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Term 2 Learning

For Portfolio Comments
by

Oriana Hansell-Pune

on 28 June 2013

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Transcript of Term 2 Learning

What have we been learning about this term?
Term 2 - OUR LEARNING
Emilie du Chatelet
MATHS
MATHS
READING
WRITING
INQUIRY
Key Competency:
MANAGING SELF
ASKING RICH QUESTIONS
READING
MEASUREMENT
SUCCESS CRITERIA
Ask questions to clarify vocabulary
Ask questions about new and unusual ideas I do not fully understand
Use a variety of questions
(e.g open / closed)
Search for the answers as I read
Recognise when I can't find answers in one text and have to look at other sources of information
Asking questions before / during / after reading
Use 5W's and 1H to make up questions to find the information I need
Keep the question in mind as I read to find the answer
FOLLOW-UP ACTIVITIES
Use graphic organisers like:

(KWL Chart to show what I KNOW, what I WANT to know and what I LEARNT).
Research to find answers to my 'WANT to know questions'
(by reading WATER related books and researching appropriate websites)
Use READING COMPREHENSION CUE CARDS to discuss the text
Present and share what I have LEARNT on my ePortfolio blog
Procedural, Character Descriptions, Explanations
WRITING
Include a title (including goal)
List the equipment / ingredients in order of use
Write the method step by step process in sequence
Put each step on a new line
Draw or include visual text to clarify the written text
Write connectives to do with time (time words)
Write steps in the form of commands (imperatives)
Include specialized vocabulary
Write adverbs telling how to do something
Include action verbs.
CONSERVE, PRESERVE, IT'S WHAT WE ALL DESERVE!
INQUIRY
WHAT HAVE WE DONE THROUGH THIS INQUIRY???
Key Competency
Have a 'can-do' attitude
Be a capable learner
Be reliable and resilient
Set goals and develop plans to achieve
Self-assess and evaluate learning
MATHS
FRACTIONS
ANALYSING & SYNTHESISING
READING
SUCCESS CRITERIA
Summarise key facts
Analyse and interpret visual text
(e.g tables, graphs, charts)
Find similarities and differences, Evaluate to keep in the most relevant information
Create a new product based on the gathered information
Put the new information into our own format and words - such as a pyramid outline, mind map.
FOLLOW-UP ACTIVITIES
Create a visual poster to illustrate the facts from the text after analysing and interpreting the information
(PREZI / GLOGSTER / POSTER ON PAPER / GOOGLE DRAWING / GOOGLE PRESENTATION)
Discuss parts of the text with my group e.g. interpret visual text from the journal / summarise the key facts ...
Use Literature Circle Activities to complete a role
(e.g. VOCABULARY FINDER / DISCUSSION DIRECTOR / QUESTIONER)
Use Literature Circle Activities to discuss my role and evaluate the book with my group
Write our own character descriptions using the correct structure
Write a TITLE
Introduce the character
Hook to capture the reader
Write a physical description about how he / she looks (eyes, mouth, hair...)
Write about his / her personality features (kind, mean, cruel, fair...)
Write a conclusion including something special (or a lesson) the character has taught us
Draw and label the character (physical / personality features)
CHARACTER DESCRIPTIONS
PROCEDURAL TEXTS
MANAGING SELF
CHECK YOUR MODELLING BOOK
CHECK YOUR MODELLING BOOK
TO KEEP THE FLOW OF H2O, WHAT'S OUR WAY TO GO?
Key Competency:
THINKING
EXPLANATIONS
Key Competency
THINKING
Reflecting on my own learning
Asking questions
Seeking, using and creating knowledge
Understanding and using thinking tools positively
Challenging other people's thoughts and ideas
Being a creative, critical and thoughtful contributor
Emilie du Chatelet
Albert Einstein
Ada Lovelace
Leonardo da Vinci
find halves, quarters and other fractions of shapes
find fractions of a set
understand fractions
put fractions in order on a number line
understand fractions
use basic facts to find fractions of a set
put unit fractions in order from smallest to largest
solve simple ratio problems by repeated copying
WALT:
WALT:
WALT:
WALT:
use multiplication to find fractions of a set
show common fractions and mixed fractions on a number line
use our number sense to estimate answers when adding and subtracting fractions
convert a fraction into any equivalent fraction
convert mixed fractions into common fractions and vice versa
use patterns to find fractions of a set
find where fractions live amongst whole numbers
count on and back in fractions
WALT:
Albert Einstein
WALT:
WALT:
Ada Lovelace
Leonardo da Vinci
WALT:
choose scales and measuring devices
choose units to use for length, capacity, mass (weight), and time
convert between metric units of capacity, length and mass
use whole numbers and simple decimals
find the area and perimeter of shapes made from rectangles
choose scales and measuring devices
choose units to use for length, capacity, mass (weight), and time
convert between metric units of capacity, length and mass
use whole numbers and simple decimals
choose scales and measuring devices
choose units to use for length, capacity, mass (weight), and time
convert between metric units of capacity, length and mass
use whole numbers and simple decimals
choose scales and measuring devices
choose units to use for length, capacity, mass (weight), and time
convert between metric units of capacity, length and mass
use whole numbers and simple decimals
WALT:
write instructions.
about the language features of an instructional text.
SC:
WALT:
write character descriptions.
about the language features of a descriptive text.

SC:
WALT:
SC:
write an explanation which tells how and why something happens.
develop the content / structure of an explanation

Write an explanation using the correct format which includes:
a title which introduces a topic to be explained
a series of statements which show cause and effect
a sequence of paragraphs or statements that describe how or why something happens that are linked to cause and effect
write sentences using appropriate grammar / conjunctions / vocabulary
a valid conclusion to the explanation that ties up the explanation.
SPECIFIC SUCCESS CRITERIA:
Write introductions to an explanation to inform the reader of the purpose of the text.
Write using topic sentences with supporting material that informs and helps the reader to understand a process or phenomena.
Use appropriate grammar, vocabulary and technical terms.
Write a concluding statement that sums up the explanation or leads the reader to make their own decision.
I have learned about the Creation Myth and the significance of Ranginui, Papatuanuku, Tangaroa, Tanemahuta and Tawhirimatea and their connection to the WATER CYCLE
I have learned about the WATER CYCLE and the terms EVAPORATION, PRECIPITATION, CONDENSATION and their meanings. I have learnt what part they play in the WATER CYCLE.
I have learned about states of matter: SOLID, LIQUID, GAS
I have learned to conduct scientific experiments, including having a RESEARCH QUESTION (what I hope to figure out), HYPOTHESIS (my prediction), PROCEDURE (what equipment I need and how I will conduct my experiment), RESULTS (what happened) and CONCLUSION (what I learned)
I have learned to PRESENT and SHARE my experiment findings on my ePortfolio blog
By going on our class trip to Panmure Basin, I have learned that our storm water drains lead to the basin
I have learned that "outside drains only drain rain!"
I have identified an issue to do with water (LOCAL / NATIONAL / GLOBAL) and researched to find alternative solutions
I have decided on an outcome to show how I could save water in my classroom, at home, at school.
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