Life As A New Zealander Recording

Success Criteria: We will have met the learning criteria when we have effectively used the key structural features and key language features  of a narrative text to tell our story.

Lightning Never Strikes Twice

WALT use adjectives and similes to describe a setting clearly

Example

Lightning never strikes twice, does it?

That was the question that occupied their  frightened minds as they crouched, huddling together, next the pile of dusty sacks in the base of the windmill…

   PLANNING!

What sounds could you hear during a thunderstorm?

What can you see? What are your feelings?  Are you touching anything? Are there any smells?

You might be able to think of some onomatopoeia.

Could you write a short paragraph describing what it would be like to be caught in a storm, using some of your ideas from above?

The thunder is roaring louder than a lion. I start to count in my head then, KABOOM! The lightning is smashing the ground and made me shake with fear.  The lightning sounds like a wicked witch screeching with laughter. The lightning is zapping the ground. ACHOO! The dust is making me sneeze. I crouch down next to four bags of flour, hoping they will save me. The sales of the mill starts to creak as it goes around. The lightnings veins are now spreading up to a hundred miles an hour! Now I can hear some tree branches snapping to the ground The mill is getting colder now. The floorboards are now creaking. I think I can smell smoke….

Welcome

Camp Photos

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
• 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?

Recycling is a good idea because it gets reused and we do not have to throw it out.

2. How many tons of rubbish do New Zealanders send to landfills every year?
3. New Zealanders send 2.5 million tons of rubbish to landfills every year.

3. When rubbish breaks down what gas does it produce?
4.  What environmental problem does this contribute to? It produces C02. It contributes to global warming.

4. Complete this sentence:  Everything we use is made from
5.  Earths__________ Natural_________     Resources__________

5. Explain where these resources come from;

Wood: wood comes from trees or plants.

Metal: Metal comes to rocks that have been mined underground.

Plastic: Plastic comes from oil.

6) How does oil form? Oil comes from plants and animals that lived
millions of years ago.

7) What are some of the things glass can be recycled into? More bottles,
Windows, Vases, Glasses

8) What are some of the things cardboard can be recycled into? Books
, paper and more cardboard.

9) What can plastic with the number 1 be recycled into?
CDs, Carpet and containers

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? They
are poisoning our underwater sea life and wrecking the food chain. Explain
what microfibres are. They are tiny fibres from our clothing.

12) What is Earth Overshoot day? Earth overshoot day is when we reach
the limit of resources we should have used over that year.

  

Glossary - Write what these words mean

Atoms: Are the smallest particle of a substance that can exist by itself.

Carded: Aligned in the same direction

Global Warming: Global warming is when the planet gets to hot and
ice melts and we get more water.

Malt: Malt is a grain you can use for brewing beer.

Natural resources: Materials that can be found in nature

Synthetic: Something that is made by people

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

Reducing Plastic Waste

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 some positive actions we can take at school and in our own lives to help our
• environment.

Literacy

Task: Create an infographic showing people how they can
reduce their waste in their lunchbox.   

Our co-constructed success criteria:

-Have a strong title/hook

-Use convincing language and images

-Have simple things people can do

-Use images (free to use)

-Use bullet points/ short sharp information

-Use correct punctuation and spelling.

Camouflage Crab 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.