Working from home - book mark

During the lock down I created a book mark that can be given in the library at our school.

Rice Ball - Food Tech

On Friday we had food tech,
Me and my team tried doing a rice ball without instructions from the teacher, except we had instructions on a paper sheet.
At first it was a bit difficult to make the rice ball but me and my team managed to make the rice balls.
Once it was all set and made we had a competition on who had the best rice ball, we ended up being 2th place.
After food tech was over it was time to eat the rice ball!
Me and my friends took it out of our lunch box and started eating it, it tasted delightful
there was just the right amount of vegetables and meat in the rice ball, the rice tasted very lovely because we put the right amount of vinegar in.
Overall I really loved the rice ball and I could tell my friends loved it as much as I did.
You should definitely try this at home, it is very easy but very delicious.

Athletics Reflection

Athletics Reflection :

• How did you like athletics day?

I didn't go to athletics day.

• What did you do? Were you happy with your results?

I didn't go to athletics day.

Athletics In PE :

• What did you learn?

I learnt how to throw a properly discus, I also learnt how to do high jump in different ways and I also learnt how to do long jump and how to jump so you jump longer.

• Were you happy with you results

I was pretty happy  with my results because I did pretty well in some of the different sports that I did.

• What could be done differently?

I would have changed how I did some of the sports we did so I can get a higher score.

Day 1: Arts & Entertainment Activity 1: New Zealand Royalty: Lorde SLJ

Summer learning journey teaser week

My Investigation on climate change

Hurumanu: The Water Cycle

AIM: TO LEARN ABOUT WATER ON EARTH.

Definition:

Scientific words:

• Evaporation. When water is heated by radiant energy it turns into water vapor.
• Transpiration. Evaporation from plants.
• Condensation. When water vapor cools, molecules join together and form clouds.
• Precipitation. When clouds get heavy the waters falls as rain, sleet, hail, or snow.
• Acidification: the action or process of making or becoming acidic.

THE WATER CYCLE SONG

THE WATER CYCLE EXPERIMENT

Bag 1: Normal Water cycle

Bag 2: Water cycle with CO2 added: like Oceans in climate change

Bag 3: Water cycle with ice added: like Antarctica in climate change

Material:

1.  1 vivid
2.  Zip lock bag
3.  Double sided tape
4.   Half a cup of warm water
5. 2 drops of blue food colouring
6.  Scissors

Steps:

1.  Draw the water cycle onto the zip lock bag with the vivid marker.
2.  put one and a half of warm water into a cup.
3.  put the water inside the zip lock bag.
4.  put two drops of blue food colouring into the water that's inside the zip lock bag 
5. hang it up on to a window

Two Images:

Findings:

	The Water Cycle	Acid Water Cycle
Does it cycle?	2	1
Amount of Water	2	2
Acidity	1	2

Key: Water and acidity amount: 0 = none 

1 = small 

2 = large 

Other comments:

Conclusion: I really enjoyed making the zip lock bag, I was really surprised that it actually worked. It didn't really take too long to do it, It is a really easy and fun thing to do at home when your bored, it also contains some household products so you can definitely make your own at home. I also learnt a few things while doing this hurumanu like,I learnt how to make the water cycle out of a zip lock bag and leaning how the water cycle works. 

My Investigation on climate change

ACIDIFICATION

DEFINITION: When there is a significant CHANGE to the chemistry of the ocean.

What is happening to the oceans?

some of the co2 (carbon dioxide) comes from burning things and it makes the carbon dioxide which then goes into the air which eventually goes to the ocean and makes the ocean more acidic.

What does this do to shellfish?

It affect the shellfish because when the carbon dioxide get into the water it dissolves in it and makes  acid, this can affect them by preventing them from making shells.

HOW DOES CLIMATE CHANGE CONTRIBUTE TO THE ACIDIFICATION OF OUR OCEANS?

As humans burn more fossil fuels, The carbon dioxide in our atmosphere rises more and more.
Making air and sea hotter and hotter.

2 Images;

DEFORESTATION

DEFINITION: CLEARING AN AREA WHERE TREES ARE.

What are trees used for?

It affects the climate because when the trees are cut off the clouds cant produce rain because the moisture from the plants and trees can make the rain and if the trees are gone some of the rain will also be gone, there will be nothing to absorb the rain.

HOW DOES DEFORESTATION AFFECT THE CLIMATE?

It relesases greenhouse gasses including carbon dioxide into the atmosphere.

2 Images;

ICE CAP MELT

DEFINITION: WHEN THE ICE MELTS SEA LEVELS GO UP

If all the ice melted what would happen?

If all of the ice melted ocean levels would rise up to 70 meters high.

HOW DOES ICE CAP MELT AFFECT CLIMATE CHANGE?

When the Ice melt it uncovers a darker land or ocean beneath it, which then when it is uncovered ocean or land beneath absorbs more sunlight which causes more heating.


2 Images;

WATER VAPOUR

DEFINITION: Water vapour is an evaporation or boiling of liquid   it can also come from sublimation(sublimation means when something solid turns to gas without going through a liquid stage.) of ice,unlike any other forms of water, water vapour is INvisible.

HOW DOES  WATER VAPOUR AND EVAPORATION CONTRIBUTE TO CLIMATE CHANGE? 

 Water evaporates from the land and the sea, Which then eventually comes back to earth as rand and snow.

Extreme Weather.

Extreme weather

Measuring weather.

Definitions:

1.  Anemometer:
2. Beaufort wind scale:

MATERIALS

1. Cellotape 
2.   Pencil
3. Pin  
4. 2 Sticks  
5. 4 cups  

STEPS

1.   Cellotape the sticks onto the cups.
2.   Cellotape the stick together to make a cross.
3.   Pin the cross to the rubber on the pencil.
4.    
5.   
6. 
   

Group Investigation.

Groups size: 5 
Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind Manager

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the time keeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. Repeat the above step four (4) times and record the number of spins on the chart.

FINDINGS

• Record how many times it spins and record it in the table below.

• You will need to time them and count the number of spins.

	Place name on school grounds	Number of Spins in 15 seconds
1.	Field	20
2.	Old J Block site	15
3.	Grass hill in quad	10
4.	Tennis Court gate	3

CONCLUSION:

Wind

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	Wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and loose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

Based on your findings what was the Wind Speed and the Beaufort Wind Force for each area.

	Spins per minute	Wind speed ( kph)	Beaufort Scale
Field	80	13-20	3
Old J Block site	60	13-20	3
Grass hill	40	6-12	2
Tennis Court Gate	12	2-5	1

The Boy who Harnessed the wind: 1:36

Wind Farm construction

Decomposition

THURSDAY, SEPTEMBER 26, 2019

Hurumanu - Decomposing and Recycling

Aim: To learn about the rate that different materials decompose. 

Hypothesis: I think that the banana will rot first then the bread will rot second then the Styrofoam will rot third and then the paper

Materials:

1.   4 Test tube
2.   Banana
3.   Bread
4.   Paper
5.   Styrofoam 
6.   Test tube rack
7.     Water 

Steps:

1.   Take the test tubes 
2.   Put the Styrofoam , paper , bread and banana into the test tubes
3. Put the test tubes with the ingredients in the test tube rack
4.   
5.   
6.   
7.  

Image:

Findings:

TODAY	Colour	Change	Observations
Banana	Yellow/brown		in the middle
Paper	Brown		The same length as the test tube
Styrofoam cup	White		half way
Bread	Beige		half way

• The banana is in the middle of the tube it is also white with brown. 
•   The paper is brown and it is the same length as the test tube.
•   The Styrofoam is white and it is half length of the test tube.
• The bread is beige and it is also half length of the test tube.

3 weeks	Colour	Change	Observations
Banana	Brown, green and black	rotten	still in the middle
Paper	Brown	same	got a bit smaller
Styrophone cup	White	same	half way
Bread	Green and beige	rotten	half way

•   
•   
•   
• 
  

5 weeks	Colour	Change	Observations
Banana
Paper
Styrophone cup
Bread

  

•    
•    
•     
•    

Images:

Conclusion: