Wednesday, 2 November 2016

Hide and seek




Hide and seek



The prickly sticks pinching my legs, 
The cold metal fence right beside me,
Shoosh joe you're going to get us caught
While The whistling wind is shaking the tree.

As I look at joe high in the tree a stroke of pane goes through my toes,
It's so windy I think the tree going to into the ground, don't scuffle, don't make a sound.

They're coming but who is in
 who is the one behind the tool shed 
Is she/he coming I can't see a thing
HELP!!!

Now I can see who it is, it's 
My teacher but which teacher
Is it the blond blaster/red rounder
Don't breathe,don't move stay dumb.

She's coming over to our spot what should we do where do we hide joe says to hide behind a branch
But what happens if she still finds us,
FOUND YOU!!! oh no. 

Tuesday, 11 October 2016

THE RUBBISH

SCIENTIFIC OBSERVATIONS - RUBBISH AT SCHOOL

We read an article about a fleet of research waka which spent two years criss crossing the Pacific Ocean, observing rubbish.   They noticed that if they found rubbish in the ocean, it usually meant they were getting close to land.  Because of this, we infer that most rubbish in the ocean comes from land. 

We wondered if the rubbish in our playground might have a similar trend.   We decided, before lunch on Wednesday last week, to go and find out. 

We split the school into 12 sections on a map.  Each section had a group of scientists (us!) to make observations and inferences.

We put a red dot on the map wherever we found a piece of rubbish and collected all the rubbish. 

After lunch we went back, and noted with a blue dot, any new rubbish found in our area.  We also collected this rubbish.   This is our map, showing where we found rubbish, both times.

 

We also classified the rubbish we found into types of rubbish and displayed this into this graph.  

Our observations and inferences:  

We observed that most of the red dot rubbish (rubbish found before lunch) was caught up in fences, around buildings and in bushes, especially tussock grass. 

We think this might be because the wind has blown rubbish left on the ground by students into the bushes where it has been trapped.  The spikes on the bushes help to trap the rubbish.  Some children might hide their rubbish under buildings at lunchtimes. Some people might be throwing the rubbish over fences too.  Rubbish gets blown from the field into the ditch and can’t be blown out again. 

It's not the same in all of the school because people eat in different places and then they drop it on the ground. 

Our data may not be correct because sometimes there was too much rubbish to show all the red dots on the map. Some groups in our class looked closely at what they were finding and some groups just picked the rubbish up without really looking properly. 

We think the wind might blow the rubbish to other places and get it all over the school and we think it mostly goes to the back of Darren's shed because no one is allowed to go behind there to pick it up.

We have learnt that there is pretty much no rubbish on the playground because of the wind people drop it on the playground and it blows away to other places.

BUT WAIT, THERE’S MORE!

After we made these observations and inferences, we were left with questions as to why people in our school failed to put their rubbish in the bins! Why does so much end up back around the school after one break time? Maybe it is falling out of people's pockets? Perhaps it's the winds fault? Or maybe the students of Waimairi school are dropping it on purpose?

Since then, we have recorded how rubbish was dropped at morning tea and lunch. Basically, we spied on the school! We, as scientists, have completed an investigation into why rubbish is ending up on the ground. On Thursday the 18th of August, we went out at morning tea and lunchtime to make observations of you all, collecting data to find out how rubbish gets on the ground.

We split up into 12 groups. At morning tea we spread ourselves around the whole school to observe. At lunchtime we spread the 12 groups around the lunch eating areas and observed what happened to the rubbish. 
We have made inferences from our observations and here is what we found:




PIE GRAPH OF MORNING TEA OBSERVATIONS HERE

At morning tea time, Waimairi school dropped 205 pieces of rubbish. That's 2 out of 5 people on average who dropped rubbish. 110 pieces of rubbish were dropped on purpose, which is more than half of the rubbish we observed being dropped. We also saw 46 pieces of rubbish dropped without the person realising that they had dropped it, often as they were walking.We also saw rubbish being dropped from pockets.

The places we found that rubbish had been dropped the most, were the Te Puna block, the walkway down to Ara Atu and the playground behind room 13. We think this might be because people playing in these areas may not understand why it is important to put rubbish in the bin. We also inferred that since there's big bushes at Ara Atu, people think they can hide their rubbish there.

Also, there is no rubbish bin in sight of the playground in these areas, so people lazily drop it instead. We think that most people do this because they think that they can hide it, or can get away with dropping it, even when they know it is wrong. And they do get away with it! Why don't people take a little walk over to the bin to put their rubbish where it belongs? 




PIE GRAPH OF LUNCHTIME OBSERVATIONS HERE

At lunchtime, 219 pieces of rubbish were dropped throughout the school JUST during lunch eating time. That's 2 out of every 5 people in the school on average. that is a large amount of people to be dropping rubbish.
From what we saw, 79 pieces of rubbish were dropped on purpose, and 44 were left where people were eating. 

Just like at morning tea time, we think that around the school most of the people drop the rubbish because there's not enough rubbish bins around. Although there are already some bins, there only a few, and sometimes not in the best places. 
We also think that some children might not be able to reach the bins because we observed the bins are quite a bit taller than some junior children. Younger students also may not understand why it is bad to leave rubbish on the ground.

We could maybe get more and smaller bins to show others that bins are valued around the school but we think most of the kids already know about why we shouldn't  drop rubbish - because it will cause lots of problems for the animals in our environment and make our school look messy.

We spotted some differences between Morning Tea and Lunchtime. At lunch-eating time, more pieces of rubbish were dropped than during the whole of morning tea time, even though morning tea is longer than lunch eating time. We think that more rubbish was dropped at lunch because more food is eaten at lunchtime and there would be a bigger chance of rubbish flying out of their lunchboxes. Lunch food is also more likely to have wrappers. However we also inferred that people might deliberately litter so that they don’t get in trouble for walking to the bin - as we are not allowed to stand up during lunch eating time.

Under the classroom is also a common place to put rubbish. But the reason  that people drop rubbish there is because they think no one will notice. But we did! But if you think that you get away with it, then you are wrong because we see rubbish everywhere, even in sneaky places where people will think you can't see it.

Overall, 424 pieces of rubbish were dropped in the 45 minutes we were observing that day. That’s almost one piece of rubbish per person. If nobody ever picks this rubbish up, then by the end of the week there would be 2120 pieces of rubbish floating around the school.  Many people dropped their rubbish on purpose, but also accidentally, leaving it where they ate or hiding it.

We think if we all work together our school can be cleaner by just simply walking  to the bin, because just doing a simple thing like that will help to make a big difference. But we also think that during lunch eating time we should be allowed to stand up to walk to the bin to put our rubbish in it. We will be discussing this with the teachers. This means people will be less likely to throw it in the bushes, under the buildings, leave it where they were eating or just throw it on the ground.

We also plan to write to the board of trustees to see if we can have more bins built permanently into the areas that we’ve observed to gather the most rubbish. We also need bins that are the right size for younger kids as well.

So what is the most important thing for you to remember from today? Do not drop rubbish on purpose. It’s pretty simple.  Please walk the few metres to the bins, otherwise we will all be swimming in a pool of rubbish.







Tuesday, 20 September 2016

Rules

           
This term we were writing about a speech, my speech was about rules. I was learning how to speak louder when I'm telling the audience my speech. I think my learning is at relational and multistructural because my speech is well organised showing connection and flow between all important parts of speech structure, and many ideas connect to the point of view, and my speech uses several language device to persuade and to connect with the audience.

Please click here to listen to my speech or read below
https://soundcloud.com/waimairisounds/rules
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        Rules

Are you sick of people telling you what to do? Like when your mum or dad say’s go tide your bedroom or stop watching tv your times up or maybe go to bed,this makes me feel like they think I can't look after myself. They invent rules not only to make us feel this way but to not let us do new things.

This is why I think rules are bad, what’s your opinion on rules?
Well there once was a time when I wanted to buy a game called, call of duty black ops three, well what happened is that we were going to the shop to buy the game and then my mum saw that it was R16 that really I mean really drives me up the wall. And when I mean I'm willy wonka's with my mum I mean when she said your not aloud to buy it because it is r16.
I wish that the person who made rules never did because rules are bad, well that's the way that I see it.





How can we change rules?

We can change rules by proving to adults that we are good kids so then the take away the rules but then you or maybe even me would just break them and then we would be told off by our parents, but if there was no rules then we wouldn’t be told off.

Lollies

I wanted to break the rules one time and I was going to take some lollies but then when you think about it you're just making yourself unhealthy if you eat too many lollies.



What do you think rules are

Well I think rules are something that most kids do not like, because they don’t like being told what to do. For example, when you want to climb a tree, but then your mum or dad says “Get out of that tree you might hurt yourself!”  Bla bla bla, whatever.


This term we were writing about a speech, my speech was about rules. I was learning how to speak louder when I'm telling the audience my speech. I think my learning is at relational and multistructural because my speech is well organised showing connection and flow between all important parts of speech structure, and many ideas connect to the point of view, and my speech uses several language device to persuade and to connect with the audience.

Please click here to listen to my speech or read below

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        Rules

Are you sick of people telling you what to do? Like when your mum or dad say’s go tide your bedroom or stop watching tv your times up or maybe go to bed,this makes me feel like they think I can't look after myself. They invent rules not only to make us feel this way but to not let us do new things.

This is why I think rules are bad, what’s your opinion on rules?
Well there once was a time when I wanted to buy a game called, call of duty black ops three, well what happened is that we were going to the shop to buy the game and then my mum saw that it was R16 that really I mean really drives me up the wall. And when I mean I'm willy wonka's with my mum I mean when she said your not aloud to buy it because it is r16.
I wish that the person who made rules never did because rules are bad, well that's the way that I see it.





How can we change rules?

We can change rules by proving to adults that we are good kids so then the take away the rules but then you or maybe even me would just break them and then we would be told off by our parents, but if there was no rules then we wouldn’t be told off.

Lollies

I wanted to break the rules one time and I was going to take some lollies but then when you think about it you're just making yourself unhealthy if you eat too many lollies.



What do you think rules are

Well I think rules are something that most kids do not like, because they don’t like being told what to do. For example, when you want to climb a tree, but then your mum or dad says “Get out of that tree you might hurt yourself!”  Bla bla bla, whatever.




















































































































Thursday, 7 July 2016

prejudice

Prejudice
Imagine you were an immigrant from a different country and when you moved here you couldn’t understand what people were saying. Or maybe when you walk down an ally the houses might be made differently. Or when you go to the market and you want something to eat they give you something that you have never seen before. Or on your first day of school you couldn’t even understand what other children were saying so you ran home and said can we move back to our home “country”?

Have you ever felt prejudice? Have you been prejudged because of your size or your skin color, age or maybe how much money you have? They all mean the same thing because they all are prejudice. Prejudice is where somebody labels you when they don’t know you.  Maybe when you're at school someone might say you’re a different colour so you can’t play with us, or if you’re a different colour that means that you have a gun or they're going to beat you up. Prejudice can be how they look or how much money you have or what you do or if you have physical disability or sexism.

A label means stereotype and prejudice means an opinion. Christchurch has a secret that needs to be fixed, that secret is that most Immigrants in New zealand feel isolated.   

Immigrants

In 2016 we have been learning about immigrants and trying to help them feel more welcome, so we talked to some parents who we can get information to help immigrants feel  more included.

We found out that the most common way to make them feel alienated is by racism and culture.  Things that make immigrants feel isolated are pointing, starring, laughing and teasing, racism and pointing out differences. These things make immigrants feel isolated.
How can we make Immigrants feel more welcome?
  1. Smile and say hello.
  2. If they are family or friends you could host a party for them.
  3. Treat them like everyone else and include them with what you are doing.
  4. Buy them a coffee or a tea and start a conversation.


I put treat them like everyone else and include them because then if your treating everyone else normally in the group then when you include them treat them the same. I connected buy them a coffee or a tea and start a conversation because that’s what normal people do, don’t they?

I think that we should stop making Immigrants feel isolated and treat them like everyone else.  We should stop prejudice for in the future because it will be a better country and more people will want to come here which will mean that we are going to meet more people in the future and have more friends. Then we will make immigrants in the past feel nonisolated and will tell their young ones that New Zealand is a really great place. This will make all the people in the world comment on New Zealand saying that our country is a great place for people to go if they need a home.

Tuesday, 7 June 2016

Tree climbing

Tree climbing.


I was first up to scatter up the tree! I had butterflies in my stomach you’d have to have nerves of steel to shimmy up the tree. My classmates were watching me. So I started to scatter up the oak. I was super scared but I said to myself that I would clamber to the top.

So I started to scramble up the tree, I was very nervous. I didn’t think that the harness would keep me safe so I willed that I wouldn't fall. “Ok I'm going good so far just keep climbing and don’t look down,” I said to myself. “or else”.
“You're almost halfway,” the instructor said to me. I looked down when I shouldn’t have. As a result, I was super scared I wanted to get down but I don’t want to, if you get what I mean.

Ok I'm halfway up the tree - just keep cloar my way up the oak tree, and think happy thoughts. So I kept shimmering up the tree. All I wanted to do was to shimmy back down the tree but I kept climbing. Finally  I was at the top of the tree. I felt a little bit scared because I was really high. Now I can shimmy back down the tree. All I was thinking at that time was “Yay! free time.


Reflection.

I was learning to use personification because I'm at that age where I have to use personification and show my emotions.

I think it went well because I was focused and stayed on task and did not sit next to my friends. I think I could of done better with my capital letters and full stops for example just keep climbing I need to put a full  stop.

Monday, 2 May 2016

Art reflection


Art reflection

I was learning about the elements of music like tempo. Tempo means that your music is either making the music faster or slower.

My writing is connected to my dream place because I thought the music would sound really good in the background. The emotion that 
I was going for was happy and exciting.

My learning went really well because I learnt something new that I really like.  I wasn’t distracted and it was fun.

I think my soundscape was relational because lots of my ideas are connected.  The instruments that I used were a shaker because I think it sounded like a fantail flapping it’s 





Mum...


Mum is a bear hugging me
so tight that I can’t breathe, 
like a rope wrapped around me
pulling me. 

Mum is glitter sparkling
in the sun like clear water does. 
She has a rose perfume 
following her.

Mum is a squirrel talking too much. 
She is an English woman 
who gives me lots of warm feelings, 
like other family members.


















Thursday, 14 April 2016

mum?



Mum is a bear hugging me
so tight that I can’t breathe,
like a rope wrapped around me
pulling me.


Mum is glitter sparkling
in the sun like clear water does.
She has a rose perfume
following her.


Mum is a squirrel talking too much.
She is an English woman
who gives me lots of warm feelings,

like other family members.