ePortfolio Reading Sample

ePortfolio Information Report

We are learning how to write an information report

using information we gather through research

One of my personal writing goals is: Use the following when appropriate for their purpose; language, text structure and media to support the text.
Evidence I am developing this in my writing: I am definitely representing my topic with relevant information and technical vocab related to my topic. My structure is well established and generalises my text. My report is supported by defined imagery so the reader has a clear picture of the informed topic.

The Lituya Bay Disaster

With a maximum perceived intensity of XI (extreme) on the Mercalli intensity scale, the earthquake that hit Lituya Bay, a fjord located on the Fairweather fault, created major landslides from 914 meters and loosened 30.6 million cubic meters of land. The composition of tectonic plates and glacial rockfalls caused the worlds biggest megatsunami.

The Earthquake.

On July 9th 1958, at 22:15:58, a quake with a moment magnitude of 7.8 triggered a subaerial rockslide of 30 million cubic meters (90 million tons) into the narrow fjord of Lituya Bay, Alaska. The impact was audible from 80km in distance. The epicentre of the quake was at a latitude of 58.37 degrees N, longitude of 136.67 degrees W. Residents as far south as Seattle, Washington felt the shock.

The Tsunami.

The megatsunami was caused by the severe rockfalls plunging deep into the bay. Multiple glaciers also collapsed into the bay, creating a tidal wave unforgettable to locals. Two fishermen lost their lives after being caught in the wave and numerous residential buildings were damaged beyond repair. Disaster had struck. Seismologists studied the bay for years, finally concluding that the initial rockfall could have triggered a second submarine slide of glacial sediment capable of generating the wave to its full extent.

The megatsunami that affected Lituya Bay on July 9th 1958 was caused by numerous landslides and rockfalls. The earthquake that generated the subaerial rockfalls had a magnitude of 7.8. Seismologists believe that there was a second submarine landslide, inducing the large wave.

By Ayla

ePortfolio Athletics Sample 2019

Passion Projects Term 3

ePortfolio Wearable Arts

ePortfolio Tikanga Maori Term 2

E-Portfolio - Continuity and Change Inquiry- Politics,

ePortfolio Maths - Knowledge

Group 8 Knowledge Sample Term 2

Achievement objectives:

NA4-1: Use a range of multiplicative strategies when operating on whole numbers.

Elaboration on this Achievement Objective:

This means students will apply the properties of multiplication and division (commutative, distributive,
associative and inverse) to number problems, particularly those requiring multiplication and division.
Students should exercise critical choice in their method of calculation - mental, machine or paper - and
recognise situations in which estimation should be used, including the checking of calculated answers.
Strategies expected at Level Four include: using common factors and multiples, for
example 37 + 41 + 40 + 38 = as 4 x 40 – 4, using the distributive property, for example
24 x 36 = 20 x 36 + 4 x 36, 9 x 78 = 9 x 80 – 9 x 2, or 276 ÷ 12 = 240 ÷ 12 + 36 ÷ 12, using the associative
property, for example 12 x 33 = 4 x 99, or 216 ÷ 12 = 216 ÷ 2 ÷ 2 ÷ 3, and inverse operations (reversing), for example
354 ÷ 6 = as 6 x = 354. This objective also involves calculating powers, for example
43 = 4 x 4 x 4 = 64, and factorials, for example 4! = 1 x 2 x 3 x 4 = 24. Students should have strong
mental strategies for operations on whole numbers but also accurately carry out standard written algorithms,
particularly for multi-digit multiplication and division. Level Four corresponds to the
Advanced Multiplicative stage of the number framework.

We have specifically been learning the divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, e.g. 276 is divisible by 3

because 2 + 7 + 6 = 15. By knowing these rules, we can use our knowledge to solve problems. Below

are examples of work showing how this skill has been mastered.

Self Reflection:

In this sample of learning I have shown that I have a capability to learn divisibility rules including: 2,3,4,5,6,8,9,10.

My next step is to be capable of knowing some rules of by heart or at least without difficulty or reference.

EPortfolio Sample- Science Term One

Ayla, you have formed some effective Inquiry questions which has stemmed some good thinking.  You are able to define what an acid and base is and reflect on the differences between the two, well done.
Continue to work on the development of forming hypotheses and reflecting on these honestly, as you have.  That is how we learn the most effectively.
Well done Ayla.
Mrs G.

Passion Projects Term 1

E-Portfolio: Waipara Camp Description.

Describe It - Camp Experiences

Learning Objectives:

Level 4.

• Select, develop, and communicate ideas on a range of topics.
• Use a range of language features appropriately, showing an increasing understanding of their effects.
• Organise texts. Using a range of appropriate structures.
• Show an increasing understanding of how to shape texts for different purposes and audiences.

Learning goals:

• To ‘Show, Don’t Tell’ the reader by painting a picture with words.
• A variety of sentence starters
• A variety of sentence lengths
• Edit and rework
• Effective peer checking and feedback

2019 Waipara Camp

The children's blissful cheers of bravery bounce through the air; enlightening the joyful vibe. The atmospheres splendour shade of azure illuminates an emerald green lake. As though a narcoleptic charm was tipped into the aqua, it sits as motionless as a sleeping lion. A thalassic ravine cuts deep into the earth below the water. Eagerly, the courageous children dive deep into its abyss bracing for a harsh impact with an icy temperature.

A clipping breeze ruffles the many limbs from the surrounding trees. Although they are tall, they aren't as towering as a giraffe. A choir of singing birds attempt many notes as though they are practising the chromatic scale.


By Ayla

Student Reflection: In my writing, one of my goals is to Organise paragraphs and writing logically and make meaning clear by subheadings, topic sentences and discourse markers. I did show this goal here because I used an example of a discourse marker describing a noun. In my writing, one of my goals is to know and write a wide variety of text types and forms. I did show this goal here because I was able to focus on producing a description and link my editing process with the text type. My next step is to use a range of editing and proofreading strategies. Teacher Comment: Ayla, yet again I am drawn into your writing.  The way you purposely select vocab to add impact to your writing is amazing and supports creating an image in the readers mind (my mind).  As a next step, you could add some short or one word sentences for impact where appropriate to keep that impact going. - Mrs Hunter

Maths Goal: Add and Subtract Integers

GOAL- Add and Subtract Integers

There are many rules for adding and subtracting integers. I have a understanding of all to a certain extent.
This is a sheet that is a example of my learning.






I worked individually for this task. This task was set by Miss T.

This goal has been completed.






I think that I have done well on achieving momentum in the remembering the variety of integer rules.

I have done well on completing this goal in such a short amount of time.

I could work on memorising the rules so I do not have to refer to a sheet.

Careers inquiry

Term 3 passion project.

Maths goal

Goal- Use the standard written form to solve multiplication and division problems.

I think that I did very well on the steps of answering. I can remember the process well.
I did well on my Multiplication.
Next time I could work on showing my working.

I worked with Andrea.