Maths DLO - Week 5 Term 4

This week for Mathematics, I've been learning about Time, our aim was to understand time units/ Analogue & digital Time. Throughout learning about Time,  have learnt how to tell the time correctly, and also convert digital time to 24 hour time, it is so much fun and really easy. Below is my DLO Slideshow of my understanding and learning about Time. 

Inspired Writing Blogpost

Inspired Writing:
For the past few weeks we've been working on how to improve our vocabulary, we've done this through writing about an image that interests us. Our aim was to change simple sentences into complex sentences. We got to chose a image out of five categories (Our world, Fantasy, Apocalyptic, Animals, Space).
I chose Apocalyptic, here is my complete sentence. 

Meaning of the colors: 
Yellow = adjective (to add more detail).
Blue= language features; like similes or metaphors. 
Purple= Topic Words; directly related to the picture.
Red= emotive language; to create/clarify mood.
Final= Paint a clear picture in the mind of the my readers and give
          the reader detailed and specific information. 

My simple sentence:
There was a silent city

My complex Sentence:
A voiceless indistinct abandoned city shattered like broken pieces of
glass, a pile of broken bricks cherished with happy and joyful memories. 

Below is a E-Asttle Vocabulary Success Criteria. Our aim for our Inspired Writing is R5 or R6. To be at that level we must include Language features such as Similies, Metaphors and add your emotion to make your writing more interesting. 

Hurumanu Science - Climate change and the future

Hurumanu: Climate Change and the future

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

How is sea level rise going to effect us in NZ

What places will be effected?

     Pacific Islands

Different places in New Zealand

What else do we need to think about?

What other places around NZ will be affected?

Timaru, Gisborne, Whangarei, Nelson, Whanganui and Invercargill are

other cities likely to feel the effect of rising waters. 

What does this do to our drinking water?

What are the main concerns?

People will be drinking salt water more

What can we do to prevent climate change?

What can we do?

1.   Try not to use electric cars
2.  Use public transport   
3.     When you're building a house try not to use more energy

Curbing climate change

What is the one, silver bullet solution?

There is no silver bullet

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

1.   Using solar heating to design building
2.   transport, getting away from cars 
3. Getting to be able to use renewable and electricity, things like using energy.

What are 3 others you can think of?

1.   
2. 
   
3.   

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

Science - Climate Change Investigation

My Investigation on climate change

ACIDIFICATION!

ACIDIFICATION DEFINITION: 

Ocean Acidification (OA) is a term used to describe significant changes to the chemistry of the ocean. It occurs when carbon dioxide gas (or CO₂) is absorbed by the ocean and reacts with seawater to produce acid.

What is happening to the oceans? 

When carbon dioxide (CO₂) is absorbed by seawater, chemical reactions occur that reduce seawater pH, carbonate ion concentration, and saturation states of biologically important calcium carbonate minerals. These chemical reactions are termed "ocean acidification" or "OA" for short.

What does this do to Shellfish?

For oysters, scallops and other shellfish, lower pH means less carbonate, which they rely on to build their essential shells. As acidity increases, shells become thinner, growth slows down and death rates rise. ... They're using a form of calcium carbonate to build their shell that dissolves really easily.

DEFORESTATION!

Definition:

The action of clearing a wide range of trees. (Getting rid of trees).

What are trees used for?

Trees provide shade and shelter, timber for construction, fuel for cooking and heating, and fruit for food as well as having many other uses. In parts of the world, forests are shrinking as trees are cleared to increase the amount of land available for agriculture.

How does Deforestation affect the climate?

Burning or cutting down trees reverses the effects of carbon sequestration and releases greenhouse gases (including carbon dioxide) into the atmosphere. Furthermore, deforestation changes the landscape and reflectivity of earth's surface. 

 

ICE CAP 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. ... The melting of the polar ice caps is caused by the overall increase in global temperature, and this melting can have serious consequences for all organisms on Earth.

If all the ice melted what would happen?

If all the ice covering Antarctica , Greenland, and in mountain glaciers around the world were to melt, sea level would rise about 70 meters (230 feet). The ocean would cover all the coastal cities.

WATER VAPOUR!

Definition:

Water vapor is water that is in the form of a vapor, or gas. It is a part of the water cycle. When liquid water is heated to boiling temperature, 100 degrees Celsius, it all turns into vapor.

How does water vapour and Evaporation contribute to Climate Change?

Put simply, water evaporates from the land and sea, which eventually returns to Earth as rain and snow. Climate change intensifies this cycle because as air temperatures increase, more water evaporates into the air.

Science - Decomposition

Decomposition:

Aim: To learn about the rate that different materials decompose. 
                           
Hypothesis: I think that the banana would break down first, then the bread and the paper, then the styrofoam. 

MATERIALS:

1. Paper
2. Banana
3. Bread
4. Styrofoam
5. Test tube x4
6. Test tube rack
7. Water

STEPS:

1. Put the test tube in the test tube rack.
2. Put the Styrofoam in one of the test tube.
3. Put the paper in one of the test tube.
4. Put the bread in one of the test tube.
5. Put the banana in one of the test tube.
6. Put water in all of the test tubes.
7. Then leave it. 

           

Findings:

TODAY	Colour	Change	Observations
Banana	yellow/brown	nothing	banana is half of the Tube
Paper	brown	nothing	taking up most of the Tube
Styrofoam cup	white	nothing	taking up half of the Tube
Bread	beige	nothing	taking up most of the Tube

•  The banana is half of the Tube 
•  The Paper is taking up most of the Tube
•  The Styrofoam is taking up most of the Tube 
•  The bread is taking up most of the Tube 

3 weeks	Colour	Change	Observations
Banana	black brown cream	rotten	bottom of the tube
Paper	brown	nothing	bottom of the tube
Styrofoam cup	white	nothing	halfway of the tube
Bread	black white green	rotten	halfway of the tube

•  The banana is half of the Tube 
•  The Paper is taking up most of the Tube
•  The Styrofoam is taking up most of the Tube 
•  The bread is taking up most of the Tube 

5 weeks	Colour	Change	Observations
Banana	black brown cream	rotten	bottom of the tube
Paper	brown	nothing	bottom of the tube
Styrofoam cup	white	nothing	halfway of the tube
Bread	black white green	rotten	halfway of the tube

   

•  The banana is half of the Tube 
•  The Paper is taking up most of the Tube
•  The Styrofoam is taking up most of the Tube 
•  The bread is taking up most of the Tube 

CONCLUSION:

We found out that the Banana rotted first then the Bread but the Cup and Paper did not change.
We also found out that the things that we put in the Test Tube changed colours.

Science -Fossil Fuels

Aim: To learn about the impact of fossil fuels on our environment. 

Materials: 

1. Cookie
2. Toothpick
3. Plate

Steps:

1. Draw a picture of the cookie
2. Draw a picture of a habitat
3. Start mining the chocolate chips off the cookie without breaking it
4. Count how many chocolate chips you have mined and then show it to the teacher.
5. Eat the cookie if you want to
6. Then answer the questions about your habitat

QUESTIONS:

1. What type of habitat is it? A forest with mountains
2. What plants and animals live there? Fox, snakes, Leopards, Tigers.
3. How does human use your habitat? They use my habitat for hiking, rock climbing, and killing animals for food.

AFTER MINING:

1. How has your habitat changed? There were no more animals and less trees. There were holes that have been not digged completely.
2. How can we avoid this in the future? Stop hiking and leave the animals alone. Start camping and just explore and make memories and take pictures and most of all HAVE FUN!

CONCLUSION:
Today in science, we have been focusing on fossil fuels. We did some mining on a cookie, drew some pictures of the cookie and a habitat and then answered some questions related to the habitat that we have chose. I have learnt that mining actually affects our environment and our surroundings.  

Science - Renewable Energy

Hurumanu - Renewable Energy

Aim: To make a solar powered oven.

Materials: 

1.   Sellotape
2. Scissors
3. Pizza Box
4. Straw
5. Marshmallows
6. Biscuit
7. Glad Wrap
8. Tinfoil
9. black plastic
10. Ruler
11. Vivid Marker

Steps:

1. Cut out the flap on the lid of the pizza box so that it is 5 cm around the edge. 
2. Sellotape some tinfoil on the inside of the flap
3. Sellotape some glad-wrap so that the hole you have cut on the pizza box lid is covered over with glad wrap
4. Put a piece of black plastic on the bottom of inside the pizza box on the bottom
5. Make a paper square that fits inside the pizza box and lays around the edge. 
6. Put a marshmallow on top of a chocolate biscuit, place it on a plastic plate and put it in the solar oven
7. Put it in the sun to cook. 

Time	Temperature
0	Haven't started
15	haven't started
30	haven't started
45	haven't started

Conclusion:

This term in week 2 in science, we have started a new experiment called Renewable energy. We got into groups of four. We had to make a solar powered oven by using the following materials on Mr Palmer's blog and also watch a video and write down the steps on how to make it. After that we got to make a s'more and put it in our solar oven that we made and leave it resting in the sun to cook.
Overall it was a great experiment and lesson and I enjoyed learning about renewable energy.