Thursday 28 April 2016

Student Blogging Challenge - Week 7 - Work Then Play


Once you have finished your work at school, you can often go and play with something in the room.

But let’s also think about people with unusual jobs – what did they do for play or relaxation?

I think about my great great grandfather who was a whaling captain in the 1870’s. He was stuck on a boat with thirty other men, maybe his wife and a child was also on board. What sort of things did the sailors do for relaxation out in the middle of the ocean?

Here in Australia and New Zealand we have just celebrated ANZAC Day and we are thinking about the soldiers of the Great War – World War 1. If they weren’t fighting in the trenches or charging across the open ground, what could they do for relaxation? If they had been injured and were recuperating in a hospital tent, what could they be doing?

Activities to choose from:

1. Research board games – when, where and why were they invented?

2. Create a new game for someone to de-stress from their lifestyle.

3. Your family are stranded on a deserted island, with nothing but your clothes. How will you entertain yourselves?

4. Research ball games around the world – find out the rules and then try playing something similar at school or home. How did it go?

5. Find out the ways soldiers and sea captains used to relax over 100 years ago.

6. The electricity grid went out in your country. What would change in your lifestyle? How would you relax?

7. Survey class members about games they have at home. Are you going to include computer games? Create some interesting graphs about results.

8. Find an image that has a relaxing feel to it. Write a poem remembering to give attribution correctly.

Try to use a variety of web tools to create your post not just basic writing.

Make sure you are ready for our game next week. To take part in this game, all classes and students will need the following:

- a user avatar if possible
- an ‘about me’ PAGE if using Edublogs or a post if using other platforms
- a clustrmap or flag counter widget – if your clustrmap is greyed out, check my post here to fix it if using Edublogs widget
- at least four interesting posts – could be topics of your choice not necessarily from the challenge
- your ‘Recent Comments’ widget on the sidebar with 10 comments as the choice – Edublogs
- your ‘Recent Posts’ widget on the sidebar with 10 posts as the choice – Edublogs
- Your ‘Pages’ widget on the sidebar or pages in the header – Edublogs
- At least 10 student and/or classes linked on your blogroll
- At least three overseas blogs on your blogroll
- Posts tagged or categorised to make it easier to find interesting posts on each blog
- The more students or classes you have linked on your blog, the more fun the game will be

The most important of these are the links to other student blogs on your sidebar. Try to have a couple of different headings like
- My Friends
- Class Blogs
- Overseas Blogs

Having lots of links to student blogs from other countries will help spread the game.

Check out the lists of friend’s blogs on these: Clara, Mrs Rombach has hundreds of links to other blogs for her students, Travis has a page for fellow bloggers, Meghana has other awesome blogs in her sidebar as well as a page of other bloggers

Still have time left this week:

Then keep visiting other student blogs and leave great comments including your blog URL. Find some interesting bloggers then add them to your sidebar links. Write some posts about great blogs you have visited, include a link to that blog in your post.

Read the flipboard magazine to visit bloggers who are writing great posts and are then leaving comments on Miss W’s challenge posts.

Have you and your teacher been checking out some of the class blogs? They are also looking terrific and often have lists of students in the sidebar as well.

Monday 25 April 2016

Student Blogging Challenge - Week 6 - Our Food & Culture


An important part of blogging as part of a global community is learning more about each others’ culture. Food is often one of the first things you notice when visiting another country. (If you completed this activity last year, you might want to change the topic to stories, songs or clothing from your culture)

This week we’re going to learn more about each others’ culture by sharing stories about food popular in our country or asking other participants questions about food in their country.

To help you get started I’m going to tell you about food that is popular in Australia.
Vegemite


Vegemite is uniquely Australian and most Aussies have a jar of Vegemite in their house. We even have our own Vegemite song! It’s a dark brown food paste made from leftover brewers’ yeast, vegetables and additives.

Our favourite way of eating Vegemite is on toasted bread with a layer of margarine (or butter) spread with a thin layer of Vegemite.

While some might say Vegemite is an acquired taste — the true secret to eating Vegemite is the thin layer of Vegemite on toast. Most of the hilarious taste testing Vegemite videos on YouTube are caused by trying to eat Vegemite like you would Peanut butter, Nutella or Jam.
Aussie Meat Pies

The Meat pie is considered iconic in Australia and New Zealand. These are hand-sized meat pies made up of diced or minced meat and vegetables.

Most Australian bakeries sell a wide variety of meat pies, sausage rolls in addition to bread and cakes. Meat pies and sausage rolls are a common lunch food here and you can also buy them at most lunch bars and petrol stations.


Selection of pies and sausage rolls at a bakery


Each bakery has their own unique recipes.

You might enjoy making meat pies with your students. It isn’t hard.

Here are some tips:

Follow this Curtis Stone Meat Pie recipe.
Make the filling in advance and wait until it is completely cooled until you use it to fill the pies (I don’t add the chicken livers).
You eat the pie by holding it in your hand.
Food in other Countries

A challenge with visiting other countries is sometimes the food you are used to isn’t available or is hard to get.

Watch Brian Lockwood video where he discusses the challenges of buying bread in China. Brian is an American teacher who works at a school in Nanjing, China.


Activity 1:

Write a post on food, songs, stories or clothing that is popular in your country.

In your post, include links to where you researched and some images with attribution. You might also want to a collage of images or a slideshow you have created.

Activity 2:

Visit Inside Scoops Taco Tuesday post to learn what their students eat for lunch. Leave a comment on Taco Tuesday post to let them know what you eat for school lunches in where you live or write a post to share what school lunches are like where you live.

Activity 3:

Create a poll or survey and embed it into a post to find out more about the types of foods eaten by your readers or songs sung, stories told or clothing worn.

Activity 4:

Visit at least 5 blogs from countries other than your own. Leave a comment on a post at each blog to ask them questions about food, songs, stories or clothing in their country. Now write your own post including the comment you have left and linking to each post you commented on.

Sunday 17 April 2016

Quick Write - On The Trail

On The Trail


Read through the text and then answer the following questions:

1. What do you notice about the layout of this?
2. Why would it be set out this way rather than just have text?
3. So what? - How is this relevant to camp?
4. So what? -  How is this relevant to our current transdisciplinary theme? (Sharing the Planet)

Saturday 16 April 2016

UOI - The Egg and the Fork Activity - The Earth's Resources


1. Can you trace these two materials back to their source? Discuss as a group and record your responses in your book. Notes

2. Can you think of anything that you use that is not provided by the earth

Raw materials that we take from the earth to make into other things are known as natural resources. Manufactured resources are made from natural resources by undergoing some form of process.
Energy, which is also a natural resource, is needed to change objects from the natural forms into the products we use.

Task - Read the following information sheet and then complete the student worksheet below.



Friday 15 April 2016

Daily Agenda (Tagesordnung) - Friday 15th April 2016

Home Learning - Holiday Break
- Student Blogging Challenge - Week 6
- Summative Assessment Task - Check out all the amazing resources on Mrs V's site!

Reminders - 1st day of Term 2 = Day 2
- Teaming - Time 4

A note from Mr C - Kia Ora Team! Congratulations on an amazing term! It has been a pleasure working with you! Be safe over the break (Please no more broken bones). Really looking forward to camp next Term! Have a good'n!

Quick Write - The 'Upside-down Fire' - HowTo

The 'Upside-down Fire' - How To

Thursday 14 April 2016

A little lunchtime creativity!

Daily Agenda (Tagesordnung) - Thursday 14th April 2016

Home Learning - Term 1 Week 11
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - A cabin in the woods
- Reading - Postcard
- Maths
- Vocabulary.com - Term 1 Week 11 - List 7

Extra For Experts (Ex4E)
- TED-Ed - Do the green thing

Reminders - Tomorrow is Day 1 - Last day of Term =)
- Tech / Arts - Block 2

Mr Cameron is not here in Block 3 & 4
- Block 3 = Adopted = Writer's Workshop
- Block 4 = Team Game

Japanese - Makuhari Prep


Task 1 - Watch the video above - What did you SEE / THINK / WONDER?

Task 2 - Use the A3 paper to brainstorm the following:

- What do you know about Japanese cultural festivals, sports, religious events etc?
- What interests you the most about learning another language?
- Do you know the name of any famous Japanese people? What are they famous for?
- In what areas does NZ have ties with Japan?
- Do you already know any Japanese words / foods / customs?
- What do you know about the Japanese writing system?
- What is Japan famous for?
- What are some important events in Japanese history?

Task 3 - Glue in the following


Sharing The Planet - Summative Assessment Task

Deutsch - Lektion 11 - Phrases 1 - Group C



Login & complete activities 1 - 3 (Phrases)
Tips & Notes

Simple German Present Tense

In English, the present tense can be simple or progressive (as in "I eat" or "I am eating"). Both forms translate to just one German present tense form, because there is no continuous tense in standard German. So, "she learns" and "she is learning" are both "sie lernt."

Wie Geht's?

There are many ways to ask someone how he or she is doing. Take "How are you?," "How do you do?" and "How is it going?" as examples. In German, the common phrase or idiom uses the verb "gehen" (go): "Wie geht es dir?" (How are you?).

Willkommen can be a false friend

In German, "Willkommen" means welcome as in "Welcome to our home", but it does not mean welcome as in "Thank you - You're welcome". The German for the latter is "Gern geschehen" or "Keine Ursache".

BNMS School Song (One call away - Charlie Puth)

Wednesday 13 April 2016

'Nature Is Speaking" - Conservation International (We gave it a go ourselves)










Daily Agenda (Tagesordnung) - Wednesday 13th April 2016

Home Learning - Term 1 Week 11
- 'Nature Is Speaking' video! - Due Thursday (PRIORITY) - DUE TOMORROW
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - A cabin in the woods
- Reading - Postcard
- Maths
- Vocabulary.com - Term 1 Week 11 - List 7

Extra For Experts (Ex4E)
- TED-Ed - Do the green thing

Reminders - Tomorrow is Day 6
- Teaming - 3
- Room 13
- Welcome Student Teachers

Aongatete Camp 2016 - Lesson 4

Keeping Together



- What stands out to you? Why would we do this? When is this going to be particularly important to follow?

Camp Scenario

Distribute green and red scenario cards to different students (Get into your camp groups)

- Designate a leader & tail-end Charlie.
- Take a walk around the school field.
- As your group moves around, when you hear a clap you must pause and deal with a red card.
- Group discusses options and find a solution (green card)

Before we go...
- What I think might happen...
- I must look out for...

Red Cards – Warnings, dangers, and hazards. (Possible solution)

- Lost/unsure of direction (Leader)
- Tired
- Dizzy, weak
- Raining
- Cold
- Blister
Green Cards – good to go!

- First aid kit
- Spare jumper
- Plastic survival bag
- Snacks, drink
- Map/compass
- Other (you will have to make a note of what this item will be)

Reflecting on the task!

What went well?
Sometimes I would...
I noticed...
I was surprised...
Now I know...

Science Lab - Water Filtration Challenge

You have been hired by the Berkley water Supply Company

With ongoing climate change, not enough water is available for all the things we need - people, animals and plants

How to play Ki o Rahi

Tuesday 12 April 2016

Daily Agenda (Tagesordnung) - Tuesday 12th April 2016

Home Learning - Term 1 Week 11
- 'Nature Is Speaking' video! - Due Thursday (PRIORITY)
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - A cabin in the woods
- Reading - Postcard
- Maths
- Vocabulary.com - Term 1 Week 11 - List 7

Extra For Experts (Ex4E)
- TED-Ed - Do the green thing

Reminders
- Tomorrow is Day 5
- Science Lab
- Tech / Arts
- School Focus 

Aongatete Camp 2016 - Lesson 3

Who needs to know?



Questions / Key Points raised from video clip

Tell Someone (Where you are going)

If something went wrong:
- How would anyone know?
- How long would you have to wait?

Tell someone you trust:
- Your time and date of departure and return
- Your contact details
- Your car registration and where you’ve parked
- Your route, including how you are getting to and from the track
- The huts you plan to use
- Your group’s details
- The equipment you’re taking

And tell your contact as soon as you arrive home safely.

Outdoors Intentions for Land-based Activities

SAFETY IS YOUR RESPONSIBILITY. TELL SOMEONE YOUR PLANS…
…IT MAY SAVE YOUR LIFE.

Although most trips into the outdoors go without a hitch, you need to be fully prepared so that if the unexpected happens there are appropriate measures in place to recognise there is a problem, alert the appropriate authorities and, if necessary, enable rescuers to find you quickly.

The New Zealand Outdoors Intentions process (endorsed by New Zealand's search and rescue agencies) provides 3 simple options which enable you to 'tell someone' all the details about your land-based trip into the outdoors.




Scenarios at camp:

- How could we apply this knowledge to going on camp at Aongatete?

- Would you expect to complete a form for each walk we take to the river?

- What could be alternatives to completing forms?

- What might happen if you suddenly realised that you needed to go to the toilet just before leaving on a bush walk. Do you quietly race off, hoping you’ll be back before the group leaves?

STP - Quickwrite

Fresh water scarcity: An introduction to the problem - Christiana Z. Peppard

Fresh water is essential for life -- and there's not nearly enough of it for the world right now. Why is that, and what could we do? Christiana Z. Peppard lays out the big questions of our global water problem. And no, shorter showers are not the answer.

Te Aroha Focus Prep

Te Aroha Focus = Thursday 5th May (Term 2 Week 1)

Our Storyline = Captain Planet

Scroll through (right hand side) and watch an episode of Captain Planet by clicking on the YouTube link below.

Captain Planet - Complete Series

What is the narrative structure of an episode?
Who are the main characters?
How could this relate to Sharing The Planet?

Task: Work as a small group (7's) to create a skit that involves the misuse of Earth's resources
Nominate a scribe who will jot down your script. This will need to be shared with everyone so that you can practice over the holidays.

Success Criteria! - What makes an effective Focus? i.e. humour, a clear message, committment

Deutsch - Lektion 10 - Basics 2 - Group B & A


Login & complete the following activities (Basics 2)
Once you have finished - Take up the challenge!


Click the image below and type in the Game Pin to join the Kahoot!


Tips & Notes - German plurals - The Nominative Case

In English, making plurals out of singular nouns is typically as straightforward as adding an "s" or an "es" at the end of the word. In German, the transformation is more complex, and also the articles for each gender change. The following five suggestions can help:

-e ending: most German one-syllable nouns will need -e in their plural form. For example, in the nominative case, "das Brot" (the bread) becomes "die Brote," and "das Spiel" (the game) becomes "die Spiele."
-er ending: most masculine or neuter nouns will need the -er ending, and there may be umlaut changes. For example, in the nominative case "das Kind" (the child) becomes "die Kinder," and "der Mann" (the man) becomes "die Männer."
-n/-en ending: most feminine nouns will take either -n or -en in all four grammatical cases, with no umlaut changes. For example, "die Frau" (the woman) becomes "die Frauen" and "die Kartoffel" becomes "die Kartoffeln."

-s ending: most foreign-origin nouns will take the -s ending for the plural, usually with no umlaut changes. For example: "der Chef" (the boss) becomes "die Chefs."
There is no change for most neuter or masculine nouns that contain any of these in the singular: -chen, -lein, -el, or -er. There may be umlaut changes. For example: "das Mädchen" (the girl) becomes "die Mädchen," and "die Mutter" (the mother) becomes "die Mütter."
German Feminine Plurals - Nouns ending in -in

Feminine nouns that end in "-in" will need "-nen" in the plural. For example, "die Köchin" (the female cook) becomes "die Köchinnen" in its plural form.
ihr vs er

If you're new to German, ihr and er may sound exactly same, but there is actually a difference. ihr sounds similar to the English word ear, and er sounds similar to the English word air (imagine a British/RP accent).

Don't worry if you can't pick up on the difference at first. You may need some more listening practice before you can tell them apart. Also, try using headphones instead of speakers.

Even if this doesn't seem to help, knowing your conjugation tables will greatly reduce the amount of ambiguity.

Kupu o te Rā - pūhera

Rātū, te 12 o Paenga-whāwhā, 2016
pūhera - parcel

Kei te hari au i ngā pūhera ki te waka.
I am carrying the purchases to the car.
- this is an example of an active sentence

I tēnei rā, he maha ngā pūhera i hokona e au.
Today I bought many parcels.

Kua whakakopaina ngā pūhera e ngā kaihoko.
The parcels have been wrapped by the shop assistants.
- this is an example of a passive sentence

Monday 11 April 2016

Daily Agenda (Tagesordnung) - Monday 11th April 2016

Home Learning - Term 1 Week 11
- 'Nature Is Speaking' video! - Due Thursday (PRIORITY)
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - A cabin in the woods
- Reading - Postcard
- Maths
- Vocabulary.com - Term 1 Week 11 - List 7

Extra For Experts (Ex4E)
- TED-Ed - Do the green thing

Reminders - Tomorrow is Day 4
- LC
- Teaming - Time 2

Te Aroha Focus Prep

Te Aroha Focus = Thursday 5th May (Term 2 Week 1)

Our Storyline = Captain Planet

Environmental Issue = Can be solved with wind

Class Representative = TBC


Task: Work as a small group (7's) to create a skit that involves the misuse of Earth's resources (must be solved by the force of wind)

Success Criteria! - What makes an effective Focus? i.e. humour, a clear message, committment

Aongatete Camp 2016 - Lesson 2

WALT: Compare & contrast two tramping groups


What did you notice? What connections can be made to our previous lesson?

Task: Let's look at the differences between the two groups with regard to:

- Preparation
- Equipment
- Clothing
- Food
- Weather Information
- Intentions
- Fitness
- Navigation
- River Safety
- Leadership / Group Cohesion

Kupu o te Wiki - kura


Saturday 9 April 2016

TED-Ed - Term 1 Week 11

Do the green thing - Andy Hobsbawm

Andy Hobsbawm shares a fresh ad campaign about going green -- and some of the fringe benefits.


1. According to Hobsbawm, great creativity ____________.

2. What puts slogans on our t-shirts and phrases on our lips?

3. In the video initiative dothegreenthing.com, what is the decision the main character makes that changes his life?

4. What kinds of things does the main character, Gusty, see in the video initiative dothegreenthing.com?

5. What is the purpose of this Talk?

6. How can great creativity provoke us to think differently about climate change?

7. What consequences of climate change have you observed in your community?

8. What can you do in your daily life to make the world a little greener?

Friday 8 April 2016

Deutsch - Lektion 10 - Basics 2 - Group C


Login & complete the following activities (Basics 2)
Once you have finished - Take up the challenge!


Click the image below and type in the Game Pin to join the Kahoot!


Tips & Notes - German plurals - The Nominative Case

In English, making plurals out of singular nouns is typically as straightforward as adding an "s" or an "es" at the end of the word. In German, the transformation is more complex, and also the articles for each gender change. The following five suggestions can help:

-e ending: most German one-syllable nouns will need -e in their plural form. For example, in the nominative case, "das Brot" (the bread) becomes "die Brote," and "das Spiel" (the game) becomes "die Spiele."
-er ending: most masculine or neuter nouns will need the -er ending, and there may be umlaut changes. For example, in the nominative case "das Kind" (the child) becomes "die Kinder," and "der Mann" (the man) becomes "die Männer."
-n/-en ending: most feminine nouns will take either -n or -en in all four grammatical cases, with no umlaut changes. For example, "die Frau" (the woman) becomes "die Frauen" and "die Kartoffel" becomes "die Kartoffeln."

-s ending: most foreign-origin nouns will take the -s ending for the plural, usually with no umlaut changes. For example: "der Chef" (the boss) becomes "die Chefs."
There is no change for most neuter or masculine nouns that contain any of these in the singular: -chen, -lein, -el, or -er. There may be umlaut changes. For example: "das Mädchen" (the girl) becomes "die Mädchen," and "die Mutter" (the mother) becomes "die Mütter."
German Feminine Plurals - Nouns ending in -in

Feminine nouns that end in "-in" will need "-nen" in the plural. For example, "die Köchin" (the female cook) becomes "die Köchinnen" in its plural form.
ihr vs er

If you're new to German, ihr and er may sound exactly same, but there is actually a difference. ihr sounds similar to the English word ear, and er sounds similar to the English word air (imagine a British/RP accent).

Don't worry if you can't pick up on the difference at first. You may need some more listening practice before you can tell them apart. Also, try using headphones instead of speakers.

Even if this doesn't seem to help, knowing your conjugation tables will greatly reduce the amount of ambiguity.

Daily Agenda (Tagesordnung) - Friday 8th April 2016

Home Learning - Term 1 Week 10- Student Blogging Challenge - Week 5 - Images & Sounds
- Have a great weekend Team! Relax and refresh for a massive final week of Term 1 - Mr C

Reminders - Monday is Day 3
- Tech / Arts

Writer's Workshop - Reshaping The World


Reshaping The World


Snip..Snip…Snip…The scissors began to tear the countryside apart. Towns, fields, rivers and oceans. Forests, valleys, mountains and lakes. The world began to unravel piece by piece, strand by strand.

This was to be a new beginning. What would this new world look like?

Question Time
Who is controlling the scissors?

Why do you think the World is being re-shaped?

If you could change the World what would you change?

What would you keep the same?

Sentence Challenge

Can you use adverbs in your writing to describe how something is done?

Can you use adverbs before nouns?

Can you use adverbs after nouns?

e.g. Viciously, the scissors snipped their way through the endless fields.

The scissors methodically snipped their way through the abandoned countryside.

Sick sentences

These sentences are ‘sick’ and need help to get better. Can you help? Could you add an adverb?

The scissors cut. The ground started to move. A man was cycling on the road. He was scared.

Aongatete Camp 2016 - Lesson 1

Found Alive!


A school group goes for a short walk in the bush. One student becomes separated from the group and has to spend a night alone in the bush. While watching the video, look for mistakes that the student makes and also look for things he does that helps him stay alive and get found.

What things did he do well? Why was that helpful?

What errors did he make? Why was that not a good choice?

Extension

What ideas do you have for a speedy and effective way to find out if everyone in our group is where they should be?

Daily Informer - Friday 8th April 2016 (Starring Rosie)

Kupu o te Rā - tī hāte

Rāmere, te 8 o Paenga-whāwhā, 2016.
tī hāte: t-shirt
Kei hea ngā tī hāte?
Where are the t-shirts?
- this example uses hea to ask where

E pīrangi ana koe ki tēnei tī hāte kōwhai?
Do you want this yellow t-shirt?
- this is an example of an active sentence

Thursday 7 April 2016

Korero - Thursday 7th April 2016

Daily Agenda (Tagesordnung) - Thursday 7th April 2016

Home Learning - Term 1 Week 10
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - Which would be more devastating to humanity?
- Reading - Finding Synonyms
- Maths
- Vocabulary.com - Term 1 Week 10 - List 6

Extra For Experts (Ex4E)
- TED-Ed - How do solar panels work?

Reminders - Tomorrow is Day 2
- Teaming - Time 1

Writer's Workshop - Reshaping The World


Reshaping The World


Snip..Snip…Snip…The scissors began to tear the countryside apart. Towns, fields, rivers and oceans. Forests, valleys, mountains and lakes. The world began to unravel piece by piece, strand by strand.

This was to be a new beginning. What would this new world look like?

Question Time
Who is controlling the scissors?

Why do you think the World is being re-shaped?

If you could change the World what would you change?

What would you keep the same?

Sentence Challenge

Can you use adverbs in your writing to describe how something is done?

Can you use adverbs before nouns?

Can you use adverbs after nouns?

e.g. Viciously, the scissors snipped their way through the endless fields.

The scissors methodically snipped their way through the abandoned countryside.

Sick sentences

These sentences are ‘sick’ and need help to get better. Can you help? Could you add an adverb?

The scissors cut. The ground started to move. A man was cycling on the road. He was scared.

Wednesday 6 April 2016

Daily Agenda (Tagesordnung) - Wednesday 6th April 2016

Home Learning - Term 1 Week 10
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - Which would be more devastating to humanity?
- Reading - Finding Synonyms
- Maths
- Vocabulary.com - Term 1 Week 10 - List 6

Extra For Experts (Ex4E)
- TED-Ed - How do solar panels work?

Reminders - Tomorrow is Day 1 (Mr Cameron is away)
- Tech / Arts = Block 1 & 2
- Writer's Workshop = Block 3 (Please load this for the relief teacher)
- Science Lab = Block 4

Aongatete Camp 2016
- Payment $170 - Due ASAP
- Forms = Thomas (ASAP)

Room 13 (ICT) - Nature Is Speaking - Youtube Video Editor


1. Sign in to Youtube using your gmail

2. Watch the tutorial below


3. Begin to craft your 'Nature Is Speaking Video

Writer's Workshop - Nature Is Speaking (Taking Action)


Task: You are to craft, re-craft and present your own text (video) as a means of 'Taking Action'

Choose:
- Which force are you going to write about? 
- Think about perspective! You are that force of nature! What characteristics does it have?
- Which language features will you choose to use?
- How can you make your text more powerful?
- Does your text suit the purpose? How can you be sure?

An example - Nature Is Speaking – Julia Roberts is Mother Nature

Some call me nature
Others' call me "Mother Nature"
I've been here for over 4.5 billion years
22,500 times longer than you
I don't really need people
But people need me
Yes, your future depends on me
When I thrive, you thrive
When I falter, you falter
Or worse, 
But I've been here for eons
I have fed species greater than you
And I have starved species greater than you
My oceans
My soil
My flowing streams
My forests
They all can take you
Or leave you
How you chose to live each day
Whether you regard or disregard me,
Doesn't really matter to me
One way
Or the other
Your actions will determine your fate
Not mine
I am nature
I will go on
I am prepared to evolve
Are you?

End Title: Nature doesn't need people... people need nature

Task: Use the storyboard below to plan out your video! Remember this is only an outline - things will change.

Things to include:
Title slide
Mixture of still images & video (excellence) - sketch these at this point - they don't need to be precise (you may change them in the end)
Voice over (with expression)
Thanks to Conservation International
Credits

Hint: Re-watch some of the videos to help you (look at transitions etc.)


Act: 
- Use iMovie to create your very own 'Nature is speaking' video
- Where are you going to source your images and sound? (Make connections here to the #16stubc focus for this week)
- How are you going to ensure that your voice is recorded clearly and no background noise is distracting?
- Share your completed video with Mr Cameron

Reflect:
- Use the following to complete a detailed reflection about your 'Action'

Aongatete Camp 2016 - The Outdoor Safety Code


Quick Write - The Outdoor Safety Code 
What stood out to you? What interests you? What was new?

Time to explore a little deeper!

Plan your trip - Seek local knowledge, plan the route you will take and the amount of time you can reasonably expect it to take.

Tell someone - Tell someone your plans and leave a date for when to raise the alarm if you haven’t returned.

Be aware of the weather - New Zealand’s weather can be highly unpredictable. Check the forecast and expect weather changes.

Know your limits - Challenge yourself within your physical limits and experience.

Take sufficient supplies - Make sure you have enough food, equipment and emergency rations for the worst case scenario. Take an appropriate means of communication.

The 5 safety points above have been created through expert consultation and are the core to all outdoor safety practices.

All of the points can be expanded upon depending on your specific recreation and geographic location, so use them as a starting point and make sure you know all you can about your activity before you head out.





So what? - How is this relevant to our camp and our transdisciplnary theme? (Sharing the Planet)

Aongatete Camp - Groupings

Deutsch - Lektion 9 - (der, die, das) - Group B & A


Login & complete the following activity (The - der, die, das)
Once you have finished - Take up the challenge!

Kupu o te Rā - taonga

Rāapa, te 6 o Paenga-whāwhā, 2016.
taonga - gift

Ka hoko au i tētahi taonga mā tāku tahu.
I will buy a gift for my love.
- this is an example of an active sentence

Ka hokona te taonga e koe.
The gift will be bought by you.
- this is an example of a passive sentence

Tuesday 5 April 2016

Daily Agenda (Tagesordnung) - Tuesday 5th April 2016

Home Learning - Term 1 Week 10
- Student Blogging Challenge - Week 5 - Images & Sounds
- Weekly Quiz
- Creative Writing - Which would be more devastating to humanity?
- Reading - Finding Synonyms
- Maths
- Vocabulary.com - Term 1 Week 10 - List 6

Extra For Experts (Ex4E)
- TED-Ed - How do solar panels work?

Reminders - Tomorrow is Day 6
- Teaming - Time 6
- Room 13 (ICT)

Aongatete Camp 2016

- Payment $170 - Due ASAP
- Forms = Thomas (ASAP)

Writer's Workshop - Nature Is Speaking (Taking Action)


Task: You are to craft, re-craft and present your own text (video) as a means of 'Taking Action'

Choose:
- Which force are you going to write about? 
- Think about perspective! You are that force of nature! What characteristics does it have?
- Which language features will you choose to use?
- How can you make your text more powerful?
- Does your text suit the purpose? How can you be sure?

An example - Nature Is Speaking – Julia Roberts is Mother Nature

Some call me nature
Others' call me "Mother Nature"
I've been here for over 4.5 billion years
22,500 times longer than you
I don't really need people
But people need me
Yes, your future depends on me
When I thrive, you thrive
When I falter, you falter
Or worse, 
But I've been here for eons
I have fed species greater than you
And I have starved species greater than you
My oceans
My soil
My flowing streams
My forests
They all can take you
Or leave you
How you chose to live each day
Whether you regard or disregard me,
Doesn't really matter to me
One way
Or the other
Your actions will determine your fate
Not mine
I am nature
I will go on
I am prepared to evolve
Are you?

End Title: Nature doesn't need people... people need nature

Task: Use the storyboard below to plan out your video! Remember this is only an outline - things will change.

Things to include:
Title slide
Mixture of still images & video (excellence) - sketch these at this point - they don't need to be precise (you may change them in the end)
Voice over (with expression)
Thanks to Conservation International
Credits

Hint: Re-watch some of the videos to help you (look at transitions etc.)


Act: 
- Use iMovie to create your very own 'Nature is speaking' video
- Where are you going to source your images and sound? (Make connections here to the #16stubc focus for this week)
- How are you going to ensure that your voice is recorded clearly and no background noise is distracting?
- Share your completed video with Mr Cameron

Reflect:
- Use the following to complete a detailed reflection about your 'Action'

Kupu o te Rā - moni

Rātū, te 5 o Paenga-whāwhā, 2016.
moni - money

He rawaka āku moni mo āku hokonga.
I have enough money for my purchases.
- this is an example of a classifying sentence

Kua pau te moni i a au.
The money has been spent by me.
- this is an example of a stative sentence

Monday 4 April 2016

Daily Agenda (Tagesordnung) - Monday 4th April 2016

Home Learning - Term 1 Week 10
- Weekly Quiz
- Creative Writing - Which would be more devastating to humanity?
- Reading - Finding Synonyms
- Maths
- Vocabulary.com - Term 1 Week 10 - List 6

Extra For Experts (Ex4E)
- TED-Ed - How do solar panels work?

Reminders - Tomorrow is Day 5
- Tech / Arts (Block 2 & 4)
- Focus - Kia Kaha

Aongatete Camp 2016
- Payment $170 - Due ASAP
- Forms = Keone (ASAP)

Aongatete Camp 2016 - Creating our Camp Booklets

Turn your STP upside down and back to front! - This is your new camp booklet!

Cut out and neatly glue in the following pages (Remember to leave a border around anything you cut)





Writer's Workshop - Nature is Speaking (Taking Action)


Task: You are to craft, re-craft and present your own text (video) as a means of 'Taking Action'

Choose:
- Which force are you going to write about? 
- Think about perspective! You are that force of nature! What characteristics does it have?
- Which language features will you choose to use?
- How can you make your text more powerful?
- Does your text suit the purpose? How can you be sure?

An example - Nature Is Speaking – Julia Roberts is Mother Nature

Some call me nature
Others' call me "Mother Nature"
I've been here for over 4.5 billion years
22,500 times longer than you
I don't really need people
But people need me
Yes, your future depends on me
When I thrive, you thrive
When I falter, you falter
Or worse, 
But I've been here for eons
I have fed species greater than you
And I have starved species greater than you
My oceans
My soil
My flowing streams
My forests
They all can take you
Or leave you
How you chose to live each day
Whether you regard or disregard me,
Doesn't really matter to me
One way
Or the other
Your actions will determine your fate
Not mine
I am nature
I will go on
I am prepared to evolve
Are you?

End Title: Nature doesn't need people... people need nature

Act: 
- Use iMovie to create your very own 'Nature is speaking' video
- Where are you going to source your images and sound? (Make connections here to the #16stubc focus for this week)
- How are you going to ensure that your voice is recorded clearly and no background noise is distracting?
- Share your completed video with Mr Cameron

Reflect:
- Use the following to complete a detailed reflection about your 'Action'

Deutsch - Lektion 9 - (der, die, das) - Group c


Login & complete the following activity (The - der, die, das)
Once you have finished - Take up the challenge!

Kupu o te Wiki: aroha(ina,tia)

Sunday 3 April 2016

Student Blogging Challenge - Week 5 - Images & Sounds

Student Blogging Challenge - Week 5 - Images & Sounds

There is a lot to learn in this challenge so it will be running for a two week (fortnight) period. The next challenge will be posted on 17th April

Teachers: Here is a lot of information regarding images, creative commons and copyright which you can use with your students or to refresh yourself about what is acceptable or not on public blogs. Also one of our mentors in 2014, Maria, has put together some lists with great tools when using images and audio. The Edublogger also has a post on free image sources. Above the challenge blog header is a page containing a symbaloo with many tools to use on your blog – many relate to images.

Students and teachers please read this before doing the activities

This week’s activities are going to be fun but first there are some things you need to know so please read carefully.

I have been visiting many blogs over the last few weeks. Some students new to blogging have been writing some great posts while others who have been blogging for a bit longer have started adding videos and images to their posts.

Yes, this week we deal with using images, music and sounds in your posts.

But can’t I use any image, music or sound that is on the internet?

No, you must use creative commons or in some cases the fair use rule.

But where can I find these images, music and sounds? Can’t I use anything when I google an image?

No, your blog is public so you must use creative commons images, sounds, music and videos.

Sue Waters over at the teacher challenge has written a fantastic post about images, copyright and creative commons. I would suggest you all head over there to read the post. She explains about creative commons and the licences, attribution, how to find images for your blog and how to upload images to your blog. Most of this would be appropriate whether you are using Edublogs, blogger or any other blogging platform. This might be very wordy for some students, but Sue uses lots of images and how to do sections in her posts.

Other places to find information

- Head to the creative commons website.
- Check out the CC wiki to find out what is happening in your country. What are the different licenses used?
- Teachers check out the education section of creative commons.
Youtube allows creative commons for videos.
Teachers: A fantastic guide to copyright, fair use and creative commons has been written by Ronnie Burt and I would suggest you read this to understand more about using images, music and video on your blogs. Also includes what might happen if you use an image etc incorrectly.
Larry Ferlazzo also has a great “Best List for images” that you might want to check out as well.

OK I want to use some legal creative commons images and music in my slideshow.Where can I go to get them?

Do you have compfight plugin for your blogging platform? Follow the instructions from Sue Waters’ post.

Maria, a mentor from 2014, created some lists of tools to use with images and audio.

Other places to get images and music

You will need to work out how to get the attribution to put on your posts. Check Sue Waters’ post to get more help and more places for images. This post from Edublogs explains how to add media in all its forms to your blog posts or pages. If using blogger, check out the posts from this blog.

Images
Morguefile
Open ClipArt
Pics4learning

Make sure you check out the links under creative commons in the sidebar of the challenge blog.

Music and sound effects

Jamendo, CCMixter, post with 14 websites for music, post with 20+ websites for music, post with 55+ sites with sound effects

Now for the activities for this fortnight

Activity 1 - Watch this video about sharing work and write a post about what you learned. Include words such as attribution, share alike, licences and derivatives to show you understand what the video was about. Do some more research on the topic and perhaps create your own class video about using images, music and videos in class.



This video is the reaction of students in Mrs Yollis’ class when she mislabelled their artwork. How would you have felt?



Activity 2 - Check out this story using remix and fair use of video. What was interesting, positive or negative about it? Could you and your friends create a 20 second video using remix and fair use? Mrs Miller’s class left some comments on her blog about creative commons



Activity 3 - Find an image or piece of music. Add it to your post (with attribution) and write a poem relating to the image or music. Invite your readers to write their own poems. Here isFernando’s example, Samantha is confused

Activity 4
- Similar to activity 3. Find an interesting landscape image (include attribution). Write the beginning of a story relating to your image. Remember to include a conflict of some sort between your characters. Invite your readers to finish the story. How many different endings can you get? Which ending do you prefer? You might need to visit some other bloggers and invite them to finish your story. Remember to leave the URL of your post for them to click on.

Activity 5 - Write a sentence using just images – no words. You still need to include attribution for each image you have used.

Activity 6 - Find 5 images that create a story – again no words only the attribution for each image.

Activity 7 - Create a slideshow, photo gallery or poster about your interests to add to your about me page or as a separate post. Your final slide should include attribution for each image.

Activity 8 - Create your own images and add to a post of your choice. In your post add a link to the website or tool you used to create your image.

Other options for creating your own images include:

Image Generators such as ImageGenerator.org
Comic Generators like MakeBeliefsComix.com, ToonDoo
Photo Editors like Befunky, fd’s Flickr Tools
Tag Cloud Creators such as Wordle

Mixing up your images using these types of tools can really spice up your posts! Leave a comment on this post, if you or your class can recommend some other image sites to add to this list.

Activity 9 - Zoom out from an image

We first tried this activity in the challenge in September 2010. Choose a picture, and have your readers zoom out, so to speak, by leaving comments. Check out the example from Huzzah who finished their story. If doing this activity, include the word ‘zoom’ in your title so I can find it easily. Remember to give attribution. Most important here is to read previous comments, so you can add to the story.

Check out these zoom pictures: Becky, Jacqueline, Abbey

Activity 10 - Go back to previous posts

If you have used images in any previous posts you have written, then you are ethically obliged to give the correct attribution or take the image out of the post if it does not have the right creative commons license. Check out where Holly found her image, Samudra also wrote a great post,

Activity 11 - Create a jigsaw from your image. Mrs Schmidt’s class has done this using Jigsaw Planet Here is her explanation

Last week (2014) my students made some jigsaw puzzles about famous places in our area. First each student created one Power Point Slide showing a photo and some facts about a location in our area. They saved the slide as a JPEG and then uploaded it to Jigsaw Planet. Once the puzzle was created, they published a link to it on their Kidblog. Click on Niamh’s puzzle link.

Activity 12
- Write a post about different websites to find creative commons images. Are there any widgets you can add to your blog to make this easier?

Still got time left this fortnight (two weeks)

1. Visit other student and class blogs – leave some quality comments

2. Reply to comments on your own blog

3. Start using tags and categories with each post you write to make it easier for people to find posts on certain topics. Make sure you have the tags and categories widgets in your sidebar.

4. Have at least five other student blogs linked on your sidebar – students from other classes and schools – not your own. We will need this for a game we play in a couple of weeks.

Try to have a few different headings like
My Blogging Friends
Other Class Blogs

Having lots of links to student blogs from other countries will help spread the game.

Here are the instructions for adding links to your sidebars.

Edublogs, Blogger, Kidblog – not sure if this widget goes on the class page or each student page
Most important learning from this fortnight’s challenge is:

Use creative commons images, not just any image on the net. Always include attribution of where you found the image. Compfight plugin does this for you.

PS If you have done the blogging challenge before, you will find these activities are nearly the same each time. If you have ideas for different activities please leave a comment on this post.

UPDATE UPDATE UPDATE

Miss W will only be adding posts to the flipboard magazine that:

- Are written in paragraphs
- Have been proofread
- Include an image, sound or video with attribution

So make sure you have taken note of this week’s learning about creative commons.

Miss W visiting your blogs

From this week onwards, I will only be visiting blogs where students or classes have left theURL to the post in a comment with an explanation. If your teacher is moderating your posts, you will need to wait until it has been published before giving me your URL. Check out the difference between a blog URL and a post URL.

Blog URL: http://studentchallenge.edublogs.org

Post URL : http://studentchallenge.edublogs.org/2015/10/10/raise-your-voice/