Tuesday, 16 May 2017

Science journal.

Week 1: Starting to think about science: Gathering and Interpreting Data. 
This morning all of the classes made some slime/oobleck,to pour on top of Mr. Anderson at meetup. For the rubric based on how much I contributed with the science experiment this morning I put myself on Multistructural, because I was thinking about some of the questions that were asked but I made some mistakes on some of the questions. But HEY! That's how we learn. I think that our slime that we made was pretty good because the oobleck did what it was supposed to do. When we squished it together it went hard, and when we had it in our hands and let it sit it went runny. We observed that it went hard when you squished it because the particles inside of the cornflour get smushed together into one big clump. Then when we let it go again all the starch partial release from each other flow through the water again. At first the oobleck was pretty smelly (like a dead fish), so we decided to put some vanilla essence into the slime and mixed it in. Then it started to smell nicer (not like a dead rotting fish) like vanilla. The whole recipe was Cornflour and water (and vanilla essence if you don't want it to smell like a dirty dead and rotting fish)
There was a question that was “why is it so hard to stir?” We thought that it was because of the speed and the pressure we are putting on the slime. We thought that it would be the same as squishing it together in our hands. So the faster you stir it the harder it goes.
Then when I put myself on the rubric for how I think I am with observation and inferencing I put myself on multistructural, because last year when we worked on the same topic one term I learnt a bit about observation and inferencing, and I can remember a bit about it. 

Week 2: Balloon Rocket experiment 
Last week and a bit of this week we have been making balloon rocket. We had to gather and interpret data, and do some observation. I think that I made many observations to do with my balloon rocket. I think that I was probably in between multistructural, and relational, but mostly on multistructural. I can say what observations are, and I can make them without having anyone telling me what to do. I am mostly confident of my answers and confident that they are accurate.
 I Think that I made many inferences as well, while I was making my rocket. I can explain what inferences are and I can make them without people telling me what to do. If someone came up to me and asked me what inferences where and how and why you use them, I would be able to show and help them to learn a bit on inferencing. 
I would probably say that I am also in between multistructural and relational, because of all the practise I have had while making the rockets. 
We made the rockets quite a few times, and during those times I have had some wondering. One of them was: ‘why is this rocket working, then his one I have made now not working out?’ Because the first rocket that I made was with Millie, and that one worked out fine. But the other one that I have made haven't worked out well. I think that it could have been because the different wool that I used, because we used different wool. 

   

Monday, 10 April 2017

Inquiry project reflection.

At first I didn't know a lot about being a responsible citizen. I kind of thought I knew a wee bit about it because I knew what responsible means and what you do to be responsible, but I didn't really know what a citizen was but now I know.
At the start when we had to place ourselves on the rubric I put myself in between multistructural and relational. I put myself there because I had quite a few ideas of what I do as leadership roles and just random things. Now I think that I'm probably a wee bit further now, because I have a bigger idea on what a responsible citizen is and I am doing more things that means being responsible.
What I have done this term to show that I am being responsible is I have been volunteering for wet day monitor a bit more than I used to. Also I have been starting to remember my ukulele more often for orchestra, and I have started making it our DJ scripts for Radio DJ.
 For my inquiry project I am making a sandwich board with Anika and Sophie. I think that this project will help people be more of a responsible citizen because I think that it will help people remember all the fundraising events and when they are and to help to fundraise. A challenge that I faced was when we didn't have everything that we need and couldn't do anything because we didn't have the resources. So we thought about what we needed to buy and what we didn't need to buy and we got the things that we could get now and put those parts together. Then we waited for when we could get the things that we needed from the shops. Some overall feelings that I have is that we won't get it all together in time because we haven't actually got it together yet, and we need to paint the chalkboard paint on the board and wait for 2 hours then paint on the other coat then wait for another 2 hours. HOW ARE WE GOING TO GET THIS ALL DONE IN TIME???????????????? I'm also kind of feeling like we are going to get it done with the amount of time that we need.



Sunday, 9 April 2017

A RESPONSIBLE CITIZEN.


Are you a responsible citizen? Well if you are you will know all the different qualities responsible citizens will need to have. One of the qualities is at you need to follow that rules and laws. If no one follows the rules and laws then most people will probably be in prison. Also the world will probably be a sad place because others will steal people's things then those people will be sad because of that. Also the world would be an unsafe place because heaps of the rules and laws are to do with Health and Safety. For example if heaps of people dropped a load of rubbish then all the rivers will be Polluted, and same with the air. So this quality is good so that everyone will be safe, happy and healthy. Someone I have noticed following the rules and laws is Lila. I have heard her saying ‘we aren't allowed to run on the concrete’ when someone was suggesting to play Dracula, not on the field.

Being trustworthy is another quality for being a responsible citizen. If this quality was missing and no one is trustworthy then no one will be able to do what they want to do by themselves of even at all. Also it will also cause trouble. Like if someone asks if they can let's say get a drink but they actually do something else, then the teacher (if they are at school) won't know where they are and the police might need to get involved. So we need to make sure that we are trustworthy so that we can do what we want to do without someone on your shoulder all the time, and it is important that you are trustworthy so it doesn't create stress for anyone. Someone I know and have noticed who is trustworthy is Ruby M. I can tell her a secret and she keeps it. When she says she is going somewhere she goes there and comes straight back.

Are you a role model? Being a role model is one of the qualities that a responsible citizen would need to have. If no one is a role model then if someone did something wrong, and someone sees that person doing that wrong thing then they might think that it is okay to do that wrong thing. Then everyone will start to do the wrong thing and the community will become an unhappy, dangerous and an unsafe community.  For example; if someone litters, and someone sees that person litter, then the person that saw the person litter might think that it is okay to litter too.  And the cycle goes on, everyone litters, and the environment will become unsafe to live in. So it is important to be a role model so that the community can be safe, healthy and a happy place. But being a role model isn't all just about littering you can be a role model by doing what is right and what you know is right. Someone that I have noticed being a role model or Lily Grace. Like if she sees someone do something wrong then she would tell them that they shouldn't do that thing because the little kids made see them do the wrong thing and think that it is okay to do that thing and do it. And that is another reason why we should be a role model to others. Also I have noticed Lily South being a role model too. Like today when there were people not doing the right thing she helped them by telling them what they are supposed to be doing nice and calmly and then she did what was right for them to follow. I also saw her pick up something that she saw was in the wrong place, and put it away. This is important because of someone sees her do that thing they will do it too.

One of the last things that I think is some of the most important qualities for a responsible citizen to have it is to be a helpful bystander. Being a helpful by stander is when you see someone that isn't in a very comfortable position you help them instead of just looking at them then just walking away and laughing. Let's say  a new kid at your school was being bullied. You walk past and see the new girl being bullied. If you laugh and say mean thing about the new girl as well. Then you are actually encouraging the bully to go on until the victim can't take it anymore. If you were being a helpful bystander then you would help to break up the arguments and take the victim away to play with you, and help the victim feel comforted and safe. This quality is important because there will be no bullying in the community and every one needs to be safe and happy. If this quality was missing then everyone would be sad and feel unsafe because there will be lots of fighting and lots of dangerous things going on. My sister Billie is a helpful bystander because last year she helped someone that was stuck in a tree and helped them get down, even though everyone else were just looking at her and giggling and carrying on with their lives.

So being a responsible citizen can be hard work. But if you try you might start to be a responsible citizen.  Just remember all these qualities and then do it.


Tuesday, 21 March 2017

Ko Neve ahau

I am a bus, full of spectacular creations and ideas, that blows your mind away.
I am the museum, with lots of talents to share.
I am an acorn, shy. wanting to stay in the branches of the big oak but, tough on the outside.
I am an orange, with a tough outside, and with a soft and sweet inside.
I am a master chef's masterpieces, yummy and delicious, each with different specialties.
I am a pair of sneakers, going different places, and going on never ending adventures each day.
Ko Neve ahau

Wednesday, 15 February 2017

Going hard out

It was an evening when the sun was shining. We get released from the cramped, noisy and hot bus. I drag myself over to the stadium that had tough kids printed on a bandana overhead. I feel a wave of nerves wash over me. I don't want to lose any of my energy. I clutch my bottle and take a long sip that will last the whole course, before I line up on the starting mark with the others. I huff, puff, sprint, stride, dodge, jump, leap, everything. I can feel my face starting to turn into a tomato and hotness takes over. I feel puffed, muddy and great. I finally pass the finish, about to collapse to the ground. My throat feels all groggy so I gasp for a breath of air. Though I did not win, I still loved getting dirty and am glad that I participated. 

Wednesday, 26 October 2016

Hide and seek


I feel prickles stab into my back.
They are a thousand little knives sticking into -me.                
Are we quiet and still enough not to be found?
Don't talk.
Don't move.
Dont even breath.
The teacher comes closer and closer
But dodges our hiding spot 
And goes to another.
We start to huddle together,
Like a group of penguins.
Where will she go next?
Will she find us soon?
Gather together and try not to be seen.
The teacher spots people and prowls into their tree.
They shuffle down 
And return to the ground.
Hide in your blindness.
Will they give us away?
My heart is a drum pounding on my chest.
The teacher’s coming!
The teacher’s coming!
She's going to find us any second.
Don't give us away!
Everyone sounds so hushed.
Then a movement comes into sight.
She lurks into our spot,
Like a sneaky cat ready to pounce.
Don't talk.
Don't move.
She's prowling in
The Steps grow louder and louder
on the hard and bumpy ground.
“Found you!”
We all scamper out of the prickle bush
Like a bunch of rats.
We all hurry back to the meeting spot.
Whew we’re not the only ones back here.
WHAT A GAME!



Thursday, 22 September 2016

SCIENTIFIC OBSERVATION: 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 it into a graph.

Our observations and inferences: 
  
We observed that the red dot rubbish (we picked up before lunch) is around buildings, near fences, and in bushes, especially tussock bushes and in the ditch.
 
We think this because when the wind blows it carries the rubbish from on the ground into the bushes, and gets trapped in the spikes on the plants and can't get back out. 
We also think that when the wind blows it blows the rubbish from on the field into the ditch, and when it's in the ditch it's trapped and can't get out again. 
With the fences we think that the wind blows and when the Rubbish hits the fence the fence trapped the Rubbish. We observed that the Rubbish under the classrooms are usually empty yogurt packets and yogurt lids. The other Rubbish under the classes might've blown up against the  and classes and then when the wind blows again in goes through the gaps in the classes.

As you can see not all parts of the map are the same. Most of the rubbish again is near the classes, bushes and around the sides of the field. Mostly around Daren's shed there is a lot of rubbish, and in the forest near Daren's shed as well.

We think that parts of the map are different because people might sometimes purposely drop rubbish in the bushes and underneath the classes. People do this because they either can't be bothered to put their rubbish in the bin, or they think that if they put the rubbish there no one will find their rubbish. 

Another reason could be the wind could just blow the rubbish under the classes.Their might be not that much rubbish in the middle of the field because… People might have rubbish in their pockets and then the rubbish flies out the falls onto the ground. The the wind blows the goes near the fences and in the dich. 

As we said in the second paragraph usually the rubbish underneath the classrooms are yogurt packets and lids from yogurt packets. Sometimes it's glad wrap. The rubbish up against the fence are usually foil chip-packets and glad wrap.   

We think because glad wrap is probably easier and lighter to fly with the wind. If the rubbish is flying low it might get caught in the bushes or the classes/fences might trap the rubbish. Especially if the bush is a tussock the rubbish will be completely trapped in the spiky leaves and unable to get out of the bush.

We probably  made some mistakes with our data because we may have missed some pieces when observing them. Also we might need to pick up more rubbish on a different day in the same areas, to see if we pick up the same amount as we did last.Some groups were looking closely at the rubbish and some weren't.

The wind might pick up the rubbish where the rubbish originally was at dropped, and taken it somewhere else. Then that might keep happening until that area is loaded with rubbish.

We have learnt that there's more rubbish than we thought there was going to be. We also learned that we dropped most of the rubbish by Darren’s workshop when no one goes there. But the wind must blow it there because no one picks it up.

To try to fix this we could pick up rubbish each week as a school.
People are very lazy because they want to play instead of walking to the 
bin, and drop their rubbish. We could put our rubbish in the bin to make the school more tidy.

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:


MORNING TEA FINDINGS



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? 


LUNCHTIME FINDINGS



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.


                                                                     





Science journal.

Week 1: Starting to think about science: Gathering and Interpreting Data.  This morning all of the classes made some slime/oobleck,to pour o...