Our create part of Bay Bush

A few weeks ago bay bush action came to our school & told us about how Possums, Stoats, Weasels, Rats , Cats, Dogs & Ferrets affect our native wildlife. After it had finished we had to create something about it. we could of done a song / rap, animation, acrostic poem or a play, Zara & I chose to do a play, it was quite difficult because we were only allowed 2 people in our play but after we had finished the script we realised how hard it would be with more than 2 people. We had to change our script multiple times because first we were going to do a Stoat eating a Kiwi egg but unfortunately it was too hard, then we tried to change it to to a Dog eating a Kiwi egg but then realized that dogs eat Kiwis not their eggs, so after we had finally perfected our script we made our play.

James Cook

James Cook is a key figure in the history of New Zealand. On his earliest voyage he and his helpers created an significant record of the country’s coastline and geography, its indigenous people and its flora and fauna. He added further detail of the land  on his second and third voyages. This is significant so others can know where they are when they come to New Zealand. James Cook first discovered New Zealand on the sixth of October 1769, James Cooks first visited to New Zealand 1769.

Some details about James Cooks ship - HMS Endeavour

The length of the HMS Endeavour is 98 feet / 30 meters, the width of the beam is 29 feet / 8.89 meters & the depth of the hold (bottom storage) is 11 feet / 3.45 meters

James Cook Traveled to New Zealand on the 6th of October 1769 & he arrived at Poverty bay 2 days after he had landed.

James Cook discovered & charted New Zealand & his voyages provided the first precise map of the pacific.

in 1768 James Cook was nearly 40 years old and he was given the job of commanding in the South Pacific expedition. the purpose of the expedition to see if there was land south of Tahiti.

Explores of New Zealand

In Te Ngahere we have been learning about 4 people that have explored the whole of New Zealand; Nukutawhiti, Kupe, Abel Tasman & James Cook. we had to do research on three of them & find out where they came from & on the fourth person we had to lots of stuff like where they came from, how they got here & other specific information (We chose James Cook), we chose James Cook because we seemed to know more about him & find him more interesting.

Math DLO

In Te Ngahere we have been doing some math around Anzac biscuit problems, so then we had to make a math DLO about one of the math problems & write out how we solved it (using mostly numbers). For mine I did the question that said ‘Choose a number of biscuits to make & work out how long it would take to bake them’, the first thing I did was write out the question, then wrote what number I picked after that I wrote down the strategy, Put it on my blog & then did the same on Seesaw.

Math DLO

Coding robots

In Te Ngahere the students that were up to date were allowed to go into the Whare with Whaea Becks & code robots. When we got to the Whare we had to pair up with someone then we had to go to settings & click on sphero & it took us to a robot coding screen, then we had to connect the robot. After we had connected the robot we got to start, the first challenge was to make the robot move forward, turn around  & come back to us, that took a long time for us to do. After we had completed that we had to put colored papers of the floor & make the robot go up to it & change the same color as the paper, Emma. T & me didn’t get to do that, but we had lots fun anyway.

Math DLO

In Te Ngahere we have been learning how to double & halve. We had to make a math DLO, first we had to write how many slides we were going to make & give specific information about what was going to be on each slide. Then we had get it checked by someone & show a teacher.

Next we had to create a new slide & start, on the first slide I made a title page, on the second slide I did what we were learning & why, on the 3rd slide I had shown how it works, on the 4th slide I did why would I use this strategy & why it works & on the 5th slide I had to show some examples.

The strategy

Doubling & halving is simplifying a big multiplication problem like 6 x 14 is the same as 12 x 7, you would usually halve the bigger number & double the smaller number but if you can’t halve the bigger number it can sometimes be easier to double it - E.G - 13 x 4 would be the same as 26 x 2.

I enjoyed making the DLO because I kept making mistakes & then I can learn from the mistakes. Next time I could try to read it out loud a bit more to check if it makes sense.