Poupou

Collaborative art works of Poupou

Professional Development - P.E

Professional Development on the teaching of tennis by KiwiSport.

Running of Chess Club

In Terms 2 and 3 I run the school chess club and take a team to Chess Zones.

School Newsletter with Chess team.

Chess Zone Team picture in News letter

Analysis of Target Children's Writing

Analysis of Target Children's Writing

Analysis of Target Children's Writing

Using SOLO to engage learners to think critically

Use of SOLO to encourage critical thinking in students

Class Treaty

G&T/ESOL Plan

Planning for individual needs

G & T, Esol Plan

Pepeha

Class pepeha

Emergency procedures and exit plans displayed in the classroom

Meeting Minutes - BT

In my role as Tutor teacher I meet regularly with my BT to mentor them.

Here are the minutes from those meetings.

Minutes for BT meetings

What to do in an Earthquake

Here is our class practising what to do in an Earthquake:

This was part of our Inquiry into the Geosphere.

Class Blog, what to do in an Earthquake

Planning Checklist - Term 1 -2016

https://drive.google.com/open?id=0B6DkjyOpAVmxcGhybXZnS3gyWGM

Teacher as Inqury - 2016

Personal Goal - 2016

Te Reo Resources

I created this Te Reo resource to be used within the Year 3/4 syndicate.

Te Reo - Classroom Language

Diwali Celebrated

Children were given the choice to dress in cultural clothes to celebrate Diwali.

Relationship with whanau

This was an email received from one of my parents who were going through a difficult health situation and requested that their child stay in my class to provide stability for the child.
I have removed their names due to privicy but this email was also sent to Charmaine Strang DP.

Hi Helen

Just to let you know I’ll pick         up around 2:45pm today so we get to her across town to her rthodontist appointment by 3:15pm.

We are absolutely thrilled with        end of year report and it’s all thanks to for being such a fantastic experienced teacher and supporting her and us through our very difficult year. 

Is there any chance we can put in a special request to stay with you for next year even though it’s normally not the done thing as you will be a Y4 teacher and know our situation well?   It would be ideal not to have the worry of resettling her as next year will be particularly tough with a both complicated lung and bowel surgeries followed by another 3 months of infusion chemo.  The cancer society team have advised us the more consistent we keep all things in her life the better she will feel secure and cope with it all and for       and I, the less stress as possible.

SOLO - PD and Planning Day

I worked with Julia Mills on planning an Inquiry unit using SOLO. I planned a unit collaboratively with colleagues and then observed a SOLO 3 layers of learning lesson from Julie.

Halsey Drive Term Planning - Year 3-4 - NATURAL SYSTEMS

Achievement Objective/s from NZC:   Level 1&2 Explore and describe natural features and resources Describe how natural feature are changes and resources affected by natural events and human actions Share ideas and observations about the sun and moon and their physical effects on heat and light available to earth Nature of Science: Appreciate that scientists ask questions about our world that leads to investigations and that open mindedness is important because there may be more than one explanation

Key Curriculum focus:  (Science- Planet Earth & Beyond)

What assessment information is informing this plan? What student needs have been identified? To develop questioning skills To develop information processing and summarising skills To use SOLO taxonomy and where appropriate make links to WAVES To use questioning, rubrics and learning experiences to assist students to achieve higher levels of thinking To seek evidence, ideas and understandings from a wide range of sources

Possible Trips: Stardome Auckland Museum (rocks) Ambury Farm/Mt Eden quarry/Local Volcanoes/Rangitoto Island/Crystal Mountain Auckland University Experts in local area (astronomer/geologist/volcanologist/biologist/zoologist/engineer/environmentalist/

Concept: Earth Systems and Interacting Systems: Natural Systems Key Understanding: Many Parts Make a Whole Driving Question: How do systems inter-connect? SOLO for Assessment / LIs from key curriculum area Assessment rubrics (self assessment, not teacher directed) Define a system (week 1-2) Analyse the parts of a system (between week 3-7) Generalise the importance of the systems being connected (Week 8 onwards) Context / Key Terms Astronomical, Earth systems - Hydrosphere, geosphere (lithosphere), atmosphere, biosphere Introductions (Week 1-2 slides) Amy & Jaimee- Biosphere Helen & Luke - Lithosphere & astronomical Vicky & Kristin - Hydrosphere Chris - Atmosphere Key Competencies (Self Assessment) Managing Self Rubric Relating to others Rubric Participating and Contributing Rubric Thinking Rubric Language symbols and text Rubric Values (Self Assessment) Inquiry Questioning Strategy Bringing in Information Connecting Information Presenting new learning Evaluating What if Questions Link to all year groups what if questions Cross Curricular Links Yr 3 - Report writing Yr 3 - 3D art (dioramas, models) Yr 4- Narrative (Myths and Legends, Science Fiction) Yr 4- poetic / analogy All- Infographics (presenting) Dance (traditional e.g. rain etc) Resources IT to be used to enhance	Multistructural Outcome Learning Experiences - Observe/speak like a scientist Key Terms/Trips/Guest Speakers/Experts/ Resources used to introduce topic such as You Tube etc	Relational Outcome Learning Experiences - Think like a scientist What strategies will you use to connect the information that you have researched	Extended Abstract Outcome Learning Experiences  - Theorise like a scientist Differentiate product /content and give exemplars of ways to present
	List your ideas (Define/Describe/List)	Connect your idea Compare/Contrast Explain/Sequence Classify/Cause/Effect/Analyse (Part Whole)Analogy/Question	Look at something in a new way Generalise/Evaluate/Predict/Create
	Define a system  (Hydrosphere, geosphere (lithosphere), atmosphere, biosphere, astronomical) Systems slideshow Hydrosphere infographic Geosphere infographic Atmospheric infographic Astronomical infographic Four spheres connected video Effects of astronomical cycles on earth video Video on earth systems Video on the four spheres (geo and bio) Video on the four spheres (hydro and atmo) Describe a system (Hydrosphere, geosphere (lithosphere ie a volcano), atmosphere-ie a weather pattern, biosphere, astronomical) Identify/list  parts of a system Astronomical, Define Hydrosphere Define hydrosphere Hydrosphere Video Define hydro, crysosphere, solid, liquid,gas, water, glaciers, substance, water system, condensation, evaporation, sublimation, precipitation, advection, percolation, evapotranspiration (see Hydrosphere Diagram) Identify how water is distributed on earth Slide link Define fresh water and ocean water. Describe where they can be found.(Experiment Connected2, 1998) Identify the major oceans of the world Slide link Identify and describe the parts of the water cycle Describe what hydrologists do Define and describe what a dam is Define the water currents https://www.youtube.com/watch?v=Hu_Ga0JYFNg List things that affect ocean currents Describe what a rip is Describe what a tide is https://www.youtube.com/watch?v=5ohDG7RqQ9I geosphere (lithosphere) Define Lithosphere-What is it? Identify and List the parts of the Lithosphere from infographic https://upload.wikimedia.org/wikipedia/commons/8/8a/Earth-cutaway-schematic-english.svg https://www.youtube.com/watch?v=tRKJdWn1Gtc https://www.youtube.com/watch?v=KB5tj9ly0O0 Define - core, mantle, earths crust, tectonic plates, Describe different parts of the Lithosphere eg: core, mantle, earths crust, tectonic plates etc. http://disputationes.info/interesting-facts-about-the-earths-lithosphere/ https://www.youtube.com/watch?v=24wO1G_7fyc Plate tectonics Define and list different types of Volcanoes: Describe different features of volcanoes http://swh.schoolworkhelper.netdna-cdn.com/wp-content/uploads/2012/05/Types-of-Volcanoes.jpg?085e4f https://perri-n-natural-hazards.wikispaces.com/1.+What+is+a+Volcano+-+History+and+Types+of+Volcanoes Define; “The ring of Fire” Define and list different types of rocks  - igneous, sedimentary, metamporphic Describe different features of rocks E.g. Igneous, Sedimentary, metamorphic https://www.youtube.com/watch?v=17l2LrjZi9o https://media1.britannica.com/eb-media/86/106986-004-344E040B.jpg Define a geologist Atmosphere Define atmosphere Bill Nye- What is the atmosphere? Define troposphere Troposphere facts Define weather Define climate Weather vs Climate Define temperature Define pressure Define severe weather What is severe weather? List examples of severe weather Describe types of weather List types of weather Describe types of clouds/winds/temperatures Link to infographic of the layers Define Atmosphere - 5 layers Explanation and info graphic for the five layers of Define gases Gases in Troposphere- infographic the Atmosphere Define Pressure Video for the layers of the Atmosphere Layers, Gases and pressures Define Greenhouse gasess video on greenhouse gases	Compare and contrast a / part of a system Explain how  the components of a system inter-connect? Sequence part of a system Classify part of a system Analyse a system (state what would happen if a part was missing from the system) Cause and effect of an event on the different spheres. Look at world events - Link to different spheres, make connections and effects, impact on spheres. Analogy linked to system Compose questions to ask an expert Use a questioning framework Practical classroom activities Earth Quiz Astronomical, Hydrosphere Sequence the water cycle Explain why the water cycle is important Analyse what would happen if ___ was missing from the water cycle (part/whole) Analyse  the impact of pollution on the water cycle Analyse the importance of a dam Explain the impact global warming has on the water system Compare and contrast ocean water and fresh water Compose questions to ask experts (ie Niwa, hydrologists) Compare and contrast the environments of cold and hot climates Compare and contrast tides and rips Explain what a geosphere (lithosphere) Classify types of rock Explain how erosion happens Sequence the rock cycle http://kids.britannica.com/elementary/art-189011/A-diagram-shows-the-different-ways-that-rock-can-change Analyse the parts of a volcano Analyse which earth system is impacted the most by volcanoes Compare and contrast different types of volcanoes Compare and Contrast: Different Rock types and the geological periods that they came from. https://s-media-cache-ak0.pinimg.com/564x/95/06/c0/9506c00fd8db655331314a4e512609dc.jpg Atmosphere Se Classify parts of the atmosphere Compare and contrast gases Sequence the dispertion and absorbtion of gases in the atmosphere Analyse what effect Greenhouse gases has on the Earths temperture	Generalise the importance of how all systems interconnect Evaluate what has the most impact on systems (natural or man made) Predict what would happen if a part of a system was missing Astronomical, Hydrosphere Generalise the importance of the water cycle Predict what would happen to the world without water Create your own invention to save water (at home/at school) Imagine you are a water droplet going through the water cycle -write a diary entry (see Connected 2, 2002) Create our own currents using milk and food colouring. Create currents (polar currents) using the pool and spades. Predict what will happen when we put a boat in the middle. geosphere (lithosphere) Predict Where the next volcanic eruption might be in 1. New Zealand? 2. The rest of the world? Atmosphere
WAVES What we know        Ask and action        Various resources          Essential bits          Show and share/social action
STRATEGIES / SKILLS / THINKING Thinking Hats Red & White hats: define, identify, label, list, describe, retell, recall (Multi-structural) Yellow & Black hats:  sequencing, compare and contrast, cause and effect, classify, analyse, explain, questioning (Relational) Green & Blue hats: predict, hypothesise, generalise, imagine, reflect, evaluate, create (Extended Abstract)