How did the Saints live?

Learning intention: We are learning about the important events in Mary's life, who Mary was and also the importance of saints in our lives.
Success criteria: I know I can do this when I complete the learning activities in the Communion of Saints for year 5 and year 6 in one presentation.

How many calves are here?

Learning intention: We are learning to develop our understanding of nouns.
Success criteria: I know I can do this when I explain that irregular plurals are words that changes when there is more than one.

He can go to a concert after this month!

Learning intention: We are learning to understand descriptive language.
Success criteria: I know I can do this when I explain that modal adverbs put modality into words.

Bong! The bell rang very loudly!

Learning intention: We are learning to develop our understanding of descriptive language.
Success criteria: I know I can do this when I explain that onomatopoeia are words that represent the sound they make.

I am having to write as fast as a cheetah!

Learning intention: We are learning to develop our understanding of descriptive language.
Success criteria: I know I can do this when I explain that similes are words that compares nouns to objects usually starting with 'like' or 'as'.

Honour everyone in this land!

Learning intention: We are learning Te Reo Maori.
Success criteria: I know I can do this when I sing the waiata 'He honore'.

Self-defence can protect us if someone attacks us!

Learning intention: We are learning Kung Fu.
Success criteria: I know I can do this when I use Wevideo to record the Tigress duo routine.

Wait! Before you jump, look before you leap!

Learning intention: We are learning to develop our understanding of the English Grammar.
Success criteria: I know I can do this when I give 5 examples of proverbs.

You are my rock!

Learning intention: We are learning to develop our understanding of descriptive language.
Success criteria: I know I can do this when I give 3 examples of metaphors used in a sentence.

Writing blog posts is a piece of cake!

Learning intention: We are learning to develop our understanding of the English Grammar.
Success criteria: I know I can do this when I give 4 examples of idioms.

Help! Starmagedon is taking place! Evacuate the cities!

Learning intention: We are learning to write a narrative. 
Success criteria: I know I can do this when I follow the structure of a narrative to write my story of 'Starmagedon'.

Wait, there's a skill named Monke-dile?

Learning intention: We are learning to write a description.
Success criteria: I know I can do this when I write six important skills of Softball.

I did not know that Jerry could run so fast!

Learning intention: We are learning to write a narrative.
Success criteria: I know I can do this when I follow the structure of a narrative to write my story 'The Fast Melon'. 

Thank you for this lovely meal!

Learning intention: We are learning a traditional prayer.
Success criteria: I know I can do this when I record a traditional after meal prayer using Blabberize.

This carrot turned his most boring day into a thrilling day!

Learning intention: We are learning to write a narrative.
Success criteria: I know I can do this when I follow the structure of a narrative to write my story 'The Expert Carrot'.

"Hey! Over here!" Was that indirect or direct speech?

Learning intention: We are learning to understand the English Grammar.
Success criteria: I know I can do this when I explain that direct speech are the exact words that someone says.

Look! That meteorite sparkled! That might hold diamonds!

Have you seen the sparkly rocks? No, the transparent ones. Those are called diamonds. Have you ever wondered how these precious stones are made? Currently, there are four theories about it.

Scientists and geologists believe that the diamonds formed underground was sent upwards by the volcanoes. The lava that flows  out carries the diamonds. This is evident because of the tiny diamonds in the rocks near the volcanic sites.

The second theory is that there are diamonds are found under tectonic plates. The temperature and the pressure formed inside tectonic plates made small diamonds. This is evident from the diamonds that are found in a subducted tectonic plate.

The third theory is that the Earth was hit by asteroids. These space rocks hit the ground causing it to have high pressure and temperature, thus forming the diamonds. Evidence was that several diamonds were found in asteroid crash sites.

NASA has also detected and seen very tiny diamonds in the meteorites. The tiny diamonds are called nanodiamonds. The nanodiamonds aren't actual crystals, but when they are put together, they make a diamond gem.

Diamonds are made from several different processes, which sometimes take a long time to become the gem that we know and love.

Learning intention: We are learning the structure of a explanation.
Success criteria: I know I can do this when I write the title, text and conclusion to my explanation and write about how diamonds were formed.

Wow! You should really try out the food in this restaurant! It's really good!

That food was so tasty! I have just been to one of the best restaurants on the entire planet and it was so good!                

It all started at my home. It was very late and cold. I was in my room, lying in bed, trying to read a book. While I was reading, some sad cries filled the room and it was from our twelve puppies so I went to go and calm them down. We played together for a while until I got dirty. I felt sad because the mother dog came and sat on me so I couldn't move, because I didn't want her to injure me.

Soon, it was 9:12 a.m and my parents had already gone to a meeting. I really wanted to sleep in, but my sisters told me to get dressed because we needed to go to a restaurant for dinner, and I wasn't allowed according to the law to be alone in the house.

So I went to my closet, tiptoed around the puppies' bed until I reached the drawer, then I put on some warm pants, shirt and a jacket which I thought was made out of two sheep's wool.   

Before long, we were on our way to the restaurant in the car which my eldest sister owns.

I looked out to see lots of lights. There were a lot of lights on the road, but there weren't many car lights, this bothered me because I like the bright lights.

We arrived after fifteen minutes. My sisters told me that my jacket was inside out, so they turned it the right way around for me. After that, we walked past some rocks into this fancy-looking restaurant. When we pulled open the glass and metal doors, there were lots of tables with chairs with menus placed on the tables facing the chairs.

We sat down and ordered some chicken, pork and squid tentacles. I ordered some chicken, because I didn't like the sound of tentacles. Before long, some food came to us and they were served on sharp metal skewers, which I feared because if I ate it incorrectly, I would hurt myself. Rice was also served and I thought they would come in a dome-shape like other restaurants, but it came in a big pot. (which I thought was quite odd). We were also served some water and they gave us four cups.

I quickly ate my chicken with rice, but my sisters told me to just eat it off the skewer. The chicken was very crunchy and it tasted nice. Then I ate some pork and then the rest of my chicken. After we finished all the dishes, we left the table to head home.

By the time we arrived home, it was 10:09pm. I felt depressed because I needed to go to bed early.   

My favourite part was when I got to order the food, because there was a variety to choose from.

Learning intention: We are learning to follow the structure of a recount.

Success criteria: I know I can do this when I write a title, followed by the events and a conclusion of my visit to a new restaurant.

Wow! There are around 10,000 satellites in space!

Learning intention: We are learning to understand the interactive systems in outer space.
Success criteria: I know I can do this when I write down 10 facts and use the Alphabet Key from A to Z to list down names and parts of different satellites.

We have to learn to read and write if we want to be a journalist!

Learning intention: We are learning to write a description.
Success criteria: I know I can do this when I write about a Duffy Hero named John   Palulu and what he does using the key information that I have organised on a Padlet.            

Wow, Mascots look so different at every Olympics!

Learning intention: We are learning to develop our understanding through time, continuity and change. 
Success criteria: I know I can do this when I write about the past 10 Olympic mascots and how they have changed over time.

What is the answer to 4/8 + 3/7?

Learning intention: We are learning to develop our understanding of fractions.
Success criteria: I know I can do this when I write three examples of how we can add fractions together.

Mrs Bob White is so smart!

Learning intention: We are learning to develop our critical thinking skills by asking critical thinking questions.     

Success criteria: I know I can do this when I write five critical thinking questions by using the story of Little Bear and Bob White.

How many mascots are there around the world?

Learning intention: We are learning to develop our understanding of time, continuity and change. 
Success criteria: I know I can do this when I find facts about mascots, what they do and where we can find them.

Help! There are big flashes in the dark sky!

Look out! Do you see some light flashing in the sky? That's called lightning! Do you know how to protect yourself and your family when there is a thunderstorm?

 Thunder or lightning is made of moisture, air (that is warm and can rise fast) and force that can push upwards. 

 Thunderstorms can appear anytime, any minute, but they mostly appear in spring, summer or in the afternoon or evening. 

 All thunderstorms are dangerous, so don't underestimate their power of destruction. Lightning is made out of electricity. 

Inside a thundercloud, many tiny bits of ice (frozen rain) bump into each other while they move around aimlessly in the air. After a short time, the whole thundercloud is filled up with electrical charges. Protons or positive charges form at the top of the cloud and the negative charges or electrons form at the bottom. When they attract, protons starts to gather on the ground. Then they will move towards anything that is tall like trees, people or mountains. A proton charge will go up the cloud and cause an electron to go down to the ground which will make lightning strike!

 If you want a more simple example, try rubbing your hands on the carpet and then touching a doorknob. If you do, you will feel a shock on your finger which might hurt a lot. This is because there are protons in the doorknob and electrons in your hand which causes the electric flow. 

 If your skin feels tingly or if your hair stands up straight then a lightning bolt is forming! In this situation, it is best to curl up into a ball shape, as lightning will have a lower chance of hitting you. Do not lay your body out. If you hear lightning, run towards shelter. Do not wash dishes, take showers, or fill your cups with water, because water is an excellent conductor of electricity. If you see some black clouds with bright lights flashing, it is best to get to a shelter to avoid any serious injuries.

Learning intention: We are learning to follow the structure of an explanation. 

Success criteria: I know I can do this when I write about thunderstorms, how they form and a concluding statement about thunderstorms.

There are a lot of countries participating in the Olympics!

Learning intention: We are learning about the Rio Olympics.
Success criteria: I know I can do this when I mark the countries that are participating in the Rio Olympics on Google my maps.

'Why are we here?' Can you spot the relative adverb?

Learning intention: We are developing our understanding of the English Grammar.

Success criteria: I know I can do this when I write five examples and explain what relative adverbs are.

Help! A funnel is pulling me inside!

Look out! Do you see a spinning funnel? That is called a tornado! If you want to be prepared, you will have to learn how tornadoes form so you can run away to safety and protect your family and all your loved ones.

Scientists claim that tornadoes start from winds from different altitudes. One is hot and the other is cold (normal) wind. They will blow at different directions around each other, in a pattern like they are 'chasing' each other. When they get faster, a cloud will appear above them. The wind forms into a funnel shaped cloud for the top of the tornado. The cloud will be powerful enough to grow in size and make a thunderstorm. The funnel starts growing and growing until it lowers and lowers then eventually hits the ground and annihilates anything and everything in its path. Tornadoes can destroy nearly everything like houses, cars, people, infrastructures, plants and animals. But tornadoes do have a short life. Some stay as short as only 3 minutes before losing its force then it starts to calm down.

If you see a tornado coming your way, it is best to run away to protect yourself from nature's wrath!

Learning intention: We are learning to follow the structure of an explanation.

Success criteria: I know I can do this when I write how tornadoes form, how they work and a concluding statement about tornadoes.

Is that mountain shooting out lava?

Ever wonder why some mountains shoot out smoke? These mountains are called volcanoes, and we know that they can cause a lot of disasters. Volcanoes can form from islands.  But how are they created?

If we want to find out, then we need to figure out what's inside the middle of the Earth, because charts say that volcanoes get their lava from underground.

The Earth has an inner core, that is surrounded with an outer core, with a protecting mantle and lastly, the crust. Since the Earth's core is very hot, it melts the mantle into lava. Some of the mantle's lava goes up through the small cracks in the crust that reaches up to the surface, releasing lots of heat. From that, smoke sometimes comes up through the holes in the ground.

The lava starts to create volcanic rock layers on top of each other, eventually forming a cone-like shape. There are different types of volcanoes that have a faster flow of lava and some releases more lava, rocks and gas when it erupts.

Volcanoes are thought to be disastrous mountains, but if there were no volcanoes, we would not have islands that are divided.

Learning intention: We are learning to follow the structure of an explanation.

Success criteria: I know I can do this when I write about how volcanoes are formed.

The factory is big. Can you spot the synonym?

Learning intention: We are learning to develop our English Grammar.
Success criteria: I know I can do this when I give six examples of synonyms. 

Is 'which' a relative pronoun?

Learning intention: We are learning to understand the English Grammar.
Success criteria: I know I can do this when I give six examples of relative pronouns.

Is the car long or short?

Learning intention: We are learning to develop our English Grammar.
Success criteria: I know I can do this when I give four examples of antonyms that have the opposite meaning to another word.

Are black holes always big?

How are black holes formed?

Black holes are created when giant stars that are as big as our sun (or bigger) explode. They start to pull objects to it, and the middle becomes very dark. Once the things are inside, they are compressed into a smaller size, for example, if the Earth encountered a black hole, it would be the size of a golf ball.

Some theories say that black holes, when things are  inside, end up somewhere else.

Giant stars, when they explode, will create giant black holes. They will travel around, until they lose their energy and then fade away into nothing.

Some black holes become giant. They mostly stay in the centre of the galaxies. They are called 'Supermassive Black Holes.' It is said that radiation cannot escape them, but scientists have not proven that yet. They do know that they cover a large area and that they get their size by 'eating' small stars, space debris and asteroids.

Black holes are thought to suck things in, but some people say that things fall into them. This theory has not been proven yet, for no technology that has been used in space has gone into a black hole yet and no cameras have any recordings.

Black holes are very unique but can be very destructive. Let's hope that a medium sized black hole doesn't goes into our Solar system.

Learning intention: We are learning to follow the structure of an explanation.

Success criteria: I know I can do this when I write an introduction, an explanation and a conclusion to explain how black holes are formed.

Are pyramids supposed to be flat?

How were Pyramids built?

Pyramids are giant triangular shaped buildings that were tombs for special Egyptian kings called Pharaohs.

Pharaohs planned these pyramids for when they die as a burial place. They ordered giant workforces of around 11,000 workers to build at least one pyramid. They started with pyramids with steps on them, but later on they gained the knowledge to mould limestone to make smooth, angled shapes to form pyramids. The workers worked for days, weeks, months and even years to make the pyramids.

Finally, when they were done, their Pharaoh ordered it as his own burial ground for himself. If not, his other family members. They mostly bury gold weapons and tools with them because they think they need it in the afterlife.

Pyramids lasts for thousands of years and some lay undiscovered, waiting for explorers to find the treasure within them and learn about the life of the Egyptians.

Learning intention: We are learning to follow the structure of an explanation.

Success criteria: I know I can do this when I write an introduction, explanation and a conclusion to explain how pyramids were built.