For the past couple of weeks, we have been making inspired writing. Here is mine.

1. The girl swam underwater
2. The girl swam under the Bluewater
3. The girl swam under the bluewater like a mermaid.      
4. A girl swam under the lake like a mermaid clutching a bright star. 
5. A wondrous girl dipped into the sparkling lake like a mermaid clutching a bright star 

 The wondrous diver Bella dipped into the sparkling blue lake like a mermaid clutching a bright start



For this, we also had to rate our self for vocab. I rate myself a four because I use words that give the reader detail and infomation.

Carbon Footprint

My Carbon Footprint

Carbon Footprint explained ( You tube)

Carbon Footprint handout

You will need:

1. 2 different colouring pencils
2. The Carbon Footprint Handout.

We will look at our Carbon Footprint under the following headings.

• Dwelling
• Water
• Recreation
• Heating and cooling
• Electricity
• Transportation
• Food
• Waste
• Air Travel
• Consumption

Colour 1: for actions, they are already doing 

Colour 2: for actions that they pledge to undertake in the future

List 5 of the actions you pledge to undertake in the future.

1.   I will conserve every chance I get.
2.   I will buy what I need 
3.   I will try to save energy 
4.   I will recycle everything I can
5.  I will try to walk or scooter more.

C.I.P

Hi guys today in C.I.P we did the same thing as last week but if you don't know what happened here is what we did. We got our garden equipment I started digging in a line so we could place the potatoes in there but first, we had to make the dirt or soil soft so we had to put the dirt in the dirt and then lift up the dirt and turn it over. After we made the dirt soft we dug it out to make like a trench so we could place the potatoes in there once we placed the potatoes in the dirt we had to put dirt on top of it so it would grow over time.

Climate change in the future

Aim; To look at the different ways we can prevent climate change in the future.

How is sea-level rise going to affect us in NZ

What places will be affected? Antarctica, parts of NZ, Pacific islands, near the coast

What else do we need to think about?

What other places around NZ will be affected?

What does this do to our drinking water? Saltwater, 

What are the main concerns? sea-level rising 

1.   
2. 
   

What can we do to prevent climate change?

What can we do?

1.  Use public transport 
2.    Use fuel ifishent veicles
3.     Solar panels 

Curbing climate change

What is the one, silver bullet solution?

Nothing

What is the mix of things we need to start doing?

1.   Solar heating
2.   Renewable energy
3. Get rid of folul fusue 

What are 3 others you can think of?

1.   Walking
2. Biking
3.   Reuse and recycle 

Activities:

Carbon Footprint: 

Carbon Footprint explained

Dwelling
Water
Recreation
Heating and cooling
Electricity
Transportation
Food
Waste
Air Travel
Consumption

Colour 1: for actions, they are already doing 

Colour 2: for actions that they pledge to undertake in the future

Ecological Handprint The Ecological handprint builds on the concepts from the Carbon Footprint. We will look at the positive actions of:

1. Transportation
2. Community
3. Consumption
4. Water
5. Food
6. Home
7. Waste

1 Colour: For each action, you are already doing 

2 Colour: For each action, you would like to do in the future

How long it takes things to rot

How long it takes things to rot!

Title: Decomposition

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

Hypothesis: I think that bread will decompose the quickest because if you leave it there for too long of a time it will go stale then bad.

Materials:

1.  test tubes x4
2.  test tube rack x1
3. banana x1
4. bread x1
5. paper x1
6.  white styrophone x1
7. water
8. test tube bung.

Steps:

1. Collect the test tube rack.
2. Collect the test tubes.
3. Add the bread, paper, banana, and white styrophone all into there separate test tubes.
4. Add water to the test tube with bread in it.
5. put the test tube bungs on all the test tubes.

Findings: 

TODAY	Colour	Change	Observations
Banana	yellow	0	it looks like a banana
Paper	brown	0	it looks like paper
Styrophone cup	white	0	It looks like styrophone.
Bread	white	0	looks like bread

•   
•   
•   
• 
  

3 weeks	Colour	Change	Observations
Banana	Yellow	White	the mold around it made the banana change colour into a white colour.
Paper	Brown	Brown	It has not changed for 3 weeks ago.
Styrophone cup	White	White	It has not changed for 3 weeks ago.
Bread	white	Brown	It got moldy and changed colour because of the mold it turned brown.

•   
•   
•   
• 
  

5 weeks	Colour	Change	Observations
Banana	Yellow
Paper	Brown
Styrophone cup	White
Bread	White

  

•    
•    
•     
•    

Images:

Conclusion:

Science (Wind Power)

Science (Wind Power)

Extreme weather

Measuring weather.

Definitions:

1. Anemometer:
2. Beaufort wind scale:

MATERIALS 

1. PLASTIC LID X4
2. TAPE
3. PENCIL
4. PIN
5. SKEWERS X2 

STEPS

1. Get all the materials you need.
2. Tape plastic lids to the skewers. (two on each skewer.)  
3.   Tape the two skewers together.
4.   Pin the skewers to the pencil.
5.   Test to make sure it spins.
6.  Go to winding spaces to see the wind speed.

Group Investigation.

Groups size: 5 
Roles:

• Timekeeper ( watch)

• Counter

• Recorder ( Chromebook or refill )

• Anemometer Manager ( Anemometer)

• Wind Manager

Instructions:

• Go to the measuring place and set up your wind gauge.
• Make sure everyone in your group is ready to start their roles.
• Record how many times it spins and record it in the table below.
• Count the number of spins in 15 seconds.
• Record it on your chart.

FINDINGS

	Place name on school grounds	Number of Spins in 15 seconds
1.	Field	0.5
2.	Old J Block site	1
3.	Grass hill in the quad	1
4.	Tennis Court gate	0

CONCLUSION:

There was much wind where we went today so the number of spins would be a low amount.

The places that had the most wind were the grass hill in the quad and the old J block site.

The field was the second most windest place in the school because it spun half the way around.

The Tennis Court was not windy at all and it spun 0 times.

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	0.5	0-2	0
Old J Block site	1	0-2	0
Grass hill	1	0-2	0
Tennis Court Gate	0	0-2	0

The Boy who Harnessed the wind: 1:36

BYE!

WEDNESDAY, OCTOBER 16, 2019

Tieke Bird

Hi Guys!
Today In class we were given the task to research your Kahui bird.
My Kahui has the bird Tieke (Saddleback).
My research:

1. The Tieke bird is for the family of birds called Callaeidae.
2. The Tieke (saddleback) gets its name from its saddle on its back.
3. Its taxonomic family is also known as the wattlebirds.

This was really fun to research about and I would like to find out more about this bird in the future.

BYE!

The Greenhouse Effect

The Greenhouse Effect

AIM: TO LEARN ABOUT THE GREENHOUSE EFFECT AND CLIMATE CHANGE

The Greenhouse Effect experiment

Materials:

1. 1 plastic bottle
2. 1 Teaspoon Baking Soda and Citric Acid
3. 1 heat lamp
4. 1 Thermometer
5. 100 ml of water
6. 1 rubber bung

Steps:

1. Collect 2 bottles, 2 lamps from the teacher
2. Set up bottles and lamps beside a powerpoint on a flat surface.
3. pour 100ml water and Baking soda into one of the bottles
4. turn on lamps and wait for every 5 minutes and record the findings taken from both thermometers.

Findings: The Greenhouse Effect Data 

Minutes	Bottle 1: Water	Bottle 2: CO2 Gas
0	20	21
5	25	20
10	24	19
15	24	21
20	24	22
25	25	23

Conclusion:

What I found out is the over longer time the co2 gas would be more but over smaller periods of time the water is warmer because it is getting heated from the lamp.

The water was hotter/warmer than the gas by 2 degrees.

BYE!