Matariki Brouchures

 L.I: To stregnthen our connections with Matariki 

Inside

Outside

This week for Matariki we created Matariki Brochures. The inside brochure shows the trandition and the clothing of Matariki. The photo in the middle shows Papatuanuku, the grandmother of the 6 sisters. A fun fact, Ururangi likes to race her sister to Papatuanuku and wrap her arms around herself. The outside brochure shows facts about the Matariki stars. It also explains about the Matariki celebration. A fun fact about Matariki is that it will get its public holiday on June 24th 2022. I found this activity fun because the facts I found were very interesting. I was also surprised because the public holiday announcment. 

Matariki

L.I: To stengthen our connections to Matariki

Matariki is the Maori new year celebration. It takes places each year when the cluster of stars known as Matariki are seen in our skies. The new year is a time for new beginnings and is a time to embrace tradition.
To strengthen our connections to Matariki we had a choice of research activities. I found out that Tupu-a-rangi likes to sing for the forest and the children of Tane Mahuta and I also found out that Waipuna-a-rangi to the seas, lake and rivers. I enjoyed doing the Matariki stars because I like how my group and I created the stars. 

Simple Machines

 L.I: To read for meaning and understanding 
L.I: To use smart searching skills 

Simple machines are basic devices that is used to apply force. For inquiry we looked over simple machines. There were 6 main machines. Which are Pulley, Wedge, Screw, Inclined plane, Lever and Wheel and Axle. We researched those 6 machines and then we created a labelled diagram showcasing the simple machine. We had to create a summary that had 25 words to explain the simple machine. 

The pulley is used to pull up objects. The wedge is used to block objects from moving. The screw is used to grab its surrondings and pull them in by moving in a circular motion. The inclined plane is a flat surface that is used to move an object up and down. Wheel and Axle is a machine that has two wheels attached to an axle. The Lever is used to lift objects up by pushing down on one side. 

I found this activity interesting because I found the simple machines easy to research and summarise. It was also fun to create my own pulley. 

Technological Practices

L.I: To use techonological practices process to design a toy.  

For Mrs Fisi’iahi’s Inquiry lesson, we were focusing on the three last technological processes. They were: build, test and evaluate. We used the required materials in order to build the AUV rover. After this, we tested and compared each group’s rover to see which group was able to scramble across the floor the furthest. Evaluating our results was the last step.

I found this activity interesting because we found ways to create the rover without using videos and I got excited once we finished our project.  

Identify, Investigate and Design

L.I: To identify, investigate and design a model of a rover

The three technological practices were identify, investigate and design. When doing these technological practices, we need to make sure we are doing it properly for a proper trial and error project. Identify means to observe the opening problem. Investigating means to research how to solve the problem or research how to use materials for the model. Design means to draw or create a blueprint/sketch of your model. These three practices help you to build an end product of your model. Our group enjoyed looking into these practices and worked together as a group to come up with a design.

Tatau

 L.I: To create a DLO that tells others about tatau  

Today I did one of the activites that Mrs Anderson put up for us. I did the Tatau challenge. Basically what I had to do in this challenge was research some information about the Tatau. Some things I learnt about the Tatau was that its name was created by two fijian women. The traditional tattoo represents something that they are resepcted for. Some of them are like status, power, honor and pride. Those are only a few but there's more. The samoan people who have no traditonal tattoo's are called telefua/telenoa which means naked. One of the most used tattoo's are called the pe'a. The pe'a is only used on men. Sometimes on younger kids, specifically on kids who started their puberty. The pe'a goes from the waist to the knees. Each section represnts the person who has the Pe'a, their culture and family. The most popular female tattoo is called the Malu. It goes from the upper thighs and the knees below. I enjoyed this task because I got to learn more about my own culture and the origin of the Tatau. 

The qualities of a good leader

 L.I: To unpack what leadership looks like 

Our task was about defining what a team is, leadership, role model, and responsibility. This was done in a group. Next we wrote down what we think a leader is and then write a paragraph that uses 25 words. We then copied it on to a google drawing so we can explain our words and paragraphs.

Emergency Shelter

We designed an emergency shelter. An emergency shelter is a place that keeps people safe from natural disasters.

First, we drew up our 3D net. A 3D net is something that can be folded into a 3D shape. Our shape was a cube. We needed to draw six 15 cm squares.

Next, we transferred the 3D net into card by measuring the length and width. Once we finished we started cutting it out and folding it into a cube.

Lastly, we started to build our model which was supposed to look like the card. We used cardboard to build the model because it’s strong enough to hold the shelter up.

L.I: To build shelter models

Shelter Materials

There are different types of shelters that have different materials that can stand against natural disasters. Materials that could go through storms are materials like concrete, wool and steel frames.

Concrete can be used for the outside layer because water can’t go through the concrete which is good.

Wool can be used for the middle layer because wool can keep the coldness of wind out of the shelter which makes the shelter warm.

Steel frames can be good to hold up the shelter because steel frames are strong to hold up something and if there’s nothing under the roof it might fall down.

Knowing which materials are good for the right disaster it’s important because an emergency shelter with the right materials can save people's lives.

LI:To prepare material order for construction

Model Material

This week we have been learning about different materials for models that can go against natural disasters.

First, we had to brainstorm and think of what materials can help us when natural disasters are happening.

Next, we had to choose our materials that we needed to build our shelters. Our group chose: Reinforced concrete, wood, vinyl, and stone.

Afterwards, we needed to find the height and the width for the walls and the roof. The walls were 21.1cm for the height and 14.5cm for the width. For the roof the width was 20.1cm and the height was also 20.1 cm.

Lastly, we wrote our materials we need, how much do we need, and the height and width.

I really enjoyed finding different materials that can go up against different natural disasters.

LI:To prepare materials order for constructions

Emergency Shelter

This week for inquiry we were creating our own emergency shelter. An emergency shelter is a place that protects people from natural disasters.

First we looked at different types of shelters that are in different shapes. We had to figure out if they were a good or bad shelter.

Next we thought and discussed what the shape of our shelter would be. My group decided that the shape should be a triangle. We thought this would be a good shelter against strong wind.

Then we created our own shelter on sketch up. This app is used to create 3d models.

After that we discussed which material would do best if this shelter was going to be created in real life. The best material we could think of was Tungsten. Tungsten is a type of metal that is extremely rare to find. It cannot be broken either.

If we could change specific things in our shelter, the things we would change are adding windows to see, another entrance to our shelter and probably taking out the legs and ropes.

We found this task difficult because it was hard trying to design our shelter but it was very fun because we like each other's ideas even though we weren’t able to add those features in. 

L.I: To digitally model an emergency structure

Shelters

 Shelters are a type of base to protect people from emergency events like natural disasters.

Materials that can go against water disasters are reinforced concrete and steel frame.

Those materials are good because steel frame are recommended for vertical evacuation structures and it's quite strong. 

Materials that can go against fire disasters are metal and aluminium foil.

Those materials are good because metal is strong and the foil doesn't burn easily so it can last a long time.

These a materials that can and should be used for when a fire or water disaster happens.    

Keeping it warm and cool

Insulators are used to block heat from escaping. There was 5 different materials to use to find the coolest and warming material: polystyrene, metal, paper, plastic and glass. 

The coolest materials are plastic, paper and tin. Which means those materials were a bad insulator.

The most warming materials are paper and polystyrene. Which means those materials are good insulators.

Polystyrene is the best materials out of both experiments because it kept everything cool and warm.

L.I: To learn and practice experimental methods

L.I: To determine the insulative properties of materials  

Safety plan

 For inquiry my group and I made a fire and food safety plan for our risk and hazards. The hazard for the fire is the fire, the people and the wind. The risk is getting burnt. For the food hazard is the fire, people and the stick. The risk is poking yourself. 

First my group and I talked about the hazards, risks and consequences for our fire and food safety. Next we wrote down the hazards, risks and consequences. 

After that we did the same thing with the food safety plan. 

After writing the hazards, risks and the consequences we wrote how we could prevent it. We also wrote an emergency plan.

Finally after making the plans we made smores. By using our safety plans we roasted our marshmallow safely and made our smores

The smores were delicious and yummy.  I found it fun roasting my marshmallow. I enjoyed the activity really much. 

L.I: To assess and conduct a real life scenario 

Knowledge Hazards and Risks

For inquiry we were learning about hazards and risk. First we did activities. The first activity was four corners. We had to go to a corner, the corners were spades, diamonds, clubs and hearts and the person had to pick a card if it was spades, diamonds, clubs and hearts. The last two people had to guess if the card is red or black. 

The second activity was octopus. The two people that are in it had to say something and the person had to run to the end, and if they got tagged they had to be an octopus. 

Next we had to list down names of hazards for each category (School, home,community, sports). 

Lastly, we had to come up with some risks for our hazards.

Light and Sound

 In our inquiry session we were learning about the vocabulary of light and sound. Sound is the vibrations that can be heard by someone or something. Light is energy that makes things visible.

We first aligned words to the correct meaning. For example a word was transparent. We connected the meaning which was 'light can travel through'. My group and I understood the meaning because we had prior knowledge of transparent. There were three sites that could help us understand the definition of the words.

Our second activity was to find, draw, animate and act four words from the vocabulary list. We found photos of the words and wrote the definition. We drew the picture of a word. We animated the words that we couldn't get a picture of. Then for act we made a video of words that we also couldn't find a picture of.

I enjoyed this activity and learned the meaning of some words.

LI: To learn the vocabulary of light and sound.

Properties of Light

Light has different properties.

One property is that when light goes through glass it refracts the directions of the beam of light that is coming out of the glass. This can be proven because when light shines through the glass the beam of light start scattering around.

Another property is that light cannot go through opaque objects. This can be proven by placing a wooden object in front of the light which stops it from going further.

A third property is that when light shines through a colourful transparent object, the light changes colour. This is proven by using a coloured transparent object on the light source. 

Light can do multiple things. Its proven by the document down below. 

L.I: To observer the properties of light

Properties of sound

Sound is created by vibrating things. Sound has three properties.

One property is that sound can travel in all directions. This is proven by standing 1 meter away from the source in all directions and making a sound.

The second property is that sound can travel around corners. This is proven by standing behind a wall and making a sound.

The third property is that sound dissipates as it travels. This is proven by standing far away from the recorder and comparing the level of sound from a near meter and a far meter.

L.I: To observe the properties of sound

About me

L.I: To write an About me blog post

Talofa. 

My name is Leon. I am Samoan. I am a Year 6 in LS1 at Panmure Bridge School. At school I enjoy playing around outside, Maths and reading. At home I enjoy watching videos, playing games and spending time with family.