Year 10 Writing Portfolio

 Writing portfolio 

Creative Writing 

I was on my way to work on my pet dragon and this old looking fellow came out of nowhere and said that the quest had begun and I thought what quest. So I followed him, and he flew to the lake and he is ad to me it is in the lake. What is in the lake and these noises started so I followed the sound and it took me to the middle of the lake and there was a man on a boat and he offered me a delicious meal and it was a double burger. The man on the boat said it is in the cave, so I went to the cave. My dragon and I went into the cave, and the stone had this moss on it and it had a weird feeling like you were standing on a sponge. Then out of nowhere came a big dragon the size of an aeroplane.

My dragon flu to the other one like it was it the mother and I discovered out it was. Lucky, I had another saddle and a rope in my bag. I settled the other dragon and we went deeper into the cave. The big dragon resisted and then I looked behind the big dragon and there were eggs so I placed them in my bag. The dragons and I went deeper into the cave, and we found the dragon city. Only dragons can enter the dragon city, so I found some scales that matched my dragons. I got my armour out of my bag and stuck scales to my armour, and I started to fly my dragon and a beacon of light, so I flew my dragon to it. There was something that looked like a human, so I went to talk to her. She started running so I chased after she and she jumped off a ledge. She started to fly and then I looked at her suit and she had added wings. I had a jersey in my bag, so I cut it up and stitched it to my armour and jumped off and then one of the eggs fell so instead of following her I went to go get the egg was just about to hit the ground and she caught it. She looked at me and said here you go, she gave me the egg and told me to go to the old sawmill.

Written Text Essay

 In the story, the lake by Ray Bradbury A man visits a lake where a childhood trauma happened. I think a memorable idea in the story is if you hold onto the memories of the past it is like saying if you get too close to the flames someone will get burnt.

This idea was memorable to me because it reminds me to live in the present because it is a gift so you should live your best life while you have it. The part of the story that I think matches is when it says “Like a memory, a train works both ways. A train can bring rushing back all those things you left behind so many years before”. This quote means you can have good memories and bad memories and anyone of those memories can come back.

 Social Studies

Why was Germany hit the Hardest During the Great Depression?

During the Great Depression Germany as a country was hit harder than most other countries. The main reason the great Depression started was that the American stock collapsed. This collapse affected the whole world. The Wall Street Crash of 1929 triggered a worldwide downturn. The recall of US loans, which led Germany's economy to collapse, caused it to suffer more than any other country. Unemployment skyrocketed, poverty levels skyrocketed, and Germans grew desperate.

The great Depression

 Why was Germany hit the hardest during the great depression?

During the Great Depression Germany as a country was hit harder than most other countries. The main reason the great Depression started was that the American stock collapsed. This collapse affected the whole world. The Wall Street Crash of 1929 triggered a worldwide downturn. The recall of US loans, which led Germany's economy to collapse, caused it to suffer more than any other country. Unemployment skyrocketed, poverty levels skyrocketed, and Germans grew desperate.

What does Music mean to me?

 

Have you studied music before?

Yes I have done it for the last 2 terms

What type of music do you enjoy and why?

classic rock because I think the bands are interesting

Name 3 bands/singers that you like and why?

led zeppelin Queen AC/DC

I like these bands because of the style they have and the type of music

What would you like to learn in music?

because I want to learn new skills

because I have liked music

Why did you choose Music?

because I have liked music

because I want to learn new skills

The Article

The GPGP 

Ocean pollution is mostly created by the mismanagement of plastics.

Plastic in the ocean can be caused by people throwing plastic on the side of the street.

The great garbage patch can be created by the wind blowing rubbish in the ocean.

The ocean currents push the rubbish in the middle of the gyres and it gets stuck and stays there. 

 

The great garbage patch has got 1.8 trillion pieces of rubbish.

Rubbish creates ocean pollution and kills 700 species of sea life because they think it is food or they swim up into it and sea life gets stuck.

Most of the plastic in the ocean comes from fishing commercial boats.

So this is why you should put your rubbish in the bin and not litter.

Music blog post

 Who’s in your group? Sophie and I

What is each person doing?

Sophie is on the electric guitar 

What song genre? Rock

What part of the song are you working on first? The start  

What is the biggest challenge? None yet

What is your song? numb Linkin park

Who is the song written by and performed? by written by Linkin park

What is the song about?

Numb is about children's parents that set really high expectations that the children can't reach

Year 10 social studies

Spirituals 

Welcome to my blog about African spirituality today in social study we have been looking at the slave trade triangle. In South Africa, they use dancing to perform their spiritual beliefs. Harriet Tubman is a woman that helped people escape the slave trade. The underground railroad was the way they escaped to the north of America. Sweet chariot is a song about the underground railroad taking you to northern America. It is still significant today because African Americans are still treated unfairly to this day.

Year 10 English

I was on my way to work on my pet dragon and this old looking fellow came out of nowhere and said that the quest had begun and I thought what quest. So I followed him and he flew to the lake and he is ad to me it is in the lake. What is in the lake and these noises started so I followed the sound and it took me to the middle of the lake and there was a man on a boat and he offered me a delicious meal and it was a double burger. The man on the boat said it is in the cave so I went to the cave. My dragon and I went into the cave and the stone had this moss on it and it had a weird feeling like you were standing on a sponge. Then out of nowhere came a big dragon the size of an aeroplane.

to be continued

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 Achievement Standard

Subject Reference		Physical Education 1.1
Title		Participate actively in a variety of physical activities and explain factors that influence own participation
Level	1	Credits	5		Assessment		Internal
Subfield	Health and Physical Education
Domain	Physical Education
Status		Registered		Status date		17 December 2010
Planned review date		31 December 2020		Date version published		20 November 2014

 

This achievement standard involves participating actively in a variety of physical activities and explaining factors that influence own participation.

Achievement Criteria

Achievement	Achievement with Merit	Achievement with Excellence
Participate actively in a variety of physical activities and explain factors that influence own participation.	Participate actively in a variety of physical activities with a high level of effort and engagement, and explain factors that influence own participation.	Participate actively in a variety of physical activities with a consistently high level of effort and engagement, and explain factors that influence own participation.

Explanatory Notes

1. This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007.  It is aligned with Level 6 Achievement Objectives A1 (Personal growth and development), A2 (Regular physical activity), A3 (Safety management), A4 (Personal identity), B1 (Movement skills), B2 (Positive attitudes), B4 (Challenges and social and cultural factors), and D1 (Societal attitudes and values) and the material in the Teaching and Learning Guide for Physical Education, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.  Assessment will be consistent with and reflect the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, the socio-ecological perspective, health promotion, and attitudes and values.  (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22.)

This standard is also derived from Te Marautanga o Aotearoa.  For details of Te Marautanga o Aotearoa achievement objectives to which this standard relates, see the Papa Whakaako.

2. Participate actively involves being both active and involved in most of the physical activity sessions used to contribute towards assessment against this achievement standard.  Active participation in a variety of physical activities is essential.

Participate actively may include:

• practising to improve

• involving self in activity for enjoyment, fun and challenge

• contributing to team activities

• relating to others in activities requiring interaction

• reflecting on involvement and performance

• participating in some way or contributing despite the injury.

Displaying a high level of effort and engagement involves full and positive participation in physical activities, along with contributions to support others to be active and/or showing effort to improve over time.  This may include:

• participating in the strategies, skills, and aim of the game

• participating to develop skills of the activity

• participating to develop, maintain and improve fitness

• participating to maintain or improve well-being

• participating to enjoy the intent of the activity

• supporting, encouraging, and organising of others to get them to participate

• any combination of the above.

Displaying a consistently high level of effort and engagement involves full and positive participation in physical activities, along with regular contributions to support others to be active and/or showing sustained effort to improve over time.

Explain involves saying how and/or why a range of factors influence the student’s own participation.  The explanation is expected to be a result of ongoing reflection.

Factors that influence participation could include but are not limited to:

• well-being

• fun and enjoyment

• challenge

• sense of achievement

• social factors e.g. able to do physical activity with friends, able to choose my own group

• aesthetic appeal

• pushes the body to physical and/or mental limits

• being able to go at own pace

• cost

• accessibility

• environmental appreciation

• technology

• equipment needed.

3. It is expected that students will participate in a variety of physical activities throughout a full teaching and learning programme.  The activities may include but are not limited to:

• fitness

• dance

• outdoor education

• adventure-based learning

• games

• team-based sport

• te ao kori

• aquatic activities

• leisure-based activities.

See further details in the curriculum statement http://www.tki.org.nz/r/health/curriculum/statement/toc_e.php.

4. Conditions of Assessment related to this achievement standard can be found at http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.

 

Replacement Information

This achievement standard replaced unit standard 12527 and AS90067.

 

Quality Assurance

3. Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards.

4. Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.

Consent and Moderation Requirements (CMR) reference

0233

What makes a good leader

In todays blog we are going to talk about what makes a good leader.

What makes a good leader is they are friendly, empathetic, helpful, respectful and they speak there mind.

  

 

What do you think makes a good leader? 

who do you think is a good leader? 

Are you a good leader?

Coraline camera shots

In Coraline camera shots and angles are effective.

For example, the close-up shot is used to show an object.

This makes the audience think that this object of importances.

The director did this to show that the object may be important later in the film.

This reminds me of the scene where they give the buttons to Coraline but that was a bad scene and this was a good scene.

my character strengths

1.

1. Appreciation of beauty | You're a good finder of beauty in the world and the people. 
2. spirituality | You have faith in someone of something bigger than you.
3. hope | You're likely to be a positive person.
4. Creativity | You're inspired by other people's ideas feel like coming up with your own ideas too.
5. curiosity | maybe you asked quite a lot like figuring out how stuff works.

2. 

1. Appreciation of beauty | yes I expect this because every time I am in a forest I think it  is beautiful 
2. spirituality | yes I expect this because I got to church and I love god 
3. hope | yes I expect this because I am a positive person and I am hopeful
4. Creativity |  yes I expect this because I like to be good at creating  artwork 
5. curiosity |  yes I expect this because yes because I try new things. 

3. 

Appreciation of beauty | of the wilderness

spirituality | of god and faith 

hope | of being hopeful

Creativity | of  my artwork 

curiosity |  to have curiosity 

art hurumanu

In art, we are making a stop motion video In my group were Jodecy, Zayd and Mitchell.  

Our group's story is about Danny Devito taking sherk trash and it is valuable to Shrek. Perry the platypus help Danny Devito to become nice and to stop taking Shreks trash. Perry the platypus also helps Sherk to be patient and calm while he waits for Perry to sort out Danny Devito.

Our Manaakitanga in our story is about people teaching other people to not steal, to be patient and work together.    

Dissolving experiment

Dissolving experiment

Aim: 

To see if salt or baking soda it dissolves more

Hypothesis: 

I think that  baking soda will dissolve more salt 

Equipment:  

a 250ml beaker cylinder 

100 ml measuring cylinder 

salt 

baking soda 

a steering rod  steering rod 

a teaspoon

a ruler

method:

1. Add 20mL of sulfuric acid to a 100mL beaker. Heat to 70degrees. Turn off your bunsen.
2. Once heated, use a spatula to add pea-sized portions of copper oxide. Stir for 30secs
3. Repeat step 2 until no more dissolved.
4. Fold filter paper and place it in the funnel. Place the funnel in the second beaker.
5. Make sure your first beaker is cool enough to hold and then pour it into the funnel. Gently swirl and allow to filter through.
6. Rinse the beaker and fill with 50mL of water and place it on the tripod. 
7. Place the evaporating basin on top of the beaker and pour some solution in.
8. Gently heat until the solution has reduced by half.
9. Take off heat and allow to cool.

What I did i n PE

In PE we played table tennis I played against jodecy he was amazing.
In PE we got to juggle it was fun because I got to juggle scarves. 
In PE we got to play with devil sticks it was fun because I learnt something new.