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https://sites.google.com/a/ptengland.school.nz/teamfour2016/reading/west-somerville

 


L&P (Lemon and Paeroa). World famous in New Zealand.
 Click the link to take you to this week's work 
Term 1 Term 2 Term 3 Term 4
Shoes of the Olympics Cycling at the first modern olympics Technology and Biomechanics at the Olympics Boost Not-so-good Sports
Is there a link between cheating and sponsorship? The Impact of Cheating in Sport Refugee 
Olympic Team
Coding
Good Spotting!  
Coding 
Key Concept: understand why coding is important to learn

Instructions
1. Read the text - Why kids should learn to code

2. Open the activity Coding Vocabulary
. - Complete the task and share this on your blog. 
3. Code.org - Code Studio (start at course 2)
Have a go at some coding! - Start at course 2 and work your way through all of the activities until you have finished the course. Here are your links:
4. Fast Finishers: Hour of Code
Once you have finished the course (you're the MAN or woMAN if you have by the way!) have some fun putting all that you have learnt into practice. https://docs.google.com/presentation/d/1VKrvoO3yGCWDCjEpWYNLO_WyE9oeDJqZPNGTfrebFsY/edit#slide=id.g16bcf71543_2_0
  Texts: 
Why kids should learn to code
Your Choice (you need to read at least 1) What is HTML anyway Youtube - Why all kids should learn to code

Links:

Refugee Olympic Team 

Walt: understand what a refugee is

Walt: synthesis readings into our own words

Walt: understand and use new and interesting vocab

Key Concept: Why is the Refugee Olympic Team important?

For the next two weeks we are going to be exploring why the Refugee Olympic Team is important. We will be learning why the IOC had to create this team, who has made the team and a little bit about some of the athletes.

Instructions:

1. Read the 3 texts very carefully, making sure that you understand what you are reading.
2. Choose at least 1 of the 'Your Choice' texts
 thoroughly.
3. Vocab Padlet: We are going to create a Vocab Padlet. To do this you are going to do the following things:
  • Find any new or interesting vocab and add this to the group padlet.
  • Write down the exact sentence that your chosen word was written in
  • As a group we will create our own definition and sentence using the new or interesting word
https://docs.google.com/presentation/d/1ae6xvuCCoFmK5BNTPyGnsfUPwJjCaVME-pajZoeheeo/edit#slide=id.g9d08c853d_0_0
The Impact of Cheating in Sport 


Walt: synthesise information from multiple texts.

Walt: understand why people make particular choices and how their choice can impact themselves and others.


Key Concepts:

What might cheating look like at the Olympics and who may it impact?

What motivates an athlete to cheat?

Instructions:

This week, we are completing our inquiry into cheating at the olympics. 

1. Read through any extended texts from the last three weeks which you want to spend more time exploring. These will be texts from:

  • Not-so-good sports
  • Is there a link between cheating and sponsorship?
  • The impact of cheating in sport
2. Use the information you have learned to respond to at least 2 of your classmates blogposts from week 4, 5, and 6.
  • Go to the blog log and read a number of your classmates' posts from weeks 4, 5, and 6. 
  • Use this doc to write your blog comment and then copy your response into the comments section of their blog post. 
  • Use the 'Quality blog Comments' image on the right to help you!

https://docs.google.com/presentation/d/1VKrvoO3yGCWDCjEpWYNLO_WyE9oeDJqZPNGTfrebFsY/edit#slide=id.g166b629faa_0_0
Follow up:


Is there a link between cheating and sponsorship? 

WALT: make connections between texts and apply the knowledge to a new situation.

Walt: understand why people make particular choices and how their choice can impact themselves and others.

Walt: show understanding of words and phrases from texts by using them to justify thinking.


Key Concept: What motivates an athlete to cheat?


Instructions:
This week, we are continuing our inquiry into the impact of cheating and performance enhancing drugs on the Olympic Games. This week, we are going to focus on what may motivate an athlete to cheat, especially looking into whether sponsorship could possibly have something to do with it!

1. Read the first text carefully.

2. Read the extended texts carefully. Complete the making connections task while reading '5 top-grossing olympic athletes.'

3. Respond to Matiu to share your learning! 


https://docs.google.com/presentation/d/1VKrvoO3yGCWDCjEpWYNLO_WyE9oeDJqZPNGTfrebFsY/edit#slide=id.g166b629faa_0_0
Text:
Russia to teach anti-doping in schools

Extended Readings:

5 top-grossing olympic athletes
Hair, there, and everywhere by Janice Marriott (Connected 2, 2003)


See some well-known athletes sponsored by Gatorade in this advertisement below! Athletes who are sponsored by brands are chosen to provide positive messages. Can you think of what the brands get out of it? They need to be showing values of sport and fair play in everything they do.

Not-so-good Sports 

WALT: make connections between texts and apply the knowledge to a new situation.

Walt: understand why people make particular choices and how their choice can impact themselves and others.

Walt: show understanding of words and phrases from texts by using them to justify thinking.


Key Concept: What might cheating look like at the olympics and who may it impact?

Instructions:
This week, we are continuing our three week inquiry. Our topic is looking at the impact of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.

1. Read the whole of the text very carefully.
2. Read the extended readings carefully, thinking about how they connect with the first text.

3. Using your own knowledge, as well as knowledge you have gained from reading these texts, what do you think is important in order to make sports fair? Create your own logo to explain this.  Write a short paragraph explaining what the sections of your logo represent.

https://docs.google.com/presentation/d/1VKrvoO3yGCWDCjEpWYNLO_WyE9oeDJqZPNGTfrebFsY/edit#slide=id.g164d4aa4a8_0_16

Text:
Not-so-good Sports

Extended Readings:

Anti-Doping Logo NZ






Boost 
Walt: monitor and adjust our reading for understanding.
Walt: make connections  by thinking about underlying ideas in and between texts.
Walt: understand why people make particular choices and how their choice can affect themselves and others.

Key Concept: What might a 'boost' look like at the Olympics and who may it impact?

Instructions: 
This week, we are starting our new three week inquiry. Our topic is going to be looking at the impact of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.

1. Read the story carefully. Think about the key concept as you read.

2. Create a quiz for your friends (in the L&Ps)
 using google forms.

When coming up with questions, think about:
-Questions which your friends can find in the text.
-Questions which your friends may need to think about by using knowledge they already have.
-Questions which make a connection between this text and the olympics.

https://docs.google.com/presentation/d/1VKrvoO3yGCWDCjEpWYNLO_WyE9oeDJqZPNGTfrebFsY/edit#slide=id.g162d1c5118_0_0

Text: Boost (School Journal L3, August 2015)

Extended Reading:
Is Gear a Performance Enhancing Drug?



Technology and Biomechanics at the Olympics 

Walt: make connections between texts and apply the knowledge to a new situation.
Walt: summarise ideas and put them into my own words.


Instructions:

This week, we are finishing our mini inquiry on the use and development of technology and biomechanics at the Olympic Games. You will need to read the texts really carefully in order to create a great reflective movie. So, make sure to take good notes and read as much as you can!
 
1. Read your text carefully. Click 'more' to see the entire text.

2.  Use the planning doc to plan a video recording explaining your learning (over week 1-3) about technology and biomechanics at the olympics.

3. Create your video recording.




https://docs.google.com/presentation/d/1ae6xvuCCoFmK5BNTPyGnsfUPwJjCaVME-pajZoeheeo/edit#slide=id.g9d08c853d_0_0
Text:
Swimming (olympic.org)

Extended Reading:
Michael Phelps (olympic.org)
Michael Phelps: The man who was built to be a swimmer
Michael Phelps (graphic by Andrew Blenkinsop and Rory Hart)


Cycling at the first modern olympics 

Walt:
 ask questions before and during reading to focus our understanding.
Walt: summarise ideas and put them into my own words.

Instructions:

We are investigating the history of bikes in the Olympics and their current design.

1. Read your text carefully.

2. Explore the extended texts. 

3. Use this padlet to organise important dates in the history of the olympics.

2. Using the text and extended readings, create a timeline of the history of the olympics. Ensure you include the history of cycling in the timeline. 


https://docs.google.com/presentation/d/1ae6xvuCCoFmK5BNTPyGnsfUPwJjCaVME-pajZoeheeo/edit#slide=id.g9d08c853d_0_0
Text:
Cycling at the first modern olympics

Extended Reading:
History of Olympic Track Cycling + History of Olympic Road Cycling
Cycling NZ unveil revolutionary new olympic bikes


Shoes of the Olympics 

Walt:
 respond using key information from a number of texts and our own knowledge.
Walt: compare a number of successful Olympic shoes over almost 90 years, looking at how and why the technology changed over time.


Instructions:
1. As a group, watch and discuss the slow motion video of Usain Bolt running and Great Athletics Highlights. 

2. Carefully read through the instructions for the Advice Column Task.

3. Read your text carefully.

3. As you read, complete the matching task.

4. 
Explore the extended texts (these will help you with your advice column response).


As you gather new thoughts and information, plan and write your advice column response.


https://docs.google.com/presentation/d/1ae6xvuCCoFmK5BNTPyGnsfUPwJjCaVME-pajZoeheeo/edit#slide=id.g9d08c853d_0_0
Text:
The 20 most iconic sneakers in Olympic history

Extended Reading:
Armin Hary - The 1960 100 metre Olympic Champion
Olympic.org - Athletics 

Tasks:
Matching Task
Advice Column