Embedded Files
Activity 1 (12.30)
Create a wall digitally where we write or post responses to the questions:
What is an election?
Why do we have elections?
What happens during an election?
In groups of three, have students discuss the questions before adding their ideas to the graffiti wall. To
differentiate the responses and make it easier to collate, you could assign diff erent coloured pens or sticky notes
for each question.
Collate the responses, and then have the class summarise the key ideas from the responses and post them to the
wall under these headings:
We think an election is …
We think elections are held to …
In an election …
Activity 2: (2pm)
Watch a video that explains what the elections mean for New Zealanders
a. What bill boards have you seen around our community?
b. What slogans/names/parties have you seen?
c. What are the slogans/names representative of?
d. What would you call a party you'd stand for? What would be your slogan and why?
e. Create this board using your digital creating skills to share with your blog audience and Pt England School.
Week 10(Tuesday)
Week 10(Tuesday)
Elections Billboard:
Elections Billboard:
Create a billboard that shows you as a candidate running for the recent elections.
Create a billboard that shows you as a candidate running for the recent elections.
1. Make up the name of your party
1. Make up the name of your party
2. Include your slogan 'Vote Positive, build a brighter future, working for NZ...etc'
2. Include your slogan 'Vote Positive, build a brighter future, working for NZ...etc'
3. When posting on your blog include a paragraph that outlines 2 of policies you would present in parliament.
3. When posting on your blog include a paragraph that outlines 2 of policies you would present in parliament.
Week 9 (Tuesday)
IS YOUR VOICE HEARD?
Activity 1
Do you participate in decision-making that affects you?
Stand in middle of the our room. We will read out some statements and you are to place yourselves along a continuum going from “always” to “never”. Read the following statements:
“Adults at home listen to what I have to say (about things that affect me).”
“Adults at school listen to what I have to say (about things that affect me).”
“Adults in the community listen to what I have to say (about things that affect me).”
This is the continuum to place yourself upon
always • • • • • • • • • • • • • • • • • • • • • • • most of the time • • • • • • • • • • • • • • • • • • • • • • • sometimes • • • • • • • • • • • • • • • • • • • • • • • hardly ever • • • • • • • • • • • • • • • • • • • • • • • never
After each statement you will have the opportunity to discuss the kinds of decision-making you participate in/do not participate in.
RIGHTS AND RESPONSIBILITIES (Rules and Laws)
What groups do I belong to?
What are my rights and responsibilities in decision-making within these groups?
Activity 2 (2pm)
Now we are going to think-pair-share on the following questions:
1.What groups do you belong to? (For example: home, school, sport, or community groups.)
2.What is your role in decision-making in these groups?
List the groups on a shared doc. As a class, discuss the decision-making of each group.
Use the following to help prompt ideas:
Who makes the rules for these groups?
Who makes the rules at home/school/in the community?
How are students’ voices heard?
Who ensures rules are followed?
As a class, discuss the current class/school rules, including questions such as:
Who makes them?
What is taken into consideration when making these rules? (For example: health and safety or laws.)
Thursday
Week 8
ELECTIONS: WHO MAKES DECISIONS?
12.30 - 1pm
12.30 - 1pm
Ms Wood will be leading you through the following fun activity:
Ms Wood will be leading you through the following fun activity:
Activity 1: You only have 15 minutes!
Activity 1: You only have 15 minutes!
Divide into four even numbered groups. Your task is to create a team game to play against another team.
Divide into four even numbered groups. Your task is to create a team game to play against another team.
a. Equipment: one ball, two hoops, and one skipping rope
a. Equipment: one ball, two hoops, and one skipping rope
b. Your team decides the rules of the game, where it is played
b. Your team decides the rules of the game, where it is played
c. Report back to whole class.
Discussion:
As part of reporting back explain
1. How the decisions were made
2. Was everyone part of the decision making? Why? Why not?
2pm - 3pm
2pm - 3pm
Discussion:
1. What are the parties you have seen around our community?
2. What do you think it's all about? Who are the people on the boards? What are the slogans they have? Why do they have this?
Week 7
Storylines Festival: Reflection post on blog
*Which two authors did you enjoy the most - why?
*If you were to present at this festival - what resources would you use to deliver your message? Explain why these resources would be effective.
*What else would you have liked to find out?
*Close your post with a message to the authors who presented.
Manaikalani Film Festival
* What are some things that year 5 and 6 students just loooove to do?
* What are some things that year 5 and 6 students just dislike?
* What are some things that your peers find super interesting?
*What are some things that your peers find super boring?
Week 5 - 6:
Storylines Festival is on next week for both the year 5/6 and 7/8 extension classes. It promises to be another inspiring event with talks from four outstanding authors. Before we leave for this trip it's time to find out about these authors.
Each year as part of the Storylines Festival, the Story Tour brings New Zealand writers and illustrators into schools and early childhood centres. This is an unique opportunity for students to meet their literary heroes and to get an insight from a writer or illustrators perspective. Now's your chance for your students to get answers to some of those burning questions: Where do their ideas come from? What was the inspiration? How did they know they wanted to become a writer or illustrator? How did they make their dream a reality?
Each year as part of the Storylines Festival, the Story Tour brings New Zealand writers and illustrators into schools and early childhood centres. This is an unique opportunity for students to meet their literary heroes and to get an insight from a writer or illustrators perspective. Now's your chance for your students to get answers to some of those burning questions: Where do their ideas come from? What was the inspiration? How did they know they wanted to become a writer or illustrator? How did they make their dream a reality?
Authors: Juliette Mclver, Cath Mayo, Jill MacGregor, Paula Green.
Where are they based?
What types of books do they write?
What other interesting things can we find out about them?
Week 4:
Hosting a commonwealth games is a huge job! You've now found out about some of the perks and the burdens of being a host for such an event. Let's see this understanding in action by planning your very own gathering. It's birthday party time. In a team of 3 or 4 plan a party for a 5 year old.
Your budget: $150...let the planning begin!!
Research
Week 2 - 3:
NZ as a host
When did NZ host these games?
Research one of the hosting years:
a) find information of the hosting city in NZ:
*what facilities were used?
*Host village?
*NZ team uniform?
*Logo/mascot?
*Sports that were played?
*Controversies?
*NZ's tally of medals
*Top 3 countries in this year?
b) Create a DLO to share with PES students the above findings
Week 1:
Commonwealth Games:
What is the Commonwealth?
Countries who are part of this? Click here to find out.
Where in the world are these countries?
What do these countries have in common?
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