Embedded Files
Pineapple Lumps are a classic Kiwi lollie. Some people like them soft, others enjoy them hard and chewy from the fridge.
Click the link to take you to this week's work
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:
Texts:
Your Choice (you need to read at least 1)What is HTML anywayYoutube - Why all kids should learn to code
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.
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
Texts:
Refugee Olympic Team to Shine Spotlight on Worldwide Refugee Crisis
Your Choice (you need to read at least 1)
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:
Hurry up, Tim
Russian Athletes banned for Rio
Is there a link between cheating and sponsorship?
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!
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: use an increasing vocabulary to make meaning.
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. As you read, complete the 'Making Connections' task.
2. Read the extended text carefully. Complete the swimming routine.
3. Create a poster, advertising a number of ways an athlete could fundraise/ work towards being sponsored in order to be a successful athlete without having to cheat! (It happens already, so what do you think these athletes do?)
Text:
5 Top-Grossing Olympic Athletes
Extended Readings:
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.
Russian Athletes banned for Rio
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: use an increasing vocabulary to make meaning.
Key Concept: What might cheating look like at the olympics and who may it impact?
Instructions:
This week, we are continuing our inquiry into 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.1.
3. Using your own knowledge, as well as knowledge you have gained from reading, what do you think is important in order to make sports fair? Create your own logo to explain this. Write a short paragraph (2-3 sentences) explaining what the sections of your logo represent.
Text:
Russian Athletes banned for Rio (June 2016)
Extended Readings:
Olympic Values - kiwikidsnews.co.nz
What happens to the body of a healthy athlete?
Hurry up, Tim
Walt: monitor and adjust our reading for understanding.
Walt: make connections by thinking about underlying ideas in and between texts.
Key Concept: understand why people make particular choices and how their choice can impact themselves and others by thinking about what cheating might look like at the olympics and who it may 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. In pairs or groups of 3, create a movie. In your movie you will act out an alternative ending, where Tim makes a positive choice. Plan for your movie here.
Think about how you could emphasise that Tim had a choice.
Text: Hurry up, Tim (By Eleanor Hughes, School Journal Part 4 No 1 2009)
Extended Reading:
Ruby's sunflower (By Sally Stephenson, School Journal part 1 number 5 2001)
Technology and Biomechanics at the Olympics
Walt: ask questions before and during reading to focus our understanding.
Walt: make connections between texts and apply the knowledge to a new situation.
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 (make sure you click 'read more' to get the whole text). While reading, think about the technology and biomechanics in rowing, and how it makes the rowers faster.
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.
Cycling at the Olympics
Walt: ask questions before and during reading to focus our understanding.
Walt: make connections between texts and apply the knowledge to a new situation.
Instructions:
We are investigating the event of cycling at the Olympics, it's history, and the design of current bikes at the olympics.
1. Read your texts carefully.
2. Explore the extended texts.
3. Use details of what you have learned from the texts to complete the presentation.
Create 2 diagrams of a cyclists head (with helmet). The first diagram will show air movement over the cyclist when his/her helmet is in a position to make them ride fast. The second diagram will show air movement over the cyclist when his/her helmet is in a position which is slowing them down. Write a brief explanation of your diagrams.
Text:
Extended Reading:
Cycling NZ unveil revolutionary new olympic bikes
This video shows you how a wind tunnel is used in cycling:
Shoes of the Olympics
Walt: respond using key information from the text, as well as our own knowledge.
Walt: compare 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. With a friend in your group, choose 2 shoes (one from before 1970, and one from after 1970). Read your chosen sections of the text carefully.
4. As you read, add details to the padlet.
4. As a group, explore the extended texts (these will help you with your advice column response).
5. Spend time reading the extended texts by yourself.
As you gather new thoughts and information, plan and write your advice column response.
Text:
The 20 most iconic sneakers in Olympic history
Extended Reading:
Fast Feet (Lisa Fuemana-Foa'i)
Tasks:
Page updated
Report abuse