E-Portfolio Beach Education 2019

E-Portfolio Reading Sample

E-Portfolio Athletics Sample 2019

E-Portfolio Information Report

We are learning how to write an information report using the information we gather through research














One of my personal writing goals is:


Find and record information needed for writing.



Evidence I am developing this in my writing:


By constructing a well-informed plan.









Insert an image of your final / teacher conferenced draft:









Publish your Information Report here:





Walruses


The walrus is a very large animal that has tusks (that grow to 1.5 meters) used for hunting and transportation. A walrus can travel from 7-35kph in water and on land the speed of an average person running. They can weigh from 0.8 to 1.7 tons and grow up to 3.5 meters long!


Walruses are the kings of the sea (except for sharks and narwhals) and will eat anything in their paths like shrimp, crabs, sea cucumbers, sea birds and clams. However, walruses have a strange way of extracting clams from their shells. Instead of breaking the shell by snapping it backward, it sticks its toungue in sucks really hard by retracting its toungue and the clam slips right out!


As some marine animals do, walruses migrate. There are two types of walrus, the pacific walruses, and Atlantic walruses. Pacific walruses migrate from northern Russia, east through the Bering straight (between Canada and Russia) and down south to the lower Bering sea. However, Atlantic walruses travel from eastern Canada across the Atlantic ocean to western Greenland.


Overall, walruses are quite big and have some admirable qualities so a walrus could be considered reasonably awesome.

Passion Projects - Term 3

E-Portfolio - Sieve of Eratosthenes

How to work out the Sieve of Eratosthenes.

1. Remove the number 1

2. Remove all Multiples of 2 except 2

3. Remove all Multiples of 3 except 3

4. Remove all multiples of 5 except 5

5. Remove all multiples of 7 except 7

6. Highlight the left over numbers, they are all prime numbers to 100

E-Portfolio - Te Huarere

E-portfolio Strategy - Term 3

I have learnt how to divide and multiply fractions. It is pretty hard if you don't know what to do.

E-portfolio Maths Strand - Algebra Term 3

ePortfolio Wearable Arts

Cook Island Language Week

The Cook Islands are in the Pacific Ocean Splat Bang in the middle of New Zealand, Tonga, Hawaii and French Polynesia. The Capital of the Cook Islands is Rarotonga and the population is 17, 467.

Te Huarere - The Weather

ePortfolio Tikanga Maori Term 2

ePortfolio - Geometry Term 2

E-Portfolio Reading and Inquiry Term 2

E-Portfolio, music, Term 2, 2019

                              

Music - E-Portfolio Sample

Achievement objectives:

Communicating and Interpreting:

Level 3:

Prepare and present brief performances of music, using performance skills and techniques.

Level 4:

Prepare, rehearse, and present performance of music, using performance skills and techniques.

Learning Outcomes:

This term we have been learning how to play some new songs on the keyboard, guitar, ukulele and the bucket drums.

We learnt to play the song “Sunflower” using chords on the ukulele.

We also learnt how to read guitar tab and we played “Eye of the Tiger”.

On the keyboard we had the opportunity to learn to play lots of songs including the Minecraft theme, the Avengers theme, the Halo theme, the Game of thrones theme and many more.

The instrument I enjoy playing the most is Keyboard

I liked playing this instrument the most because it slightly interests me

Next time I would like to learn to play the FULL minecraft theme

Matariki Poem

WALT write Matariki poetry

Haiku

Maori holiday,

The new year of all the tribes,

Maori holiday

ePortfolio Maths - Knowledge

Group 9 Knowledge Sample Term 2

Achievement objectives:

NA4-1: Use a range of multiplicative strategies when operating on whole numbers.

Elaboration on this Achievement Objective:

This means students will apply the properties of multiplication and division (commutative, distributive, associative and inverse) to number problems, particularly those requiring multiplication and division. Students should exercise critical choice in their method of calculation - mental, machine or paper - and recognise situations in which estimation should be used, including the checking of calculated answers. Strategies expected at Level Four include: using common factors and multiples, for example 37 + 41 + 40 + 38 = as 4 x 40 – 4, using the distributive property, for example 24 x 36 = 20 x 36 + 4 x 36, 9 x 78 = 9 x 80 – 9 x 2, or 276 ÷ 12 = 240 ÷ 12 + 36 ÷ 12, using the associative property, for example 12 x 33 = 4 x 99, or 216 ÷ 12 = 216 ÷ 2 ÷ 2 ÷ 3, and inverse operations (reversing), for example 354 ÷ 6 = as 6 x = 354. This objective also involves calculating powers, for example 43 = 4 x 4 x 4 = 64, and factorials, for example 4! = 1 x 2 x 3 x 4 = 24. Students should have strong mental strategies for operations on whole numbers but also accurately carry out standard written algorithms, particularly for multi-digit multiplication and division. Level Four corresponds to the Advanced Multiplicative stage of the number framework.

We have specifically been learning the divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, e.g. 276 is divisible by 3 because 2 + 7 + 6 = 15. Below are examples of work showing how this skill has been mastered.

Self Reflection:

In this sample of learning I have refreshed the divisibility rules of 2,3,4,5,6,8,9,10

My next step is learn the rule for 7's

ePortfolio Maths - Strategy

Group 9 Strategy Sample Term 2

Achievement objectives:

NA4-4: Apply simple linear proportions, including ordering fractions.

Elaboration on this Achievement Objective:

This means students will solve problems involving linear proportions. “Linear proportion” is a term used to generalise situations that involve equivalent fractions. At Level Four students should be able to solve the following types of problems:

• Comparing the size of two fractions, by converting them to equivalent fractions with a common denominator, or with reference to benchmark fractions, for example, 2/3 > 4/9 because 2/3 is greater than one half while 4/9 is less, or because of 2/3 = 6/9.
• Finding equivalent ratios by either scaling up or down by a whole number multiplier, for example, 2:5 is the same ratio as 8:20 (scaling up) or 12:18 is the same ratio as 2:3 (scaling down).
• Finding equivalent rates by either scaling up or down with the same measurement units, for example, 18km in 15mins is the same speed as 72km in 60mins.
• Recognising when two “fraction of an amount” situations give equal or unequal answers, e.g 75% of $12 is the same as 25% of $36.
• Recognising when sharing division situations give equal or unequal shares, for example, three pizzas shared between five people is a smaller share than two pizzas shared between three people.
• Finding how many measures of a fraction fit into one, for example, A trip uses 2/5 of a tank of petrol. How many trips can be made on a full tank? (1 ÷ 2/5 = 5/2 = 2 1/2 ).

We have been consolidating ideas around fractions and ratios. In the pictures below you will see examples of finding ratio and fractions and converting between the two.

We have been learning about equivalent fractions and ordering them. It’s important that we can justify our answers when comparing fractions.

Self Reflection:

In this sample of learning I learnt how to use ratios and understand them.

My next step is understanding more complex ratios.

E-Portfolio Sample - Science Term 1

Flynn, I like the way you have produced two very clear inquiry questions for your investigation. You have used your prior knowledge well to help you conduct your experiment and write a clear conclusion.

Your next step is to compare chemical and physical changes.

Miss Hurley. 

Passion Projects Term 1 2019

Hey Deer! / Moose!

Hey Deer! / Hey Moose!

So, it was a NORMAL day, in the NORMAL woods and, I had just NORMALLY drunk some NORMAL milk. Shroup! BANG!!! My door crashes down and some not NORMAL tubby, white bear walks into my house. He tries to shoot me with a weird gun that shoots snow globes, but I karate kick it back at him, (since I'm a 3-time black belt) and he gets trapped inside the snowglobe! I run over and pick up the 'Snowglobe-a-Tron 20000 and 2' and try to shoot it. Weeeeeelllllllllllllll ( long well) it turns out I was holding it backward. Ppshueerugelll?!? Wow! I'm inside a snowglobe, sweet...
IM GONNA BE STUCK IN HERE FOREVER!!!!!!!! Wait a second, why is the mountain coming to me? CRUNCH!! When I wake up, I'm in my house, except something is different. There's a shovel. On a rubber handle. So I take it and go outside, and start shoveling the snow. Wait... there wasn't snow here before, was there? I look up and I see a child's face flicker across the sky. NOOOOOOOOOOOOOOOOOOOOOOOOOO!!!!!!!!!!!!!!!!!!!!!!!

E-Portfolio: The Raft

Describe It - Camp Experiences

Learning Objectives:

Level 3

• Select, form, and communicate ideas on a range of topics.
• Use language features appropriately, showing a developing understanding of their effects.
• Organize texts, using a range of appropriate structures.
• Show a developing understanding of how to shape texts for different purposes and audiences.

Level 4.

• Select, develop, and communicate ideas on a range of topics.
• Use a range of language features appropriately, showing an increasing understanding of their effects.
• Organize texts. Using a range of appropriate structures.

• Show an increasing understanding of how to shape texts for different purposes and audiences.

Learning goals:

• To ‘Show, Don’t Tell’ the reader by painting a picture with words.
• A variety of sentence starters
• A variety of sentence lengths
• Edit and rework
• Effective peer checking and feedback

The surge of air and biting cold sent chills down spines. Like a sparrow with broken wings, people dawdled across the water in the rafts. The sun gleamed across the crystal lake. The trees waved a friendly hello.

The bundles of joy swung through the air with excitement. Ripples pierced the lush blue liquid as stones skimmed across it. Children shivered like a camel in Antarctica. Every second became a minute as the day passed by.

Kayaks streamlined through the water. The wind blew like a giant fan. Clouds suck out the sunlight from the land. People retreat to their cabins as darkness fell over the earth.

Student Refection: In my writing, one of my goals is to use different sentence types- Simple, Compound and Complex. I did/ did not show this goal here because I used several of each sentence In my writing, one of my goals is Organise writing according to the text type. I did/ did not show this goal here because I have written a decent recount. My next step is to brainstorm more. Teacher Comment: Flynn, I like the way that you have used a variety of effective vocab to paint a clear picture in the reader's mind. You have done an amazing job of creating a descriptive story well done. Your next step is to spend more time brainstorming so that you can organise your writing according to the text type. Miss Hurley.