LI: consider both perspectives.
Today for inquiry my group and I read information about Kuirau Park, Rotorua, New Zealand we then looked if the information was true or false if the event took place or not by looking at one place in New Zealand.
Something I found interesting was that some of the information written was real but at the end it was not true.
LI: To identify the main ideas in a text
This week for inquiry we retold how Maui slowed down the sun using main ideas.
First, we watch a video of how maui slowed down the sun. After that, we wrote multiple ideas about the important ideas in the story. Next we wrote 4 very important ideas from the important ideas. Lastly, we wrote 3 vital ideas.
Something I found interesting was that the most important ideas.
LI:Find as many similarities and differences as you can between the video and the text of “The Beginning”.
For inquiry my group read the beginning of how the Rangi and Papa got seperated. We then made a venn diagram about what the differences or the video version and the written versions. Then we looked if we could find any similarities about the book and the video. Lastly we wrote what we prefered between the video and the written version of the story. I prefered the ...
Something I found interesting was how many similarities we could find between the video version and the written version
LI: To explain in fewer words what the text is about.
Today for inquiry my group has done a summary about retelling the story about how Rangi and Papa got seperated.
Storytelling is a huge part of the culture and history of Aotearoa. This taonga from our ancestors is the heartbeat that will keep our whakapapa alive for those who are still to walk in their footsteps.
In this task we picked out 20 important words from the sand art that we watched some are Maori, parents, free, darkness, etc. Then we picked out 6 most important words to sum up the video that e watch into fewer sentences.
Something I found interesting was how the man could draw a lot of details using sand.
Different types of shelters can keep people safe by using the correct materials depending on what disaster they are being protected from.
When building a shelter, measuring the amount of materials being used is important so it keeps it balanced.
An example of materials used for a tsunami shelter are concrete, chicken wire, metal ties, aluminum, Popsicle sticks, steel door, and hard clear plastic.
Using chicken wire is good for putting in the concrete so it can connect it to the other sides.
Hard clear plastic can be used for the windows because it doesn’t break easily like glass and because it's transparent which allows people to see what's happening on the outside.
Popsicle sticks are good for supporting the force of the impact. This material can also be used to anchor the shelter into the ground so it doesn’t tip over. The properties of wood are the shape that has been made.
Not every material can support every natural disaster. Different types of shelters can keep people safe by using the correct materials depending on what disaster they are being protected from.
When building a shelter, measuring the amount of materials being used is important so it keeps it balanced.
An example of materials used for a tsunami shelter are concrete, chicken wire, metal ties, aluminum, Popsicle sticks, steel door, and hard clear plastic.
Using chicken wire is good for putting in the concrete so it can connect it to the other sides.
Hard clear plastic can be used for the windows because it doesn’t break easily like glass and because it's transparent which allows people to see what's happening on the outside.
Popsicle sticks are good for supporting the force of the impact. This material can also be used to anchor the shelter into the ground so it doesn’t tip over. The properties of wood are the shape that has been made.
Not every material can support every natural disaster.
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In inqury we did a experement on warm water and cold water.
Next we gathered our materials. The materials we used were paper cups, water,tote tray,thermometer, ice cubes and a chrome book to record the tempatures.
Then we used thermometer to see if the tempature of the water went colder and hotter. Every two minutes we recorded the tempature on a google sheet to see if the water got colder or hotter.
It was fun and I would like to do it again but using a diffrent material.
LI: to learn and practise experimental methods.
