Geometry Fun

Mini Geometry Project:

1. Draw a 10cm X 10cm box.
 Inside this create a shape using geometrical shapes.

2. Repeat your shape (Tesselate), use colour to show the pattern you have mode more carefully
    NEXT draw/show the following on your design 1. Lines of reflective symmetry
                                                                                  ii. Centre point of rotation
                                                                                 iii. translation of your shape
                                                                                  iv. enlargement
                                                                                  v. reduction

3. Show rotations of your shape.
                                                 i. 1/4 turn clockwise
                                               ii. 270 deg. right
                                               iii. 90 deg. anticlockwise
                                                iv. 45 deg clockwise  (Draw and label these)

4. 3-D Attempt to draw your shape in 3-D depth, height,width.
   Then draw the shape from the following perspectives , top, front, left.

5. Label the part of your 3-D shape with these words   face, vertices, edge

6. Creat a net of your shape and make it.

READING TASK:

Read the following extract and then do the activities that follow:

"The Rain Came" by John Marsden
The very next day the rain came, good soaking rain that filled the dams and greened the country, even if it was too late to give us much feed. But I never found out if the heifers got in calf or not, because less than a month after that the soldiers invaded and normal life ended forever. There was no time then for for carefully culling poor performers as part of a long-term programme to improve the fertility of the breed. No time for long-term programmes of any kind.From the time the bombers roared overhead and the tanks and convoys rolled down our highways, there was time for one thing only and that was survival. All our energy went on that.

Sometimes there didn't even seem much point to it. Why go through hunger, cold,exhaustion,burns,bullet wounds,the death of family and friends, when at the end of the day the invasion had been so successful that we had nothing to look forward to anyway?

From: The Night is for Hunting, Pan Macmillan, Australia.

1. What country do you think this story was set in? Justify your answer with any evidence you feel you have acquired to support it.
2. When do you believe these events occurred? Why do you think that?
3. Describe what life would have been like up until the invasion.
4. How do you think life would have been altered at the end of the invasion?
5. What steps would the author have to take to try and recover the farm and it's function to pre-invasion days.


VOCABULARY:
Copy the words and beside each one write their meaning as you understand them to mean, then select 4 to write the dictionary meaning of them, how close is your understanding?

e.g. soaking: Me  Getting wet right through.
                      Dictionary: completely wet.

soldiers                                                 convoys                                     wounds
culling                                                   survival                                     invasion
fertility                                                  exhaustion                                 successful

COMPREHENSION
Using evidence from the text to form your answers, complete these:
a. The rain came too late to do what?
b. What does culling poor performers mean?
c. Do you think the author sounds happy and up beat, or unhappy and downcast? Give reasons for your answer.

DECISIONS I MAKE

I have Decided.

Based on yourself and items that have had an impact on you, complete the following tasks.

FAMILY FUN

Make a list of the 20 best things your family does together.
e.g.
My brother and I go fishing together.
We go to the beach for picnics in the summer.

FAMILY COMPARISONS

List 20 differences between you and your parents.

e.g.

Dad likes watching the news and I don't.

Mum likes my room to be tidy and I don't.

MY CHOICE

Things I do not want to ever say to my children:
e.g.
No, you can't have a puppy.

Brain Storms by Tony Ryan

1. The World's Tallest Building

As one of the world's most famous engineers, you have been asked to design a building thst would be the tallest on Earth. This building needs to be constructed to solve a serious land shortage problem in the city.

YOUR TASK

Using one sheet of newsprint and some masking tape, construct the highest possible model of this superbuilding. It should remain standing for at least one minute, but cannot be attached to the ground with tape.

Suggestion:  The design of your foundations


2. The Cockroach Protection Device

A nanotechnologist has blasted you  with a reducing ray, and you have shrunk to the size of an ant. You suddenly notice a cockroach in the distance , and it immediately starts to chase you.


YOUR TASK

Construct a device that will protect you from the cockroach, and will also force the giant insect to go away.

"Famous" is our next Study.
To choose your "Famous person, place,or item " to study, Go through these questions they may help with your focus idea.

1. Who do you think is the most famous male actor?
2. Who do you think is the most famous female actress?
3. Who do you think is the most famous author?
4. Who do you think is the most famous rock singer?
5. Who do you think is the most famous  rap singer?
6. Which group do you think is the most famous singing group of all time?
7. Who do you think is the most famous military person of all time?
8. Who is the famous ballerina that has a NZ Iconic dessert maned after her?
9. Name a famous NZ Sports Captain.
10. Name a famous NZ Beach.
11. Name a famous  NZ sportsman or sports woman.
12. Name a famous NZ explorer.
13.What is the most Famous NZ Bird?
14. What is a famous NZ reptile?
15. Name a famous NZ tourist destination.
16. Who do you think is the most famous book character of all time?
17. Who do you think is the most famous animal of all time?
18. Name one of the "Seven Wonders of the World".
19. Name a Greek or Roman God.
20. Name a Famous Maori Legend.
21. Name a famous NZ Singer.
22.Which NZer do you associate with Shotput?
23. Which NZer do you associate with swimming?
24. Which NZer do you associate with Cricket?
25. Which NZer do you associate with BMX?
26. Which NZer do you associate with Sailing?
27. Which NZer do you associate with Basketball?
28. Which NZer is famous in the world of politics?
29. Name a famous brand of car.
30. Who is the most famous person in the world.?

N.Z. ICONS....... KIWIANA

1.List as many Items of Kiwiana as you can. 

2. Find the towns that have on display large Icons as focal displays in their town and mark on a map of NZ.

3. Research the history behind some Kiwi Icons, how did they develop ?, why did they become such an integral part of Kiwiana?, why are they specific to NZ?.

4. Why is there some dispute between the ownership of the following items between Australia and NZ,  a. Phar Lap (Racehorse)   b. pavlova    c. Crowded House (band)

Commonwealth Games Term 3 2014 Week 2 - 3

From each section do a minimum of one of my activities, and design an activity of your own to fit the Thinking -Skills Focus, or do two from each section.
Here is a link for Study Ladder for extra Commonwealth Games Activities 
www.studyladder.co.nz/guides/commonwealth-games


REMEMBERING AND UNDERSTANDING;

1. Use an A -Z key to list as many sports as you can think of.
2. Brainstorm a list of words to do with the Commonwealth Games. Use them in an Acrostic or line poem.
3. Make a wall display about the Commonwealth Games and add your own captions to pictures and articles.
4. Design a word search or crossword using as many words as you can around the topic of the Commonwealth Games.
5. On a map of the world, mark the countries represented at the Commonwealth Games, Glasgow.
6. The answer is "Commonwealth Games". What are five questions?

APPLYING

1. Organise some events that you could run as a class mini-games for one of our year 7 & 8 rooms. Ensure they are events that can compare the students efforts with the best athletes in the world.
2. Select a sport that is being competed at the Commonwealth Games. Write a competitor's diary that covers the week leading up to and including the day the final is held.
3. Make up some fun "specifically Kiwi" events that we could add to a Commonwealth Games hosted by NZ.
4. If animals could also be in a team, what events would you add?

ANALYSING

1. Collect and classify pictures from the Commonwealth Games in as many ways as you can.
2. Use a program of events to graph the number of events held on each day of the games.
3. Describe the similarities and differences between three events of your choosing. Use a Venn diagram to display your ideas.
4. Survey the class on the events they like and those they feel should be omitted from future Olympic Games.
5. Can you walk as fast as a swimmer can swim over 1500 metres.
6. Name 5 things you will never see at the Commonwealth Games, offer reasons why.

EVALUATING

1. Which event, in your opinion, most captures the "spirit" of the Commonwealth Games? Why?
2. Pretend you won a medal in your favourite sport. Write a letter home describing how you felt as you received your award.
3. Discuss the problem of drug taking in sport. Why do you think some competitors are prepared to risk taking drugs?
4. Do a PMI on the Commonwealth Games as you look for ways that things may be improved for the next Olympic Games.
5. What is your opinion on the statement "The opening and closing ceremony is just a waste of time and money"

CREATING

1. Compose a song for a favourite event or competitor.
2. Draw a cartoon showing a new Commonwealth Games event and add a caption.
3. Create a Board Game about the Commonwealth Games.
4. Make a wacky recipe for a food or drink that will make an athlete perform better.
5. Use the BAR technique to design a better running shoe, swimsuit or piece of equipment.

The Nature of Work

REMEMBERING:

• Give 5 examples of different types of jobs. What is the difference between work and leisure?
• List all the jobs you can think of in 10 minutes ( either individually or in a group)
• What jobs are only available to one gender?
• Interview 10 classmates and find out what type of work they would like to do.

UNDERSTANDING:

• Suggest reasons why people have to work. What benefits do people obtain from working?
• Why do certain jobs attract higher pay rates?
• Give examples of occupations which use gender-inclusive titles. Which occupations do not use such titles.
• What are some of the influences on the choice of work?

APPLYING:

• What are some jobs that can be done from home as well as from an office? How can this be achieved?
• Decide how you would classify occupations into different groups. Examples may include inside and outside, paid and unpaid.
• Examine the types of occupations portrayed by men and woman in popular TV programs. Can any conclusions be drawn?
• Discuss what makes a "good job". List some things that would improve your present working environment.

ANALYSING:

• Compare and contract paid and unpaid work. What makes a successful career?
• Classify the occupations, and publish and display your work using a graphic- organiser.
• Analyse the qualities of a person in a non-traditional occupation.
• What influence has technology had on job choices?

EVALUATING

• Do you think people should be paid for all the work they undertake? Give your reasons.
• What kind of job would you like to have?
• List 5 things that interset you about that type of work.
• How would you feel if you were denied the right to the career of your choice? Explain.
• Investigate laws which help to protect workers. Why do you think these laws were created?

CREATING

• What would happen if all housework and/or child care became paid work?
• Use "SCAMPER" to help you to create a new occupation.
• Compose a song to encourage someone to undertake a non-traditional occupation.
• Design and/or construct a model of the perfect work environment.

Novel Study : Responding to English Text.

We are using Blooms Taxonomy to allow us to work at the various levels of thinking students in 10DA operate at.

Our task is to do a minimum of 3 activities in Remember and Understand and 2 in Apply and Analyse.

Select a Novel from the choices supplied. Should you have one already that has your interest, discuss and negotiate with the teacher to use that one.
Read the novel thoroughly.

REMEMBERING

• Make a time line of events in the novel.
• Answer factual questions on characters or events. (Classmates and /or Teacher will supply.)
• Describe a character or event.
• List all the characters or locations.
• Write a chronology for one character.

UNDERSTANDING

• Tell a section of the Novel in your own words.
• Who are the main characters? Who are the secondary characters?
• Choose part of the novel you enjoyed and draw a picture of it.
• Explain the differences between two characters.
• Choose your favourite character and explain your choice.
• Explain how or why a particular event occurred.
• Draw a cartoon strip showing the sequence of events.
• Pretend that you are the main character and introduce the other characters to the class.
• Make a map of the setting.
• Write 10 discussion questions on the novel.
• Explain why the novel begins or ends as it does.

APPLYING

• Make up a board game based on the novel.
• Create a diorama to illustrate an event.
• Write an acrostic poem about a character, event or the whole novel.
• Make a poster to advertise the novel in the library.
• Re-write the novel in a simple form for young children. Include appropriate illustrations.
• Devise 5 interview questions (with answers) for one of the characters.
• Make a collage of words and pictures based on the novel.
• Re-write a scene to show a different character's point of view.
• Write a script of part or all of the novel.

ANALYSING

• Identify and explain the major theme.
• Explain how you feel about the major issues dealt with in the novel.
• Explain why the the characters or events are either credible or unlikely.
• Investigate the response of others to various aspects of the novel. Compare these to your own.
• Draw a diagram to show how the characters relate to each other.

Thanks to Michael Pohl for these activities.

FIFA Soccer World Cup.

1. How many countries are participating in the Fifa Soccer World Cup?
2. On a map of the world identify the location of as many of these countries as possible.
3. Prepare a travel Brochure of Brazil and game fixture locations.
4. Make a word search based around the Topic of the Soccer World Cup.
5. The answer is "FIFA soccer world Cup, what are 5 Questions?
6. Collect and classify pictures of The FIFA Soccer world Cup in as many different ways as you can. 
7. "The opening ceremony is just a waste of time and money". What is your opinion on this statement.
8. Create a board game based around soccer.

Welcome Pack Design PB4L Week 7 & 8 Term 2

• As part of our support for the PB4L initiative to create a "Welcome/Information " Pack to give to Students on arrival at THS, design what could be printed on a "Snaplock" Bag to contain the goodies.
• Design or suggest items that would have supported your induction at THS to be part of this pack.

FILM STUDY - STAND BY ME (Responsive Writing)

Stand By Me.

FILM TITLE: Stand by Me.
Year of Production : 2000
Director: Rob Reiner
Writers: Raynold Gideon and Bruce A Evans
Producers: Bruce A Evans, Raynold Gideon and Andrew Scheinman
Based on the Stephen King Novella, "The Body".

Minimum requirements are 6 activities completed.

• Do a Venn diagram to compare the small Oregon USA town with the small town of Kawerau NZ.
• The four main characters are described as Sensitive Geordie, Tough Guy Chris, Flamboyant Chris and Scardey-Cat Chris. What are the characteristics they display that support these labels. Would you alter any, to what and why?
• Complete a time - line of the events of the two days the film Chronicles.   
• Pick 2 characters from the Film. List the name of the character, the Actors name, Description of the Character (physical and personality), costume(s) / props, and relationships to other characters.Give two examples of dialogue to show the characters personality.
• Consider the conflicts in the film, Who is involved? What is the cause of the conflict? What happens? How is the conflict resolved?
• The EXPOSITION is the name of the first part of the Film when the story gets going. In the exposition, the director sets the scene , introduces the main characters and begins the action that will drive the story forward. The exposition also often gives some clues about the themes or ideas of the film.  From the Opening Sequence of the Film who is the film about? How can you tell from what you see an dhear who the main character might be?
• The Soundtrack from the music was based on a particular song, what is the song and what is the genre of the music? The music was by Jack Nitzsche, what other music of his can you find ? Make a soundtrack of snippets of his music.

Money Management Inquiry

Money Management

• Identify what you already know about financial management. Consider money, credit, financial institutions, loans.
• Summarise the services carried out by financial institutions in your area.
• Write why creating sufficient income to live on is a problem for certain groups of people.
• Why is maintaining a regular income important to many people?
• What are some of the differences between the spending patterns of various age groups?
• What value is there in saving a set percentage of income on a regular basis?
• Keep a record of your spending for two weeks. Record the amount you would like to save.
• Predict what adjustments you would make if your family income was suddenly halved.
• Illustrate some effects of access to credit.
• You will often see advertisements for "interest free" periods. Why is this done and what do you need to be wary of?
• Determine the influence of credit cards on our everyday lives. Consider any "bonuses" offered.
• Compare and contrast different types of credit cards. Consider costs to join, rates, interest free periods.
• Describe the purpose and any difficulties that may surround a credit card application.
• Loan applications require that you give much personal information. Is this justified? Why?
• "Credit is an unnecessary evil". Do you agree or disagree with this statement ? Give many reasons for your choice.
• Conduct a survey on why credit cards are used. Show your results in tables and graphs.
• Design a simple brochure informing members of the public the pros and cons of credit cards.
• Create a storyboard for a commercial advertising the value of saving regularly.

Diary of Anne Frank

Section 1:
The autobiography is set in occupied Europe, in the Netherlands.

• Suggest ways in which the setting clearly influenced the behaviour and outlook of Anne Frank. Prepare a short written report about your suggestions.
• Prepare a list of reasons that support the notion that characters in the autobiography are "real" and at other times appear fictional.
• Research and present a brief summary of the historical background of "The Diary of Anne Frank". Use pictures, photographs or a brief PowerPoint presentation to support your findings.

Section 2:

The Character of Anne

• Use a Venn diagram to compare and contrast Anne against a young girl today.
• Survey other students about characteristics of teenage girls today to assess how well Anne may have fitted in if she was a teenage today.

Section 3.

The Press in WW11

• Identify what you believe are essential guidelines for wartime journalism.
• Suggest the criteria one may use to determine the degree of truth in any account of a wartime event

Section 4

WW11: truths and myths

• Illustrate some traditional myths and truths about war in cartoon form. ( Research satire)

Adapted from 2002 Hawker Brownlow Education.

O.P.C.

We have a group of Students away at OPC camp this week with Miss Ross and Miss Hoskins, watch this space for pictures and news of their challenges and activities.
Let us hope the weather does not dampen their enthusiasm for an exciting challenging week.

PB4L Term 2 Week 6

The focus is AWHINA, what does Awhina look like, sound like, feel like at Tarawera High School ?

If we look at the context from our School Matrix on Awhina , the 3 key skills are:

1. Treat others as I would like to be treated.
2. I look out for and help my peers.
3. I care for the environment.

Create a list of items under each heading to show / explain how you can demonstrate Awhina. You may present as a PowerPoint, poster or article with illustrations.

Writing Activities Term 2 Week 6

Task 1

Write about the special effects, setting, actors, music and other aspects of a film you have really enjoyed.


Task 2

Think about a T.V. programme you are currently viewing. Explain why it has captured your attention and what aspects of the programme have meant you watch it regularly.


Task 3

Write an invitation to a formal event. Ask the recipient for a written reply. Include R.S.V.P. in the Invitation.

Maths Game - Median, Mode, Mean

On completion of your maths activities in the booklet you can play the following maths game:

Mean, Median and Mode Game

WELCOME

Welcome to Our Blog 10DA, this is where we will keep in touch, work will be posted and reference points will be for you to refer back to.