The Amazing Adventure Of Superstan

 The Amazing Adventure Of SuperStan

On Wednesday the 7th of August, Karoro School was invited to Greymain School
haul to a show called “The Amazing Adventure Of Superstan”.

At the start, Stan was daydreaming of being a superhero and he was fighting
someone called the boogie man and how the boogie man wanted to take the key and rule Proton park
. Then he got interrupted by his friend called D.C after a while the Candy King came in with
Gobstoppers and was trying to take over Proton Park. He gave the gobstoppers to the
citizens of Proton Park and now they were under his control. 

Then in came these two twins called Curly and Whirly, they came in for a job at the
Candy Kings fun factory. What they had to do was use the remote on the town to see if it works.
After that Stans Grandmother came in to see Stan and D.C with her marathons group and said
that someone is coming and that they have to hide. When they hid it was Curly and Whirly that
came and they were discussing about Candy Kings great evil plan. After they left they all were
worried then Stans grandmother came up with something, she said that he was their only
hope to save Proton park from the Candy King.

When Stan was younger his grandmother gave him formula 44 and that she gave him half
of it and his grandmother gave him the other half then he turned into a superhero called
Superstan. He wore his grandads underwear so he could fly. The Curly and Whirly were put
in charge of protecting the bottom secret basement and then Superstan came in but they
were too scared so they went in the elevator and ran off.

Once he got the remote, he suddenly turned back to his normal self and his powers were gone.
Then his grandmother came through with a big needle and injected him with some more formula 44.
Then the Candy King came and tried to shrink him with the caramelizer but it backfired and then Candy
King began to shrink. 

In the end, superstan saved his town overall and became the hero.

Tainui The Protecter

         Tainui The Protector                  

Long ago in the eighteen hundreds there once lived a strong, fearless taniwha called Tainui. Tainui looked like strong protector and dark green slimy scales. Two brown eyes and Two gigantic wings and A long sharp tail. Tainui was loved by many. He was a hero to lots but a failure and a show off to  one, Tāwhiri the god of the wind.

Tāwhiri was grey and very muscly, Tāwhiri was always angry so he always caused a lot of  threatening storm’s that can go on for days. Tāwhiri was so jealous 0f  Tainui because he always got what he wanted, whenever he wanted it. One time Tāwhiri got furious!  He was sick of  being left out so he came down to the land and tried to tell the people of the South Island and the Stewart Island how Tāwhiri used to be a hero until Tainui came along and took his place. They didn’t believe him, they just thought that he was a useless god who causes uncontrollable disasters.

Later that day Tāwhiri came up with an idea to kidnap his wife and his children to make him feel like what he felt like when his wife and children left and when he took his spot. Tāwhiri’s  plan was to kidnap Tainui’s Children and wife and if he wanted his family back he would have to fight him or  Tainui’s family would become his slaves.

That next day Tāwhiri travelled down to Stewart Island and aggressively  snatched Tainui’s family out of the oak tree and said in a loud determined voice,  “If you don’t meet me at Blue lake at 2 o’clock you will regret it!” Tainui was frightened but he would not let Tāwhiri take his family just like that. He got prepared and travelled to Blue lake right away.

When Tainui got there he saw Tāwhiri with two spears in his hand and his family trapped away in a cave covered in rocks with a little opening at the top.

“If I win, I take your place and rule New Zealand and also keep your family as my slaves,” Tāwhiri said in a determined voice. Then Tainui added,  “But if I win, I get my family and you will be banished from Stewart Island and the South Island and I will still be the Leader of New Zealand.”

The fight began! Tainui was trying his hardest but wasn’t winning. Tāwhiri wanted to be the rangatira of New Zealand. The battle went for hours. Tainui felt  like he wasn’t going to beat the great Tāwhiri, then Tainui got knocked to the ground and felt like he was going to die.

He looked up and saw Tāwhiri race to the cave where Tainui’s children and wife were and he grabbed them and sprinted away. Tainui got up awkwardly and yelled, “Hey Tāwhiri, I’m not finished yet!”  Tāwhiri stopped in fright and turned around quickly, he stared at Tainui in a very angry way,  he couldn’t let him win again.

“Not another time you will win Tainui!!” He screamed.

Tāwhiri chucked Tainui’s family into the cave as powerfully as he could. Tainui and Tāwhiri ran into each other like at a bullfight. Tāwhiri got flung into the air very fast and hit a mossy gigantic  boulder. Then something incredible happened; Tainui didn’t even move one inch. Tainui was so surprised and excited that he just found out that he was stronger than the great Tāwhiri.

Tainui picked up his family very carefully and started to go back home when Tāwhiri woke up and saw him walking away happily. Tāwhiri got up silently and took a deep breathe in and blew out to blow Tainui far away in the moana. What he didn’t know was that Tainui already knew he was trying to banish him. Tainui swiftly went over to Tāwhiri and  took him by the hand said in  a clear voice, “I won. Now you are going to be banished from the South Island and Stewart Island forever. You shall live in Wellington for as long as you live.”  And just like that, Tāwhiri was gone.

Tainui and his wife and children left their journey out of Blue lake and travelled back to Stewart Island. In  the end Tainui was still the leader of the South Island and Stewart Island, while back in Wellington Tainui heard that Tāwhiri had caused a lot of wind and destruction.

The End

By Milan Jamieson

Welcome

This term our focus is to help animals because of the

Taking Action,  Connected, Level 2

Down the Drain

Literacy

Science/Social Science learning goals

We are learning to understand about the environments around us and the negative
of positive impact our actions can have on these environments.

Success criteria;

• Describe some of the issues facing our environment today
• Explain some of the negative impacts humans are having on the environment
• identify some positive actions people are taking both here and around the world
• to try and help look after our environment.  
• identify some positive actions we can take at school and in our own lives to help
• our environment.
• learn about our local bush track and creek and identify some ways in which we
• can help to look after (kaitiakitanga) these areas.

Reading Learning Goals

-I am learning to use sub-headings to guide me to the main ideas in text.

-I am learning to use illustrations, text boxes, charts and graphs to help me make
inferences so I get more information from the text.

-I am learning to use more than one text, in print or electronic formats, to gather
and check the accuracy of information.

-I am learning to read a wide range of texts (e.g. encyclopaedias, websites, newspapers)
 to gather and check information on a topic.

-I am learning to explain why the author has written a text.

-I am learning to read and understand text that contains academic and topic-specific
vocabulary.

Read the text, ‘Down the Drain’ and then complete the following activities.

1. What was the problem that the students from Wilford School came across and made
2. them start their project?  They were snorkeling in the ocean, they saw
3. sea life and 253 pieces of rubbish which they said it was sad.
4. In your own words explain what is stormwater and where does it go.
5. Stormwater goes into streams and rivers. In towns and cities it goes down
6. the drain, then it travels into the ocean.
7. Explain what is wastewater. After it rains it goes into the grass and takes the
8. soil into the ocean.

4. What did the students decide to set up to help stop litter getting out to sea?
5. Explain how it works (see below for some website links) they set  up a litter trap.
6. It works by collecting the
7. litter in the ocean when it goes down the drain.

5. How much rubbish did they collect in 12 weeks?
6. 531960 its over half a million pieces of rubbish.

6) What were the types of rubbish that their litter traps collected?
Hard and soft plastic, food, paper, cigareete buts.

7) From this project, what are some things we can tell about
Jemma, Ethan and Harvey? They wanted to help the environment and to clean
it up by making a invention

8) Jemma, Ethan and Harvey have shown a great example of participation and
contribution to their community with this project.  In the table below, list the positives
and negatives of them participating and contributing to this project.

Negatives or challenges of participating and contributing to this project.  That they
will never be able to get all the rubbish in the ocean.

9) After reading this article, what is something we could look into doing
at our school to help stop rubbish going to our oceans?  We could have litter monitors

That they will never be able to get all the rubbish in the ocean.

Positives of participating and contributing in this project.

They have figured out a way to collect rubbish before it goes into the ocean.

Glossary - Write what these words mean

Organic: From living organisms

Waterlogged: full of water

Runoff: water that runs  over the surface of the land.

Littatrap  Website links

These are a pretty cool idea. Check out the links below to find out more about them.

https://www.humes.co.nz/stormwater-management/littatrap/

https://www.humes.co.nz/assets/Uploads/a7e3d727e3/Hu
mes-LittaTrap-Product-Guide.pdf

http://www.stormwater360.co.nz/products/stormwater-management/gross
-pollutant-traps/prod/LittaTrap-

Describe A Planet

Create and Describe Your Own Planet -

Description writing task

Term 2 Weeks 5-6

Purpose of this piece of writing is to:

Learning Intentions

I am learning to use language features to make my writing interesting and engaging for the reader.

I am learning to use topic-specific vocabulary.

I am learning to include Te Reo Māori words in my writing.

I will be successful when I can show….

-I have used some language features to make my writing interesting and engaging (simile, metaphor, alliteration, onomatopoeia, rhyme)

-I have carefully chosen some topic specific words to include in my writing.

-I have used some Te Reo Māori

Focus

We are continuing to look at descriptive writing. This week you are writing a descriptive piece of writing to promote your imaginary planet. You aim is to convince people to move to your planet. You want your writing to allow the reader to be able to imagine what it is like on your planet.

First, we will look at an excerpt of a video describing the moon from the Avatar movie. Click here to get to video= Pandora.

Second, we will discuss together what you will need in your work to make it successful and look at how to plan our work. Then you will plan your work and check with a teacher before you start writing.

Third, do your piece of writing.

Fourth, complete you piece of writing. Remember to proof-read (check spelling and punctuation) and edit (does it make sense? do you need to change any sentences?) yourself and with a buddy and fill in your self and peer-assessment. Check it with a teacher

My Writing

 

Planet Caralourus is in another solar system called the Blue Way. There is only one moon called Elera and there is only 3 planets in the kikorangi (Blue) Way.

Caralourus is mostly water and sand it’s just little islands and water around it.
In the mythical islands with all the creatures it’s cold and mysterious.

On this planet humans and sea life live there but in some islands there
are creatures that are locked away.
The sea life there is just like ours but with some different creatures in the water,
there is this thing called a kelp monster that
is made out of seaweed.
Dragacorn (dragon and unicorn) this monster is evil.
It has  horns all over its body and shoots fire out of the horns.
It doesn’t have wings it just floats around.
Redcap this little dude runs around very fast and he can breathe underwater.
These monsters are dangerous.

To get to this planet  you go in a wakawhetu (starship) and then land on Valados
(another planet in the solar system). Then you have to go into a cottage and fall down
the hole that takes you there.
This solar system is  nine hundred and eighty two billion and forty- five thousand five
hundred and twenty one miles away.

The reason why you should go there is because it is warm and tropical.
It is as warm as a hot tub.  Earth is still in another solar system and the sun
is about to expand into a white dwarf so would you
rather come to this hot planet or
float away. It’s so hot there that you feel like your head is going to pop!!!  

By Milan

My Eyes - Best Part of Me Writing

Learning Intentions

I am learning to use language features to make my writing interesting and engaging for the reader.

I am learning to think carefully about the words I use so that my writing is descriptive and engaging for the reader.

I am learning to add an appropriate visual to my work

I will be successful when I can show….

-I have used some language features to make my writing interesting and engaging (smile, metaphor, alliteration, onomatopoeia, rhyme)

-I have carefully chosen some interesting words to include in my writing

-I have some descriptive words in my writing (adjectives)

-I have added a photo to my writing


My Eyes

My eyes are green like grass. They help me see new places like a whole new world.
They see beautiful things that people do. When I'm angry and sad they show emotions

with tears. My eyes see my lovely whānau (family). They see what's gone and see whats coming.

Rocky Shore Orange Golf Ball Sponge Information Report

Learning Intentions for Science We are learning to understand that all living creatures have a life cycle. We are learning that living creatures have bodies that are designed to help them to live and survive.   We are learning that all living things are designed to live in a particular environment. We are learning to understand how food webs work. We are learning that in an ecosystem all living things and their environment are interconnected. We are learning to understand about the Rocky Shore and the impact, both positive and negative, we can have on this environment.

Literacy As part of our rocky shore unit we will also use our literacy skills to read and learn about the rocky shore and to write an information report on a rocky shore creature. Writing We are learning to write an information report about an animal. We are learning to use our writing skills across the curriculum.