SLJ - Teaser Week - Day 1, Activity 1: Arts & Entertainment

For this activity we needed to research about Lorde.  We were instructed to make a profile about Lorde containing all the information we had learnt about her.

SLJ - Practice Activity

(I got this picture from Wikipedia)

One of my favourite meals is pizza.  It is my one of my favourite meals because for me, personally, it is a comfort food.  I enjoy eating pizza with family and friends.

Waterspouts

WALT: Think critically when looking at information in different texts.

This week, Saturn and Mars (reading groups) have learnt about waterspouts.  Our assignment was to learn about waterspouts and how they form.  After we have done the learning, we were to present the information we learnt by creating an infographic.  An infographic is a visual presentation that show information using words, pictures, etc.
Last term, I also made an infographic on the parts of a volcano

What I enjoyed:  I enjoyed learning about waterspouts and creating the infographic.
What I found difficult:  Some of the information was a little hard to understand which slowed me down a bit.
What I could do next time: I could pick up the pace next time so I can also do the other activities.

Oobleck

For quite some time now, our class has been doing fair testing.  Fair testing is when you change one variable and keep everything the same to carry out a scientific question.  My group (Caleb, Nika and I) did a fair test on oobleck.  Oobleck is like a liquid when it is being poured down but acts like a solid when you put pressure onto it.

Ingredients for Oobleck:Water

Cornstarch or corn flour (We used corn flour)

Food colouring (optional)

One of the variables we changed was how much corn flour we added and something we measured or observed is how much it spreads when it is dropped.  Our hypothesis was "We think the more corn flour we add to the oobleck recipe the splatter will be smaller."  A hypothesis is like a prediction before you investigate the experiment.

My group and I made four bowls of oobleck.  Each time we made them, we added more corn flour like we said for our variable.  After dropping all four bowls, we measured the splatter.  First drop was 14cm, second was 16cm, third was 20cm and the fourth drop was 12cm.  The fourth bowl had the most corn flour and also had the smallest splatter.  We kept the amount of the water the same (0.1 liters)

What I found difficult:
When we were making oobleck and testing it out, we had a missing group member for most of the time so we had little help.  Although, when we were a complete group it made everything easier and got through the work with more help.

What I enjoyed:
I enjoyed working with someone I never usually worked with and it was fun.  I liked how we had very little problems and everything was running smoothly without any arguments. 

What I could do next time:
Next time, we maybe try another variable or if there would be any difference if used cornstarch instead of corn flour.  We chose not to add any food colouring in case it stains anything but next time we could try out using some colour.

 

Maori Language Week

My Mihi

This week is Maori Language Week and for Maori language week we made a mihi using Gamefroot.  The games was already made and all we needed to do was fill in spaces with facts about ourselves.
Meanings:

Maunga - Mountain.  We typed in the name of the maunga we were born near.Awa - River.  We added in the river near our birthplace. Waka - Canoe.  We wrote what brought us into New Zealand.

Iwi - Large Family Grouping.  We weren't so sure what this meant so we just put in where we came from.

Marae - Gathering Place.  The gathering place is where our family meets up together.Kaumātua - Grandparents.  We added the names of our grandparents.

Mātua - Parents.  We put in the names of our parents.

Ingoa - Yourself.  This is where we add in our name.  We were supposed to add a photo of ourself but I chose not to.

What I enjoyed:  I enjoyed being able to introduce myself in another language.

What I found difficult:  I found some words hard to understand.

What I could do next time:  I could do better.  Maybe do a little research on what some words meant.

The Parts of a Volcano

WALT: Think critically when looking at information in different texts.

Saturn and Mars (Groups) learnt about volcanoes this week.  We learnt about how volcanoes are formed and how tectonic plates work. 
There are 4 types of volcanoes:
Strato Volcano 
Composite Volcano
Lava Dome
Shield Volcano

I made an infographic about the parts of a volcano.  An infographic is a way to present information through, words, numbers, images, diagrams, flow charts, and symbols.  Here I have an image of a volcano and I have labelled some of the parts and explained what they are.

What I enjoyed:
I enjoyed learning new information about volcanoes and being able to know about the different parts and types of a volcano.

What I found difficult:
I found some information hard because I sometimes I didn't understand what some things meant and it confused me a little.  Although, it all worked out in the end.

What I could do next time:
Next time, I could add the other parts of a volcano I didn't add in to give a bit more information.

The Government Should Provide Schools With Hot Lunches

This week, the class worked more on persuasive writing.  We each chose a topic we wanted to write about.  I chose "The Government Should Provide Schools With Hot Lunches" and listed 3 reasons on why.  Before we began our real writing, we did a persuasion map to help us with our writing.  A persuasion map is you write your topic and then put down your 3 reasons in the 3 boxes.  Each box has 3 boxes connected to it and we had fill in to justify our reason.

What I enjoyed:  I enjoyed being to talk about my reasons and justifying them.

What I found difficult:  I found finding reasons why the government should provide lunch because it took me some time.

What I could do next time:  Next time I could maybe add a little bit more or even the other side of the argument.


Students around the world sometimes don't have enough to eat. They starve due to parents not being able to afford much food, skipping meals, or having light meals. If you were a student who lived in a low-income family and always have little to eat, what would you do? 

Firstly, students are starving. Sometimes, students have enough to eat, and one of the reasons why is they probably cannot afford much food for themselves. Us students can skip meals because when we're running late, we often forget to eat or bring our lunch with us to school.

Secondly, the students can rely on the school for food. For example, if a student forgets their lunch, they can depend on the school to provide for them. They won't have to worry about starving throughout the day if they have skipped breakfast. Other students would no longer need to share their lunch and wouldn't need to worry about breaking the "no sharing" rule.

Lastly, it would take the financial pressure off parents. Parents won't have to worry about buying food for their children's lunch that costs more than their income. If the government provides schools with lunch, parents would have a little bit more money saved aside for bills and other basic needs.

In conclusion, I think that the government should provide schools with hot lunches because it will feed the children who don't have lunch, children can rely on the school, and it will help parents who have financial pressure. Do you think the government should provide schools with hot lunches?