Tag: Reading

Matariki

  • LI: Identify Matariki as the Māori New Year and explain its cultural importance.
  • LI: Explain how the rising of Matariki signaled a time of celebration, reflection, and preparation.
  • LI: Create a piece of work that expresses their understanding of the significance of the Matariki stars.

To explore Matariki we worked collaborativley to complete a various amounts of challenges. As you can see on top of this text, it shows the DLO’s me and my working partner made. We shared our ideas that we know about Matariki and combined it all together throught our DLO’s. We both agreed that Matariki should stay as a public holiday, because we are all Kiwi and we should all celebrate it together as one.

Something I found interesting about this activity was how fish is important to Matariki. It is important to to Matariki because it means a time of plenty revival. As it is tied to the star cluster’s connection with freshwater and food sources.

Impact of Volcanoes

LI: To discuss the impact of volcanoes on the environment and human communities.

Our challenge was to research the impacts specific volcanoes had inflicted. From in between Mt Tarawera and Whakaari, we pick from one of those two that erupted in Aotearoa. For this subject, me and my collaborating buddy chose to research the Wakaari White Island, as our volcano to research about out.

We found out that over 22 people/tourists died after the Whakaari erupted. (It was still very active when those 22 people took a visit to the Island.)

I found this task interesting because we just found out that it last erupted in December 9, 2019. (The year before the pandemic started.)

Diary WW1

LI: To retell an event in history through the fictional eyes of someone who was there

For this period, we have been looking at the events that took place at the ANZAC Cove on 25 April 1915 during WW1. A various amount of our NZ soldiers were either injured or killed whilst fighing for their lives. Whilst we were learning about ANZAC, we looked at videos that have shown life in the trenches, explored the past in the ANZACS site and read Hami Grace’s Diary. Doing these steps helped us put or own diaries together and on track. After finishing our diaries, we used Google Vids to record what we wrote.

 

I enjoyed using this as it allowed me to explore more of my vocabulary

 

Something I found interesting  about this task was how we explored the past and how it really was.

 

 

Mapping the Migratory Flight of the Kuaka

LI: To use Google My Maps to show the migratory flight path of the Kuaka.

Using google maps we put the location and places/countries the birds travel to. Kuaka travels so far which can mostly likely include that they could fly for 80 kliometres an hour and how they go to different places to migrate (Depending on the season.) It also looks for food resource marine worms, tiny shellfish and crabs because they like to eat them. From what I saw in pictures, their refuelling stops/spots are mostly wet land/sand. And an interesting fact I learnt about the Kuaka was that it migrates in not only in one place, but to many different places too!

The Kuaka

LI: To create an infographic that tells others about the migration of the kuaka
For this activity, we made a Kuaka Infographic/DLO in Google Draw and used all the information I could remember about the Kuaka! Something interesting I found out about the Kuaka was that they use their long bills to dig out of the sand as for a search of food resource like marine, worms, tiny shellfish and lastly crabs! (They dig them out because they mostly like to eat them!)

From this DLO I can see that the Kuaka is most likely to land on wet land instead of dry land after their migratory flight!

Dot to Dot Connections: The Kuaka

LI: To draw the lines between the words to show how the connections you have made.


For this activity in Reading, we made a Dot to Dot Connection about the Kuaka bird (Also known as its scientific name it has been given, the Limmosa Lapponica.) We have used all the information we learnt and explain about the Kuaka with our own words, in order to put it in our Dot to Dot Connections.

As a group we communicate, collaborate and ask for help when neccesary! What I learnt from collaborating with my group and combining my knowledge with them, was to ask, questions and collaborate or else you wont be able to catch up with anyone else with your work.

Working in groups

LI: To understand that everyone has a role to play when we are working in groups

In LS2 we learn best when we learn with and from each other! What my responsibility as a group member is, to focus more on our work and to collaborate and communicate with each other at all times. While working in my group, collaborating helped me understand more about the Kuaka. Talking to others is very helpful and important for the rest of your learning time because not talking to people in your group will just slow you down during your learning (Including when you are struggling with the task.) Something I enjoyed while learning with my group was how we communicated and collaborated with each other.

I found this activity delightful to do because we worked well and collaborated with each other as a group.

Exploring AI

LI: To identify and understand how descriptive language is used to create a clear picture of a setting in a text.

This is the image I created using Adobe Express, and I found this activity challenging because I couldn’t find the accesory I wanted when generating, but I found it fun because it is easy to generate using AI and the brush by using the first image as our first example in order to turn it into the second image.

Something I learnt when using prompts for AI is to be patient while generating images!


Pepeha

LI: To let others know who I am so they can make connections to me and my place in the world.


Our challenge for today was to write and record our Pepeha so that we could introduce ourselves and our Whanau!
I found this activity nice to do because we get to introduce ourselves to get to know eachother in both Maori and English!

Hauora Poster


In order to construct the Hauora poster, you will have to search for one pair that you do not usually make or do projects and work with. Alongside with your working buddy that you’ve chosen, Two of you will help and find important information about Hauora and its very own meaning to make the poster understandable and educating throught the given details searched up from the internet or your own prior knowledge which could also mean to use your own thinking along with what you could remember from getting educated. But as for Hauora, It is a Maori belief and has Four walls, First wall is called Taha Tinana, Second wall is Taha Wairua, Third wall is Taha Hinengaro, and lastly the Fourth wall is Taha Whanau. Inside the image on top of this paragraph shows more information for Hauora, Both text’s are examples that show what Hauora is.

I found this activity fun and pretty easy because drawing the house and helping eachother find information as pairs makes it easier to do the poster.