Embedded Files
Taumata 10
Taumata 10
term 2
term 2
week 5
week 5
The Big Chill and the Big Drill
The Big Chill and the Big Drill
WALT: We will learn how to use reading comprehension strategies to help us understand non-fiction text.
Right There Questions
Right There Questions
What covered Antarctica millions of years ago?
What kinds of animals lived in Antarctica long ago?
What happened to the forests as the climate changed?
What is a glacier?
How long ago did Antarctica begin getting colder?
What is hakapapa?
What happens to some of the ice each year?
What was the large bird called that lived 43 million years ago in Antarctica
Vocabulary Questions
Vocabulary Questions
What does fossilised mean?
What is a marsupial?
What does koero mean?
What does the word extinct mean?
What does the Māori word hakapapa mean?
What does the Māori word koero mean?
Why do you think the author included Māori words in the text?
Can you think of another animal that is extinct?
1. Lesson 1, Week 7, Taumata 10.pptx2. Lesson 2, Week 7, Taumata 10.pptxTitle: The history of Anatrica
Title: The history of Anatrica
45 Million Years Ago
45 Million Years Ago
Antarctica was very different a long time ago. It had forests and woodlands instead of ice. For example, there were frogs, insects, marsupials and large birds living there. Antarctica was once a warm place full of life.
34 Million Years Ago
34 Million Years Ago
The climate in Antarctica started to change. The weather became much colder and more ice began to form. For example, the forests started to disappear and some animals became extinct. Antarctica was slowly turning into a frozen land.
21–14 Million Years Ago
21–14 Million Years Ago
Antarctica became covered in ice. Most of the land was frozen and very cold. For example, there was almost nothing left except thick ice sheets. Antarctica had changed into the icy place we know today.
2006–2007
2006–2007
Scientists studied Antarctica to learn about its past. They drilled into the ice at McMurdo Sound to search for clues. For example, they found fossils and drop stones hidden deep in the ice. Scientists learned more about how Antarctica’s climate changed over time.
DOC210526-21052026073837.pdf3. Lesson 3, Week 7, Taumata 10.pptx4. Lesson 4, Week 7, Taumata 10.pptxMake an information poster where you answer at least 3 of the following questions about the story.
Needs a:
Title
1 paragraph on Tavel
1 paragraph on Arriveing at the hotel
1 paragraph on exploring the hotel
1 fun fact
Right There Questions
Right There Questions
Where was the Ice Hotel located?
How did the writer travel from Kiruna to the hotel?
How many huskies pulled the dog sled?
What were the door handles made from?
What were the tables and chairs made of?
How cold was it outside the hotel?
What covered the ice beds?
What sparkled on the ceiling of the writer’s favourite room?
What was next to the hotel?
What did people drink from ice glasses in the ice bar?
Why did people need to go outside to use the bathroom?
What river was the ice taken from?
What is “snice” made from?
What machine dragged the mould out of the tunnel?
What did the writer say staying in the Ice Hotel was?
What did the workers sweep off the river ice?
What were the lights in the hallway made from?
What did brides wear under their dresses in the ice chapel?
What were the bedroom walls decorated with?
What was kept in a cold store over summer?
Vocabulary Questions
Vocabulary Questions
Vocabulary Questions
What is a sled?
Answer: A sled is something used to travel over snow and ice.
What does glistening mean?
Answer: Glistening means shining or sparkling with light.
What is a chandelier?
Answer: A chandelier is a hanging light with several lights on it.
What are moulds used for?
Answer: Moulds are used to shape soft or liquid materials.
What does kaitiakitanga mean?
Answer: Kaitiakitanga means protecting and caring for the environment.
What country did the writer travel to?
Answer: The writer travelled to Sweden.
What is a chapel?
Answer: A chapel is a small church or place where people can pray or get married.
What does frosty mean in the story?
Answer: Frosty means very cold and covered with ice or frost.
What are carvings?
Answer: Carvings are shapes or designs cut into something.
What does sparkle mean?
Answer: Sparkle means to shine with little flashes of light.
What does harvested mean in the text about ice?
Answer: Harvested means collected or gathered.
What is a platform?
Answer: A platform is a flat surface used for standing or carrying things.
What does dimly lit mean?
Answer: Dimly lit means not very bright.
What are thermals?
Answer: Thermals are warm clothes worn under clothing to keep warm.
What does decorated mean?
Answer: Decorated means made to look nicer with patterns or objects.
Students quizzes
Students quizzes
Bilal's Quiz
follow up task
follow up task
week 4
week 4
Estuary
Estuary
WALT: We will learn how to use reading comprehension strategies to help us understand non-fiction text.
2022-SJ-L2-November-.pdfKey Vocabualry
Key Vocabualry
Estuary – a place where freshwater from rivers mixes with saltwater from the sea.
Kaitiaki / Kaitiakitanga – a Māori word meaning guardians or caring for and protecting something important.
Pāpaka – the Māori word for crab.
Kōurura – shrimp found in the estuary.
Ika – the Māori word for fish.
Noke – worms found in mud or soil.
Polluted – when water or the environment becomes dirty or unsafe.
Monitor – to regularly check or observe something carefully.
Data – information or facts collected during an investigation.
Generational connection – when people and families feel connected to a place over many generations.
Sea creatures – animals that live in the sea.
Asian paddle crab – a crab species that can cause problems in estuaries.
Trap – something used to catch animals or pests.
1. Lesson 1, Week 6, Taumata 10.pptxLesson 1
3. Lesson 3, Week 6, Taumata 10.pptxLesson 3
2. Lesson 2, Week 6, Taumata 10.pptxLesson 2
4. Lesson 4, Week 6, Taumata 10.pptxlesson 4
week 3
week 3
Te Papa's Colossal Squid
Te Papa's Colossal Squid
WALT: We will learn how to use reading comprehension strategies to help us understand
non-fiction text.
5. Te Papas Colossal Squid (1) (1).pdf1. Lesson 1, Week 5, Taumata 10.pptx3. Lesson 3, Week 5, Taumata 10.pptx2. Lesson 2, Week 5, Taumata 10.pptx4. Lesson 4, Week 5, Taumata 10.pptxSQUID WRITING
SQUID WRITING
WALT
We are learning to write a detailed non-fiction report using information from our reading.
Success Criteria (SC)
I can write an introduction that explains my topic
I can organise my ideas into clear paragraphs
I can use facts and details from the text
I can use topic sentences and supporting details
I can use non-fiction language and vocabulary
I can finish with a concluding sentence
Introduction
👉 Explain what the colossal squid is and why it is interesting.
Brainstorm Ideas
Brainstorm Ideas
Largest squid in the world
Lives deep in the ocean
Rarely seen by people
Scientists still learn new things about it
Huge eyes and tentacles
Paragraph 1 — Features of the Colossal Squid
👉 Describe what the squid looks like and special body features.
Brainstorm Ideas
Brainstorm Ideas
Large eyes
Sharp hooks on tentacles
Heavy body
Long tentacles and arms
Can grow very large
Strong beak
Paragraph 2 — Habitat and Location
👉 Explain where the colossal squid lives.
Brainstorm Ideas
Brainstorm Ideas
Southern Ocean
Near Antarctica
Deep underwater
Cold temperatures
Hard for humans to explore
Topic Sentence
Topic Sentence
Supporting Detail Ideas
Supporting Detail Ideas
Concluding Sentence
Concluding Sentence
Paragraph 3 — The Colossal Squid Exhibit
👉 Explain what people can see at the exhibit.
Brainstorm Ideas
Brainstorm Ideas
Large tank
Safety features
Video of squid being caught
Information signs
Topic Sentence
Topic Sentence
Supporting Detail Ideas
Supporting Detail Ideas
Concluding Sentence
Concluding Sentence
Conclusion
👉 Wrap up your report and explain why the colossal squid is important or interesting.
Brainstorm Ideas
Brainstorm Ideas
Mysterious animal
Important ocean creature
Scientists still learning
Fascinating to people
Key Vocabualry
Key Vocabualry
wallowing: means to become or remain helpless
accordion: Is a portable wind instrument
replica: means a copy exact in all details
taonga: Māori word for treasure, prized or valued
Wānanga: meaning a method of learning
Independant task
Independant task
Create a video
Create a video
Create a video of an interview between a "staff member" of Te Papa meuseum and a reporter.
Create a fact sheet
Create a fact sheet
Use google to create a fact sheet about colossal squid
Must include
1. Title
2. Picture or Diagram
3. Classification (What is it?)
Make a glossary
Make a glossary
Make a glossary
Make a glossary
week 4
week 4
term 1
term 1
1. Lesson 1, Week 2, Taumata 10.pptxWhere's Toki
Where's Toki
WALT: We will learn how to use reading comprehension strategies to help us understand a story.
Term 2- week 1
Term 2- week 1
Ngāti Kurī Proud
Ngāti Kurī Proud
WALT:We will learn how to use reading comprehension strategies to help us understand a story.
Week 1
Language Creativity: Wednesday
Written Language: Tuesday
Taumata 10,Oral language and Reading Comprehension: Unit 3
JJ59_2019_v34-JW.inddExtension
Find out what your name means.
Be ready to share and talk about why your name is important to you.
Revision
After reading, answer these types of questions:
Right There: The answer is directly in the text.
Think and Search: You need to look in more than one place in the text.
Author and Me: You use the text and your own ideas to answer.
1. Lesson 1, Week 3, Taumata 10.pptx3. Lesson 3, Week 3, Taumata 10.pptxOral Language: Monday
Extension
Retell the story from another character’s point of view (e.g., Nana, Wiremu, Heta or Temere).
Think about how that character feels and what they might say or notice.
Extension 2
Choose some of this week’s target words.
Write a definition for each word.
Use what you know about morphemes and spelling patterns to help you.
Revision
Go back through the text and find words you don’t understand.
Write them down.
Share with a partner and see if they can help you work out the meaning.
Language Creativity: Wednesday
Extension
Work in a small group to act out part of the story.
Show how the character is feeling through your actions, voice and facial expressions.
Revision
Create a picture of one of the stories the children tell.
You can draw, or use an online tool.
Think carefully about the key moment you want to show.
Revision
Choose some morphemes we have been learning.
Create a poster that shows what each morpheme means.
Use pictures, colours and examples to help explain your ideas.
Social Sciences / Science
Learn about showing respect to Tangaroa, the guardian of the sea.
When fishing, we show tikanga by:
Giving back the first fish caught (his tamaiti)
Not turning our back on the sea
Think about why these actions show respect and care for the environment.
Create a family tree of your augatamā.
Include your igoa (name) and show pride in who you are.
You can add drawings or photos to represent your family..
week 2
week 2
Taumata 10,Oral language and Reading Comprehension: Unit 4
Monsters of the Deep
Monsters of the Deep
WALT:We will learn how to use reading comprehension strategies to help us understand non-fiction text.
4 Monsters of the Deep (1).pdf1. Lesson 1, Week 4, Taumata 10.pptx3. Lesson 3, Week 4, Taumata 10.pptx2. Lesson 2, Week 4, Taumata 10.pptx4. Lesson 4, Week 4, Taumata 10.pptxPage updated
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