Ancient Olympics Presentation

We used our reading time this week to find out about the Ancient Greek Olympics. Once we had made our notes and reorganised our information we collaboratively created a presentation.I found out what during the five days of the Ancient Olympics while held.I enjoyed this activity because I got find out more about Ancient Olympics and found out more history even some that I didnt think would exisit.An interesting fact about the Ancient Olympics is that if married women were caught sneaking into the Olympic games they were thrown off Mt Olympus.

Haoura

In order to be able to perform at their best athletes need to have a four walls of the whare tapawha standing. We created this poster to show what each wall represents and why it is important.I found out by learning and hearing others opinions what they fought the atheletes felt when they one a medal or if the athelete did'nt succed in the end.I enjoyed this activtiy because I worked colloboratly with Liane and because I felt confident sharing what I knew or had.

Hauora and Olympians

Athletes at the top of their field train menally and physically because it is both the body and the mind that need to be strong to have a balance as an athlete. It is important to enjoy and celebrate the success you earn but it is equally as important to embrace the less successful times. It is learning you take from losing that makes you stronger and wiser. Having made an error you learn to remain calm in stressful situations. It is having a belief in yourself and the support of your Whanau that keep you motivated.

Matariki Brochure

Matariki is the Maori new year celebration. It takes places each year when the cluster of stars known as Matariki are seen in our skies. The new year is a time for new beginnings and is a time to embrace tradition.

To strengthen our connections to Matariki we had a choice of research activities.

I enjoyed creating the brochure because it shares more information about Matariki.

Matariki

Matariki is the Maori new year celebration. It takes places each year when the cluster of stars known as Matariki are seen in our skies. The new year is a time for new beginnings and is a time to embrace tradition. To strengthen our connections to Matariki we had a choice of research activities.

I found out the orgin of Matariki intresting because of how Tawhirimatea ripped his eyes and threw it in the sky.

I enjoyed the activities because it extend my knowledge of Matariki.

10 facts about the Mars Rover

For Mrs F's inquiry group, we have been focusing on researching the mars rover and its properties. In our groups, we created a poster including information and facts about one of the NASA mars rovers. The rover that my inquiry group picked was Curiosity.

First, we researched and surfed the media to look for information and wrote down notes on facts or things that we found out and learnt. Our sources of information were many mars rover NASA sites and youtube videos of the NASA landing.

I enjoyed this task because I was able to learn new things about the mars rover.

Wheel and Axle

LI: to read for meaning and understanding.

LI: to use smart searching skills.

Our inquiry focus was to learn about simple machines and create a labelled diagram on one of them. I created a labelled diagram of an wheel and axle. An Wheel and Axle is a simple machine that has a wheel locked to a central axle and they rotate each other when force is applied.

On the labelled diagram I created, I named the parts of the wheel and axle, the wheel and the axle.

In the bottom corner of the labelled diagram, I wrote a twenty-five word description of what an wheel and axle is and its creative purpose, which is to make moving objects easier.

I found this activtiy fun and easy because I am familiar with an wheel and axle and was able to recall my knowledge of what it is so that I can help others by labelling the parts of an wheel and axle.

Incline Plane

LI: to read for meaning and understanding.

LI: to use smart searching skills.

Our inquiry focus was to learn about simple machines and create a labelled diagram on one of them. I created a labelled diagram of an inclined plane. An inclined plane is a ramp that is used to make moving heavy objects to distances and heights easier.

On the labelled diagram I created, I named the parts of the inclined plane, the load and the effort. The more distance or length an inclined plane has, the less effort it will take to move the load because if the inclined place is steep, it will take more force to prevent the load from falling.

In the bottom corner of the labelled diagram, I wrote a twenty-five word description of what an inclined plane is and its creative purpose, which is to make moving objects easier.

I found this activtiy fun and easy because I am familiar with an inclined plane and was able to recall my knowledge of what it is so that I can help others by labelling the parts of an inclined plane.

Screw System

LI: To create a labelled diagram about simple machines.

Our inquiry focus was to learn about the simple machines and create a labelled diagram on them. The second simple machine we worked on was a scre.

A screw is a mechanism that converts rotational motion in linear motion. Rotational motion means moving around in circles and Linear motion means going in a straight line. 

I created a labelled diagram identifying the parts of the screw, the ridges and the cylinderical shaft. The ridges is where the rotational motion comes, the screw goes around to go deep and the cylindrical shaft is where the linear motions, the screw alson goes straight down.  I described in twenty-five words how a screw works. 

I found this activity fun because I was able to practice labelling and used my knowledge of previous lessons about simple machines to create this labelled diagram of a screw.

Pulley System

LI: To create a labelled diagram about simple machines.

Our inquiry focus was to learn about the simple machines and create a labelled diagram on them. The first simple machine we worked on was a pulley.

A pulley is a mechanism that uses a rope and a wheel with a groove in it. The rope goes through the wheel and a heavy load is tied to one end. The other end of the rope is pulled to make the load lift. A pulley is used to make moving and transferring heavy loads easier and quicker by using less effort by force.

I created a labelled diagram identifying the parts of the pulley, the effort and the load. The load is what the pulley is used to transfer and the effort is what allows the load to move. I described in twenty-five words how a pulley works. It is a simple and brief explanation.

I found this activity fun because I was able to practice labelling and used my knowledge of previous lessons about simple machines to create this labelled diagram of a pulley.

Tatau

 LI: To create a DLO that tells others about tatau.

Tattooing has played an important part in many cultures over time. Our challenge was to use our smart searching skills to find out about traditional tattooing in our own culture.

I found it quite hard to research because Myanmar is a weathly place but it does have the information that I need but sometimes not

I enjoyed it because I get to talk about how my home country make and do the tattos and the history of it.

An interesting fact I found out about the tatau is that womans have tattoos that most.

What's Leadership?

This week we were learning about leadership. First, we  had to be in groups and the people in it suppose to be people that we never worked with. After, we had to write or define four words: Team, Leadership, Role Model and Responsibility.  Then,  we had to write words that define those 4 words under 2-3 minutes. After, we had to make a 25 word paragraph on a DLO.

Presentation | Inquiry

Our Inquiry task was to create a presentation of our shelte design to persuade the client (Panmure Bridge School represented by (Mr Wong and Mr Ogilvie) into building our structure.

We had 3 minutes to present it but on the lack of time my group did not finish presenting it. We got feedback at the end. 

When the time was up for our presentation we got a little bit of feedback about our shelter that protects against earthquakes and our presentation. The feedback they gave was: To get prepared for the creitera.

I enjoyed this because I got to see what having a job is like and how a cotract works.

Modeling | Inquiry

This week, our company (Life Savers) brainstormed ideas for an emergency shelter design. We needed to think of the structural shape and design of the emergency shelter. We also needed to think about what our shelter will be designed to resist.

First, we sketched on a piece of paper of what shape we're doing for our emergency shelter, and my group picked a triangle. This is because a triangle have sharp points and it can make things slide down from it.

Next we used a software called sketchup to make a 3d design of our shelter. Sketchup is a program that allows people to design and create anything they want in 3d.

We decided to make the shelter out of tungsten because it is strong and brick because it is thick. We think these are suitable materials for water and wind natural disasters.

Some changes that we want to make are making the shelter big because it looks small and want to make the inside spacious so that we can put the things we need to survive. 

The size of the entrance is 2.15 meters and the size of the shelter is 3.45 meters just in case of an emergency. The walls of our shelter are pretty thick because the shelter is made out of tungsten brick. There should be windows so that the people inside the emergency shelter are aware of what is happening and can identify if it is safe to exit the emergency shelter. The windows should be fairly big, about 2 meters so that people can see out of them clearly.

Good Or Bad Insulator | Inquiry

A insulator are things that never lets heat escape. 

Five materials were tested for the ability to insulate. They are plastic, paper, polystyrene, glass, and metal.

The best insulator for keeping it warm were glass and polystyrene. The worst insulator were plastic, paper, and metal.

The best insulator for keeping it cool were plastic, paper, and polystyrene. The worst insulator were glass, and metal.

The best one for both warm and cold was polystyrene.

An insulator can determine how fast or slow the heat energy can escape.

LI: to learn and practise experimental methods.

LI: to determine the insulative properties of materials.

Experimenting

This week I learnt what a experiment is about. A experiment is finding out information of something.

First, we chose one material to do the experiment on. The chosen material was Nappy brand 2. 

Next, we measured 100ml of water in a beaker, and put 5 drops of blue food colouring.

Then, we checked if the arrow was aligned on the zero. We then measured the nappy on a scale. The nappy weighed 50g. 

After, we took out the nappy out of the scale, and poured the water into the container. My group then waited for a few seconds so that the nappy could absorb the water. 

Lastly, we poured the water that wasn't absorbed into a measuring cylinder and wrote down the milliliters for the unabsorbed water. 

I enjoyed learning how to do this experiment. Being precise is a good skill in science so that we can understand the right way to do a experiment and being consistent is also a great skill so that you can get a great result.

Results are below the image.

LI:To learn and practice experimental methods.

Making S'mores

This week, we found hazards, risks, and the risk level of those risks in a activity that we did in real life. The activities that we did were making a fire and cooking s'mores with the fire.

First, we started by talking about the conditions of the activities. Some of the conditions were: we are using a brazier, we would light the fire at 11am, the fire would be lit on concrete, and there is good enough weather for the fire to be lit.

Next, we talked about the hazards and risks, and wrote the consequences. Then we found out ways we could stop those consequences from happening, and we wrote down an emergency plan of what would happen if those consequences elevated.

We did the same process for making s'mores over the fire.

Once the fire was lit, we were given a demonstration by Mr Ogilvie of how the marshmellows should be cooked. Mr Ogilvie told us to put three marshmellows on a skewer and the skewer was to be held vertically through the rectanglar gaps of the brazier. We then added chocolate sauce if you like to and the crackers to complete the smore.

I enjoyed this activity, but I found it challenging to cook marshmellows without burning it because the fire was very hot.

Here is the video of the smores and the fire 

 

LI: To assess and conduct a real life scenario

Risk Assesment

This activity was about making a safety action plan and how to assess risks.

First, we revised what hazard and risk mean and what the risks levels were. Hazard is the object that can cause harm. The risk is the chance that the object can cause harm. The risks level are low, likely, possible, elevated, and extreme.

Then, we wrote our own safety plan on a simple activity. We wrote down what the activity was, the class level, the number of helpers, the number of students and where the location of that activity. For every 10 students, there is one helper.

Then, we gave answers to the following questions: What could go wrong?', 'What could cause it to go wrong?', 'How could we prevent it?' and 'Whose responsibility is it?'.

Then, we thought about writing the emergency plan which is the process if the risk were to overcome a much serious situation.

This activity was a bit hard to come up with ideas for the risk and consequence and more. The purpose of this activity is to be able to recognise the level of a risk within an activity and the consequences if that risk were to happen.

LI: To assess risk with in asimple activity.

Assess Risk

I learnt about how to assess risks.

First we talked about what the risk levels are. The risk levels are low, likely, possible, elevated and extreme.

Then, we were given situations that have risks. We rated the risks of how likely the risks are going to happen.

Next, we came up with our own situations that have risks. We gave the situations a risk level to show how dangerous a situation is.

I enjoyed doing this activity and found it hard to identify the right risk level. The purpose of this activity was to understand how likely is a risk to happen by knowing the condition of a situation.

LI: to assess the likelihood 

LI: to assess consequences

Hazards and Risks

We learnt how to identify the risks that hazards can cause. We used our prior knowledge to understand this activity more.

First, we talked about identifying what hazards and risks are. Hazards are something that can be used to cause harm, and risks are the dangerous part of the item/instructions that something will happen and cause harm.

Then, we focused on finding four hazards and four risk at home, school, sport community.

After that, we worked on identifying the risks that the hazards cause. We put our prior knowledge of each risk and hazard into a slideshow.

The following slideshow shows what the hazard is and the risks that the hazard can cause. The hazards are: sticks, keys, students, cleaning spray, siblings, toaster, pets, open windows, mud, mouthguard, arrow, oxygen tank, dust, gas, wet grass and floods.

The purpose of this activity is to use prior knowledge to understand the risks that hazards can cause.

LI: to demonstrate prior knowledge.