2017 Athletics Reflection

2017 Athletics Reflection

Write your reflection on your participation, effort and performance in the 2017 Athletics competitions.

You could reflect on these questions. How well did I use a growth mindset to stay positive when the competition got tough? Did I manage to achieve my athletics goals and why/why not? In what ways did I represent my House well in the competition? What did I do well and how do I know? What was challenging and how do I know? What am I most proud of and why?

Start your writing here:

Our first activity was long jump Mr Muller was our instructor. When we arrived at long jump he told us that when you jump off the mat it doesn’t matter where because it will be measured same from where you jump from.

After the big talk we got straight into it but the first go was practise and then we had two proper goes after that.

Next was discus and our instructor was Mr Brown as we got there we got straight into it. We were in two lines, I was in the first line. After we went to high jump we went to sprint's our instructor was Mr Ladbrook he put us into two lines.

The two lines were long distance and short distance I chose long distance. Long distance was first I was in the second line of sprinters. After the first line of long distance sprinters went my line got ready for the sprint.

When the two wooden sticks clapped we were off I came in first place by far the others were 6 metres behind me.

I got into the finals we lined up for the long distance sprints and then when it was time for us to sprint we got ready wooden sticks clapped again and ended it with a third place victory.

I got into the long distance sprint zones reserve.

The Next Day

The next day we did shot put. Our instructor was Mrs Casey she showed us how to throw the shot put ball and and you have to put it behind your ear and then push it.

eels

You need to show your understanding in 2 ways:

1. Information Report

• Introduction
• Subtitles (questions) answer each question in a short paragraph (5-10)
• Overall statement conclusion

2. Creative

• Poster
• Diorama
• Collage
• Model….?

to show the habitat your resource lived in and how it was used by the people.

Creative Plan

We are going to make…….	poster
The resources we’ll need will be (coloured paper, paint, small box, poster paper…)	Paper, colored pecils, ideas.
Sketch a picture plan here and insert into this document.
Make it
Take a photo of the finished product and insert this into the document.

Information Report Writing Planning

Our names	Taylor, Jonathan and Cayden
The resource we are going to research is	The Eel
Prior knowledge (What we already know about this)	That they live in rivers, streams and in lakes they are slimy and you can eat them (Taylor) They were around since the Maori’s were alive(Cayden)
Question Matrix: To help you with questions to help you research.
Write 5-10 questions we’d like to research and present in an Information Report	1. What did they use the eels for? They used them to eat and also for bait to catch other fish in the lake. 2. How did they catch the Eels? They caught Eels in big nets. Because of that snake slithery body it would just slip out of the Maori’s bare hands. 3.What did they use for bait to catch eels? Back then they used the leftover fish that they caught. 4. How fast are eels? Eels can swim up to 23 kmp and they can swim for a long time. 5.
Teacher: Check with one of the Year 6 teachers before you go onto writing your report.	Write your report here….. 1. Information Report (structure Eels Eels live in lakes. They are black and grey. They have very good speed and are known for sliding across land at night. Why do eels go up and down stream? When they are born they come down stream and then when they have lived for a long time they will try to get back up the river and have babies. Some don't make it back up stream. They get scratches from the rocks and the rock pools are too deep and they can not get back up. It is because the water is warmer than it is up the stream than down the stream. Down the bottom there is more food to eat than up the top of the stream, that is why they go up and down. How did the early maoris catch the eels? They caught them using big nets because the eels snake like body they would just slip out of their hands. What did they use for bait to catch the eels? Back in the day they didn’t have fresh fish like we do now. They only had little bites of dead fish. They were like a first class meal to the eels, so they came in and ate it straight away. That is how the Maoris caught them so fast. How fast can eels swim? They can swim up to 20 mph. They use this to get away from people, other fish and sometimes other eels. This makes them one of the fastest fish/snake. They can also swim for a long, long, long time.                          THE END

Term 4 Learning Goal

My Learning Goal

Reading to get better with it because i want to get better reading in a hier gop. Be self aware

How am I going to achieve my goal? List strategies that you can use to work towards achieving your goal.

Get my reading stander up to year six.

How will I know when I have achieved my goal?

When I get to the year six stander.

My Learner Qualities Goal

Learning with and help each other

How am I going to achieve my goal? List strategies that you can use to work towards achieving your goal.

To be self aware

How will I know when I have achieved my goal?

It will came to me

Te Reo Solo Rubric-Mihia

achievement with SML tasks.

Oaklands School Learner Qualities

Be Self Aware (Excellence Value): SML tasks

E

Be self aware I know my learning goals. I know how I learn best.

Think about and reflect on:

• How have I been managing my time with completing my SML Tasks?
• How well have I been completing them?
• Have I been completing my MUST Dos each week?
• Have I been organised enough to complete bonus tasks?

What is my learning goal? IALT manage my time well so I complete all my “MUST Do” SML Tasks each week.

What has been going well? Maths, writing, reading.

What have I been learning to do to get the tasks done? Keep on task and let no one distract me.

Which tasks have I completed well?  Why? Maths and writing because I get the task done and sit with people I work well with.

Which tasks have been challenging?  Why? Mathletics because I didn't  have time to do it.

What are some other bonus tasks I would like to do? To make a diagram about nz getting the name

My next step is…….. To get more points to complete the SML done.

kiva

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Art Attack

WALT create artist inspired artwork

Artist: Raewyn Harris

This is my finished Koru Art

At the start of Art Attack week we were given a piece of paper to do colours of blending and colours that go with each other. Colours that go with each are called complementary colours, they are opposite each other on the colour wheel. After that we made our 1st draft in pencil and we did our planning on there. Then we made our 2nd draft in pencil for a different planning. Once we have chosen our colours and what plan we did we did our 3rd/chalk draft and put in the colours as well.

Here is a photo of the chalk draft

After that we went onto our good copy on Wednesday.  We did the chalk first, I did it in the pink chalk because it stands out. After we did the chalk we coloured it in. It was pretty challenging to get the colours in between the chalk lines because the crayons we used were very thick. Once we are all finished we dye the art and it will turn out amazing.

Blog Post – Music

Blog Post – Music

So What / Now what

WALT

·    To compose and create a rap (with beat if possible) about bullying

How did you go about achieving this good

What resources were used to help you computers

Did you go through the process on your own or collaborate with other people collaborate

How did you find the process good

What did you enjoy most about the process of creating a rap The fun in creating the rap

What  might be your next step getting to help out on the rap more rhymes

 Rap

I sang this song

walking along.

In my thoughts i knew

it was wrong.

I knew the bully was talking

to me but just then i had to flee.

Right now then and there i knew my

heart was filled with fear.

Everyday i say hooray cause

the bullie just moved away.

Multiplication and Division

Multiplication

WALT recall the family of facts for multiplication and division

I have learned how to reverse problems. I can turn multiplication around into division and I can turn division around to multiplication.

Knowing multiplication facts will help you solve division problems - this is because they are opposites.

1. 8 x 10 =80 3. 12 x 11 = 132 5. 14 x 5 = 70

10 x 8 = 80     11 x 12 = 132     5 x 14 = 70

80 ÷ 8 = 10     132 ÷ 11 = 12                     70 ÷ 5 = 14

80 ÷ 10 = 8                 132 ÷ 12 = 11                        70 ÷ 14 = 5

2.     4 x 15 = 60 4.  12 x 10 = 120                  6. 12 x 6 = 72

15 x 4 = 60      10 x 12 = 120                       6 x 12 = 72

60 ÷ 4 = 15                  120 ÷ 10 = 12                      72 ÷ 6 = 12

60 ÷15 = 4    120 ÷ 12 = 10 72 ÷ 12 = 6       120 ÷ 12 = 10                       


Division

WALT use reversibility of multiplication facts to solve division problems.

42 ÷ 7 = 6 32 ÷ 8 =

How can you use reversibility How can you use reversibility to find the answer? find the answer?

7 x 6 = 42 8 x 4 = 32

So 42 ÷ 7 = 6 So 32 ÷ 8 = 4