Time (Clocks and Calendars)

Click on the links below.
Match the times
Set the correct time in three different ways. Match the written time to the time on an analogue and digital clock.
Show me the Time
Read time to the hour, half hour, quarter hour and minute. Time is represented on an analogue or digital clock or in words.
Snap (units of time)
Match the units of time and play snap! Match different ways of representing units of time in a game of snap.
Days of the week - Practice sequencing the days of the week with this drag and drop game. Once you have completed the activity pupils can check their work. The activity will feedback those days that are in the correct order and those that aren't. Once you are happy print off your work.
Months of the year - You can practice sequencing the months of the year with this drag and drop game. Once you have completed the activity you can check your work. The activity will feedback those months that are in the correct order and those that aren't. Once you are happy you can print off your work.

Telling the Time

Smiley Clock





What time is it?




Time Telling Game - Beat the Clock





Train Times





Move the Hands





Missing Hands





Time Teller





Match the times




Missing Hands

Time and Temperature

What's the Time





Clock Works





Twenty-four Hour Clock




Fairy Clock





Hickory Dickory Clock





Stop the Clock 1/2 hour intervals





Stop the Clock 1/4 hour intervals





Stop the Clock 5 minute intervals





Stop the Clock 1 minute intervals





Bang on Time





Teaching Clock

Time Games

This week we will finish our addition and subtraction unit of work. Our next strand will be 'Time & Temperature' so it would be good if you could support this work at home. There is a lot you can do at home with both digital and analogue time. A pre-test will be given tomorrow so that I can group the children over the weekend according to their knowledge and ability.

Parent, Teacher, Child Interviews

Next week we will be having our goal-setting interviews. Room Ten's interviews are as follows...
Monday 30 March - 3.15 pm - 6.00 pm
Tuesday 31 March - 1.00 pm- 6.00 pm
On Friday all of the children's workbooks will be sent home for you to look at and comment on. The children also have goal setting sheets to bring home with their important goals and my goals for them. Could you please look at these and write your goals for your child. At the interview we will fine tune these into 3 specific and achievable goals for Term 2. I am looking forward to seeing you all next week.
Annie

WALT...

• understand why the Maori culture has Myths
• retell 'Maui and The Sun' orally to a partner
• write a retell of 'Maui and the Sun'

Today we read a Maori Myth called Maui and the Sun. We read several versions of the same story. We noticed that they had the same message but used different language to retell the myth.
We learned that a myth is a story that explains a natural phenomenon in a creative way, such as how the sun moves through the sky. Myths, which often include gods and goddesses and other supernatural characters who have the power to make extraordinary things happen, are popular even when people know the actual reasons for natural phenomena. The Maori people used to tell these stories orally as their society was traditionally an oral one. There is a long tradition of singing and storytelling. History is passed on through the many stories that are passed on from generation to generation. This is done with song, dance and chants.
We also learned about why the Maori people have Myths.
Here are some reasons...

• To strengthen a community and provide a common understanding
• Moral guidance eg some show how greed, stupidity and dishonesty effected people
  
• To explain how the world works, for example why the seasons change, and to explain strange happenings or phenomena such as eclipses - the reasons for which were unknown in early times.
• To entertain as no TV and books around to amuse people
  
• To pass on history and knowledge
• For fame, money and recognition - not all stories were told for good reasons eg stories about battles or wars could be written to make the character more brave than they really were

Read How Maui Slowed the Sun
Then complete the crossword at wicKED
Print it off and glue it into your homefun book.

Around the World in Eighty Seconds

I came across this very cool maths game called 'Around the World in 80 Seconds'. It will help you learn your basic maths facts. It a race against the clock to see how many sums you can get right!

Spider Information Reports

Most of us are making books from our information reports on Spiders. Two chose to produce web sites so watch out for these.

Last week I noticed that these children were creatively using their free time using materials in the classroom. They were also self managing and using their time wisely. Well done!

Wanaka Primary School Duathlon

Last week we had a Middle School Duathlon. All children took part unless they had a valid reason.

Powerful message

To all parents and teachers. Watch this short movie as it has powerful messages. I found it on a blog recently and it is well worth a look.

Information Report on Spiders

Here is the agreed criteria we will use to self assess our information reports on spiders. We decided on most of the criteria and Annie added three more. They were ...
The subject and verb agree. eg 'A spider is a harmful or helpful creature.' or 'Spiders are part of the Arachnid family.
I have used doing words (verbs) in the present tense eg is, are,have, has, live, spin.
I have used plurals (more than one) and articles (a/an) correctly

Here is the criteria we will assess our work on...

My Self-Assessment Sheet for my Science Report on Spiders

My writing gives the reader information about spiders
I have used a title to show what my report is about
I have written details to describe spiders
I have written a conclusion (optional)
I have used describing words (adjectives)
I have used joining words (conjunctions)
I have used doing words (verbs) in the present tense eg is, are, have, has, live, spin
I have planned my writing
I have used correct sentences
The doing words (verbs) are the same in my report (present)
The subject and verb agrees eg . ‘A spider is a harmful or helpful creature.’ or ‘Spiders are part of the Arachnid family.’
I have used plurals ( more than one) and articles (a / an) correctly
I have used capital letters, full stops and other punctuation correctly
I have checked my spelling, sampled in the margin and corrected my mistakes

The Signs, Symbols and Myths of the Maori

Our new inquiry for the rest of the term is 'The Signs, Symbols and Myths of the Maori'. It has a links to Technology, Social Sciences, English and The Arts. We hope to make lots of connections between these areas and to our lives. The Principles, Values and Key Competencies have been infused through this unit allowing us to make more connections. Today we looked at our knowledge of the Maori culture and people. We did not have a broad enough base from which to build our thinking so we will be doing lots of exploring over the next week, looking at Myths and Legends of the Maori, art of the Maori people and exploring the many signs and symbols from Maori culture.

Today we looked at the words - communication, signs, symbols. This is what we found out...

COMMUNICATION is the passing on of news, information, messages, stories etc to other people.

A SIGN is anything written, drawn or done to tell or show people something

A SYMBOL is a thing that represents or suggests something.

We brainstormed to list all the signs and symbols we could think of which belong to the Maori culture. We will add to this list as the unit goes on.

Spider Word Cloud

Today we created a word cloud to show all the words we used during our inquiry.

Spider Facts

This is Annie's model. Watch this space . The Smarties reading group are going to use Glogster EDU to present their information next week. I bet they can do better than Annie!

Spider Webs

WALT... draw and write about what a spider does with its silk
... write meanings for these words - spider, silk, spinnerets
.... draw pictures to show what these words mean

Writing

Today for writing we got to choose the style of writing. Some chose a newspaper report and others a recount or character description. We wrote about Annie's Great Aunt Norma who turned one hundred yesterday. Here are some photos of her special day. She even got a card from the Queen!

Today we looked at the values in the new curriculum and how they relate to Room Ten. Annie modelled her list in the morning and we talked about what they meant. This after noon we came up with our own statements about how they relate to Room Ten. Annie thought we did better than she did! They have a lot of meaning to us and are written by us. They are in our words.
Our Key Values
The key values of learning in Room Ten

Excellence: Trying our best all the time and excellent work produced and created everyday.

Innovation, Inquiry and Curiosity: We are exploring, creating, taking risks, wondering, imagining, discovering, inventing and asking questions.

Diversity: Respect for and care about other people’s similarities and differences.

Equity: Include everyone, share and be fair to everyone. Make people feel comfortable and welcome. Be a good loser as well as a good winner.

Community and Participation: Everyone needs to feel happy and included. We need to be responsible in our class, our school and community.

Ecological Sustainability: Care about our world so that we have a green, healthy future.

Integrity: Believe in yourself and others.

Respect: For yourself, others and our Earth.

Life Long Learning: As long as we are living we are learning new things. Be excited about learning and learn as if we are going to live forever. We need to take risks and learn from our mistakes.

Humour and Fun: Learning and working with others needs to be fun! Be excited and enjoy learning new things.

Venn Diagrams

WALT ... use a Venn diagram to compare insects and spiders
We had to write details that tell how spiders and insects are different in the outer circles then write details that tell how they are alike where the circles overlap. A Venn diagram is a great way to compare, that is, find similarities and differences.

Reflections about Key Competencies

I attended Lester Flockton's session in Cromwell on Friday on the implementation of the new curriculum. It certainly challenged some of my thinking, but also confirmed a lot of it. When talking about the Key Competencies need to be integrated, holistic and are complex. These KCs are capabilities to live and learn and help children develop the skills to contribute actively in the community. They are critical to sustained learning and effective particularly for successful life in society. Teachers are only able to assess KCs in the school context and need to be embedded into the micro-climate of the classroom. It is important t o remember that 70% of what children learn and know comes from the home and 30% from the school. Two of the KCs are intellectual ( about learning and thinking) - Understanding Signs, Symbols and Texts and Thinking; while the other three are relational (Managing Self, Relating to Others and Participating and Communicating) .

After thinking about the Habits of Mind, I have been reflecting on how we are going to integrate these into the KCs. Lester mentioned that if we go down this track it may be a lot for teachers and children to remember. He said that these HofM fit into 3 main areas:
Critical Thinking
CreativeThinking
Reflective Thinking
Maybe this is a better way?
Thinking routines were also talked about. As teachers we need to guide support and scaffold these until they become 'habits of mind'. There are different kinds of routines children need to learn - housekeeping, management, learning and talking routines.

The management team will be taking some of our findings to the staff to encourage discussion and reflection. The Curriculum Plan is developing well but we need to make sure we get it right for our school. Everything we do needs to be developed and owned by the whole staff. Lester said 2 things that are important for all schools to remember ...
'Time taken for THIS
is
Time taken for THAT'
and...
"Keep going back to the child. It's all about the child."
Important thinking in the development of the curriculum!

Bikewise Day 2

BubbleShare: Share photos - Easy Photo Sharing

Paper Tearing