eportfolio Health - Beach ed

Information Report

We are learning how to write an information report using information we gather through research














One of my personal writing goals is:


Organise writing into paragraphs with related ideas.



Evidence I am developing this in my writing:


I made my writing into paragraphs. (the red lines)












Insert an image of your final / teacher conferenced draft:












Publish your Information Report here:


Alpacas are the soft and strong creatures! There are 2 breeds of Alpacas, Huacaya and the Suri.


Alpacas are part of the camel family. The smallest of its family. They are 3 feet tall ground to shoulders and 4 to 7 feet long, thats 120cm to 225cm long and 91.4cm tall. They weigh 55 to 65 kg.


Alpacas are vegetarians mostly eat grass, leaves, wood, bark or stems. They mostly live in high dry areas of mountains usually.


Alpacas are domesticated sides of vicunas that are camelids of sort. These species evolved into guanacos and vicunas. Around 6,000 years ago people in the Andres began to tame them.


Alpacas are non aggressive creatures compared to llamas . They are easy to tame.! They spit occasionally when their food or cria is threatened. They need company and will DIE of loneliness! They respond well to good living attention.

Kai

Kai = food

Māori use tools to hunt for ika, moa, heihei and more

Māori have hungi instead of an oven. A hungi is in the ground and have fire at the bottom. 

Māori have feasts and that is a result of a hungi. 

The Hingis have dances and the potatoes are really yummy.

The way they described the way the food tastes must be really good and the celabrations must be so fun. 

Eportfolio Knowledge Sample 20019.

Goal: to know my basic facts




Medal: getting most of the answers right


Medal: completing the sheet


Backpack: to be quicker and i will need to practice more

E-portfolio Athletics Sample 2019

ePortfolio Te huarere

e-portfolio Wearable Arts

Te Huarere - The Weather

e-portfolio Tikanga Maori Term 2

E-portfolio Maths Strand Sample

E-portfolio Knowledge Sample Maths

I think I did well with:When I know what it said to do I did it fast 

I also think I did well with: Knowing what colomn is the number eg. TH H T O

                                                                                                              4, 9  2  5 

I need to work on: Knowing straight away of what I need to do eg. I just wrote what is in that colomn 

ePortfolio Reading and Inquiry Term 2

E-portfolio Strategy sample - maths

Goal: Change In proper Fractions to Mixed Fractions

I do well at: knowing what each fraction is eg. An in proper fraction is 9/4
                                                                           A proper fraction is 5/6
                                                                           A mixed fraction is 3 4/7

I also do well at: Making an in proper fraction to a proper fractions

I need to work on: Adding two fractions together and, to get the right strategy

Passion Project Term 1

e-Portfolio Sample - Science Term 1

E-portfolio Writing - My Camp Experience - The Giant Swing

Describe It - Camp Experiences

Learning Objectives:

Level 3

• Select, form, and communicate ideas on a range of topics.
  
  
• Use language features appropriately, showing a developing understanding of their effects.
  
  
• Organise texts, using a range of appropriate structures.
  
  
• Show a developing understanding of how to shape texts for different purposes and audiences.
  
  

Level 4.

• Select, develop, and communicate ideas on a range of topics.
  
  
• Use a range of language features appropriately, showing an increasing understanding of their effects.
  
  
• Organise texts. Using a range of appropriate structures.
  
  
• Show an increasing understanding of how to shape texts for different purposes and audiences.
  
  

Learning goals:

• To ‘Show, Don’t Tell’ the reader by painting a picture with words.
  
  
• A variety of sentence starters
  
  
• A variety of sentence lengths
  
  
• Edit and rework
  
  
• Effective peer checking and feedback

Horrified, shaking dramatically rising up from the ground like a bird taking lift off.

While up there it’s a struggle to breathe my whole body was numb.

Swinging back and forth front and back feeling like I fainted once maybe twice

I'm sure my group can see me quivering and howling. My stomach rising up and

down like its dislodged breathing got heavier and heavier as people move on!

Getting down like solid land wasn’t a thing! Crawling, to get the harness off it

had to come off immediately!

Student Reflection: In my writing, one of my goals is Ask others for their feedback on writing and respond to their ideas. I did show this goal here because when I did my buddy mark my buddy read it out to me and I narrowed down the ''I's''. In my writing, one of my goals is Check spelling, punctuation and grammar. I did not show this goal here because I didn't have much punctuation (I had 2 commas in my writing). My next step is to attempt complex punctuation '' , - ( ) Teacher Comment: Sarah, I like how you hook the reader in from the very first sentence in this piece of writing. You have used a variety of sentence lengths for impact. I loved reading this! Your next step is to have a go at using complex punctuation.

Careers Inquiry

Maths goal

Know everyday fractions and percentages in everyday use

I did well with the speed of my answers

I also did well with knowing percentages with 100 (its just how much you got right) 

I need to work on my tenths fractions and elevenths fractions and twelves fractions

Maths Goal

Use multiplication facts to solve problems by doubling and halving.

I think that i do well with knowing what to divide and what to times eg. you cant half 5 and you can half six because it is an even number and five is a odd.

I also think i do well with showing my working for all 10 equations

I need to work on my basic knowledge like 6x 7x 4x 8x.

Position and Orientation

Position and orientation

Achievement Objectives:

Level 3

Use a coordinate system or the language of direction and distance to specify locations and describe paths.

Level 4

Communicate and interpret locations and directions, using compass directions, distances, and grid references.

Using Directional Language

Success criteria:

• Use four turns using fractions or angles e.g. ¾ turn or 90 degree turn
• Use compass directions only e.g. north, north east
• Use feet as a measurement e.g. move 4 feet north

We used coordinates to get to the chocolate. We had to use the success criteria.

Using the Coordinate System

Self Reflection:

What did you do well, what are your next steps?

I did well at coordinate reading and using the graph.
My next steps is to know what degrees is how much.