Thursday, March 30, 2017

Making our own boardgames - Gaming unit (T1,W10)

Over the past couple weeks we planned and made our own boardgames.
Some of us made our own game up from our mind, and some of used the ideas from other games like Monopoly and changed some part of it.

Here are some photos of us making our games..

Here are our finished gameboards!

Made by Coralee, Syraiah-Lee and Angel

Made by Hiria, Lydia, Hevani, Kika and Grace

Made by Amon, Auckland, Suave, Viliami and Sosaia

Made by Kordell, Lopiseni and Ariki

Made by Joshua and Stanley

and here are videos of each group explaining the game they made..

And here are some game reviews the students did of each others games..

Hiria @ Tamaki Primary School: Gaming: Today we were finishing our own games well we were finish we had to learn to play someone else game so i went to Tamaki games it was made by...

(more links to come..)

We really enjoyed making these games and can't wait for more people to play them!
Special thanks to Miss Fepuleai for coming to play with us!

P.s. if you want to see MORE photos of us making our games, check out the Google Drive folder here.

Friday, March 24, 2017

Sharing our learning - AMETI (T1,W8 Friday)

Today we shared our learning by presenting as a whole class in syndicate assembly. 
Everyone participated by saying something, and/or sharing something they had created. 

Watch our presentation here!
(click here to read the script if you can't hear it!)

We also wanted to share some of the videos we made however the projected wasn't working so we couldn't. So here are the links to our previous learning so you can check it out!

Thursday (CREATE tasks are here!)

We are hoping to present at whole school assembly next week as well. As AMETI will affect our whole community, we think it is important that we teach as many people about it as possible. 

Knowledge is power!

Thursday, March 23, 2017

CREATE tasks - AMETI (Thursday, W8, T1)

Today we created something to represent the ideas we have been learning about.

Here are some students create tasks.

Falakika @ Tamaki Primary School: AMETI Create: Today in room 7 I drew a sketchnote about AMETI to show some of the changes.

Hiria @ Tamaki Primary School: AMETI create: i made a poster to show about AMETI

Coralee @ Tamaki Primary School: AMETI CREATE: today i made a video about ameti and added INFO so you know what i'm talking about..

Made by Auckland, Amon, Sosaia, Viliami and Suave. 

Made by Syraiah-Lee. 

Made by Stanley.

Made by Lydia and Edith. Our new student Jessica helped edit. 

Wednesday, March 22, 2017

Summarising key information - AMETI (Wednesday, W8, T1)

Today we spent time looking at the resources in depth - looking for key facts and summarising the main ideas.

For example..

Viliami @ Tamaki Primary School: Viliami AMETI summaries: WALT summarise the main ideas in a text I read the text called ….. AMETI PROJECT WILL EFFECT US ALL Here is the URL for this text..htt...

Next, we used some toy trains to make a model of the Panmure roundabout.
The purpose of this was to explain visually how the traffic flow will be effected.

We made Panmure roundabout then showed how all the streets come off of it.

This is looking at Lagoon Drive.

We talked about how when the roundabout is taken away and replaced with traffic lights, other roads are also affected. For example, cars can't exit Jellicoe Road to the intersection anymore - only to Queens Road. But cars from the intersection can enter Jellicoe road.. Confusing right?

Next we showed how Queens Road would be effected. As cars can't exit Jellicoe Road onto the roundabout/intersection, they need to go through Queens road to get to the roundabout/intersection. 
Hence, there will be lots of traffic going down Queens Road (see all the cars?).

Next, we made our own maps of the Panmure area and wrote what changes would happen to each of the roads.
For example..

Tuesday, March 21, 2017

Using Google 'My Maps' to mark out landmarks - AMETI (Tuesday, W8, T1)

Today we learnt how to use My Maps to create landmarks around Panmure. We marked some of the places we knew, like our school.

Next we marked our places that are important in the AMETI project, for example the Panmure Roundabout and the bridge over Panmure Lagoon. Like this...

Here are some of the students examples.

Syraiah-Lee @ Tamaki Primary School: AMETI Map

Grace @ Tamaki Primary School: AMETI Map: I used my maps to show were different things are happening.

Coralee @ Tamaki Primary School: AMETI Map

Falakika @ Tamaki Primary School: AMETI Map

Hiria @ Tamaki Primary School: AMETI Map

Ariki @ Tamaki Primary School: AMETI map: this is tamaki primary school all the way to boteny

Suave @ Tamaki Primary School: AMETI map: i use this map for go places and stuff like that.I live far away from tamaki primary school.

Viliami @ Tamaki Primary School: AMETI map

Lopiseni @ Tamaki Primary School: AMETI map

Lydia @ Tamaki Primary School: Ameti: Today we used my maps to find out what AMETI is doing to our roads

Amon @ Tamaki Primary School: AMETI MAP: This is what we did today it was fun did you know that the Panmure roundabout is going to be traffic light's.

Joshua N @ Tamaki Primary School: ameti

Monday, March 20, 2017

What is AMETI? (Monday, W8, T1)

This week we are learning about AMETI.

We started off with this picture Miss Ashley took ...

We brainstormed what we know about it - this sign is in Panmure by the Mobil station, most of our class had seen it before, its by the round about, its near Burger King, etc. 

Then Miss Ashley shared a site she had made.

We talked about what these words mean, including Googling the meaning of initiate. We talked about the difference between Auckland and Manukau, what a busway was, what we already knew about the new bus and train station in Panmure and the new weird green bus lanes by the round about. 
(Connecting to our prior knowledge!!)

Then we put our initial ideas onto an AnswerGarden.

Then we went onto the 'LEARN' part of the site and explored all the resources provided to find out more information. There were videos from AT/AMETI, NZ herald articles, blog posts, articles and more.

Our AnswerGarden grew and grew as we added ideas that we learnt.
These ideas became more detailed as we understood the ideas more.

To support our learning, our spelling words this week are
  1. Traffic
  2. Congested
  3. Vehicle
  4. Pedestrian
  5. Navigation
  6. Interchange
  7. Bottleneck
  8. Roundabout
  9. Residential
  10. Commercial
  11. Freight
  12. Culdesac
  13. Restrict
  14. Access
  15. Investigation
  16. Geotechnical
  17. Overbridge
  18. Management
  19. Panmure
  20. Jellicoe

Learning how to skateboard!

Today for KiwiSport we learnt how to skateboard. 

We had to wear protective equipment like knee pads, elbow pads, wrist guards and helmets.

Looking flash in our gears!

Lining up  'side by side'.

We had to put our foot like this, covering two dots and showing the other two dots. This means our foot is far enough forward so your other foot can fit behind it.

Skooting along with one foot.

Learning to put our other foot at the back of the board.

Skating with two feet!

Monday, March 6, 2017


Today we started learning about statistics. 

First, we did a pre-test, which was to see what we already know. 
It didn't matter if we didn't know anything, we just had to try our best.

Next, we went outside. 
We tried our making each of the types of graphs we are going to learn about, but with our bodies and using chalk to write on the concrete.

We started by choosing our favourite take-away and sitting behind it. This created a pictogram. 

On a pictogram the frequency is represented by pictures. In our picture, it is represented by us!

Next, we made a dot plot.
We used our bodies to represent the 'dots' on a dot plot. The question we used for this was which month is your birthday in.
A normal dot plot looks like this - 

Next, we made a bar graph. 
We chose our favourite colours for our bar graph. See the lines around where we are sitting? That is what is different between a dot plot/pictogram is that bar graph uses bars (like oblongs).

Like this -

Next, we created a line graph. 
A line graph shows where you sit compared to TWO different things, for example, your height and your weight, at the same time. Those are the variables we used. 

We put ourselves into height order and lined up on the y axis (measuring height) and then moved up to how much we weighed (the x axis). This created a crooked line.
Then we moved off our line to show where we were standing, and what it looked like without our bodies in the way.

The next graph we made was a strip graph. For this, we used the topic of our favourite fizzy drink. Like the bar graph, strip graphs have a box instead of dots or pictures. So we stood in our box to show which one we voted for that was our favourite.
This is what a strip graph looks like, without the people in it. 

The next graph we made was a pie chart. Instead of doing a full circle, we made a half circle just so we could actually take a photo of it. 
For this, we used the topic of our favourite sports to play. 
The pieces of the pie that have more people are bigger than those who only have 1 or 2 people in them.

 We had different categories (from R - L) like other, soccer, american football, netball, rugby, and softball.

This is what a full circle pie chart looks like.

The last one we made was a table.
A table looks like this -

We made ours based on how many siblings we have (the numbers below the yellow line). We stood at the back of our table to show the number of people who had that many siblings. For example, 3 people have 2 siblings, 2 people have 3 siblings, 2 people have 4 siblings, 0 people have 5 siblings, 4 people have 6 siblings, 1 person has 8 siblings and 2 people have 10+ siblings.

Hopefully because we did a physical activity and used our bodies to help create these graphs, it will stick in our heads a little more than if we had just been shown a picture one time.
Onwards and upwards!