Monday, 29 February 2016

7 Tips For Writing Original Stories


Often times it feels daunting to write an original story. With millions of books on the shelves, it can seem like everything’s been covered. After all, there’s that old saying that claims there are only seven plot lines in the whole world. But take heart: every person has a story to tell. Your imagination, your quirks, and your life experiences will make your words unique. Sometimes you just need a little help getting started. Here are 7 prompts to use when you’re not sure where to begin.

1. Look at the world around you, and ask “what if” about things we take for granted. What if the sky was red? What if your little brother was actually an alien? What if you found a million dollars?

2. Browse through the artwork on Storybird until a picture jumps out at you and makes you wonder, what’s happening here? Who are these people? Where are they, and how did they get there? What are they going to do next?


3. Start with a character who seems interesting to you. Maybe it is a character who has your same habits or fears or strengths and uses them in meaningful ways. Or maybe it is a character who is nothing like you, and that’s what makes them interesting to write about. How they would approach different situations?


4. Pick a genre, or type of storytelling. Do you like history? Then write about a time or place as it used to be. Do you like fantasy? Then start by thinking about how a world would work if it had different rules than ours, and fill it up with magic or supernatural creatures. Do you like romance? Then take two characters and put a lot of obstacles between them so the way they get together becomes a tale.


5. Ask your friends or family what they like to read, and write a story just for them! (Hint: this is a great Mother’s Day/Father’s Day gift idea.)


6. Solve a mystery. Which one of these characters is hiding a secret? Who is watching whom?


7. Remember those seven plots we mentioned at the beginning of this post? Use them to your advantage. Match a piece of artwork on Storybird with one of the storylines below, and take it for a spin!

Overcoming the Monster
Rags to Riches
The Quest
Voyage and Return
Comedy
Tragedy
Rebirth


Most important, have fun. I mean, a Voyage and Return story about three aliens abducting an elephant from the African Safari? I am pretty sure that will be an original story. All you have to do is start writing it.

Classroom Roles & Responsibilities - Term 1 2016

Congratulations to all applicants who were successful in receiving a role within Room 9 for Term 1. I very much look forward to working with you - Mr C

Enjoy Day 1 of work =) The roles are as follows:

Daily Agenda - Monday 29th February 2016

Home Learning - Term 1 Week 5
- Weekly Quiz 4
- Creative Writing - Magic Mailbox
- Reading - Write a conversation
- Maths

Extra For Experts
- Vocabulary.com - Term 1 Week 5 - List 1
- TED-Ed - What are the universal human rights?

Reminders - Tomorrow is Day 1
- Tech / Arts
- HPV

Room 13 - Ways Individuals & Groups Represent Themselves

Throughout history people have used sounds/music, designs and/or symbols to represent themselves, the things they made or did for others, their family, their clan, their tribe, or their nation.

Signs or designs were a sort of picture language that could be understood and remembered easily. Similarly music could be easily understood and created a language of sorts that could be understood by all regardless of the language they spoke.

In the days of the knights in armour, knights and kingdoms had heraldic designs. Click on the link on this page for more information or have a go yourself at researching heraldic designs.

Task: Find out about how New Zealand (As a nation) represents its identity and reflects the relationships and diversity of its people by clicking on the following links



Ways in which communities are reflected:



New Zealand Coat of Arms.PNG




Banners


School Murals


Trophies / Sculptures

Who We Are - Anthems, Cheers & Song

New Zealand's National Anthem

New Zealand is unique for having two national anthems of equal standing - God Defend New Zealand and God Save The Queen. Both were inspired by patriotism, yet written in very different circumstances. God Defend New Zealand seems to be our most well known anthem however.


The above YouTube clip features singer Naomi Bradford and was published by MāoriLanguage.net.


The above YouTube clip by Cindy Ruakere features all 5 verses of God Defend New Zealand.


School Song (Example) Matatmata Intermediate School Song


Example of a Team / House cheer or song

Who We Are - Logos & Mottos

Find Out About Logos

What is a Logo?
A logo is a sign, symbol, trademark or badge which conveys the identity or ownership of a product, company, campaign or concept in as memorable a way as possible.

How are logos used?
A logo can be used in many different forms, sizes and contexts. For example, the logo for a hotel could be printed on a letterhead or menu, embroidered onto a napkin or jacket, embossed on metal cutlery or illuminated as a huge neon sign on the side of the building.

What are the basic qualities of a good logo?
A logo should be simple so that it retains its clarity of design in different contexts. If it is too complicated, its details may be lost when it is reduced in scale. Also, a simple logo design is faster to read, easier to remember and consequently more instantly identifiable.

What is the main function of a logo?
A logo should convey an immediate and memorable identity.

Take a closer look at our own school's logo

What symbols and colours does our school have in its log and why? Find out and write a brief explanation. The structure of this explanation is up to you.


Take a look at the new proposed logo for our school. Find out the meanings/intentions behind it. You might like to send Mr Leith a list of questions related to this for him to respond to.




Who We Are - Elements of Designing A Flag

New Zealand’s flag is an international symbol of national identity. It represents the people of a nation and is used at commemorations, celebrations, and times of mourning.


Its royal blue background is reminiscent of the blue sea and sky surrounding us, and the stars of the Southern Cross signify our place in the South Pacific Ocean. The Union Flag recognises our historical foundations and that New Zealand was once a British colony and dominion.


Our current flag has been under national review and our country is soon to vote on whether to keep the existing flag or to make a change to the "Silver Fern Flag" designed by Kyle Lockwood.
So what does the 'new flag' represent?


The designer considers the silver fern a New Zealand icon which has been proudly worn by generations for over 160 years. The designer’s intent is that the multiple points of the fern leaf represent Aotearoa's peaceful, multicultural society, a single fern spreading upwards representing one people growing onward into the future. The bright blue represents our clear skies and the Pacific Ocean, and the Southern Cross guided early settlers to our islands and represents our location in the South Pacific.

Elements of Designing a Flag

Design must be simple
Use horizontal lines are often used as these tend to ‘fly’ well and look attractive
Flags are double sided. Each side mirrors the other
Make sure the flag is well proportioned
The design may reflect different aspects
Colours symbolise a number of different things. Some common meanings are:

Red: blood, danger, stop
White: peace, surrender, truce, clouds, cleanliness
Orange: courage, sacrifice, caution
Green: nature, hope, safety, proceed
Yellow: sickness, caution, sun
Black: origin, depth, earth, mourning
Blue: sea, sky, youth, spiritImages on flags can have meaning:

Sun: Liberty, a new era
Stars: location around the world, the number of islands or states, a nation’s ideals
Cross: used usually when a country has a Christian heritage
Coat of Arms or Shield: used in association of the monarchy
Above all the images used must be important and significant to the group it represents

Who We Are - Coat of Arms

New Zealand's Coat of Arms

The New Zealand Coat of Arms represents the sovereign nature of New Zealand and the Government’s authority. It is for government use only and is found on a range of documents and papers of national significance, from Acts of Parliament to passports.

What the Coat of Arms looks like

The first quarter of the shield shows four stars that represent the Southern Cross, then three ships symbolising the importance of New Zealand's sea trade. In the second quarter a fleece represents the farming industry. The wheat sheaf in the third quarter represents the agricultural industry, and the crossed hammers in the fourth quarter represent mining.

The supporters on either side of the shield are a Māori Chieftain holding a taiaha (a Māori war weapon) and a European woman holding the New Zealand Ensign. St Edward's Crown, shown above the shield, was used in the Coronation ceremony of Her Majesty Queen Elizabeth II. The crown symbolises Her Majesty as Queen of New Zealand under the New Zealand Royal Titles Act 1953.
History

The first recorded move to establish a Coat of Arms for New Zealand was a design competition in 1906. The competition was readvertised in 1908 and 75 designs featuring everything from kiwis, sheep, cows, moas and lions to stars, ships, British soldiers, Māori warriors and Union Jacks were received. Three entries were sent to England for judging. The winning entry was by James McDonald, a draughtsman in the Department of Tourist and Health Resorts.

An image of the first New Zealand Coat of Arms is available on the NZHistory.net website.

By the mid 1940s at least 20 versions of New Zealand's coat of arms were in use. As a result a committee was set up to redraw and standardise the Arms and The Queen approved a revised version in 1956. These Arms are still in use today.

Making your own Heraldy - Shield Designs

Coats of Arms date to the early Middle Ages. In the early twelfth century, helmets and other armour began making it difficult to tell armed warriors apart. The solution was for each knight or soldier to paint something personal on their shield. These designs were important in battle, but they also functioned like team uniforms when knights met in tournaments. Over time, shield emblem designs became enduring symbols of their owners, and of their owners' families.

After a while, the designs weren't just used on shields. They were applied on tunics, saddle blankets, banners and tapestries. They were duplicated in sculpture and architectural features. They were used in signs and advertisements. They were carved into coins, jewelery (e.g. signet rings) and the personalised stamps for sealing letters.

Soon, Coats of Arms weren't just for soldiers! In an era when few people could read or write, coats of arms made it easier for people to recognise each other's marks.

Observe the traditional design elements. What do you think they symbolised for the people who chose to wear them? 


Coat of Arms: An Introduction

Watch the following clip to find out more about designing a coat of arms for your community
 (Room 9 - Team Te Aroha)


Below is a list of some elements you may want to include in your designs:

Heraldic Colours:
Yellow or Gold - Generosity
White or Silver - Peace & Sincerity
Black - Constancy (& sometimes Grief)
Blue - Loyalty & Truthfulness
Red - Military Fortitude & Magnanimity
Green - Hope, Joy & sometimes Loyalty
Purple - Royal Majesty, Sovereignty & Justice

Heraldic Symbols:
Axe - Dutiful
Bridge - (signifies a governor or magistrate)
Crescent - Enlightenment
Crosses - Christian sentiments
Crown - Authority
Fire - Zeal
Flaming Heart - Passion
Fleur-de-lys (stylized Iris flower) - Purity (associated with France)
Hand - Faith, Sincerity & Justice
Heart - Sincerity
Horns & Antlers - Fortitude
Lightning - Decisiveness
Moon - Serenity
Oyster Shell - Traveler
Ring - Fidelity
Scepter - Justice
Star - Nobility
Sun - Glory
Sword - Warlike
Tower or Castle - Fortitude & Protectiveness

Heraldic Animals:
Bear - Protectiveness
Bee - Industriousness
Camel - Perseverance
Dog - Loyalty
Double Eagle & Eagle - Leadership & Decisiveness
Dragon - Defender of Treasure
Falcon or Hawk - Eagerness
Fox - Cleverness
Griffin (part eagle, part lion) - Bravery
Horse - Readiness to Serve
Lion - Courage
Pelican - Generosity & Devotion
Raven - Constancy
Snake - Ambition
Stag, Elk or Deer - Peace & Harmony
Tiger - Fierceness & Valor
Unicorn - Extreme courage
Wolf - Constant Vigilance

Common Design Features (heraldic terminology):
Bend - a diagonal stipe
Chevron - an upside-down "V"
Chief - broad stripe across top of shield
Dexter - the righthand side of the shield (from its user's perspective)
Ermine - a white fur pattern (with black tail tips)
Fess - broad horizontal stripe through center
Pale - broad vertical stripe through center
Passant - an animal shown walking
Rampant - an animal standing on hind legs
Sinister - the lefthand side of the shield (from its user's perspective)

Sunday, 28 February 2016

Berkley On Film - Tech / Arts & Teaming

Home Learning! A note from Mr Cameron


Many thanks for a fantastic effort on your Home Learning last week. There were some amazing pieces of creative writing! Here are just a few examples from your awesome classmates. 




TED-Ed - Term 1 Week 5

What are the universal human rights? - Benedetta Berti

The basic idea of human rights is that each one of us, no matter who we are or where we are born, is entitled to the same basic rights and freedoms. That may sound straightforward enough, but it gets incredibly complicated as soon as anyone tries to put the idea into practice. What exactly are the basic human rights? Who gets to pick them? Who enforces them—and how? Benedetta Berti explores the subtleties of human rights.


1. Human rights are universal and apply to everybody no matter where they live - True / False - What are your thoughts?

2. The basis of contemporary international human rights law is the __________

3. Within the international system, the main body tasked with protecting human rights is _________

4. What are some of the limitations of the concept of human rights?

5. Some critics argue that the concept of human rights has become little more than a buzzword with no concrete impact. What are the main limitations of human rights today, and what do you think could and should be done to strengthen the international protection of basic rights and freedoms?

6. Explain the role, content and impact of the UN Universal Declaration of Human Rights.

7. Explain in a nutshell the concept of human rights—provide your own definition and offer a few examples of basic human rights.

Friday, 26 February 2016

Daily Agenda - Friday 26th February 2016

Home Learning - Term 1 Week 4
- Do something 'caring' for your whanau - e.g. do the cleaning up, put on a load of washing or cook dinner
- Be awesome & smile!

Reminders - Monday is Day 6
- Teaming
- Room 13 (ICT)

Shared Reading - Once - Morris Gleitzman


Chapter 5 (p. 38)

‘Once I walked all night and all the next day except for a short sleep in a forest and all night again and then I was home.’

1. How do Felix's dreams compare with the reality of what he discovers when he makes it home?

2. Describe the range of emotions he experiences. Analyse emotions he observes in other people encountered at this point in the story. How would you classify them? (e.g.: negative, strong, fleeting...)

3. Theme: Hope or Disappointment - How was this shown in this chapter?

4. Reflection: Help in unexpected places. Why are Mr.Kopek’s actions meaningful? Why do you think he chose to do what he did and how did it help Felix? What other unexpected sources of assistance did Felix encounter on his journey?

Wednesday, 24 February 2016

Daily Agenda - Wednesday 24th February 2016

Home Learning - Term 1 Week 4
- Weekly Quiz 3 (Due Friday)
- Creative Writing - A castle or a tree house
- Reading - Write an alternative ending (Due Friday)
- Maths (Due Friday)

Extra For Experts
- TED-Ed - Making sense of how life fits together.

Reminders
- Tomorrow is Day 4
- Teaming - Time 5
- Learning Centre
- Science
- Student Teachers Arrive =)

Student Blogging Challenge 2016


What’s this challenge about?

- The basics of the challenge

The challenge is run twice a year beginning March and October for a 10 week period each time.

It is organized by Miss Sue Wyatt (@tasteach) and help is given by Mrs Sue Waters and her team at Edublogs.

There are three separate sections:
- Educators who would like to mentor a group of students
- Teachers who have a class blog who want to connect with other classes globally
- Individual students who have their own personal blog and want to connect globally with other students

More Details:

- Students, mentors and classes taking part can add a special challenge badge to their blog.

- A twitter hashtag created each year #16stubc

- All blogs must be set to open to the world – the reader doesn’t need a password to leave a comment etc

The Activities Each Week:

- Each week a post is published with a list of activities for students to choose from. You only need to complete one activity each week, but if you want to do more you can.

Examples from previous years

About me – Creating their avatar and about me page so visitors get to know them – includes being digital citizenship and cybersafety

Let’s comment – Teaching what makes a quality comment, how to connect through commenting and again cybersafety and digital citizenship

Using images – Teaches about using creative commons images, giving attribution for images, videos etc, tools for using images in posts

The other weeks of the challenge are based around a topic eg food, games, government, history, maths, nature etc

The final post for the challenge is an evaluation and audit of what they have done over the 10 week period of the challenge.

OK, so you think you might be interested in joining the next set of challenges?


To keep track, fill in the 'Subscribe by Email' with your Berkley email in the sidebar so you will be notified when a new post is published.

UOI 1 - Who We Are

Exploring The Concept of Diversity

WALT - Reflect on how diversity impacts a community

Tuning In

1. In what way are people diverse? Use words/ images to describe diversity

2. Fill out a T-Chart - Advantages/ disadvantages of Diversity in different communities/groups

Extension Questions
to PONDER

1. Do you have any of your own Inquiry Questions?

2. Can relationships and communities be built by [working together and valuing cultural diversity and
differences? How? Where? What evidence do we have?

3. Is diversity celebrated at Berkley, class, New Zealand? World? HOW?

4. Is diversity celebrated/accepted/expected/tolerated?

5. How do we build relationships and communities by working together and valuing diversity if we speak different languages?

6. What does our NZC say about diversity?

7. Are we already diverse – in our class, in our Team, in our school, in our community, our country? What does this mean?

Tuesday, 23 February 2016

Daily Agenda - Tuesday 23rd February 2016

Home Learning - Term 1 Week 4
- Job Applications (Due Wednesday)
- Weekly Quiz 3 (Due Friday)
- Creative Writing - A castle or a tree house
- Reading - Write an alternative ending (Due Friday)
- Maths (Due Friday)

Extra For Experts
- TED-Ed - Making sense of how life fits together.

Reminders - Tomorrow is Day 3
- Tech / Arts

Deutsch - Lektion 2 - Helpful Resources

Science - Tuesday 23rd February 2016

Brainstorming about "Who We Are" from a scientific perspective!
Completing a science survey for Mrs Dromgool

Shared Reading - Once - Morris Gleitzman


Chapter 4 (p. 27)

‘Once I escaped from an orphanage in the mountains and I didn’t have to do any of the things you do in escape stories.’

1. List some of the reasons Felix considers himself ‘lucky’ (p.30)? List things you think he could complain about.

2. What indications are there – recognized or missed by Felix - that something is terribly wrong? What explanations does Felix come up with to make sense of things?

3. Theme: Keeping the Faith - List 3 ways in which faith is presented in this chapter.

4. Reflection: Making sense of the inexplicable. Why would the “truth” be the furthest thing from Felix’s mind given what he is witnessing? Is it a blessing or a curse for him to be able to explain everything or reason an acceptable outcome?

Monday, 22 February 2016

UOI 1 - Who We Are - Roles & Responsibilities

WALA - Shared roles & responsibilities within a community


1. What is the importance of the ‘ringawera’? (the workers behind-the-scenes preparing the kai)

2. What is the saying “Ka pai ā muri, ka pai ā mua” used to represent?

Daily Agenda - Monday 22nd February 2016

Home Learning - Term 1 Week 4
- Job Applications (Due Wednesday)
- Weekly Quiz 3 (Due Friday)
- Creative Writing - A castle or a tree house
- Reading - Write an alternative ending (Due Friday)
- Maths (Due Friday)

Extra For Experts
- TED-Ed - Making sense of how life fits together.

Reminders - Tomorrow is Day 2

- Science - Block 1 - Covered shoes
- Teaming - Time 4 - Block 4

UOI 1 - Who We Are

WALT - Connect (key concept) with my own turangawaewae.

Turangawaewae / A Place to Stand

What did you discover? What stood out to you?
What connections have you made?
What are the different points of view?
What is your understanding of the concept of turangawaewae?


Task: Briefly describe your own turangawaewae

Shared Reading - Once - Morris Gleitzman


Chapter 3 (p. 17)

‘Once I saw a customer, years ago, damaging books in Mum and Dad’s shop. Tearing pages out. Screwing them up. Shouting things I couldn’t understand.’

1. Identify 2 things that unsettle Felix and explain how his thinking starts to change.

2. Felix has plans to help his Mum and Dad. What are they and what motivates him to take action?

3. Theme: Kindness - How is this shown in this chapter? Explain.

4. Reflection: On the “truth”. How might knowing the truth (about what could have happened to his parents) have made a difference to Felix at this point? Recall some moments when the truth begins to dawn on him or he suspects his impressions may be false. At the end of the novel, what do you imagine he thinks the truth really is?

Sunday, 21 February 2016

Room 9 Classroom Roles (As defined by the students of Room 9)

The following roles are open to be applied for. Please complete the application form found below and return it to Mr Cameron by Wednesday 24th February 2016 (Presentation is the key)

2IC's
These learners are Mr Cameron's right hand! You must be very responsible, have good attendance, and exemplary behaviour. Your primary job is oversee of all other classroom responsibilities. It is your responsibility to make sure all tasks are being completed to a high standard. You may be asked to report back to Mr Cameron at any time if students are not performing to expectations. You will be expected to greet visitors as they enter the classroom and include them in whatever task is being completed. At the conclusion of the Term you will be involved in interviewing and hiring for all open classroom jobs, training learners in their new roles, and setting expectations. You will also be responsible for any miscellaneous tasks assigned by Mr Cameron. This may include running errands, monitoring the class, handling duties of an absent student etc. This is a job that requires dedication, leadership and a great deal of self-management. 

Cubby Custodian
As a Cubby Custodian you are responsible for making sure that all tote trays are taken to desks and bags are placed neatly, with the exception that a student is absent. You need to check that all book boxes are organised, neat and in the right place. Once break has ended inspect all bags. If any lunch boxes or schoolbags are open and/or left out of the cubby holes ask the owner to come and put them away properly. After a lesson, check that all books are returned to the correct box and are stacked tidily. At the end of the day make sure that all tote trays are back in the assigned spots. Tidy cubby holes and book shelves and check for rubbish. Once you are satisfied that everything is neat and organised you may go home.

Captains
This position is for two responsible people who set the bar high for everyone else. Whenever the class is attending focuses, team hui's etc., these people will lead the way and represent our class. These two representatives, will also be team captains when we’re out for class games, and when we’re doing anything in a sporting matter. When our class is travelling around the school, the captains will lead the lines for the class to follow. The qualities that are needed for this job include, respect, leadership and having self-control. You must also be able to manage your time efficiently, have confidence, and be able to create a pathway for others to follow.

Tech Heads
You are responsible for setting up all technological equipment required for a lesson as instructed by Mr Cameron. It is your responsibility to turn on the SMARTBoard each morning and load up the class blog. Vice versa you are required to log out and then shut down the computer at the conclusion of each day unless instructed otherwise by Mr Cameron. Throughout the day you will be required to ensure that the SMARTBoard is switched off when not in use or is refreshed when it falls asleep during class time. You must be punctual each morning, responsible, have good attendance and excellent ICT skills. 

Daily Informer
You are responsible for loading the daily informer in the morning and read it out to the class. You have to be able to read clearly fluently and with expression so the class can hear you.You have to be organised an responsible to have this job. You have to make sure that Mr Cameron has added the 'Promotion' for Day 5 each cycle. You have to make sure the page is refreshed before you read it out. Before you start reading make sure all the students are quiet and listing

Fashion Police
The fashion police’s job is to check for school uniform requirements daily. To do this, as the class line up at different times during the day you must check their uniform. You must check for the following: only stud earrings in these colours, navy, silver, gold, black, white, green and jade, they also have to check for if you have your bottom button on your top is done up, uniform can’t be worn with mufti you either wear one or the other, your socks also can’t have any logo’s on them and your hair ties have to be the required colours. Black leather polishable shoes or roman sandals have to be worn while at school, school caps and hats are compulsory when outside at all times in terms 1 and 4, no bracelets or anklets to be worn only 1 wrist watch and chain or bone carving.

Homework Generals
Your responsibilities include checking homework before it goes to Mr Cameron as well as making sure all agenda books are signed at random days. All weekly quiz answers will be shared with you to be marked by Monday. Every day you will be required to load the 'daily agenda' on the SMARTBoard and discuss it with the class before it is written up.

Librarians
Being a librarian is a dedicated job that includes organising the library books so that they sit in their assigned shelves for the next person to use. You are required to return and issue books for the other students promptly and without question and be able to put the books back to their organised places.You will make sure that the books on the trolley have no 'dog eared' pages and no rips or split seams and if any of these do occur you must be able to handle the situation and be able to find the person needed to fix the books.

Paparazzi
For this job you have to be a good and sensible photographer. You are responsible for bringing your own device to school everyday. During the school day you need to take your device with you around the school to take photos of school work e.g teaming, tech/arts, class work etc. But before you take your photos you needs to ask for permission from the people you are taking photos of. At the end of the day you need to be able to send all your photos of the day to Mr Cameron.

Electricians
You are responsible for correct use of the lights, appropriate usage of the heater, after consulting with the teacher, and making sure that no students sit less than a metre from the heater. You need to make sure that the windows are only open at appropriate times, e.g. windows closed when the heater is on. You also help the Tech Heads whenever necessary, like when they are away, and helping Fire Wardens, and during lockdowns, securing windows and doors, and turning off the lights. You must also turn the air conditioning in Rm 8A on and off, and make sure the laptops are properly plugged in and charging. You also need to make sure that all the lights, the heater, the AC in Rm 8A are off before you leave after school.

Desk Directors
In this job you are responsible for making sure that other people are cleaning their desk. In the morning we need to come in and take down the chairs and in the afternoon we need to put the chairs back up (unless Mr cameron is hosting a meeting). It is your responsibility to make sure that all desks are cleared at the end of the block prior to teaming and that you help the cubby custodians in ensuring that all tote trays are removed from desks. At the end of each day you must walk around each of the desks and ensure that all rubbish and any classroom materials are all in the right place. 

Fire Wardens
Fire wardens are responsible for helping Mr Cameron in closing the doors and windows. When you close the windows make sure that the top ones are positioned so the bottom of the panes are facing the concrete outside, also make sure the aluminium ones are closed properly so the seal is sealed correctly so both windows will minimise the exhaustion of CO2 and intake of oxygen. Join your partner at the front of the line.

Organisational Officers
You are responsible for passing out all class papers and books. Additionally, you may be asked to assist Mr Cameron in distributing classroom, lab, IT materials. You will be required to meet with Mr Cameron independently to review job specifics. You must ensure that any spare sheets are returned and filed with Mr Cameron each and every time. 

TED-Ed - Term 1 Week 4

Making sense of how life fits together - Bobbi Seleski

From something as miniscule as a cell to the biosphere we all call home, living things fit together in numerous interesting ways. Bobbi Seleski catalogs biology from our body and beyond, tracking how unicellular organisms, tissues, organs, organ systems, organisms, populations, communities, ecosystems, and our biosphere build off of each other and work together.


1. Biological organisation is a way to organise:

2. An example of a tissue is:

3. What is an example of an organ system?

4. What is the definition of an ecosystem?

5. If you studied only one section of biological organisation, which would you study and why?

Friday, 19 February 2016

Daily Agenda - Friday 19th February 2016

Home Learning - Term 1 Week 3
- Blog = Post 'Authors Blurb' - Label it writing
- Blog = Post 'Recipe For Learning' - Label it writing

Extra For Experts
- TED-Ed - Who am I?
- Visit http://brookeroom10.blogspot.co.nz/2015/02/about-me_24.html & then write your own 'About Me' post for your blog

Reminders - Monday is Day 1
- Adopted block 1 = Job Application 
- Tech / Arts - Block 2

Room 13 - Using the Internet & your school email

Every student has an email address, a username, and a password.
You must remember these in order to use the computers.

Logging onto the school computers:

Once you have logged into Student on the laptops (see your teacher for the password), go to the Google Chrome app. This page may appear:


Click connect, and you should come to this page:
Type in your user name and your password. This will get you connected to the school internet.

Using your Gmail and Google Drive

Go to www.gmail.com or mail.berkley.school.nz

Here, you must enter your email address (username + @student.berkley.school.nz)

This should bring you to this page:


Now here, you only type in your username (not your full email)
Type your password, and you should now be online.

You will be able to access your email from home also. You will need to know this because some of your homework will need to be sent to me.

All the best.

Developing A Growth Mindset (Thanks Mrs van Heuven)

Growth vs Fixed Mindset

WALT - Understand a fixed and growth mindset

This lesson introduces you to the ideas of the fixed and growth mindsets. What are the benefits of a growth mindset? Watch to find out!


Video - One Republic - I Lived - The video is dedicated to a 15-year-old teen named Bryan Warnecke who lives with Cystic Fibrosis.


Digging Deeper - What are some of the key messages that can be found within the song "I Lived"?. Record your responses and ideas in your book.

Related Readings - Read the following carefully and answer and questions.



Task
- In your own words explain what it means to have a "fixed mindset" and what it means to have a "growth mindset".
- Which mindset do you think best fits with the messages found within the song, I Lived?

Taking Ownership of Our Classroom Responsibilities - Job Descriptions

WALT: Define & explain the roles and responsibilities for tasks within our class

Task: Work with a partner to plan, draft & craft an effective job description for the role you have been given.

Example(s)

1. Word Wall Manager (Maintaining Class Vocabulary and Definitions)

You are generally responsible for daily writing on word wall paper all new class vocabulary words, and posting them on the wall. Once a week, you should also put all coordinating definitions (typed) on the adjacent wall, and record both vocabulary words as well as definitions in the vocabulary section of the class binder. You will be responsible for meeting with Mrs. Neff independently to review job specifics. You will be compensated with 30 bonus points at the end of your 9 week commitment.


2. Paper Manager (Distribution and Collection of Class Materials)

You are generally responsible for passing out all class papers. Additionally, you may be asked to assist Mrs. Neff in distributing classroom and lab materials. You will be responsible for meeting with Mrs. Neff independently to review job specifics. You will be compensated with 20 bonus points at the end of your 9 week commitment.

3. Vice President of Operations

This person is Ms. Grier’s right hand. You must be very responsible, have good attendance, and exemplary behavior. Your primary job is to take great notes in class, collect handouts, and place them in the absentee folder. When an absent student returns to school, you will be responsible for directing them to the absentee folder to retrieve missed work. You will also be responsible for any miscellaneous tasks assigned by Ms. Grier. Those may include running errands, monitoring the class, handling duties of an absent director, etc.

Which way is the bus going?


Thursday, 18 February 2016

Meet The Teacher - Welcome To Room 9

Thursday 18th January 2016

Kia Ora / Welcome to Room 9 & to Te Aroha

Adults struggle to figure out 'simple' children's brainteaser


Can you solve this problem?

Daily Agenda - Thursday 18th February 2016

Home Learning - Term 1 Week 3
- Weekly Quiz 2 (Due Friday)
- Creative Writing (Due Friday)
- Blog = Post 'Authors Blurb' - Label it writing
- Blog = Post 'Recipe For Learning' - Label it writing

Extra For Experts
- TED-Ed - Who am I?
- Visit http://brookeroom10.blogspot.co.nz/2015/02/about-me_24.html & then write your own 'About Me' post for your blog

Reminders - Tomorrow is Day 6
- Teaming - Time 3
- Meet The Teacher - Tonight at 6pm in the Drama Room - All children to attend with their parents

Shared Reading - Once - Morris Gleitzman


Chapter 2 (p. 9)

1. ‘Once I stayed awake all night, waiting for Mum and Dad to arrive.' - What does this mean?

2. What memories and physical evidence does Felix have of his parents? What beliefs does Felix hold about what will happen?

3. Explain the importance of Felix’s notebook. Identify 4 things this notebook symbolizes. 4

4. Theme - Being displaced - Explain how this relates to this chapter.

5. Reflection - The book burning. What did Felix “think” the men in armbands were doing? What were they actually doing and why?

Wednesday, 17 February 2016

Daily Agenda - Wednesday 17th February 2016

Home Learning - Term 1 Week 3
- Weekly Quiz 2 (Due Friday)
- Creative Writing (Due Friday)
- Blog = Post 'Authors Blurb' - Label it writing
- Blog = Post 'Recipe For Learning' - Label it writing

Extra For Experts
- TED-Ed - Who am I?
- Visit http://brookeroom10.blogspot.co.nz/2015/02/about-me_24.html & then write your own 'About Me' post for your blog

Reminders - Tomorrow is Day 5
- Tech / Arts
- Super 6 - Bring PE Gear
- Meet The Teacher - Tomorrow night at 6pm in the Drama Room - All children to attend with their parents

Tuesday, 16 February 2016

Daily Agenda - Tuesday 16th February 2016

Home Learning - Term 1 Week 3
- Weekly Quiz 2 (Due Friday)
- Creative Writing (Due Friday)

Extra For Experts
- TED-Ed - Who am I?

Reminders - Tomorrow is Day 4
- Meet The Teacher on Thursday evening at 6pm in the Drama Room
- Teaming - Time 2
- Learning Centre (LC)
- Science

Korero

Monday, 15 February 2016

Daily Agenda - Monday 15th February 2016

Home Learning - Term 1 Week 3
- Weekly Quiz 2 (Due Friday)
- Creative Writing (Due Friday)

Extra For Experts
- TED-Ed - Who am I?

Reminders - Tomorrow is Day 3
- Tech / Arts
- All Home Learning should be completed on 1 google doc
- Thursday = Super 6 = Bring PE Gear

My teaming group is: Group ____

Te Aroha Teaming Cycle

Science Lab - Monday 15th February 2016


What are our responsibilities when using the bunsen burners?