Science

Specific Learning Outcomes:

The life cycle of a plant: (Life Processes)

· Identify the different parts and functions of a plant

· Understand that a plant needs a certain environment to grow

Growing seeds and plants: (Life Processes)

· Grow own plant from a seed (e.g. sunflower, pumpkin, bean, pea)

In our growing unit we grew beans, they were growing really well in the classroom. Let’s hope they continue to grow well in your garden.

Maths - strategy

Lily, you are learning to count on and back to solve addition and subtraction problems.

Here you are solving a problem where the change is unknown and you are using your fingers to track your counting.

Your next step is to count on and back in tens and ones to solve addition and subtraction problems.

Swimming

Creating

This week we read the book Clever Mr Brown. Mr Brown made an aeroplane that didn't fly very well. We had a go at making our own aeroplanes and then tested them out to see if they would fly.

Dance & Drama

Maui catches the Sun

We participated in our syndicate production called “Maui catches the sun." Our class performed the jump jam ‘Kotahitanga’. We danced and acted and we were very brave when we performed in front of an audience. 

We were learning to:

·       Perform a movement phrase using locomotor and non-locomotor moves 

·       Work cooperatively with other children when performing a dance sequence 

·       Discuss how facial expression, movement, and gesture can be used to create meaning  

 This is us rehearsing our dance 

 Here we are all dressed up

Music

Music

 

This term we have been having fun playing on lots of different instruments in the music room. We have learnt how to identify the beat and play along with the music in time using the percussion instruments. We have also been learning how to play some chords on the ukulele. We have practiced singing songs and playing the ukulele at the same time and we persevered even when we found it a bit tricky to begin with. The students are working at the curriculum expectation for music.

Next step: Lily, your next writing step is to underline words when you are not sure of the spelling. You will be learning to correct these words with a word card or dictionary.

Te Reo

This is us playing hopscotch. We are saying the numbers in Te Reo as we hop. 

We are learning to say count to 20 and beyond in Te Reo. We are learning the names of colours, animals and simple greetings.

Visual Art

As part of this unit we also went to the art gallery where we created our own panels.

Glitter Galore

Who are you? (Social Science)

We wrote about who is in our family, what we like to do with our family, what our family likes to eat, a family celebration and family jobs and chores. We created a poster with our writing and then we drew a picture of our family. We learnt about ourselves and we are really proud of the quality poster we created.

Maths - Patterns

Learning Goal: to identify, make and continue patterns.



Lily, your next step is to identify patterns in number sequences.

Discovery Time

During discovery time the children have a lot of fun while taking control of their own learning. The children are developing the key competencies in the NZ Curriculum of thinking, relating to others, managing self, participating and contributing, and using language, symbols and texts.

Maths

MATHS

LG: to identify how many ones are in teen numbers

Lily, your next step is to count on and back to solve addition and subtraction problems.

Maths - What's the time?

In our unit you have been learning to sequence events in a day, order the days in a week and months in a year, tell o'clock and half past times as well as make them.



Making half past 7

Lily, your next step is to make quarter past and quarter to times.

Discovery Time

Lily, you enjoy being creative during discovery time.

Science - What's Up?

Lily you participated well in all our learning in this unit. It will be great to use your lantern at the Matariki Celebration on Tuesday.

Art

P.E

P.E - Large Balls

LG: to pass and catch large balls

To pass we had to look at the person we were passing to with our hands in W shape. To catch we had our hands up ready.

Maths

Maths

Lily you have been learning your '5 and' facts.



Your next step is to be able to picture this pattern in your head so you don't have to use your fingers.

Maori

LG: to know my personal mihi

Technology

We are learning to:

• Define specifications (features/ properties) for a boat that will float
• Design a boat that floats
• Create a boat and test/observe whether it floats
• Reflect on the results and discuss any changes you would make

We designed a boat using what we had learned in science about floating and sinking. We looked carefully at the materials we used, as we wanted the materials to be light and waterproof, so that they wouldn’t soak up water and sink. 

Science

Floating and Sinking

WALT: to make predictions and then test our predictions

Lily chose an object from the classroom.

She then

• asked the question; will it sink or will it float?
• made a hypothesis stating what she thought would happen
• tested her hypothesis by placing her object in the water
• observed what happened and reflected on her hypothesis

Reading

Reading

LG: to respond to a text

Maths

Maths

WALT: to identify the number that comes before and after in the range 1 - 20.

Connect

We shared with our buddy the things that we like and they shared

what they like. We found we had some things in common and some

differences. This discussion helped us to learn how to "connect"

with others in our school.

All about me

I like playing Yahtzee, playing with balls and apple.

I do not like pickles. 

My family: I like playing with my brothers, I like playing tag with them. Logan can't join in because he's only one. He likes to chase us. Liam is four.

At school: I like maths, writing, drawing pictures, games and making art.

I want to learn more about maths.