. Crooce is a plant that looks a bit like grass but is definitely not!
It is made up of completely different molecules and its dna code is unique and unlike any other
Crooce is also tawa. The other living creature is touitgh.
Touitgh is a black creature with a roundish body and six legs it  
also has two arms that start on it back and came up and connected to its
shoulders then keep going about a 50 cm to a metre.
Touitgh are very protective of their planet and if tauiwi (visertes/foreigner)
go on it they swes will kill as instantly with their sonar!

To get to the planet Zomba Floss first you need to go to Jupiter's moon Autonoe
and get a korps rock. The korps rock is a kakariki rock.
That can hypnotize touitgh so they don’t kill you.
Then you need to freeze yourself then you can go their in a v.g.p once you are in 20 aho
(light) minutes of Zomba Floss you can defrost yourself and continue on with the journey.

The reasons that you would go to Zomba Floss are:
if you  eat crooce raw you live forever, the have a lot off renta* mines.
Zomba floss is a beautiful planet with high hills and great views.
It is a safe planet and a great place to live.

*crooce is a plant that is a bit like grass that grows on Zomba Floss. I will explain more later.

*renta is a future metal that is more valuable than gold

By Brighid

Taku Mōkai

Best Part of Me

Learning Intentions

I am learning to use language features to make my writing interesting and engaging for the reader.

I am learning to think carefully about the words I use so that my writing is descriptive and engaging for the reader.

I am learning to add an appropriate visual to my work

I will be successful when I can show….

-I have used some language features to make my writing interesting and engaging (smile, metaphor, alliteration, onomatopoeia, rhyme)

-I have carefully chosen some interesting words to include in my writing

-I have some descriptive words in my writing (adjectives)

-I have added a photo to my writing

My back is wonderful. It keeps me tall and strong.  Helping me bend and bow. My back, my back, my beautiful, bendy back. With that amazing tuaiwi (spine) that keeps me alive and well. Bending back into a arawhiti( bridge.) walking around the town. My back helps me nukunuku (move) around and dance. My back is handy. My back is rīrā(strong). My back is the best part of me.

Rocky Shore Learning Intentions

Here are our learning intentions for the rocky shore unit we did this term. I have highlighted green the goals I think I meet.

Swim Safe Achievement Goals

We are learning to achieve our swimming goals and be safe in the water. Highlighted green are the swimming goals I've meet so far.

Papatangaroa- Reef Star Information Report

Learning Intentions for Science We are learning to understand that all living creatures have a life cycle. We are learning that living creatures have bodies that are designed to help them to live and survive.   We are learning that all living things are designed to live in a particular environment. We are learning to understand how food webs work. We are learning that in an ecosystem all living things and their environment are interconnected. We are learning to understand about the Rocky Shore and the impact, both positive and negative, we can have on this environment.

Literacy As part of our rocky shore unit we will also use our literacy skills to read and learn about the rocky shore and to write an information report on a rocky shore creature. Writing We are learning to write an information report about an animal. We are learning to use our writing skills across the curriculum.

Rocky Shore Recount

Learning Intentions for Science We are learning to understand that all living creatures have a life cycle. We are learning that living creatures have bodies that are designed to help them to live and survive.   We are learning that all living things are designed to live in a particular environment. We are learning to understand how food webs work. We are learning that in an ecosystem all living things and their environment are interconnected. We are learning to understand about the Rocky Shore and the impact, both positive and negative, we can have on this environment.

Literacy As part of our rocky shore unit we will also use our literacy skills to read and learn about the rocky shore and to write an information report on a rocky shore creature. Writing We are learning to write an information report about an animal. We are learning to use our writing skills across the curriculum.

14 Miles of Awesomeness

On Monday morning Don and Lauren from DOC

(Department of Conservation)

came and had a very long talk with the class about the rocky shore because we were learning about the rocky shore and going on a trip that day. In his (Don) talk he told as about how the gravitational pull of the sun and moon pulls the water towards themselves and that is how you  get tides. We also got to look at a dolphin and seal skull.

Then we got in our car groups and went down to Fourteen Mile Beach. In my car group there was Tim (Dakota’s dad) ,Dakota,Daniel,Rhys,Milan and me. When we got there, we walked to the rocky shore part of the beach, then we sat down and had lunch. During lunch I found a whelk shell and Dakota found a crab shell,although  I don’t know what type it was.

When we had finished eating we got into our work groups.  In my group was me, Sasha, Nevey and our adult was Mrs Maclean. It took us a while to find the rock pool that we wanted to use because we were being very picky. After we had finally found our rock pool, I had to go back  to the shore because we had forgotten the container which we had to use if we found any creatures so we could look at them closer. We also had to use it for the work our teacher gave us. Our group found a lot of animals and plants such as erect coralline Algae, clingfish, limpets, camouflage anemones, periwinkles, pink paint seaweed  and a pill box crab.

After we had done our work, we got to explore around the rock pools. I helped Nevey find the animal that she was researching: which is the cushion starfish and I found one for her. Then we filled up an ice cream container with water and looked around for more cushion starfish. I didn’t look for the creature that I was researching because I had already seen a reef star heaps of times before. In the end we had found four cushion stars.  Lincoln killed one by dropping it.

After that we put the starfish back and buried the dead one because it was time to pack up and go. We had a wee talk to discuss  our trip, then got in our car groups and went back to school.

I found this trip very interesting because I learnt about a lot of new animals

and plants.