Thursday, 22 June 2017

Since journal

Science Journal 


Week one: sliming Mr Anderson
Time: 9:15-10:30
Date:1-5-17
Term: 2

On the first day of school for the second term the school, ( including Mr Anderson) decided to slime Mr Anderson. Each class made a bucket of slime with different materials. We used cornflour/cornstarch, food dye and hot and cold water.
 
Why did we slime Mr Anderson?

To find out what makes a good slime.                      
Hands on learning                      
To have fun.         
Interpreting
To Learn how to use senses                                                                                         
 To learn that  learning can fun. 


What did I observe?

I saw:
Some slimes were runny and some were thick 
Some were cold and some were warm
Some were chunky and some were smooth 
I think:
That it was fun and cool to watch 
That are slime was thicker than lots of the other slimes

My learning is at relational because I can relate my learning to other tongs but I can teach people yet.




Week: 2 balloon rocket 
Time: 11:00-12:30
Date 7-5-17       
Term: 2

On the 7th day of school we started to do an experiment with a balloon and wool and a straw. What we did is we attached the straw to the string then attached the piece of string to the two chairs then attached the balloon to the straw then blew in to the balloon and let it go. We did this because we were learning about the friction and forces between things. Friction is created by two things rubbing together and slowing them down. Force is a push or a pull that moves an object.
My learning is at relational because I can relate my learning to other tongs but I can teach people yet.



Week: 3 balloon rocket 
Time: 11:00-12:30
Date:14-5-17
Term: 2

In week 3 we carried on with our balloon rocket and made differences to our rocket like adding paper, less tape and fishing line instead of wool. I think that adding paper made it slower because it had  more weight and using less tape made it faster so doing both of those together didn't really make a big difference, but using fishing line was so much faster because there was less friction. Overall it was pretty fun!!!!!!!! On the rubric my learning sits on relational because I can relate my learning to other things but I can't teach others yet.



Week:4 trebuchet
Time:2:00-2:30
Date:9.6.17
Term:2

This week we played around with the trebuchet (French catapult) what I noticed was that the more weights you added the further the projectile went but once a you get to a certain point that didn't go as far.That the farthest that it went was 34.50meters. The least that it went was 12.45meters. What I wondered was if you could fire someone (person)If they could go 100 metres.


I am at relational and nearly at extended abstract but I can't teach people yet




Onager vs trebuchet

 
Onager vs trebuchet 

This term we have been learning about the similarities and differences between 
These two catapults. 

These are some similarities. We found out that they both use forces, they also both go faster with more pressure and both will hurt if you get hit.  Both have to use a string to fire and both arms curve as the ball flings away.

These are some of our differences that we found out about the trebuchet.
The trebuchet has more velocity because it has a longer arm. The trebuchet goes higher because the arm is longer and the trebuchet uses weights to get more power.

These are some differences that we found out (onager)
The onager has more velocity.  Also the onager goes lower then the trebuchet we think that it is because the onager has a shorter arm and the onager goes faster because it has more power. 

Overall : We think that they are similar in a lot of ways because they both use forces.
They are different because the onager is more powerfull but the trebuchet can fire further .

Trebuchet 


Onager



Wednesday, 22 March 2017

Ko Millie ahau

I am a race car, speeding through my learning.
I am the Eiffel Tower, getting higher, the more I learn.
I am a hip hop  dancer, here to rock, your world.
I am a passionfruit, passionate about everything that I do
I am 5 star ⭐️ restaurant, ready to feed, hungry minds.
Ko millie ahau

Thursday, 22 September 2016

SCIENTIFIC INVESTIGATION: RUBBISH AT SCHOOL



We read an article about a fleet of research waka which spent two years criss crossing the Pacific ocean, observing rubbish in the Pacific Ocean.   They noticed that if they found rubbish in the ocean, it usually meant they were getting close to land.  Because of this, we infer that most rubbish in the ocean comes from land. 

We wondered if the rubbish in our playground might have a similar trend.   We decided, before lunch on Wednesday last week, to go and find out. 

We split the school into 12 sections on a map.  Each. section had a group of scientist (us!) to make observations and inferences.

We put a red dot on the map wherever we found a piece of rubbish and collected all the rubbish. 
After lunch we went back, and noted with a blue dot, any new rubbish found in our area.  We also collected this rubbish.   This is our map, showing where we found rubbish, both times.





We also classified the rubbish we found into types of rubbish and displayed this into this graph.

Our observations and inferences: 

We observed that most of the red dot rubbish (rubbish found before lunch) was caught up in fences, around buildings and in bushes, especially tussock grass. 

We think this might be because the wind has blown rubbish left on the ground by students into the bushes where it has been trapped.  The spikes on the bushes help to trap the rubbish.  Some children might hide their rubbish under buildings at lunchtimes. Some people might be throwing the rubbish over fences too.  Rubbish gets blown from the field into the ditch and can’t be blown out again. 

As you can see the rubbish is in different parts of the school but most of the rubbish is all around Darren's shed. I this is  because people just think it is ok to throw the rubbish. But how do we get the rubbish out of there and clean it up because  some people don't care about their era.

The areas that attract more rubbish are where people eat and near fences because the wind blows it into fences and tussocks where it can get trapped.

The rubbish we collected was round where most people eat. We found lots of the rubbish under buildings and in bushes. We think that some kids might have thrown their rubbish  in the gaps of under buildings so that it is hidden. What we don't realise is that this is affecting the environment. The problem with our data is that we can't put all the red dot rubbish under the buildings on the map because it is black and hard to see the rubbish. So we had to put it close to the sides of the like outside the school in bushes round fences and other places like that. The wind is worse because more rubbish gets dropped every day and it if it gets spread it will be harder to collect.  

Most of the Rubbish comes out of the little kids pockets when they are running.We have learned that the rubbish spreads around the areas where the kids play like the playground rubbish falls out of kids pocket and people put it on the ground. We need to stop littering! We can help this by not being so lazy and dropping it on the ground.
BUT WAIT, THERE’S MORE!

After we made these observations and inferences, we were left with questions as to why people in our school failed to put their rubbish in the bins! Why does so much end up back around the school after one break time? Maybe it is falling out of people's pockets? Perhaps it's the winds fault? Or maybe the students of Waimairi school are dropping it on purpose?

Since then, we have recorded how rubbish was dropped at morning tea and lunch. Basically, we spied on the school! We, as scientists, have completed an investigation into why rubbish is ending up on the ground. On Thursday the 18th of August, we went out at morning tea and lunchtime to make observations of you all, collecting data to find out how rubbish gets on the ground.

We split up into 12 groups. At morning tea we spread ourselves around the whole school to observe. At lunchtime we spread the 12 groups around the lunch eating areas and observed what happened to the rubbish. 
We have made inferences from our observations and here is what we found:




At morning tea time, Waimairi school dropped 205 pieces of rubbish. That's 2 out of 5 people on average who dropped rubbish. 110 pieces of rubbish were dropped on purpose, which is more than half of the rubbish we observed being dropped. We also saw 46 pieces of rubbish dropped without the person realising that they had dropped it, often as they were walking.We also saw rubbish being dropped from pockets.

The places we found that rubbish had been dropped the most, were the Te Puna block, the walkway down to Ara Atu and the playground behind room 13. We think this might be because people playing in these areas may not understand why it is important to put rubbish in the bin. We also inferred that since there's big bushes at Ara Atu, people think they can hide their rubbish there.

Also, there is no rubbish bin in sight of the playground in these areas, so people lazily drop it instead. We think that most people do this because they think that they can hide it, or can get away with dropping it, even when they know it is wrong. And they do get away with it! Why don't people take a little walk over to the bin to put their rubbish where it belongs? 



At lunchtime, 219 pieces of rubbish were dropped throughout the school JUST during lunch eating time. That's 2 out of every 5 people in the school on average. that is a large amount of people to be dropping rubbish.
From what we saw, 79 pieces of rubbish were dropped on purpose, and 44 were left where people were eating. 

Just like at morning tea time, we think that around the school most of the people drop the rubbish because there's not enough rubbish bins around. Although there are already some bins, there only a few, and sometimes not in the best places. 
We also think that some children might not be able to reach the bins because we observed the bins are quite a bit taller than some junior children. Younger students also may not understand why it is bad to leave rubbish on the ground.

We could maybe get more and smaller bins to show others that bins are valued around the school but we think most of the kids already know about why we shouldn't  drop rubbish - because it will cause lots of problems for the animals in our environment and make our school look messy.

We spotted some differences between Morning Tea and Lunchtime. At lunch-eating time, more pieces of rubbish were dropped than the whole of morning tea time, even though morning tea is longer than lunch eating time. We think that more rubbish was dropped at lunch because more food is eaten at lunchtime and there would be a bigger chance of rubbish flying out of their lunchboxes. Lunch food is also more likely to have wrappers. However we also inferred that people might deliberately litter so that they don’t get in trouble for walking to the bin - as we are not allowed to stand up during lunch eating time.

Under the classroom is also a common place to put rubbish. But the reason  that people drop rubbish there is because they think no one will notice. But we did! But if you think that you get away with it, then you are wrong because we see rubbish everywhere, even in sneaky places where people will think you can't see it.

Overall, 424 pieces of rubbish were dropped in the 45 minutes we were observing that day. That’s almost one piece of rubbish per person. If nobody ever picks this rubbish up, then by the end of the week there would be 2120 pieces of rubbish floating around the school.  Many people dropped their rubbish on purpose, but also accidentally, leaving it where they ate or hiding it.

We think if we all work together our school can be cleaner by just simply walking  to the bin, because just doing a simple thing like that will help to make a big difference. But we also think that during lunch eating time we should be allowed to stand up to walk to the bin to put our rubbish in it. We will be discussing this with the teachers. This means people will be less likely to throw it in the bushes, under the buildings, leave it where they were eating or just throw it on the ground.

We also plan to write to the board of trustees to see if we can have more bins built permanently into the areas that we’ve observed to gather the most rubbish. We also need bins that are the right size for younger kids as well.

So what is the most important thing for you to remember from today? Do not drop rubbish on purpose. It’s pretty simple.  Please walk the few metres to the bins, otherwise we will all be swimming in a pool of rubbish.






Thursday, 7 July 2016

Case study

Close your eyes imagine you're getting dropped of at school in a new country. You spin around, your heart lunging against your chest. Hundreds of people whisper but you can't understand them. You're clutching your lunchbox. You can see lots of people staring and talking about you. Why?

New Zealand has a hidden problem. Many immigrants don't feel welcome here.
1 in 10 people aged 15 or over reported experiencing some form of discrimination in the last 12 months. Prejudice is where you judge someone by their name, skin colour, clothes, and where they are from. This can happen without you knowing. It not nice and it hurts people's feelings. 

We interviewed someone from Iran and asked her if she could give us some reasons that she felt unwelcome she said when she first moved here. Someone asked her if she had a bomb in her lunch. And when she was working in a cafe, and someone asked her where she was from, she answered Iran and they didn't look or talk to her.This made this person feel very unwelcome. 

The effect that prejudice has is that other people from New Zealand would probably think that all of people from Iran are dangerous (people from Iran are not actually killing people from New Zealand).A conclusion is that people should slow down and think before they say that they're mean, rude or disrespectful.

There are many ways that immigrants can be made to feel welcome
Like smiling, being friendly, saying hello and taking time to talk. These  things can make immigrants feel welcome. There are also ways that we make immigrants feel alienated or unwelcome like frowning, staring and teasing. These things make immigrants feel isolated.

Some tips or advice to help immigrants feel welcome are smiling, having a conversation, including them and being kind. These are some things that make immigrants feel welcome. 

Why is it important?
It is important to make immigrants feel welcome because if we don't then no one will want to live here. There are many ways to make immigrants feel welcome or unwelcome. Some people say that the future will be calm and safe other people say that the future will be filled with meanness. If we change the way we treat immigrants by treating them nicely, the future will be a better place.

Sunday, 22 May 2016

Tree climbing

Tree climbing 

I'm going to die.
I know it's my turn next. My eyes are riveted to the tree, my heart pounding.
It's my turn. I ask the instructor, “Do I have to?” The tree is at least 9 meters high.

I get clicked into the rope and I slowly walk to the ladder. I shrink into the tree. I put my hand on the ladder and start climbing, higher and higher I go. I tell myself I'm only going to go ½ way up. I reach ½ way and I'm still confident so I keep climbing.

Soon I'm at the top. I feel so proud of myself! Ok now I need to find the courage in me to lean back. It takes nerves of steel to sink back into my harness. Bit by bit start leaning back. Now I'm really going to die. I close my eyes, and soon I find my feet touching the ground. I've never been so happy to be on the crunchy bark! I run to the back of the line. I want to do it again.

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In this piece of writing I was learning to show emotions, appeal to senses and chunk ideas into paragraphs.

It when well because I showed a scare emotion, like when I said, 
“ I'm going to die. I know it's my turn next. My eyes are riveted to the tree, my heart pounding.”
I improved this piece of writing because I stuck to one emotion (I normally have lots of emotion.)
If I had to do this again I would add more details using the senses. Overall I like my writing.



Thursday, 14 April 2016

Multi media art work


Reflection elements of music.

This term I have been learning about the elements of music and how they can be a universal language. In the elements of music there is beat (pulse), rhythm (patterns), dynamics (volume), tone colour (textures, sound, instruments), tempo (speed) and pitch (range of notes, major/minor)

To show this learning I created a soundscape based on a poem I wrote.
My soundscape is relational  because I can use many elements in a musical soundscape, explain why I chose them and their intended impact.I still need to learn to help other people.

My learning was connected to my mum because she is the person I wrote about. The instruments that I used are the ukulele the drums and the piano. 
Overall I like my poem and soundscape.

This is my art work.

Listen to my soundscape connected to my poem below.

The smell of her rose perfume 
follows me wherever I go.
It makes me feel warm inside.

Her gentle and calm voice
calls my name I know it's her.
Her short blond hair waves in the air.

Her favourite coffee cup, 
the one my sister Harriett and I  gave her, 
sits it the cupboard waiting for her to get home from work.

She is unique 
like a one-of-a-kind art work.