Here is my Japanese self introduction or jikoshokai
tanoshinde (Please enjoy)

Digtal Tech

                                                                     Digital Tech

During our technology lessons, we have been learning about a variety of different things such as going on a tour around the space and area and looked at how to work different types of tools, we also learned how to make a key tag, watch how the laser cuter work and learned how to use tinker-cad to make our key tags.

We have recently just made key tags using the lazer cutter, we got to create our own design on the computer and then our teacher printed them and then did all the hard work for us.

We use two different apps to create our key tags which are

Thingverse - https://www.thingiverse.com/
Tinkercad - https://www.tinkercad.com/

Feel free to have a look at them and have a play around.

Hurumanu- P.E

Write a post that reflects on how your teams made up their game went. Your post should include:

-The equipment you used

- A brief description of my game 

-What went well 

- What you could improve on / change for next time 

Our game was dodgeball

The equipment we used: we used a dodgeball.

We played a version of dodgeball to where when you get out you have to go to the back.

It went well because it was a really easy and simple game.

Next time we played our game each team would have one frisbee each so when your teammates get out you throw the frisbee to get our teammates back in.

Hurumanu-PE

Blog Reflection 

The team game we played was: Multi-Sport

For this activity, I rate myself (circle one) 1 2 3 4

I gave myself this rating because  I was always encouraging my team,

using positive and always including my team.

What was something that was challenging about today’s activity?

Something that was challenging was trying to hit the tennis balls in tapuwae.

How did I overcome this challenge?

I overcame this challenge by not giving up and staying positive.

Music-Hurumanu

Today in hurumanu we were learning about all different types of guitars. The four different types of guitars are ..... Acoustic Guitar, Electric Guitar, Spanish Guitar, and the Bass guitar. We listened to our teacher play the guitar and we sang along to the song that he played. I enjoyed listening to my teacher do the fingerpicking notes and then do the normal notes and cords. A guitar player that will use an acoustic Guitar is Tommy Emmanuel, an Electric guitar player is  Eddie Van Halen, A Spanish guitar player is Pepe Habichuela and a bass guitar player is Paul McCartney.

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Pancake wars

Blog Reflection 

The team game we played was:  Pancake Wars 

For this activity, I rate myself (circle one) 1 2 3 (4)

I gave myself this rating because (describe something that happened that supports the rating you gave yourself).  

-I gave my this rate because I worked well included myself and was always encouraging my team with lots of
positive words and actions.

What was something that was challenging about today’s activity? (in relation to teamwork)

-The most challenging thing about the pancake wars was that when my team only needed two more
“pancakes” the other team started stealing our “pancakes” and then we finally got them
all back and won the game.

How did I overcome this challenge?

By staying positive and guarding the people with the “pancakes” from the other team.

Ki O Rahi

Lately, In P.E we have been learning a game called Ki O Rahi and we had to research,
here is my research.

When you’re playing Ki O Rahi there will be a set time to play in, it will be 4 quarters or 2 halves.
Teams will switch roles of Kīoma and Taniwha at half time or in each quarter. Both teams score
differently Kīoma scores by touching the Pou With the Kī then they run the Kī through to Te Roto
and placing it down in Pāwero/Te Moto. This means they will get points after touching the pou.
If the Kī goes out any team can pick it up. Teams can decide to change the rules before playing
the game, normally they will just keep playing as if it was Tatu. The Taniwha team scores one
point for hitting the tupu which is in the middle of the field. There a several circles which makes
the Ki o Rahi field and they have specific names. The outer ring of a Ki o Rahi field is called Te Ao,
the next ring in is called Te Roto, The next one is Pāwero/Te Motu. There is a little circle around the
Tupu is called Te wairua. 

This is what the field looks like:

The equipment you will need is Kī (ball) Pou (pole/post) Tupu (Barrel) bibs, cones to make
the outlines, you can also use spray paint to make outlines. 

The legend:

One day an enemy tribe from a far off mountains kidnapped Te Ara. Her Abductors casted
a spell on her causing the vegetation to become really dense and impenetrable so nobody
could track where she was. Rahi was very determined to find Ti Ara, with the help of his family
and tribe he built a huge kite and called it Manu Tangata. Before going on his journey Rahi
prepared several “Kī” (Flax Bags) he then filled it up with a large Moa (Extinct New Zealand Bird)
eggs so he can eat something during his journey. Tawhirimatea the god of wind blew Rahi and his
Kite high up in the sky before he gently landed Rahi in the bush. When Ti Ara was being taken
away through the forest she secretly folded back leaves of the silver fern. Which was exposing
the silvery underside of the leaf so Rahi was able to follow the silvery trail that Ti Ara had left.

Music through the decades

We have been researching music through the decades

HuruManu- Recycling

Aim: To learn practical ways of recycling so that we can make our world a better place.

The Zero Waste Climate Solution movie

How can we prevent climate change by recycling these products?

Plastics:
Cycling or walking: 
Paper:
Steel: 

AT WHAT RATES DO DIFFERENT ITEMS DECOMPOSE?

MY INVESTIGATION.

Choose 5 items from the list and investigate them. 

You need to answer three questions.

Name: Nappy 

1. How long do they take to decompose?  200 - 500 years 
2. What resource/fossil fuel are they made from? The components to making a disposable nappy are waterproof, wood pulp and synthetic polyacrylate (cloth Diapering) Disposable diaper, polyethylene plastic are used and the raw material for this is the oil: it takes 1 cup of crude oil to make the plastic for one disposable diaper.
3. How is this resource recycled?
4. How does this object contribute to climate change?

Wind Power

Weather and Climate Change 

Extreme weather

Measuring weather.

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 the direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	The 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 lose 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

Wind speed - Making an anemometer.

MATERIALS: 

1. Pins 
2. Cups  (x4)
3. Pencils  
4. Straws (x4) 
5. Tape  

STEPS

1.   Put 2 holes in each cup 
2.   Put your straws in a cross 
3.  Tape the cross of straws together (go around with tape 3 times) 
4.    Then pin them done in the pencil with a rubber in it 
5. Then put the cups and straws together  

 Once you have made an anemometer we are going to record the wind speed.

Group size: 5

You will need:

Anemometer (above) 

Roles:

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

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the timekeeper 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. If possible, repeat the above step four (4) times and record the average number of spins on the chart.

Fossil Fuels

 

Aim: To look at how fossil fuels are contributing to climate change and how we can prevent this.

Definition of Fossil Fuels:

Scientific Terms for Students

• Coal: a dark-brown to a black solid substance formed naturally from the compaction and hardening of fossilized plants and used as a fuel primarily for electricity generation
• Natural gas: a mixture of hydrocarbon gases that occurs naturally beneath the earth’s surface and is used as a fuel primarily for cooking and heating homes
• Renewable resource: a resource that is never used up (e.g., solar energy)
• Non-renewable resource: a resource that is not replaceable after its use (e.g., coal, gas)

Examples of Fossil Fuels:

1.   Coal
2.  Wood  
3. Oil

Activity: 

In groups of 3, you will learn about different fossil fuels and the way they are mined?
Each group will be given a fossil fuel. The recorder will read it to the group. The recorder will write down some of the important points.
Person 1: Recorder: to write down 5 points of interest from the text. 

1. 5 Points:
2. Positives and negatives of your type of mining.

Person 2: Reporter: to read back to the class their 5 points of interest.
Person 3: Collector: Gathers the required stationery from the teacher.

Mining Fossil Fuels

What Fossil Fuels are mined? 
1.Coal




How are they mined?
Coal is extracted from the surface of the earth or from deep within the earth (called underground mining). Where are they mined?

1.  Coal is mined in South Africa, America, USA, England.

Activity;

On the sheet provided you need to make two drawings of your cookie. 
1. looking down at it. 
2. side on -  of the imaginary habitat that will live on the top of the cookie. ( trees, bushes, flax, sea, etc)

Material:

1.  Cookie
2.   Plate
3.   Toothpick

Steps:

1.   Get your materials
2.   Get your cookie and put it on your plate
3.   Grab your toothpick and start minding
4.   See if you and get all the chocolate chips out of your cookie
5.   And then enjoy eating the crumbs of the cookie 

Once you have drawn your cookies you must take 2 pictures and upload them to your blog.

Findings: What did you find out as a result of your mining?
That it was a little hard because we had to try to get all the chocolate chips out from around the outside without breaking it but other than that it was really easy and really fun to do. 

Conclusion: 
It was easy but hard at the same time but it was really fun and cool. 

Water Cycle

AIM: TO LOOK AT THE WATER CYCLE AND HOW CLIMATE CHANGE IS AFFECTING IT.

Definition:

Evaporation:

The process of turning from a liquid into vapor.

The process of something abstract ceasing to exist.

Transpiration:

(of a plant or a leaf) the exhalation of water vapor through the stomata.

(plants lose more than 90 percent of their water through transpiration)

Precipitation: 

The action or process of precipitating a substance of a solution.

Rain, snow, Sleet, or hail that falls to or condenses on the ground.

Condensation:

Water which collects as droplets on a cold surface when humid air is in contact with it.

The conversion of a vapor or gas to a liquid.

 

 

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.

We will be conducting an experiment that looks at the different ways that climate change is affecting the water cycle.

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.  Plastic bag
2. Vivid marker 
3.  1 cup of water 
4.   2 drops of food coloring

Steps:

1.  Got our bag 
2.  We Drew everything we needed to on it.
3. Next, we added 1 cup of water
4. The added 2 drops of food coloring
5. After that, I added double-sided tape on one side of the bag and taped it to the window.

Two Images:

 

Findings: It was really easy to make and do.

Conclusion:

Findings:

	The Water Cycle: Bag 1	CO2 Water Cycle: Bag 2 Acid	Desert Water Cycle Bag 3
Does it cycle?	Yes	Yes	Yes
Amount of Water	2	2	2
Acidity	1	2	1

                                                  Key: Water and acidity amount: 1 = none 

2 = small drips

3 = large drips

Other comments:

1. Water cycle 1 had no acidity 

2 Water cycle bag 1-2-3 both have a small amount of drips in them.
3 Water cycle bag 1&3 have no acidity in them
4 Water cycle 1-2-3- all cycle

Conclusion:

It was fun and learned heaps

Draw a labeled diagram of the Water Cycle

Water cycle words:

1. Precipitation
2. Hurricanes
3. Storms
4. Evaporation
5. Carbon Dioxide
6. Water
7. Oceans
8. Water vapour
9. Freshwater
10. Flooding

SOLO Hexagons Activity

1. Icecap melt 

2. Acidification 

3. Deforestation

4. Water vapour

Icecap melt definition:
A polar ice cap is a region of land at the North or South Pole of a planet that is covered with ice. ... As the polar ice caps melt, sea levels rise and the oceans become less saline.
2 pictures:

Deforestation definition:
Deforestation is the clearing of trees, transforming a forest into clear land. You can see the word forest in deforestation.