Hauora and Olympians

Athletes will understand how to improve to become more successful. Improving their skills, train them more mentally, and physically to help support their four walls. Having an error in a performance can help athletes to learn from that mistake. Becoming unsuccessful can lead to becoming successful, build up their self-esteem so that it can keep their four walls standing. Having all four walls standing strong can set a good mindset which makes them a humble athlete. 

Chisa and Te Raumati

Matariki Brochure

LI. Create a brochure about Matariki

Outside template

Inside template

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 share our research with people we have created a brochure about what each star represents, how we can celebrate Matariki, what it is, and how we can celebrate the Matariki. 

Something I found interesting was that I am able to show what Matariki is to people who doesn't understand it. 

Matariki Harvest

                                                                 LI:Create a DLO about food that is harvest in 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 enjoyed this task because I got to use my researching skills to find out the food harvested in Matariki.Something I learnt about harvest foods in matariki is all the different foods harvest throughout the session of Matariki.

Matariki

LI.to strengthen our connections to 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 that when the Matariki disappears, this is a signal for the Maori people to gather and preserve crops. 

I enjoyed doing this activity because I was able to explore more about what Matariki is. 

Simple Machines

LI: to find information about simple machines

We collaborated in our group to find information about simple machines. There are six simple machines.

Pulley: A pulley is a simple machine that is very useful to lift up heavy objects. For example: If you were in an elevator the pulley pulls you up to take you to the next level floor.

Lever: Lever helps to weigh the mass of something unknown.

Inclined plane: An inclined plane is a ramp that helps heavy wheeled objects move up.

Wedge: A wedge is a simple machine with a sharp tip and a thick edge. The tip is used to stop a door from moving

Wheel and axle: A wheel and axle is used to pull something that is heavy.

Screw: A screw is used to help grip on the surface it is screwed into so that it could hold together.

Our challenge was to create labelled diagrams (information pictures) to show our understanding of the information for each simple machine. We also summarised our facts in our own 25 words.

I enjoyed doing this activity because it helped my group and I's knowledge on simple machines. 

Technological Practices

LI.to use technological practices process to design a toy.

 

For Mrs Fisi’iahi’s Inquiry lesson, we were focusing on the three last technological processes. They were: build, test and evaluate. We used the required materials in order to build the AUV rover. After this, we tested and compared each group’s rover to see which group was able to scramble across the floor the furthest. Evaluating our results was the last step.

I found this activity hard because we needed to think of the issue why our toy wasn't rolling. 

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 interesting because there were  ways of making a toy that can scramble across the floor. 

Inquiry | Presentation

We have presented our presentation for our emergency shelter so that we could get the contract.

First we introduced our company to our clients.

After introducing our company we explained why our shelter is the best. We also explained why we chose the materials for our shelter and why we chose the shape.

Lastly we were given our feedback from the clients of our presentation.

Our three feedback's from our clients was not explaining about the use of the anchors that were going in the ground, exploring more about how the tsunami will go up to the roof and continuing on, and not showing our cardboard prototype during the presentation. Next time my company would explain more about our shelter and the use of it. 

Inquiry | Shelter Materials

Different types of shelters can keep people safe by using the correct materials depending on what disaster they are being protected from.

When building a shelter, measuring the amount of materials being used is important so it keeps it balanced.

An example of materials used for a tsunami shelter are concrete, chicken wire, metal ties, aluminum, popsicle sticks, steel door, and hard clear plastic.

Using chicken wire is good for putting in the concrete so it can connect it to the other sides.

Hard clear plastic can be used for the windows because it doesn’t break easily like glass and because it's transparent which allows people to see what's happening on the outside.

Popsicle sticks are good for supporting the force of the impact. This material can also be used to anchor the shelter into the ground so it doesn’t tip over. The properties of wood are the shape that has been made.

Not every material can support every natural disaster. 

LI.to prepare materials order for construction.

Inquiry | Model Materials

This week we have been thinking about different materials to build our shelter.

First we brainstormed materials and searched up materials that will help protect us from the weather.

Next we chose 4 materials that were best to protect against tsunami which were reinforced concrete, straight steel beam, stainless steel rods, and straight metal sheet.

Afterwards we decided on how big, small, long and wide our shelter will be.

Lastly we wrote how much materials we needed to make our shelter.

I really enjoyed researching different types of materials that protect against natural disasters.

LI.to prepare order for construction.

Inquiry | Shelter Design.

This week our group has designed an emergency shelter that will protect against natural disasters. 

First we looked at different shelters and the shape of the shelter. We had to figure out if it was a good or a bad shelter in different conditions.

Next we thought of a shape for our shelter which was a pyramid, and a cube. The reason why we chose these shapes was because if the wind was coming into the corner the wind would split into different directions. If the wind blows to a direction to the wall it will slide up that might make a vacuum. 

Then we created a shelter using the app Sketchup.

The materials that might be used to create our shelter were bricks, and stones. Bricks and stones are

different types of brick that are both heavy materials that can not be pushed by strong wind. 

If we changed things of  the shelter it would be adding windows on each side so we know what's happening

outside.                                                                                                                                                            

During this activity we found thinking of the shape hard but we found this fun because we were able to create a shelter.

LI.to digitally model an emergency shelter.

Inquiry | Insulator

Insulators are used to stop the heat from leaving one place to another. Five materials that were tested for the ability to insulate were glass, polystyrene, tin, paper cup, and plastic cup. Different types of materials can keep in the heat or the cold depending on what they are made for.

The containers that kept things cool were tin, and plastic. This is because the coolness stayed in the container. 

The containers that kept things warm were plastic cup, paper cup, and tin. This is because the heat stayed in the container.

The container that kept the water warm and cold was plastic cup.

It is a good way to know which type of container to use when storing things. 

LI:To learn and practise experimental methods 

LI:To determine the insulation properties of materials

LI.to learn and practice experimental methods.

Inquiry | Experimenting

This week I learnt about what experimenting is. Experimenting is collecting information.

First we chose one material to experiment on. The chosen material was sand. 

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

Then we placed a container to a scale, and checked if the arrow was still on zero. We then measured 50g of sand on a scale. 

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

Lastly we poured the water that wasn't absorbed into a cylinder and wrote down the ml for the un-absorbed water. 

I enjoyed learning to do this experiment. Being precise is a way to understand the exact way to do it.

LI.to learn and practice experimental methods. 

Inquiry | Scenario

This week, my group found the hazards, risks, and the risk levels of the activity that we did. The activities that we did were making a fire and cooking smores with the fire.

First, my group started talking about the activities situation. Some of the situations we came up with were: the stick might burn, the weather might change 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 could be done if accidents happen. 

We did the same process for making smores over the fire.

Once the fire was lit, we were given a demonstration from Mr Ogilvie and how the marshmallows should be cooked. Mr Ogilvie told us to put three marshmallows on a skewer and the skewer was to be held vertically through the rectangular gaps of the brazier. Then we added chocolate sauce on the biscuits if we wanted and the smores were completed. 

LI: to assess likelihood and conduct a real life scenario.

Risk Assessment

This activity is about the possibilities of risk, hazard, consequences, and the likelihood while an event.

First as a group we explained what a risk, and a hazard is. Risk is something that will cause harm to people, properties, or the environment. Hazard is something that can cause harm to people, properties, or the environment.

Next we created a safety plan activity. As a group we thought of an activity, what could go wrong, what could cause it to go wrong, how could we prevent it and whose responsibility is it?

Lastly we wrote an emergency plan, just in case something goes wrong while an event is happening.

LI.to assess risk with in a simple activity.

Risk Assessment

I learnt to rate the list of situations. As a group we looked at five different risk definitions. The five risk definitions are low, likely, possible, elevated, and extreme.

First we read the situation. Then we had to figure out what rating we would give it up to five. One is low risk and five is extreme risk. 

Next we wrote the consequences for each situation. This means we listed everything that could’ve happened. 

Then we came up with different types of situations. We made three situations for the five different risks ratings. 

I learned that everything has a risk.

LI.to assess consequences. 

Current Event

Current Events is a can-do activity that uses different types of reading strategies to help see the information and to see the picture in the media. 

I completed Current Events about the haka of the Maori Ferns and Indigenous Women All Stars NRL. I observed this video and found out information about what was happening. 

LI: to use reading strategies to find out more information.