Term 3 survey

Term 3 reflection two stars and a wish

Housing Inquiry

W.A.L.T: gathering information

Description: Every Wednesday we have been learning about the inquiry process while finding out about different houses around the world. First we chose a question and then researched to find the answer to our question. Our question was ‘What are houses like in India and why are they like this? Each group had to pick a country and inquiry into what their houses are like, present their findings in a Haiku Deck and then build their house in Minecraft.

Criteria:

I think I am Practitioner because I can look at a range of sources of information. 

Evaluation:

1. What are you most proud of? My haiku deck because it looks presentable and it's got good information.

2. What did you find challenging? Getting good information of a range of sites.

3.  My next ‘Get It’ goal is? 

reading term 3 2014

My reading goal this term was to help people with a disability be indapendent.

                                                             

WALT: help people with disabilities to be independent

GET IT...use a range of sources by questioning and predicting

SORT IT...analyse and sort information to answer my question: see if my thinking has changed, look for patterns by questioning inferring, summarising

USE IT…discuss what I have found out with others and make connections 

TASK 

inquiring readers go through a process to gather, organise and respond to new information. We have been using  the ‘GET IT, SORT IT, USE IT’ process. After reading ‘Wonder’ by R.J.Palaccio our group felt moved to DO something but we didn’t know what! We all had lots of questions so we decided to research more about disabilities before deciding. I wanted to know more about: 

To help people with disabilities to be independent. 

SUCCESS CRITERIA

I can research using different sources.

I can think logically, creatively, and reflectively.

I can make generalisations from patterns and connections.                      

Did my thinking change or stay the same during the ‘GET IT’ stage?

Yes, it did change. There is a lot more equipment out there than I thought there would be.  Like ipads that control wheelchairs and talk for you.

From ‘SORTING IT’ I can make these generalisations:

A disability can be something that is mental or physical.

People with disabilities want to be independent. They don't always want someone doing something for them.

They wanted to be treated the same as other people. they don't want to be left out.

‘USE IT’ What now?

WE are trying to create crutches because Harrison had a problem getting up from a low position to a standing position -  it was hurting his arms.

Maths algebra

Term 3 Maths Sample

WALT: ???

Description: For maths this term we have been learning a range of strategies to help us solve algebra problems.

Task:  Make a short movie to prove that you have achieved our maths goal.

Criteria:

• Show, explain, prove your goal and how you did it
• Clear message
• Two questions to show your learning
• Correct answer

Evaluation:

1. What are you most proud of and why?
2. I think it a really clear mesege and the picture are clear as well.

2. What challenged you the most and why?
3. Making the understanding clear.

3. Next time, what is a goal you can work towards?
4. Making the movie and infomation shorter.
5. 
   

Feedback/Feedforward:

I liked how you kept it clear and simple and how you could explain it to me until I could see the pattern.

I think you could improve your diagrams by taking more time to draw the lines. 

Mum, Cindy 

Post Criteria

Your post must have a:

1. Title (capital letters for beginning of each word)
2. WALT at the top
3. Image - something visual for the reader (picture link to your video or your embedded movie)
4. Description: see is above

1. Purpose - why we were doing this
2. Process - what we did & how we did it
3. Learning - what I learned

5. Evaluation - how well do I think I did (answer questions above)
6. Feedback/feedforward from buddy/teacher/parent

1. Purpose - why we were doing this
2. Process - what we did & how we did it
3. Learning - what I learned

Please use the below targets to complete the self assessment:

                

Check Out my sample below. :) 

http://www.showme.com/sh/?h=T9d8fXE

Mana Motuhake poster

My Writing term 3

My Writing term 3 years ago 

If you don't know I'm About to do the worst thing in the history of worst things.

it all starts when I here the clock start to sing. Dong, dong, dong, the big hand strikes 4am. I wake up like a bear waking up from hibanition. I'm hungry really hungry. I'm not that tired any more. how about I just grab something small to eat. 

I creep across the carpet and open a draw. I pull out my secret weapon. My socks. If you haven't realised my socks are stealth. I think they were made by the people the make the stealth war planes. Or at lest something like that. They are so silent you could hear a pin drop. So back to the story I snatch them out and yank them on. I scarry past the washing machine to get to the starting point for my ginormous journey across the hallway.

 I take a step. So far so good. 1 down 19 more Floor boards to go. I carry on doing this for it seemed like hours. If I kept writing down every time I do this it would take up all the story so I'm cutting out that part. I finally get to my destination. the kichine door. I reach out to clasp the cold smooth handle. I slowly and corshisly open it. Creeeeeek! It wines as I pull it agar. My buddy starts to shake. This is when the fun starts.

I pulled open the pantry door. This is food Heaven. I start frantically stuffing food in my gaping mouth. Finally I'm not hungry any more. Right now to get back to my room. OH NO. my little sister start to cry. I've got to hurry I sprint back to my room. Every time my feet tuck the ground it sounds like I'm smashing simbles to gether. Oh my socks seem to be not working. I skid round the sharp coner my feet fell like there on a tread mill. I calaps in my bed. Arrrrrrrrr relieve I got away with it well just one thing don't tell any one.