Science

Specific Learning Outcomes:

The life cycle of a plant: (Life Processes)

· Identify the different parts and functions of a plant

· Understand that a plant needs a certain environment to grow

Growing seeds and plants: (Life Processes)

· Grow own plant from a seed (e.g. sunflower, pumpkin, bean, pea)

In our growing unit we grew beans, they were growing really well in the classroom. Let’s hope they continue to grow well in your garden.

Maths - Term 4

Mason, with some teacher support you are able to add groups of ten to 2 digit numbers by drawing models. Your next learning step is to add groups of ten to 2 digit numbers by only using number knowledge.

Swimming

Creating

This week we read the book Clever Mr Brown. Mr Brown made an aeroplane that didn't fly very well. We had a go at making our own aeroplanes and then tested them out to see if they would fly.

Dance & Drama

Maui catches the Sun

We participated in our syndicate production called “Maui catches the sun." Our class performed the jump jam ‘Kotahitanga’. We danced and acted and we were very brave when we performed in front of an audience. 

We were learning to:

·       Perform a movement phrase using locomotor and non-locomotor moves 

·       Work cooperatively with other children when performing a dance sequence 

·       Discuss how facial expression, movement, and gesture can be used to create meaning  

 This is us rehearsing our dance (unfortunately you were absent this day)

 Here we are all dressed up (unfortunately you were absent this day)

Music

Music

 

 This term we have been having fun playing on lots of different instruments in the music room. We have learnt how to identify the beat and play along with the music in time using the percussion instruments. We have also been learning how to play some chords on the ukulele. We have practiced singing songs and playing the ukulele at the same time and we persevered even when we found it a bit tricky to begin with. The students are working at the curriculum expectation for music.

Next writing step: Mason,  your next writing step is to underline words when you are not sure of the spelling. You will be learning to correct these words with a word card or dictionary. 

Te Reo

This is us playing hopscotch. We are saying the numbers in Te Reo as we hop. 

We are learning to say count to 20 and beyond in Te Reo. We are learning the names of colours, animals and simple greetings.

Visual Art

As part of this unit we also went to the art gallery where we created our own panels.

Glitter Galore

Maths Strand - Algebra

We are learning to: Identify and describe the rule for 'growing' patterns.

Mason can identify the next pattern in a sequence and is now learning to create an equation which  will enable him to calculate any other item in the sequence. 

Who are you? (Social Science)

We wrote about who is in our family, what we like to do with our family, what our family likes to eat, a family celebration and family jobs and chores. We created a poster with our writing and then we drew a picture of our family.We learnt about ourselves and we are really proud of the quality poster we created.

Discovery Time

During discovery time the children have a lot of fun while taking control of their own learning. The children are developing the key competencies in the NZ Curriculum of thinking, relating to others, managing self, participating and contributing, and using language, symbols and texts.

Maths Strategy - Term 3

Mason is able to add 2 digit numbers by using place value and known facts to add the groups of tens and groups of ones. 

Mason's next learning step is to subtract 2 digit numbers by using place value and known facts to subtract the groups of tens and groups of ones.

Maths - What's the time?

In our unit you have been learning to sequence events in a day, order the days in a week and months in a year, tell o'clock and half past times as well as make them.




In these photos Mason is trying to make half past 1



Mason, your next step is to read and make half past times.

Discovery Time

Mason, it was great to see you problem solving how you could get the ball out of the tree.

It's great to see you being creative with the Lego, you often play with the Mobilo too.

Science - What's Up?

Mason you participated well in all our learning in this unit. It will be great to use your lantern at the Matariki Celebration on Tuesday.

Art

Maths - strategy

I am able to solve addition problems by holding the biggest number in my head and then counting on, using my fingers to keep track.

My next learning step is to consistently solve subtraction problems by holding the biggest number in my head and then counting back, using my fingers to keep track.

Writing - Term 2

Mason is learning to re-read his writing to ensure it looks right and sounds right.  He is also learning to add detail to his work.

P.E

P.E - Large Balls

LG: to pass and catch large balls

To pass we had to look at the person we were passing to with our hands in W shape. To catch we had our hands up ready.

Maori

LG: to know my personal mihi

Technology

We are learning to:

• Define specifications (features/ properties) for a boat that will float
• Design a boat that floats
• Create a boat and test/observe whether it floats
• Reflect on the results and discuss any changes you would make

We designed a boat using what we had learned in science about floating and sinking. We looked carefully at the materials we used, as we wanted the materials to be light and waterproof, so that they wouldn’t soak up water and sink. 

Science

Floating and Sinking

WALT: to make predictions and then test our predictions

Mason chose an object from the classroom.

He then

• asked the question; will it sink or will it float?
• made a hypothesis stating what he thought would happen
• tested his hypothesis by placing his object in the water
• observed what happened and reflected on his hypothesis

Reading

Reading

LG: to think does my attempt look right, sound right and make sense?

Connect

We shared with our buddy the things that we like and they shared

what they like. We found we had some things in common and some

differences. This discussion helped us to learn how to "connect"

with others in our school.

All about me

I like playing on the playground. My favourite sport is cricket. My favourite colour is orange. I like playing rugby. I like playing with my brother.

I don't like playing soccer. I don't like the colour black. I don't like apple because they can get black sometimes.

My Family

I like when I go to work with dad. I like going shopping with mum. I like playing on our scooters and bikes at home. I like doing sports with my brother.

At school 

I like playing on my scooter, playing on the playground. I would like my brother in my class.