Tuesday, 26 June 2018
plane making
ROOM 10 PLANES
In room10 we made planes and we had a cool plane. then when we made it we went out side to fly our planes but our one went far then we all flyed our planes. The winer was siu because his one went far. Then me and felicia and savanah was the loster because we made a little plane.Then we went back in class and we were talking about our planes.Then we did a blog post of our planes.
In room10 we made planes and we had a cool plane. then when we made it we went out side to fly our planes but our one went far then we all flyed our planes. The winer was siu because his one went far. Then me and felicia and savanah was the loster because we made a little plane.Then we went back in class and we were talking about our planes.Then we did a blog post of our planes.
Wednesday, 13 June 2018
hamburger
My favourite food is burgers because it taste so delicious and good that why I love it. When I see burgers my face is with happiness! I want to eat burgers everyday but I can’t!
Tuesday, 12 June 2018
who am i . kiwi kids news
When we are first born, we are not aware that we are separate and individual beings. From about the age of two, we begin to understand the concepts of ‘I’ and ‘You’. At about 18 months, we are able to demonstrate our ability to be self aware when we can recognition
ourselves in a mirror.
From about 3 years of age, we start to form a sense of who we are. This is called self concept, and it develops as we make our own decisions and act on them. This new independence helps us to learn about ourselves and our capabilities. We start to identify ourselves by how we feel about our abilities, for example: ‘I am good at running’. We see ourselves in concrete terms, such as how tall we are, or what color our hair is.
Middle childhood (from about the age of 7 till puberty), is a time when we are very aware of the people and the environment around us. As we try more activities and gain more skills, we compare ourselves with our peers and realise that we are more competent at some things than at others. This helps us to form a well-rounded sense of ourselves. As we compare our capabilities (sports, academics, social skills) with others around us, we develop a concept of self competence. Having positive and encouraging role models will also help us to develop a healthy sense of self worth.
During adolescence, we begin to establish our adult identity. This includes re-evaluating what we feel about who we are, and retaining or rejecting ideas and values from our childhood. We are free to experiment with different personalities and roles. We are now capable of abstract thought, (ideas and concepts that are not concrete) which means that we can think of ourselves in terms such as ‘loyal’ or ‘kind’. It also means that we can imagine a future for ourselves, and make new use of our skills and abilities to help us to plan and prepare.
Identity Workout
If we think of our sense of identity as a muscle, then we can think about things that will give it a workout and help it to be stronger and healthier.
• Positive People – who are my role models? How do they do encourage me?
• Resilience – when things go wrong, can I try again?
• Success – what am I good at? How does it make me feel?
• Community – what are the values of my school/culture/family/country? What do they mean to me?
Thinking about who we are and about the influences that surround us helps us as we mature and develop our sense of self, so that we can make positive decisions about our lives for the future.
Counterrevolutionary ‘Identity’ n.d. Retrieved from HTTP://counterrevolutionary/identity 11 June 2015
Princeton University ‘The Development of Children aged 6 to 14’ 1999. Retrieved from:
HTTP://Princeton/schoolchildren/publications/docs/09_02_02.pdf 24 June 2015
Education.com ‘Identity Development’ 23 December 2009. Retrieved from:
HTTP://coeducational/reference/article/identity-development/ 24 June 2015
When we are first born, we are not aware that we are separate and individual beings. From about the age of two, we begin to understand the concepts of ‘I’ and ‘You’. At about 18 months, we are able to demonstrate our ability to be self aware when we can recognize ourselves in a mirror.
From about 3 years of age, we start to form a sense of who we are. This is called self concept, and it develops as we make our own decisions and act on them. This new independence helps us to learn about ourselves and our capabilities. We start to identify ourselves by how we feel about our abilities, for example: ‘I am good at running’. We see ourselves in concrete terms, such as how tall we are, or what color our hair is.
Middle childhood (from about the age of 7 till puberty), is a time when we are very aware of the people and the environment around us. As we try more activities and gain more skills, we compare ourselves with our peers and realist that we are more competent at some things than at others. This helps us to form a well-rounded sense of ourselves. As we compare our capabilities (sports, academics, social skills) with others around us, we develop a concept of self competence. Having positive and encouraging role models will also help us to develop a healthy sense of self worth.
During adolescence, we begin to establish our adult identity. This includes re-evaluating what we feel about who we are, and retaining or rejecting ideas and values from our childhood. We are free to experiment with different personalities and roles. We are now capable of abstract thought, (ideas and concepts that are not concrete) which means that we can think of ourselves in terms such as ‘loyal’ or ‘kind’. It also means that we can imagine a future for ourselves, and make new use of our skills and abilities to help us to plan and prepare.
Identity Workout
If we think of our sense of identity as a muscle, then we can think about things that will give it a workout and help it to be stronger and healthier.
• Positive People – who are my role models? How do they do encourage me?
• Resilience – when things go wrong, can I try again?
• Success – what am I good at? How does it make me feel?
• Community – what are the values of my school/culture/family/country? What do they mean to me?
Thinking about who we are and about the influences that surround us helps us as we mature and develop our sense of self, so that we can make positive decisions about our lives for the future.
YourDictionary.com ‘Identity’ n.d. Retrieved from http://www.yourdictionary.com/identity 11 June 2015
Princeton University ‘The Development of Children aged 6 to 14’ 1999. Retrieved from:
http://www.princeton.edu/future children/publications/docs/09_02_02.pdf 24 June 2015
Education.com ‘Identity Development’ 23 December 2009. Retrieved from:
http://www.education.com/reference/article/identity-development/ 24 June 2015 from Jane my writing.
From about 3 years of age, we start to form a sense of who we are. This is called self concept, and it develops as we make our own decisions and act on them. This new independence helps us to learn about ourselves and our capabilities. We start to identify ourselves by how we feel about our abilities, for example: ‘I am good at running’. We see ourselves in concrete terms, such as how tall we are, or what color our hair is.
Middle childhood (from about the age of 7 till puberty), is a time when we are very aware of the people and the environment around us. As we try more activities and gain more skills, we compare ourselves with our peers and realise that we are more competent at some things than at others. This helps us to form a well-rounded sense of ourselves. As we compare our capabilities (sports, academics, social skills) with others around us, we develop a concept of self competence. Having positive and encouraging role models will also help us to develop a healthy sense of self worth.
During adolescence, we begin to establish our adult identity. This includes re-evaluating what we feel about who we are, and retaining or rejecting ideas and values from our childhood. We are free to experiment with different personalities and roles. We are now capable of abstract thought, (ideas and concepts that are not concrete) which means that we can think of ourselves in terms such as ‘loyal’ or ‘kind’. It also means that we can imagine a future for ourselves, and make new use of our skills and abilities to help us to plan and prepare.
Identity Workout
If we think of our sense of identity as a muscle, then we can think about things that will give it a workout and help it to be stronger and healthier.
• Positive People – who are my role models? How do they do encourage me?
• Resilience – when things go wrong, can I try again?
• Success – what am I good at? How does it make me feel?
• Community – what are the values of my school/culture/family/country? What do they mean to me?
Thinking about who we are and about the influences that surround us helps us as we mature and develop our sense of self, so that we can make positive decisions about our lives for the future.
Counterrevolutionary ‘Identity’ n.d. Retrieved from HTTP://counterrevolutionary/identity 11 June 2015
Princeton University ‘The Development of Children aged 6 to 14’ 1999. Retrieved from:
HTTP://Princeton/schoolchildren/publications/docs/09_02_02.pdf 24 June 2015
Education.com ‘Identity Development’ 23 December 2009. Retrieved from:
HTTP://coeducational/reference/article/identity-development/ 24 June 2015
When we are first born, we are not aware that we are separate and individual beings. From about the age of two, we begin to understand the concepts of ‘I’ and ‘You’. At about 18 months, we are able to demonstrate our ability to be self aware when we can recognize ourselves in a mirror.
From about 3 years of age, we start to form a sense of who we are. This is called self concept, and it develops as we make our own decisions and act on them. This new independence helps us to learn about ourselves and our capabilities. We start to identify ourselves by how we feel about our abilities, for example: ‘I am good at running’. We see ourselves in concrete terms, such as how tall we are, or what color our hair is.
Middle childhood (from about the age of 7 till puberty), is a time when we are very aware of the people and the environment around us. As we try more activities and gain more skills, we compare ourselves with our peers and realist that we are more competent at some things than at others. This helps us to form a well-rounded sense of ourselves. As we compare our capabilities (sports, academics, social skills) with others around us, we develop a concept of self competence. Having positive and encouraging role models will also help us to develop a healthy sense of self worth.
During adolescence, we begin to establish our adult identity. This includes re-evaluating what we feel about who we are, and retaining or rejecting ideas and values from our childhood. We are free to experiment with different personalities and roles. We are now capable of abstract thought, (ideas and concepts that are not concrete) which means that we can think of ourselves in terms such as ‘loyal’ or ‘kind’. It also means that we can imagine a future for ourselves, and make new use of our skills and abilities to help us to plan and prepare.
Identity Workout
If we think of our sense of identity as a muscle, then we can think about things that will give it a workout and help it to be stronger and healthier.
• Positive People – who are my role models? How do they do encourage me?
• Resilience – when things go wrong, can I try again?
• Success – what am I good at? How does it make me feel?
• Community – what are the values of my school/culture/family/country? What do they mean to me?
Thinking about who we are and about the influences that surround us helps us as we mature and develop our sense of self, so that we can make positive decisions about our lives for the future.
YourDictionary.com ‘Identity’ n.d. Retrieved from http://www.yourdictionary.com/identity 11 June 2015
Princeton University ‘The Development of Children aged 6 to 14’ 1999. Retrieved from:
http://www.princeton.edu/future children/publications/docs/09_02_02.pdf 24 June 2015
Education.com ‘Identity Development’ 23 December 2009. Retrieved from:
http://www.education.com/reference/article/identity-development/ 24 June 2015 from Jane my writing.
Friday, 8 June 2018
constable tania
constable Tania . what we learned with constable Tania is respect and `the law first we went to grab a paper then we go these blue stokers then we needed to pot them in the right sec shone then all of the groups got it right . then then we where taking about the law first we went to talk about if you dis respect the the juj they will get you in jail of pay 1000 doles . then the next day constable taint went to tell a store then if she tells a lie we have to pot sun thing up then she got herpes of tong a that s the end
Thursday, 7 June 2018
Friday, 1 June 2018
Play Dough Challenge
* Knead the Play-doh.
*Help Miss Wrak make the play-doh.
*Put the ingredients in.
* and play with it.
Room 10 got split into 3 groups. I was in the 3rd group. My group was quite good but sometimes they would want to touch the play-doh when we were not supposed to unlike the other group they didn't even touch a single bit. I notested the more you stir the more the play-doh gets thicker. When I first touched the play-doh it felt like it was a soft kitten and when I knead the play-doh it also felt like a soft kitten. My experience of the play-doh was how to make the play-doh and knead it. This Experience and day really tort me a lesson and it was to make it and have fun with your hard work that you have created
Subscribe to:
Posts (Atom)