Hazard and Risk | Safety Plan

For inquiry we did an activity on safety plans. We had to choose a sport to do our safely plans.

The sport we chose was soccer.

Next we wrote down the class level, how many helpers, how many students can play and the location.

We had to write all kinds of consequences, for example: the consequence can be broken bones,

cuts or bruises. Then we wrote down different kinds of risks and hazards.

After that we wrote down how we could prevent it. Then we also wrote down who's responsible for it.

The last one is the emergency plan just in case of an injury.

LI: to assess risk within a simple activity.

Rewriting

A rewrite of a story and changes them to make a new story from the original story.

The changes are a snake to an alligator living in an underwater house and the gruffalo’s favoritve food is alligator cake. 

The changes was the snake was living in a log pile house. The gruffalo likes scrambled snakes. The first change was the snakes to an alligator, the second change was the alligator living in an underwater house and the last change was the gruffalo likes alligator cake instead of scrambled snake.

LI: To rewrite a narrative.

Making connections

Making connections is when you use text to self, text text and text to world.

Text to self is when writing a text from the book and think of something the same as what the text is, for
example in the story the gruffalo the mouse almost died. My text to self is that I nearly died in the Skyline
Rotorua Luge when me and my dad nearly skid off the track.

Text to text is when getting a text and find a book that is kind of the same, for example the mouse lies to
the animal to make them think they would get eaten by a gruffalo, the text to text is that pinocchio also
lied to get away for his problems.

Text to world is when taking a text and finding something bad that's happening in the world that is kind of
the same as the text, for example the mother squirrel tells her childern a story about the gruffalo and the
mouse. The text to world is that mothers tell stories to their childern so they can go to sleep.

LI-To identify and describe connections

Time | Rounding

Rounding is a skill in math that uses addition and division. Rounding means to find the
nearest ten, hundred, thousand, and more.

Addition and divison are both strategys the are used for rounding. To round, A person
has to find out the mean, to find the mean get a set of numbers for example: 12346 then,
add them, 16 is the answer. 

After, divide the number by count how many numbers you’ve got, so 16 divided by 5 is
3.1. So 3.1 is the mean.

Here the rounding part comes in so if the numbers are 5-9 they are called high five
and the numbers that are 1-4 they are called four floors. Look for the last digit, so 1
will be on the four floor. After that, rounding it to the nearest ten so 1 would become a
zero because it rounds to the nearest ten, so my answer is 3.

Rounding can help others to add and divide to make maths easy or hard depending on ]
how good you are at it you are.

LI investigate units of time.

Mean, Median and Mode skipping rope

Time is a event in the past, future and present

The task was to figure out what how long whould it take for 50 skips 5 times.

Mean is when you get a bunch of numbers then you add them up and count how many numbers you got and divide them that’s mean or another word average.

Median is when you put your numbers in order from least to greatest then you circle the number in the middle if there is an even amount of numbers you circle the even amount of numbers then add those numbers and divide them by two.

Mode is when you make the numbers to the least to greatest then you see if there is the same number if you more number that are the same they are the mode.

L.I. investigate units of time.

Inferring

For reading we learned about inferring.

We did two activities. The first activity is fact and opinion. We wrote facts for each character in the story and wrote down the opinions. For example the fox was afraid when he saw the gruffalo, the opinions the fox is “afraid”.

The second activity is character trait. The character trait is that we had to replace the green writing and write down information from the story and my inference.

We wrote who we are, what gender they are, what story they come from, the characteristics of the character, what kind of person they are, an example of what person they are is that the snake is fearful. Then we wrote a summary of the story. For example the snake is fearful and eager.

Inferring is using clues in the text and my prior knowledge to help my understanding of the text.

L.I To infer

Setting Description

Setting description is created with an image of what a character’s place looks like, sounds like, smells like and feels like.

Looks like, is what the background is. For example the snake house looks like logs and grass.

Sounds like, is what the sound of a character or the place. For example the snake surroundings sounds like hissing snakes.

Smells like, is what the smell of a character or their surroundings. For example, the snake's place smells like mold .

Feels like, describes the feel of something. For example the log feels prickly.

LI: To write a setting description