Hello everyone.
Today we had a lady named Cassandra come in to teach us about coding. We had to pick a scientist from a slideshow that Cassandra shared us. We also thing that the scientist had get collect . We had to put danger zones in as obstacles. We then had to make the code for our scientist so that he can get to the thing. I enjoyed making the course for the scientist. It was hard to make the code. The whole learning was to learn how to code paths to get through coursers.
Here is my coding:
Friday, 29 March 2019
Earthworm Experiment
Hello everyone,
Yesterday we did science with Miss Fletcher. We were told to get into groups of 4. My group was Leonor, Denym and Suntia. We had to find earthworms in the school grounds and observe them in class. After that we had to find out some questions about the earthworms. My favourite part was finding out how the worm moves around. The hardest part was trying to find the worm. I learnt how worms breathe. You can find out how they breathe in our slide show.
Here is our presentation about earthworms:
Yesterday we did science with Miss Fletcher. We were told to get into groups of 4. My group was Leonor, Denym and Suntia. We had to find earthworms in the school grounds and observe them in class. After that we had to find out some questions about the earthworms. My favourite part was finding out how the worm moves around. The hardest part was trying to find the worm. I learnt how worms breathe. You can find out how they breathe in our slide show.
Here is our presentation about earthworms:
MRS GREN Movie
Hello everyone,
Last week, Charlie and I created a video displaying what MRS GREN stands for.
M = Movement,
R = Respiration,
S = Sensitivity,
G = Growth,
R = Reproduction,
E = Excretion and
N = Nutrition.
For movement, Charlie ran around and jumped up and down, respiration, I moved my arms to make it like I was breathing in and breathing out, sensitivity, Charlie touched a netball hoop, Growth, I used my hand to reenact a tree growing, reproduction, Charlie swayed me back and forwards like a baby, excretion, Charlie sat on the toilet and nutrition, I ate an apple.
My favourite part was working with Charlie because I felt like I was helping someone with their work. The hardest part was making sure I held the iPad still.
The learning behind this was to understand what MRS GREN means.
Here is the movie Charlie and I made:
Last week, Charlie and I created a video displaying what MRS GREN stands for.
M = Movement,
R = Respiration,
S = Sensitivity,
G = Growth,
R = Reproduction,
E = Excretion and
N = Nutrition.
For movement, Charlie ran around and jumped up and down, respiration, I moved my arms to make it like I was breathing in and breathing out, sensitivity, Charlie touched a netball hoop, Growth, I used my hand to reenact a tree growing, reproduction, Charlie swayed me back and forwards like a baby, excretion, Charlie sat on the toilet and nutrition, I ate an apple.
My favourite part was working with Charlie because I felt like I was helping someone with their work. The hardest part was making sure I held the iPad still.
The learning behind this was to understand what MRS GREN means.
Here is the movie Charlie and I made:
Thursday, 28 March 2019
Kandinsky and Silhouette Art
Kia ora,
Last week, we did Kandinsky - Silhouette art. We had to rule boxes on a piece of paper. After that, we had to draw circles, but the circles didn't have to be perfect. Once we finished drawing the boxes and circles, we had to colour the circles and boxes. My pattern on my art went hot background cold background hot background and so on. We had to colour the circles inside either a cold colour or hot depending on the colour of the box on the outside of our circles. Then, we had to draw on a black piece of paper a life form and cut it out. I chose a tree. Trees produce oxygen for all the living things on Earth. They breathe in carbon dioxide and breathe out oxygen. We had to then glue our life form onto our background. The black life form was the silhouette and the circles represented the Kandinsky. We decided that the circles were cells. Cells make up a life form. The life form we chose represented the shadow of the life form. I enjoyed drawing my silhouette. The hard part was making sure there were barely any white left on our art. The learning behind this was to know what colours are cold and hot.
Here is my art:
Last week, we did Kandinsky - Silhouette art. We had to rule boxes on a piece of paper. After that, we had to draw circles, but the circles didn't have to be perfect. Once we finished drawing the boxes and circles, we had to colour the circles and boxes. My pattern on my art went hot background cold background hot background and so on. We had to colour the circles inside either a cold colour or hot depending on the colour of the box on the outside of our circles. Then, we had to draw on a black piece of paper a life form and cut it out. I chose a tree. Trees produce oxygen for all the living things on Earth. They breathe in carbon dioxide and breathe out oxygen. We had to then glue our life form onto our background. The black life form was the silhouette and the circles represented the Kandinsky. We decided that the circles were cells. Cells make up a life form. The life form we chose represented the shadow of the life form. I enjoyed drawing my silhouette. The hard part was making sure there were barely any white left on our art. The learning behind this was to know what colours are cold and hot.
Here is my art:
Thursday, 21 March 2019
NZ falcon MRS GREN
Kia ora,
Today and yesterday we did animal reports to show how an animal of our choice uses MRS GREN. I chose the NZ falcon. We, as a class, used a template to write our facts in. We had to find out how it moves, breaths, senses, grows, reproduces, excretes and what it eats. My favourite part of this activity was learning about a new animal and how it functions to be classed as a life form. The hardest part was finding information about the NZ falcon for respiration and movement. The learning behind this task was to learn how different animals use MRS GREN.
Here is my report:
Today and yesterday we did animal reports to show how an animal of our choice uses MRS GREN. I chose the NZ falcon. We, as a class, used a template to write our facts in. We had to find out how it moves, breaths, senses, grows, reproduces, excretes and what it eats. My favourite part of this activity was learning about a new animal and how it functions to be classed as a life form. The hardest part was finding information about the NZ falcon for respiration and movement. The learning behind this task was to learn how different animals use MRS GREN.
Here is my report:
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