LI: To understand how scientists know so much about dinosaurs.
LI: To recognise different types of fossils and how they are formed.
For this activity our challenge was to create a DLO that shows the examples of the different fossil types. I learnt that the Body fossil type are bones, teeth from dinosaurs, shells from yesterdays sea creatures, and fossilized leaves. Therefore Trace fossils are marks, or signs of yesterday signaling today.
LI: To create a DLO that tells Mary Annings story from her perspective story.
Before we took part in our own dinosaur dig LS2 were challenged to capture the story behind Mary Anning, a pioneering fossil hunter and paleontologist during the early 19th century. Something I learnt was that Mary Anning was the first to complete the skeleton of a Plesiosaurus and an Ichthyosaurus , she was 23 years old when she discovered the Plesiosaurus and 12 years old for Ichthyosaurus.
LI: How to mulitply using decimals.
For our learning we had been learning about decimals and we have been learning how to do the calculus of multiplying two decimal numbers together! During the process of this insight to these types of equations, we have now the knowledge on how the method works towards multiplying two decimal places together, which was very interesting on finding out because its very basic, being very similar of multiplying two whole numbers together. We also found out that this was a very curious journey of learning because for most of the equations we were solving, was that instead of multiplying it bigger than the original number it would go smaller than the original numbers!
For inquiry, we watched a video showing paleontologists digging for dinosaurs. We learned about what a paleontologist is and what they do. For this activity we were challenged to create a 50 word (we weren’t allowed to do over 50 or under 49) statement that tells us what paleontology is and what palaeontologists do on a DLO. One fact we found interesting is that Mary Anning was the first palaeontologist to find a fossil.
LI: How to subtract decimal numbers , using algorithms.
For this Maths activity we took a step up from the last lesson and the step up it was to learn how to subtract two decimal numbers together ! This activity is also very similar to subtracting whole numbers, because all that there is to minusing decimal equations together is that all you have to do is add a decimal point, to the given equation! Something we also learnt during this lesson is that you always have to line up all your decimal points and when subtracting, and the number you can not divide get crossed off and gets replaced with a number in the front of that number, which you have to subtract one from the number in front of the number you have to divide.
LI: How to add decimal numbers, using algorithms.
For this math lesson we have been continuing on to learn about how to do basic math with decimals like addition, subtraction, ect, but in this particular lesson about decimals we started off with learning how to add decimals together. To also do this task you have to sort out the place values of each number from tens, ones, tenths, hundredths, thousandths, and more, while everytime you add the chosen numbers you have to always start from the number farthest to the right working your way up to the left. Another thing to remember when doing this maths calculation is to always carry the ones to the correct place holders and a very simple trick to do this is to make your working out very neat and tidy, so it will be easier to look at and figure it out. Something I found interesting was we learnt how to add numbers using decimal points, and we learnt a rule while adding decimal numbers is that you always have to line up the decimal points with each other.
LI: To form and justify an opinion
We explored what a provocation is and why it is important to have an informed opinion when sharing our perspectives. Our provocation was ‘Should Matariki be a public holiday?’ and we shared to each other about our informed and uniformed opinon about ‘Should Matariki be a public holiday’. In our uniformed opinon we thought Matariki should be a holiday because it celebrates the past to the future, and also celebrates the Maori new year. I found this task interesting because it made us reflect on our past and what our ancestors have done for us continuing onto the future.
LI: To write a multi verse cinquain poem that describes the journey of a sleeping maunga that erupts
We have been exploring cinquain poems. A cinquain poem has 5 lines but are not sentences. Each line has a different purpose. Line 1 is a noun which is a name basically something you can touch for example a table. Line 2 has 2 adjectives that describe the noun your talking about. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. Without repeating words you’ve used before.
We used our poem to show our understanding of volcanoes. In parteners or a group of three we got to choose a volcano, this means we could choose a volcano around the world. Me and my partner Amorangi chose to do Taranaki. We were describing the form of a volcano for example how it sleeps, when it wakes up, then when it erupts, and then lastly the after damages, it may seem easy but really its challenging.
Something I found interesting about cinquain poems is that you have to have exactly 5 lines, you cant make it below or over the 5 lines.
For this research assignment we had been given the task of reating a DLO explaiining how we analysis the data which had been created by LS2 ourselves and the topic for our data was ‘ Why LS2 are Absent ‘ leading to sickness being the highest/main reason why we don’t come to school while the lowest reason was ‘ I Don’t Like The Teacher’ which is a very bad reason to be at school ! I found that this was a cool assignment to do!
LI: How to identify the highest Common factor.
For number knowledge in maths, we have been learning how to identify what Highest Common Factors are. How to do this task you would need to use your multiplication skills (calculator), and find all the factors of the two numbers , after this you need to find the highest common factor out of both of these numbers for e.g ; 12, 24’s highest factor is 12 because if you multiply 12 by 2 it would equal to 24 therefore being the HCF ! Also during this lesson we also learnt how to do prime factorisation because it connects to HCF and also because recently we had been learning prime numbers ! I liked learning this and I also can’t wait to learn more things !