Monday, 17 June 2019

Social Responsibility

Social Responsibility:

Level - 0 “irresponsible”
  • Negative
  • Disruptive
  • Making excuses

Level - 1 “Self Control”
  • Listen but don't participate
  • Cruising in neutral, but not bothering anybody “Just there”
  • No effort

Level - 2 “Involvement”
  • Listens and follows directions
  • Participates with reservation
  • Stays on task only when the teacher is watching

Level - 3 “Self-Responsibility”
  • Shows respect
  • Honest and fair
  • Makes good choices

Level - 4 “Caring”
  • Takes care of equipment
  • Compliments and encourages others
  • Exhibits all of level 3 (Self-Responsibility)

Level - 5
  • Trying these ideas in other areas of life
  • Being a role model
  • Transfer to outside physical education and health

What is Social Responsibility?

In my last couple of classes, we have been learning about
"Social Responsibility”. We based our learning of the Don Hellison
social responsibility model. Where our Social Responsibility qualities
place us on different “Levels”. Ranging from level 0 (being the worst)
to level 5 (being the best)

What level were you during our lesson and why?

When I think about the last couple of lessons
I could tell that I was exhibiting some level 2 qualities.
I could tell that I was a level 2 because although I listened
and followed instructions I didn't quite show any level 3 qualities.

What could you do in order to improve your level of Social Responsibility for the next lesson?

If I'm wanting to exhibit some level 3 qualities in my next lesson
I need to show some more respect and make good choices.

Thursday, 4 April 2019

Experiencing Marine Reserves EMR Action Project

Click on the image to navigate to the game relating to Experiencing Marine Reserves EMR.


Conceptual Statement 
In the context of Experiencing Marine reserves, I will design and produce a Multi-level game for 6-11 year olds to be used to teach them about pollution in our marine reserves.

  • A minimum of three game levels
  • Challenges at each game level that players would find cool, fun and educational
  • At least one sprite
  • At least three backdrops
  • At least three levels
  • The difference between your local area and marine reserves (competition)
  • Creativity, Presentation, Leadership, and Kaitiakitanga
  • Demonstration of understanding of marine conservation, marine reserves, marine protected areas and or/marine issues in New Zealand
  • NZ marine biodiversity and conservation context ( NZ references and pictures) e.g. no pictures of exotic clownfish or any fish and animals not related to our topic.
  • addressing a social action
  • At the beginning of the game, it is a must to state the social action that the game is addressing
  • Each game level and backdrop must state in a text box the issue that relates to the social action
  • The challenge on each game level needs to include a pop-up text to explain how the issue has been solved.

Course of Action Survey
The following link is a survey that I used to share the Experiencing Marine Game with my peers.
EMR Survey

Course of Action Survey results
The following is a link to the survey results

Explanation - First-hand Experience with Marine Reserves (science)
(insert the explanation here)

Explanation - Differences between your Local Area and Marine Reserve (science)
(insert the explanation here)

Passion and Demonstration of Understanding of Marine Conversation in NZ (social studies)
(insert paragraph here)

Teachers Opinions and Recommendations
(insert link to survey)

Teachers Opinions and Recommendations Results
(insert the link to the survey results)

Tuesday, 20 November 2018

What it means to be successful

What it means to be successful

This year of 2018 my maths work was marked as a 5A and a 4E for algebra and statistics. To me, this was a very successful moment mostly because I worked hard to get that mark. I tried my hardest and never gave up when things got hard, I kept pushing through and it got me to the mark that I have now. And if I had, to be honest, I'm very happy with that mark because I pushed myself to achieve my goal of getting a higher mark than my last. To me it meant the world to know that all my studying and hard work paid off.

Maze game and flappy bird codes

Maze game and flappy bird codes

In the maze game that was assigned to us, I used the code blocks labelled, move forward, turn left, turn right, repeat 5 times, repeat until, if path turn left do, if path turn right do. Those are the types of codes that helped me move forward to defeat the bad guy. for example, if I wanted to move forward I would use the "move forward" code.

In the flappy bird game, they provided a different type of codes. Ones like, flap, end game, flap a normal amount, score a point and codes that helped up create our own flappy bird game. For example, if I wanted to fly forward I would use the "flap" code to move forward. I learnt a lot of things from this exercise, from how to code an object to move forward to how to code a whole game by myself.

If you would want to play the flappy bird game that I created click here

Thursday, 5 April 2018

Sponge cake

Sponge Cake
Image result for sponge cake

Today in cooking class we learnt how to make a sponge cake. In class the skills we learnt was how to use an electric mixer. We were still building our confidence in reading the ingredients off the board. It was a very simple dessert to make. We only had 3 ingredients which were eggs, flour and some sugar. The cake was mouth watering. The sponge cake that we made was the ending to all our cooking in food technology.