Wednesday, 26 October 2016

Hide and Seek

Call loud, call out, or otherwise I won't know you're about,
Ivy wraps around me,
I hear scuffling next to me,
Are they coming?

I am relying on this hiding spot,  To keep my friend and I safe,
She whispers to me “ Don't breathe, don't move,”
They are coming closer every second,
Don't move a muscle or we will be spotted.

The rose bush pricks me,
A hush falls on the park.
I'm going to get found,
Don't rustle the damp leaves.

The fence towers 1,000 meters tall.
The darkening ground waves at me in a friendly way.
They are here,
Curl your legs and arms in.

They rush up to the rose bush faster than ever,
The flax holds their breath.
I'm going to get found!
Be silent.

Their face peers around the bush,
They prowl into the bush,
“I found you.’’


Thursday, 22 September 2016

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.

Photo of DOT MAP HERE.


 
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:


MORNING TEA FINDINGS



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? 


LUNCHTIME FINDINGS



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.







Monday, 19 September 2016

Overprotective parents

Overprotective parents

I was writing a speech this term. When I was writing my speech I was learning how to put little stories into my writing to give detail. I can use parts of the speech structure rubric, but it lacks balance, connections or flow, for example I have used rhetorical questions, exaggerated and complex sentences. Many ideas connect to the point of view. I use several language device to persuade and connect with audience. I was nervous at the beginning but I think my presentation of my speech went well because I use many ways to make the audience feel included.

Please click https://soundcloud.com/waimairisounds/kaias-speech to listen to my speech, or read it below.




Do you ever get the feeling you’re not allowed to do anything? Or that maybe your parents just want you for themselves?


I've put two and two together and I've figured out that parents aren't the people we thought they were. 


Parents are polluting our minds with pessimistic thoughts and make sure you don't go anywhere without them!!!


Do you remember that time when you wanted to go to your friends house? But your mum told you “No, you're not old enough.” Well I remember when that happened to me. It was one Friday after winter sports, I was supposed be going to my friends for a sleepover, but when I looked out the window in my class, guess who I saw, MUM! I never should’ve believed her, that she would let me go on my own. It was so embarrassing!!!


Or that time when you wanted to go to the shops, but no your dad just says  “Not on your own.” 
When I wanted to go to the shops on my own my mum just said “Sure why not.”  But when I was walking along I saw her car pull over right in front of me. Someone in my class once went to the shops on their own and their mum drove down to the shops and when they got there she said “Oh, what a surprise seeing you here!”


Or maybe it was that time when you wanted to get an app, but no both of your parents tell you in a stern voice 
“We don't want you to get kidnapped.” I once downloaded an app without telling my mum, but nothing happened. After about one month I told my mum, she got hot under the collar!!!  Since when were parent so over protective?


It seems like they're wrapping us in cotton wool. They’re guardians looking over us all the time. They’re taking over our lives…… 


What's my theory for all this you ask? Well I'm sure that out there somewhere there is a group of pensive parents purposely preventing us going anywhere without them. 


Your parents finally let you go to your friends house, but only, when you've just turned ten, but yet again for only half an hour!!! 


What's my solution for this? You could buy a phone then your parents can text you or ring you. If you don't have much money you could just make a deal that you can have one play date at someone else's house and one sleepover at someone else's house every month. I'm going to try talking to my parents about doing this to make it so that I'm not with them the whole time. I could make a web page with a whole lot of ways to make it so you aren't with your parents the whole time, I could also make a page where parents can get tips to not be so overprotective. 


So what are you going to do to when you get home after school today? Are you going to talk to your parents about it? Or are you going to be to scared too?



Thursday, 7 July 2016

Christchurch can be a better place

Imagine if you have just moved to a different country that doesn't  speak your language and you're at a new school. Dozens of children are staring at you, you're thinking ‘Who should I try talking to?’ At lunch you're hugging your lunchbox with your sweaty hands as you're sitting on the cold damp concrete. “Where are the tables to sit at?” you mumble to yourself. Then a group of girls walk past and start whispering and staring.

There is a big problem in New Zealand, many immigrants are feeling isolated. Six percent of people people we interviewed believed racial discrimination was the reason they got treated unfairly or unfavourably. The most common way people feel discriminated against is based on prejudice about their race, ethnicity or nationality. What can we do or say to make immigrants feel more included.

Prejudice is labelling something that you have no experience of, eg. That car is driving slow it must, be an Asian.   This usually happens before you know that person. When Mrs K came in and did an interview she said  “When I was a kid a little boy came up to me and said, do you have a bomb in your lunchbox?” just because of her race.  She also said “When I was working as a waiter people would ask me where I was from, I would say I'm from Iran, then they would look down at the table and ignore me.” How does this make immigrants feel?


There are lots of different types of prejudice for eg. Sexism, racism, classism, ageism, elitism, what you look like, how tall or short you are and if you've got any physical disabilities, the effect of all of these isn't nice.  Being prejudice about someone doesn't make anyone feel happy, it just makes people feel excluded. 

Sometimes immigrants feel alienated or unwelcome. The most common way of insulting someone is by pointing out differences. For example if you were a different skin tone to someone else and they said you've got a different shade of skin then me, so you are different from me.

Immigrants feel most included when you try to talk to them or include them into things at school / work or on the street because then you have a connection with them. For eg one of my friends came from Switzerland and she couldn't speak English, at first when I meet her I smiled at her and then I started to talk to her. She says now that when I did that she felt so happy and welcomed. Making immigrants feel more included is not very hard all you do is smile and say hi / hello.


Overall the most common things to do to immigrants to make them feel included is by
Give a friendly smile
Say hello
Finding things in common 
Asking what their name is
Helping them learn words in English 


It is important that we improve the way we make immigrants feel connected in the community because it will have a big impact on New Zealand's community environment in the future. Then zero percent of immigrants will feel isolated and we will have a happier community.









Monday, 30 May 2016

Tree heights

Clip clip. My helmet is on - in my mind I cheer with excitement. “Can I go first? Can I go first?” I ask the instructor. 
“Wait, you still have to put your harness on,” she replies. I have a big smile covering my face even though I have to wait longer. “When are we going to start?” I say to myself.

The ladder towers above me, ten feet high. I start climbing, one step, two steps, three steps. My eyes are riveted to the ground. The instructor stands under me, saying “Don't look down.” I'm too busy looking at the ground to listen to anyone. Allofasudden I have the thought that, 
“Maybe the instructor doesn't know what she's doing, Maybe I'll hurt myself.” 

My trembling hand reaches for the first light blue, sweaty, wood block. I look at my hand to make sure it won't slip-my skin is death-threatening white. 
“Why are you doing this?” I ask myself.

My hand slips, I'm going to fall on my head. To my surprise I'm going down very very slowly. 
“I'm not going to fall on my head!” I accidentally blurt out of my mouth. I take a ginormous relieved sigh when I finally touch the ground with my big toe. 

It's my go again, but this time it's the tallest tree in the whole camp. I swallow as I cling to the first branch and heave myself up. I slowly but carefully repeat the pattern over and over again until I make it to the top. I scream with joy, “I did it,I did it!” I tell myself again and again!


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~




I was learning how to write in present tense and how to show not tell. I think I did well with writing in present tense but not so well with show not tell, because at first I said “And then, and then, and so,” but I fixed that by looking in my bright sparks book. How ever  all the words in my bright sparks book, I had already used. So I had to look in the teacher's/class’s bright sparks book. I found lots of good words I hadn't used, so I used them. My next steps are to spend more time focusing on not using show not tell.

Thursday, 14 April 2016

Arts term learning


https://soundcloud.com/waimairisounds/kaias-soundscape-for-the-arts

Her perfect voice 
sings in my ears 
never stopping. 

Her clothes make her an 
angel to look at ( she probably 
hides her wings in her bedroom ).

She always laughs at my 
silly/bad jokes, and I get a 
cheeky smile on my face.

She makes a perfect impression 
on everyone and spreads
smiles as her day goes on.

I can’t breath, when she hugs 
me, but it always makes 
me feel warm inside.

She carries her bubble 
gum and candy floss 
scent everywhere.

If everyone had an 
auntie like her then I 
would always be smiling.

-----------------------------------------------------------------------------------------------------------------------

This term I have been learning about the six different parts of music, beat, rhythm, tone colour, dynamics, tempo and pitch. 

To show this learning I created a soundscape that shows the happy/love emotion in my poem. 

My soundscape is relational because I used upbeat string instruments like the viola to make it feel happy and loving. I also used a ukulele. I played G and C cords, which are both major.  

The next steps for my soundscape is to make it a universal language that most people can relate to.  





Wednesday, 30 March 2016

My auntie

Her perfect voice 
sings in my ears 
never stopping. 

Her clothes make her an 
angel to look at ( she probably 
hides her wings in her bedroom ).

She always laughs at my 
silly/bad jokes, and I get a 
cheeky smile on my face.

She makes a perfect impression 
on everyone and spreads
smiles as her day goes on.

I can’t breath, when she hugs 
me, but it always makes 
me feel warm inside.

She carries her bubble 
gum and candy floss 
scent everywhere.

If everyone had an 
auntie like her then I 
would always be smiling.