Should St James' children wear sunhats during the summer terms?

L.I: WALA writing to persuade. We are learning to justify our opinion by providing supporting evidence.

Horton Hears a Who writing group justified their reasons why St James' children and adults should wear sunhats during the summer terms.

Sunhats protect people from the harsh rays of the sun which protects their skin.

Firstly, wearing sunhats is important because it stops your face getting sunburnt.

Secondly, wearing sunhats protects your neck and shoulders.

Furthermore, wearing sunhats stops people from getting skin cancer.

Finally, wearing sunhats is very important for everybody because they protect our heads and shoulders from getting badly burnt.

L.I: WALT make food choices which assist our bodies to develop and grow in a balanced and healthy way.

What would I expect to find in my lunchbox? -

Room 4 were inquirying about healthy food options for school lunch boxes. We agreed a balanced selection of foods would be perfect. Foods from the food pyramid categories - 'eat lots', and 'eat some'. There was discussion about whether, 'eat little' would be a perfectly good option for our lunchboxes because the amounts eaten would be small. However, others thoughts considered this category to be only treat foods which shouldn't be had during the day but as a treat for the whole family now and again. 'Protein, carbohydrates, fruit and vegetables' were the categories we selected food from for our school lunch boxes.

Some of the ideas for our school lunchboxes were as follows: cold meats, fruit - (strawberries, pineapple, apples, and oranges), raw vegetables, dried fruits, cheese, yogurt, nuts, mueslie bars (without chocolate coating the bar), sandwich (with different fillings - chicken, ham, peanut butter and marmite, and vegetables).

WALT give detailed descriptions in my writing. Have I included amazing adjectives, vivacious verbs, mighty metaphors and scintillating similes?

WALT give detailed descriptions in my writing. Have I included amazing adjectives, vivacious verbs, mighty metaphors and scintillating similes?

Room 4 were wondering about the Digestive System

L.I: WAL about ‘finding out’ for our second deep conceptual understanding “How does the digestive system transform food into energy for our bodies to use?

Here are some of our wonderings.

How does energy help you move? Suede

What is the most important part in the digestive system? Georgia and Amelia

Why does the left over food get stored in your stomach? Bronte

Why is the small intestine bigger than the large intestine? Scott

How does the good part of your food get into your blood stream? Hayes

How do bright coloured foods turn into brown waste as it goes through the body? Tim

How long does it take for food get down to your rectum? Ashleigh

L.I: We are learning about how the digestive system transforms food into energy for our bodies to use

L.I: WAL about healthy food option. Lewis

Food by Ashleigh Richards

Our Big Question this term is: How do your food choices impact on your body and health? Our tuning in looked at 'The Food Pyramid'

The Middle Team got together to start our Inquiry - tuning in. We each brought along two pieces of food - an unhealthy food item and a healthy food item. Our first data collection was to decide where to put the food items.

Here is a photo showing where the Middle Team added their food items to the 'Food Pyramid'.

We had some wonderful discussions and reflections as to whether some of the placed food items should stay where they were.

How to hold a shot put for beginners.

Discus technique

How to run the hurdles correctly.

L.I: WALA the skills of track and field: shot put, discus and hurdles.

The middle team had a look at three areas of athletics - track and field (shotput, discus and hurdles). The purpose of this learning was to increase our skill base knowledge in these three areas so we would be better skilled for the St James' Athletics Day. During the video watching, we could gather the facts through note taking, followed by sharing with a partner our new information.

L.I: WAL about using descriptive language to give impact. When it snowed last week, Room 4 created some poems using descriptive language..

Awesome Snow

Romantic, floating, silent flakes.

Blue, grey, white.

Glistening, sparkly diamond

Once

Frozen water clung to clouds

Now

Romantic, floating, silent flakes

www.northwood.org.uk/complex%20sentences.htm -

L.I: WAL about narrative writing and the use of animation to tell the story.

Explain the purpose of a narratve, identify the structure of a narrative, and discuss the language features that a narrative would expect to have.

Using the 'Red' (feeling) De Bono Thinking Hat what do you think about the Boy and the reactions of the village people? Finally finish with the 'Black' (the minus) De Bono Thinking Hat - the Boy's character and the 'Village People. What would you have done if you had the responsibilty of looking after the village sheep?

L.I: WAL how People can experience the signs of God's Presence Through Reflection

Today in Religious Education we were learning how ‘People can experience the signs of God’s presence through reflection’. We read from the Scripture Reading –

1 Kings 19: 1 – 14, where we heard how God was present to Elijah in quiet gentle ways. ‘Elijah waited, quiet and still. Then there came a soft whisper like a gently breeze. God was speaking to Elijah in the quiet and silence of the mountain night’

As a gentle reflection experience and a follow up on the Scripture reading, we participated in a Guided Meditation and also shared our personal experience of times ‘when God has spoken to us in the quiet silent times’.

Using three of de Bono’s Thinking Hats – Yellow (pluses), Black (negative/minus/not so good), and Green (wonderings/interesting, creative changes, or next steps), Room 4 completed a PMI – Plus, Minus and Interesting reflective deeper attention thinking tool about the experience. As a class, here are some of our reflective comments.

Plus – Yellow Hat

• Brings us closer to Jesus and to God
• Peaceful, People can relax and speak to God
• A time to reflect
• Peaceful and quiet
• Spending more time with God and giving him our prayers
• Being prayerful, Showing respect
• A time to talk to God
• We can talk to God more easily without distractions
• Connecting to Jesus
• A chance to show self control
• A time to show our virtues of respect, forgiveness and self control
• Opening our hearts and putting Christ into our lives
• A time to connect with God and to Jesus
• A time to listen to Gods messages

Minus – Black Hat

• Talking to neighbours
• Noisily playing with the gem stones which were in the students hands
• Some students disengaged by wandering eyes
• Distractions in the class
• Distractions going on outside
• Students need a lot more practice at keeping silent and still
• Meditation was too long

Interesting – Green Hat
• Students to bring in to the mediation their own treasure/taonga – variety of treasures so the silent reflective mediation can be more personal
• Students to be given the choice to either: bow their heads, close their eyes, look at the prayer focus or look at their own symbol of God’s presence in their hands
• To practice on a regular basis the closing of our eyes for stillness – so mediation becomes a natural experience not something unusual
• Mrs Grant to meditate by perhaps a student taking the Meditation Reflection.
Dear God, help me to be still and quiet, so that I can know and feel that you are very close to me.

L.I: Wal about recognising how God is Present in our Lives

mathsweek.org.nz - 8 - 12 August 2011

Don't forget to go onto the Mathsweek web site this week. Loads of fun and challenges.

Sun

The sun can provide millions of use to people, like warmth heat and electricity. But without the sun there would be no existing life on earth.

Solar panels work from sunlight, because the sunlight powers solar also. Solar panels would be attached to the top of roofs for central heating and hot water.

It is not good that there’s a battle in the houses for non-renewable electric and renewable resources like wind, sun, geo thermal, water and solar power but humans should work and focus on renewable energy because later on in life there will be no non-renewable resources to use. Non-renewable resources are oil, gas and coal and all of them are found in the Earth.