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Monday, 26 June 2017

Science journal 2

Week 2: This week we were experimenting with balloon rockets. We used straws, wool, chairs, and balloons. We did this to to learn about friction and forces. I put my balloon on an angle because I wanted to see my balloon go fast, but I think the bumps in the wool made the balloon go slower. One of the forces acting on the balloon was the thrust of the air coming out of the balloon.  My learning is at unistructural because I am not really sure how to gather my data. My learning for inferring is at unistructural because I only have a small idea what inferring is.

Science journal

Week 2: This week we were experimenting with balloon rockets. We used straws, wool, chairs, and balloons. We did this to to learn about friction and forces. I put my balloon on an angle because I wanted to see my balloon go fast, but I think the bumps in the wool made the balloon go slower. One of the forces acting on the balloon was the thrust of the air coming out of the balloon.  My learning is at unistructural because I am not really sure how to gather my data. My learning for inferring is at unistructural because I only have a small idea what inferring is.

Science journal 1


Week 1: When I came to school I didn't know that anyone was making slime because I was in the opposite room but when Jye. When we went to the hall, we saw Mr Anderson on a chair in a baby bathtub. I thought that the thin slime was the best because it went down really fast and gave him a surprise. My learning is at unistructural because I am not really sure how to gather my data. My learning for inferring is at unistructural because I only have a small idea what inferring is.

Wednesday, 12 April 2017

Inquiry

In he tangata, Lily, Jye and I first did a digital design that went well because it was done easy peasy and then we wrote about it and that was hard because it took a long time.

Wednesday, 2 November 2016

Hide and seek

I sprint off into the bushes
I could hardly fit in
so Mrs Bentall found me first
in the bushes.
and she didn't find Xavier and Jack
at first.

But we found a wallet
and a homeless guy's bed
in the bush
and I had to show the police
where I got the wallet from
in my hiding spot
where we hid.

Thursday, 22 September 2016

SCIENTIFIC OBSERVATIONS - RUBBISH AT SCHOOL


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. There was a lot of rubbish. 

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 did it in a blue dot to see if there is more rubbish after lunch then after morning tea. We also collected this rubbish. 

This is our map, showing where we found rubbish, both times. 



We also classified the rubbish we found into types of rubbish and displayed this into this graph.  

There can be a lot of rubbish around the school  because some people in our school put rubbish everywhere. 

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 the reason that the rubbish is behind buildings and trees is because the wind has blown rubbish left on the ground by students and 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.

In some parts of the map there are more rubbish than others. Kids rubbish is put in there pockets and when they run it falls out but I think that the wind is pushing the rubbish into buildings, fences and bushes. That causes this to be different in parts of the map.

Some areas attract more rubbish than others because the wind blows the rubbish into fences and buildings. This might happen because the wind blows in a certain direction. 

We noticed that the blue dot rubbish was hidden behind trees or buildings and the red dot rubbish was mostly by all the fences.
We think that the reason the blue dot rubbish is behind trees and buildings is because most people would think it will blow away and no one will notice or that the teacher or someone else's will pick it up for them. Another reason is they think they can get away with it by hiding it. 

One problem with the data because we did not get all of the rubbish because it was under the buildings. The wind moves the rubbish to different spots in the school so it is wrong. And we are probably counting the same pieces of rubbish. 

That little kids drop their rubbish and the wind blows it away into different parts of the school and the wind blows it away. 

You're not aloud to play on the playground while eating so there is rubbish bins near playgrounds and the court where kids play so kids won't have to miss out on the game or what their doing. 

OVERALL       
At the end we got our rubbish bags out again and we made tally marks on our lists. We made a tally mark when there was a piece of rubbish that we had at the end when we had all our tally marks down there was 61 bits of rubbish that we collected. 

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

PIE GRAPH OF MORNING TEA OBSERVATIONS HERE

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

PIE GRAPH OF LUNCHTIME OBSERVATIONS HERE


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.

Sunday, 22 May 2016

Scared out of my wits

The door at the Y.M.C.A. slides open and reveals the car park of doom. Oh no, I have seen places like this on tv commercials, usually covered in police tape. This could be bad. I know I should wait for mum at the door. But then I say to myself, I have got the guts to do it on my own. I sneak out and I hide behind our car. I can hear mum yelling out “Tyler where are you, come back!”

The trees cast dark shadows over the cars. I have butterflies in my stomach. The trees look like monsters waving their arms. I shine my torch left and right, then my stupid brother jump scares me by leaping out of the flax bush beside me. I stand up and say “shhhh, I'm trying to scare mum!”. Suddenly mum unlocks the car with the remote, causing a ‘beep beep’ that made me jump out of my skin. Dang, I  have been I caught. Mum can see me in the lights of the car. Maybe I can do it next time.



In this writing I was learning to use scary thoughts in my writing. I have used powerful words like “I jumped out of my skin” because I wanted the reader to be scared out of his wits.
My next steps are to ask for help when I need help.