Hauora

LI: To draw and label your own Hauora diagram

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 that an athlete could be better than they could be, whilst making themselves more stable if they ever lose

I enjoyed making the poster Because I could see that if all these athletes had these 4 walls they could make themselves better than they already are.

Hauora

 

Athletes who win make sure they know how to also lose in a proper manner, it’s normal for people to cry when they win or lose. 

Tears of happiness and gratitude for the winners and tears of sorrow and disappointment for those who have taken a step back.

It is important to enjoy and celebrate the success you earn, embrace the goals you have achieved and the goals that you have set for yourself.  Motivating yourself makes you believe that you can do anything that you put your mind to. 

Ariana & Tanisha

Inquiry Summary

LI: to explain in fewer words what the text is about

For our Inquiry we were learning about Matariki, and the origin story. Our task was to watch a video on the Maori Creation story and we had to summarise the video. The video was an artist representing and creating the story through sand art. 

Our 20 important words had to be the top important words from the video, words that represented the story. Then from the 20 we had to pick the 6 most important words Then using those 6 words we had to sum up the story in a few sentences. 

 

Main Ideas

 LI: to identify the main ideas in the text

Our next activity was to continue our learning with Matariki and Maori Stories. 

For this activity we talked about the general important ideas, the 4 very important ideas, and the 3 vital ideas of the story.

The important ideas are composed of 4 specific things that might basically summarise the story. The 3 vital ideas are composed of key parts of the story.

Venn Diagram

 LI: to find as many similarities and differences as you can between the video and the text of “The Beginning”. 

To continue our learning of Matariki, and the Maori story of Creation our task was to create a Venn Diagram. For our Venn Diagram we compared the differences and similarities between the Video and Written Version of the Maori Creation Story.

A Venn Diagram, is a diagram showcasing the differences and similarities between two different things.

Toys

 LI: To strengthen connections to technology

We have been learning about technological practice.  This week we have been learning about the 6 processes of Technological Design and how each one is important in the process of designing a product.

We are using the processes of technological practices to  design and build a rubber band- powered rover that can scramble across the floor.

I found this quite interesting because, we could find and examine what materials we were able to use to make our own version of a mars rover.

Speech For Presentation | Inquiry

We presented our inquiry presentation to the teachers of LS1 the teachers, Mr Wong & Mr Ogilvie.

Before presenting our inquiry, we practised our script and timed how long the whole presentation took. The presentation expectation was to be within 2 and 3 minutes.

The feedback that we got was to not write a recount on what we worked on together, but instead talk about the main points of the activity.

Shelter Model | Inquiry

 This week, our company (Global Savers) brainstormed ideas for an emergency shelter design. 

We needed to think of a main shape to design the emergency shelter. We needed to find a main shape because it would be holding everything. We also needed to think about what our shelter will be designed to resist.

 My group used a design programme called SketchUp, that allows people to design and create anything they want in three dimensions. 

We chose to use a hexagon shape to make this model. Me and my group chose this shape because it seems like a very strong shape.

We made the walls thick so it could keep people inside of it safe.  We would make the shape tall so in case of an emergency we could fit quite a few people in there.

Emergency shelters | Inquiry

Emergency Shelters are advantages that protect people from accidents and natural disasters.  

Fire shelters are used as a last resort in an emergency wildfire.  They are fire proof bags that a person has to lay in, however it doesn't stop the heat from coming into the fire shelter so it can become extremely hot.  Fire shelters are made of constructed layers of aluminium foil.

Underground storm shelters are supposed to protect you from aggressive weather.  They don't take up to much space, and are made to be installed in a garage.  Shelters against storms are made in different sizes

Shelters are used to protect people from disasters, but some are only meant to protect you from specific disasters.

Safety Plan

 For inquiry we checked out the hazards, risk, and consequences that could happen during making a fire and smores.

First, we discussed different hazards and risks.  

Next we wrote it down,  A hazard for the fire is the fire itself and the consequences are getting burnt.

Then, we discussed some consequences that could happen.  

Consequences can be how can we prevent it, whose responsibility is it, and the emergency plan.

Mr Ogilvie lit up the fire and then demonstrated how to roast the marshmallows.  After he demonstrated we made our own smores.

After, we made another safety plan for making the smores with the fire.  We repeated the same process but wrote down different hazards, risks and consequences.  Then we made smores.

 LI: to demonstrate prior knowledge.

Risk Assesment

This activity was about making a safety action plan.

Firstly, we revised what hazards and risk's are and what the risks levels were.  Hazard is an object that can cause harm.  The risk is the chance that the object will cause harm.  The risk levels are: low, likely, possible, elevated & 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 wrote down the answers to the following questions: What could go wrong, How could we prevent it & whose responsibility is it.

LI: To assess risk with in a simple activity.

Hazards & Risks

My group learnt how to identify risks and hazards.

First, we discussed what hazards and risks are.  Hazards are something that can be used to cause injuries or pain, and risks are the possibility that something will happen to cause harm or pain.

Then, We focused on finding four hazards at home, four hazards at school, four hazards in sport and four hazards in our community.

After that, we worked on identifying the risks that the hazards cause.  We put our understanding of each risk and hazard into a google slide.

The google slide shows what the hazard is and the risks that the hazard can cause.  The hazards that we put for school are:Bookshelf, Glue gun, Being late, Not completing work, and some others.

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

LI: to demonstrate prior knowledge.

Light & Sound.

In our Inquiry session we were learning about the vocabulary of light and sound.  Sound is the vibration that can be heard.  Light is energy that can make things visible.  

We did a Find, Draw, Animate, Act, we choose a few words to do for example: Vibration is showing  flicking a ruler.  Transparent is taking a photo outside of a window.

LI: to learn the vocabulary of light and sound.

Properties of Sound

Examples of sound are: music, bangs, and siren.

A property of sound would be that the volume of the sound can change depending on the distance the sound is from the source. The closer sound was higher on the decibel meter and the further sound meter was lower. 

The last property observed of sound is that sound can travel corners.  
This is because Mr Wong clapped in another area of the classroom and the meter was still able record the sound.



LI: to observe the properties of sound

About me

Hi. My name is Ariana. I am half Samoan and half Persian.  I am in LS1 at Panmure Bridge School.  I enjoy Singing & Maths.  At home I enjoy riding my quad bike and playing with my family.