Debate - should fidget spinners be allowed in the classroom?

Today we had a debate whether fidget spinners, a much loved toy in this class, should be allowed in the class.

Students got to choose for themselves if they were for or against, and they thought of their own reasons for their argument.

Here are snippets from our debate.

Who do you think had a better argument?

Vote in the comments below.

WAL how to make SUSHI!

As part of our inquiry unit, Room 7 students wanted to make food and do some cooking. One of the things we wanted to make was Sushi. 

so today.. we made sushi!

First, Miss Ashley showed us how to put the rice onto the seaweed.

Next, Miss Ashley put on veggies like capsicum and cucumber onto the rice. 

Then showed us how to roll the sushi by holding down on the bamboo mat.

(Like this....)

And how to cut it up to share with our buddy.

Then we went away, and added veggies and tuna to our own sushi rolls. 

When we had shared our sushi roll with our buddy, we took a picture of our masterpiece before we dipped it in some soy sauce and ate it!

YUM!

We had a great time learning how to make sushi. 

We hoped you like learning about the different steps you have to do.

What is your favourite kind of sushi? 

Comment below and let us know!

Debate - should zoos exist?

Today we launched our new writing unit (which is persuasive writing) by having a debate.

First, we read a text Miss Ashley gave us that informed us about different reasons people think zoos should, or shouldn't exist.

Next, we formed groups based on the text we had - one group was for (in support of) and the other was against. 

Here is our debate.

Who do you think had a better argument?

Let us know in the comments below.

WAL about nutrients that are in food

This morning we did split up into groups and researched different kinds of nutrients that can be found in food. Here is what we came up with - 

 Carbohydrates - Coralee and Merielle

 Vitamins and Minerals - Lydia, Hevani and Grace

 Fats - Auckland, Viliami and Sosaia

Proteins - Lopiseni and Ariki

Calories - Edith, Hiria, Syraiah-Lee and Falakika

Fibre - Joshua and Stanley

Then we presented what our group had come up with to the rest of the class to share our learning (Ako). 

Check us out here - 

Students copy and paste this code to get the video on your blog

<iframe width="560" height="315" src="https://www.youtube.com/embed/k-PcW4ESpso" frameborder="0" allowfullscreen></iframe>

We would love to hear if you learnt anything from us or if you can add to our learning so far!

Leave us a comment below and let us know. 

WALT read nutritional information

Today we learnt about reading nutritional information on the back of food packets.

Check out our blog posts -

Stanley T @ Tamaki Primary School: WALT READ NUTRITIONAL INFORMATION: it has  energy 490 kj protein 1.3  fat total 13 g saturated o.3 g carbohydrate 22,0 g sugars 8.4 9 dietary fibre 2.3 g so...

Kordell @ Tamaki Primary School: WALT read nutritonal information: PER SERVE. These biscuits have 9.2g of sugar. It has 508 KJ of energy. It has 1.1g of protein. It has 5.6g of fat. It has 3.1g of sat...

Joshua N @ Tamaki Primary School: WALT read nutritonal information: My food is weet-bix. I think it is healthy because it has a 5 star rating on the front of the box.  Energy 140 KJ Sat Fat 0.3g ...

Grace @ Tamaki Primary School: WALT: Read nutritional information.: This term for our inquiry topic is Fuelled for life - Food,Fitness,Feel Good!.Today room 7 is learning how to read the labels of the fo...

Edith @ Tamaki Primary School: Are beef noodles HEALTHY??? (find out here)

Lydia @ Tamaki Primary School: WALT: read nutritional information:                                  Today Room 7 was learning how to read nutrition labels. I learnt about the %DI (Percentage of daily intake...

Coralee @ Tamaki Primary School: WALT: Read nutritional information: Today we are learning about Fuelled for life food, fitness feel good so today i picked smooth hazelnut to learn about How much Energy does...

Lopiseni @ Tamaki Primary School: WAL how to read nutritional information: This has 3.5 stars which means it is pretty healthy.  It has 8.4grams of sugar and 31 mg of sodium.  490 Kl - Kl means kilojoule...

Hiria @ Tamaki Primary School: WALT read nutrition information: Nutrition information  Servings per package:3 Serving size:28g approx Avg. Qty. %DI**(per Avg.Qty.perServing serving) per 100g ...

Merielle - Hiria @ Tamaki Primary School: WALT read nutritional information: average nutrition information servings per pack:90 serving size:5g Energy  70 kj  1400 kj Protein  o.og  o.2g Fat-Total  0.0g  ...

WAL about SOLO Taxonomy

This morning we learnt about SOLO Taxonomy and Room 6 came to join us to learn about it as well.

SOLO taxonomy is a model to explain different levels of thinking about a particular topic or idea.

After we all kind of understood what the rollercoaster model of SOLO meant, we did an example of it.

We started with writing one idea about food on a post-it note. (Uni-structural)

Next, we put all our ideas together. (Multi-structural)

Then, we grouped the ideas that were similar and made connections between them. (Relational)

Next, we thought of big ideas about food that could be based off information in the post it notes. (Extended Abstract). 

Some students talked about how two different kinds of orange juice can have different amounts of sugar, others talked about family members who got sick because they ate too much sugar, and others talked about how different kinds of chocolate have different levels of sugar and coco in them, and which one is healthier for you (and which one tasted nicer.. and why). 

We are going to be using this SOLO taxonomy to guide our thinking into deeper, more extended abstract, complex webs so that we are thinking critically about what we are learning about.

We also gave Room 6 a poster like ours so they wouldn't forget about SOLO.

WAL about the food pyramid

Our inquiry this term is called 'Fuelled for life - food, fitness, feel good!'

This morning we made a KWL chart to begin our inquiry.

KWL charts stand for 

what we KNOW,

what we WANT to know,

and what we LEARNT (you fill this part out later!). 

Here is what we wanted to learn about...

The main things we want to learn about and/or do are..

Experiments - boiling coke, making lava lamps out of oil and water, seeing how much sugar is in drinks. 

Finding out - how veggies are made, how they grow and where our food comes from, how food has changed over time (e.g. chocolate), what is really in our food (e.g. chicken nuggets), why junk food exists if it is bad for us, how to read nutritional facts on the back of the packet and why packaging is important.

Making food - sushi, cooking tacos, burritos, burgers and fries.

Doing stuff - coming up with better lunch order options (instead of pies, etc.), having a debate, having a healthy shared lunch.

These all sound like awesome learning opportunities and we can't wait to get started! 

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This afternoon Room 7, and our Room 5 guests did an activity to help us learn about the food pyramid.

We cut up Countdown and New World catalogues, cutting out different food items, and organised them into food pyramids.

Here is what we came up with...

We discussed that foods like fruit, vegetables and meat are down the bottom and how junk food like chocolate and ice cream are up the top. 

If they are up the top it means you should only eat those foods a little bit, and if they are at the bottom it means you should eat lots of those foods. 

The food in the middle is not really bad for you, or really good for you. They are sometimes foods. We put things like chips, crackers, milo and biscuits in this category because sometimes they have a lot of added sugar and salt so it makes them bad.