24 May 2018

Wonderful Wheels!

Between episodes of rain over the last 2 days we have all managed to get out and do some wheeling! We have all had an awesome time, even with a couple of grazed knees! Thanks to the Matai year 8s who organised the days.


Catching Fire. Would you rather...?

In class we are reading 'The Hunger Games Catching Fire' as our shared novel. Each week we do a learning task to show our comprehension and understanding of the book.

This week we wrote short explanations in response to 'would you rather' questions.
We could choose between:

  1. Would you rather be friends with Katniss or friends with Peeta?
  2. Would you rather live in the capitol or district 12?

Here were some of the students responses:


What more would you want than to live in the place you belong? That’s right I would rather live in the bright, rich capitol where I can dye my hair pink and it would be normal. I have always lived my life with boring people that never understand my life. My dream is the capital, they are all weird and crazy!

By Briar

I would rather be friends with Katniss because she could teach me valuable skills like how to hunt and how to shoot a bow. Her mother is nicer then Peeta’s and I could buy cheese from Prim and I could buy Katniss’ prey. I would love to have a friend who was a winner of The Hunger Games. And if I was Katniss’ friend I know she wouldn’t let me starve.
It would be an honor to know
The Girl On Fire.

By Elysia

I would rather live in the capitol. The capitol is wacky and totally Over The Top. I absolutely love the amount of moolah they have. I would rather live in a rich city of wack. My dream city is the capitol. There perfect, pretty, pink world is like….. Awesome. I would totally live there.

By Maia

I would rather be friends with Peeta because he is very kind and thoughtful. He doesn’t care about who you are he believes that you should be respected with kindness and love. When you are sad he will always be the one to cheer you up, i would love to have a friend like him. He doesn’t judge you for who you are hell treat you like any other person. He has his moment but they aren't major.

By Amelia

Science integration!

Part of our weekly must dos in literacy involves us completing this on our classroom wall. Each week Miss Fleet puts up a new picture and using our observing and inferring skills we record our thoughts and wonders.

Here's this weeks thoughts!






Buddy Class Fun!


We had a fun time yesterday teaching our buddy class the rakau. They were pretty good! Thanks for having us Room 1!

22 May 2018

Interpreting Representations!

Over the past couple of days we have been exploring the following representation:

We worked in pairs and in small groups to write questions about what this cross section diagram was showing. We swapped our questions with others to see if they understood what the diagram was showing. We then wrote some questions about what information the diagram did not provide, therefore would require more research.

Below are some of our summaries we wrote about this diagram:

Briar, Beka, Amelia and Milla -This is a cross section diagram of the ocean and it is trying to tell us where it goes. On fact that it says is that less than 1% of total plastic ends up on the surface of the water.  Some plastic is washed up on coastlines as it shows us. We know that animals ingest plastic and die because it told us and showed a picture of a bird eating plastic. It tells us what plastic sinks and what doesn’t. Some plastic ends up on the bottom all ripped up.

Annabel, Sophie L, Olivia and Ana -This diagram is a cross-section and shows us the cycle of plastic and how far plastic goes.It shows us where plastic flows from. Some facts about plastic, the 3D angle of the ocean and sand. It also shows us marine life and the cycle of how plastic sinks. This diagram shows different ways plastic kills animals and how much plastic is on the surface of the ocean. Some research statistic tells you that plastic is washed up along coastlines, how plastic enters into the ocean. About marine life, how much plastic is on the ocean surface, that some plastics sink to the bottom and kills most marine life.

Questions that we need more research for:

  1. How much plastic is in the ocean?

  1. How many habitats are plastic destroying?

Ashlee and the K/Calebs - This is a cross section showing how plastic gets into the ocean and what happens to it. This gives facts and good information about plastic and it shows what it does like if it floats or sinks.
It tells us that marine life eats the plastic. This is a very good factual cross section that was easy to use and help us with our learning.

Sophie M, Mikayla and Anna -
The diagram shows us of  how the plastic ends up in the ocean and  different ways of how it develops and of how the animals eat the plastic.
The heavier plastic is the one that ends up in the bottom of the ocean. This cross section shows us how the cycle of how it happens and where it ends up and of how the plastic resolves. This cross section also shows us how the marine life is dying.
It shows us different ways it could end up in the ocean.

Abbie, Ruby, Georgia and Brileigh -
This diagram shows the cycle of what plastic goes through in life. Our marine life is ingesting plastic and birds and fish are getting endangered. It shows how plastic sinks and resurfaces by the current of the water. We have discussed our questions and answers and now know clearly why this is happening. This cross section shows us  the disadvantages of plastic in our world.

Is it heavy plastic that sinks to the bottom of the ocean?

How much plastic do the marine animals eat?

Lila, Rielli, Emily and Maggie -
This diagram shows how plastic is transferred in the ocean.It also shows how deep plastic can go.It shows that allsorts of plastics can move far away from were they wet originally like boardwalks rivers beaches.

Questions
  1. How does plastic biograde?
  2. Why does less that 1% float on the ocean surface?

George, Jay and Christian -
This diagram shows many facts about our oceans and the plastic in them. It shows the life cycle of plastic in the ocean, and what happens when it enters the water. It uses scientific words about what is happening and how it is affecting our seas. It is in 3-D and contains facts, and also what happens when plastic waste makes its way into the ocean.

11 May 2018

Mothers Day

       

                                      Image result for been a mum is the most important job in the world quote

Today the Year 6 children spent time talking and reflecting on the amazing job their mums do for them. Thank you Mums!



My Mum

My mum is one in a million she isn’t like your ordinary mum she works hard for me and
my family, she makes the best food for us. She helps me when I need it the most and
lets me do the sport I really want to do. My mum is the best that you could even dream
of having. Her glasses look amazing on her and her can do attitude, wanting to achieve
more and more everyday. She has a very loving heart towards her family.

Dear Mum, You always think of dreams and solutions for all of my ideas. And you are always there
to kiss me goodnight. You make my life happy and full of love and laughter. Thank you very much
for all you do for me. Even if is a small drink or meal it means a lot. You have loved me
uncontrollably my whole life for ten years, almost eleven.

09 May 2018

Te Manawa Science Learning

Yesterday Room 5 had a very interactive and hands on day at Te Manawa conducting and participating in a range of activities and experiments focused around how we experience different types of weather (our science focus from term 1).  The students were encouraged to observe and gather data about what things they could see happening in their experiments, interpret representations and make models, make calculations based on their results, and explain why certain things happened using scientific language and understanding. 

The students enjoyed their day and were really engaged by the activities and experiments.





02 May 2018

Classifying and grouping plastic!

We have collected a range of different pieces of plastic from our homes and around the school. On Tuesday afternoon we completed a very interesting task where we grouped the plastics in many different ways. Some of the groupings included: hard and soft, recyclable and non-recyclable, sizes and recycling numbers.
Some of the discussions around why and how plastic is different, how it looks and feels different, and has different uses was extremely interesting. We learned that plastic is made up of polymers and all plastic items are different because of what they are made up of or how they are made.








Our Plastic Lunch!

Over the past couple of days we have been learning within science capability 'Gather and Interpret Data'. As a class we gathered some data about how much plastic is in our lunch boxes. In small groups we discussed how we could display this kind of information, then with all of our ideas and thoughts we created a table to show our data results. Whilst this was quite a simple task, the discussion about the most easy, effective way to display these kinds of results was interesting and we certainly had some great ideas about how to show our collection.



30 April 2018

Wonder, Curiosity and Thinking!

Today we kicked off our day by getting our brains thinking and orally sharing our thoughts as a class. This term we are having a big focus on oral language and what better way to practice this than combining it with thinking. Each day we will be starting off with a thinking and sharing activity to encourage our key competencies participating and contributing and thinking, and developing our confidence in oral language.
Toady we discussed an interesting image. Here's what we saw and our thoughts about it:



  • Team work
  • Why are the ants on the stick?
  • How are they balancing on the edge?
  • Are they building a bridge?
  • What are they doing?
  • I wonder if the stick is heavy
  • Is hat the boss ant on top or the queen?
  • Are they trying to take it somewhere?
  • Will they use it to build a nest?
  • Are they moving it to their home?
  • I wonder how deep the hole is they are crossing
  • I wonder if they will fall 
  • Why are they crossing the ditch?
  • I wonder if the branch will squash the ants on the bottom
  • Are they/where are they taking the branch?
  • How far are they taking it/ could they take it?
  • Why aren't they just going around the hole?
  • The grass looks curly and soft
  • I wonder how big this branch actually is. How much is it magnified for the ants to be this big?
We are very curious learners who think of so many things! 

PLASTIC!

This term in Room 5 we are going to be looking at and developing our science capability and inquiry skills around the world wide issue of PLASTIC!

Today we looked at some pretty devastating, eye opening images of plastic, and its impacts. These prompted our thoughts, our feelings and posed many wondering, curious questions about this stuff we have become so used to relying on.




Very quickly words such as 'disgusting', 'sad', 'disappointed' and 'angry'  were mentioned. This activity really highlighted to us the problem we have and actually how close to home this problem is. 

We then took the time to refresh our observing and inferring skills based on a image equally as 'sad'. 

Here's what we saw and what we thought!









12 April 2018

CRAZY DAY!

AND CRAZY WE WERE!

We had an awesome day at crazy day and we certainly loved being all dressed up, looking CRAZY in our house colours! The parade was a hoot and we had a great time dancing and showing off our costumes!

The burgers were a massive hit. We sure loved them! Thank you so much to the Rimu Senior students for organising this awesome, fun filled, delicious day for us!

Check out our CRAZY get-ups! Don't we look fantastic?!










We are SCIENTISTS!

Over the past few weeks we have been collecting data about the weather. Each school day at 10.50 am and 1.45pm we have gathered our weather results from the digital monitor that signals to the weather station we have had temporarily installed on the playground. We thought that to ensure our results we consistent we would:

  • keep the station in the same place and use the same station for the whole time
  • read it at the same times every day
Every child in the class learnt how to read the little monitor so they were able to record the findings. 

Today we took our last piece of data and here's what our completed data collection looks like:


Following this, we all got together and began analysing the data we had collected. 





We worked hard and had many discussions. Here are our thoughts:

What we noticed about our data!

·       
      The average temp was 19.6
·       The hottest temp was 25.8
·       Not a lot of rain
·       Temp varies and changes throughout the day
·       Temp seems to be coolest when it is a NW wind
·       Wind speed reached no more than 16.2 at the time of measuring
·       Wind direction changed between readings most days
·       Average cloud cover was a 2 rating
·       Average rainfall was 0.0
·       Most common wind direction was a Westerly
·       Only 1 day with no cloud -1 on our cloud rating scale
·       Highest rainfall was 3.0
·       Temp was warmest with a westerly wind –warm air
·       Lowest temp was 13.0 at the times we measured
·       NO NE wind –uncommon

Throughout our data collection time we learnt a lot of things and figured out some issues with our data collection, which showed some inconsistencies or interesting results.
Due to our personal experiences with the weather, we noticed that the station was not collecting and measuring rainfall accurately, or more wondered if it was measuring the rain per hour.
Below if our collaborative PMI chart that we constructed after our collection.

P
M
I
·     Noticing the changes in weather
·     Using a digital station –easy to use and read
·     Fun to collect the data ourselves
·     Kept to same time slot each day
·     Different people were able to collect it each day

·     Sometimes we forgot
·     Rainfall was not accurate
·     Couldn’t collect air pressure, or wind chill factor
·     Had to go to hall –wasn’t close to class
·     Didn’t learn how the weather station actually works and collects the data
·     Couldn’t physically watch the station collect the data
·     Difficult to make a judgement on the cloud cover as it often looked different straight over head as to what it did further away.
·       Learning about the weather
·       Learning to read the digital screen
·       Differences in weather between collections
·       That a machine can gather/measure weather
·       Noticing all the interesting results
·       How it managed to stay on the pole
·       If the rainfall wasn’t accurate, was everything else?
·       Was there any way we could have made this collection more accurate? –variables?

We decided that it was a shame that the station was not able to collect the data every day and save it e.g. over the weekends so we were able to get more daily data. This might have shown different trends.

We found it very interesting noticing that the rainfall measurer was not accurate. This allowed us to pose questions such as: is it collecting the rainfall data based on the last hour, 24hours etc?
If we were to do this data collection again, it is possible that we would change a few things to try and gather more accurate, consistent data. Based on what we know about fair testing we would think about:
Ø  Different system?
Ø  Setting an alarm so we remember
Ø  Perhaps placing the station in a different place
Ø  Collecting data 2 different ways to compare/check our data
Ø  Having the same people measure for user consistency
Ø  Exploring a way to collect it every day including weekends
Ø  Inclusion of wind chill, air pressure and a more detailed analysis of the clouds, perhaps including the types of clouds, visual pictures too,  to give us more data to analyse and compare

This has been a valuable exercise, allowing us to use skills such as observing and interpreting the weather and different representations of it, gathering and recording data and measuring. Following the collection of our data we have been able to look for trends in our data, pose further questions about what we found and have been able to identify the elements of our testing that may be fair or unfair. 


It has been a wonderful opportunity for us all to engage in science by participating in an ongoing experiment and collaborate our ideas through discussions and group work.