Science

Specific Learning Outcomes:

The life cycle of a plant: (Life Processes)

• Identify the different parts and functions of a plant
• Understand that a plant needs a certain environment to grow

Growing seeds and plants: (Life Processes)

• Grow own plant from a seed (e.g. sunflower, pumpkin, bean, pea)

Swimming

Maths - Patterns

Learning Goal: to identify, make and continue patterns.

Tyler, your next step is to identify patterns in number sequences.

Te Reo Māori

We are learning to count in Māori and ask and answer a sentence about how many objects/people there are. 

This is us playing hopscotch and saying the numbers in Māori as we hop.

Visual Art - Term 3

We looked at koru and kowhaiwhai patterns in picture books and practiced drawing them.

Then we visited the art gallery and learned more about Māori motifs.
We created an artwork there by cutting out the shapes we saw and overlapping them.

We were inspired by the work of Reuben Paterson and created our own glitter art.

Writing - Term 3

"When I hear the bell I go on the mat"

Tyler has been taking risks and trying new words independently. Great work Tyler!


"Mum is going to Tyler's house".

Reading - Term 3

Tyler enjoys talking about the stories he reads and making connections to his own life and what he already knows.

Tyler's next learning step is to attempt to read unknown words by looking at the initial sound and looking for chunks and little words inside words.

Strand Maths - Time

WALT: Measure time in a variety of contexts e.g, Days of the Week, Age, Fast / Slow

WALT: Tell the time to the hour and half hour using analogue clocks.

Play Based Learning

Tyler learns best through creative play.  It's great to see him interacting with others and exploring this way.

Writing - Term 2

Tyler told the class about a dream he had and wrote about it with Amanda's (Teacher aid) support.

What a fabulous imagination you have Tyler!

Science

Trip to the Art Gallery - Self Portraits - Clay

On the last week of Term 1, as part of our Self Portrait Unit, we went to the Christchurch Art Gallery where we learned to sculpt our face in clay.

Click this link to see more.

Technology

WALT: Follow the technological design process to create a boat.

We used what we had learned in science about floating and sinking to ensure that it didn't sink. We looked carefully at the materials we used, as we wanted the materials to be light and waterproof so that they wouldn’t soak up water.

We also learned through testing, that it was important that our boat was balanced so that it stayed upright and didn’t flip over.

Te Reo Māori

WALT: Understand and say our mihi / pepeha including our name, the names of our parents and our school in Te Reo Māori.

Science

Floating and Sinking

We Are Learning To:

Make a prediction and test our predictions.

Tyler chose an object from the classroom.

He then ...

- Asked a question; Will it sink or float?

- Made a hypothesis stating what he thought would happen

- Tested his hypothesis by placing the object in the water

- Observed what happened and reflected on the hypothesis

Writing

Tyler is learning to leave finger spaces between words.

Number Knowledge

Tyler worked hard creating groups within 10 today.

Values and Beliefs

We shared with our buddy the things that we like and they shared what they like. We found we had some things in common and some differences. This discussion helped us to learn how to "connect" with others in our school.

All About Me

I like to play on the laptop and the iPad.  I like to play Minecraft as well.  I go fishing and I ride on the scooter.  I like to eat chips and fishies.

I don't like vegetables.  

At school I like to play.  I like writing and not reading.  I like maths.