Prototype Party Poppers

My company, Propers, learnt how to build a party popper

In the beginning, we wrote what designs we wanted on the part popper. For example we decided that we would use a jack and the beanstalk design. We decided that it was a good idea because there was a lot of filling the represented jack and the beanstalk.

Afterwards we built the party popper. We used a nut, plastic cup, yellow filling, and a small rubber band.  

In the end we tested out party poppers.   

The experience was amazing because I got to learn how to make a party popper.   

LI: to make a party popper for testing

Simple machines

Did you know that there are 3 simple machines that help move heavy objects, which are pulley, screw, and wheel and axle. 

6 Simple Machines

This week we found 6 simple machines around our school. 

These are the 6 simple machines. 

The screw helps attach objects together. 

The wheel and axel helps objects move around easier.

The wedge helps by pushing objects apart from each other.

The pulley helps by moving objects from and low level to a higher level. 

The lever helps helps by lifing heavy objects. 

The inclined plane helps getting object from a low level to a higher level.

Simple Machines

There ar six simple machines that people made to helps them to left heavy objects.

The screw helps attach objects together by rotating into the object and staying tightly together. 

The wheel and axel helps objects move around easier by pushing it to make it roll. 

The wedge helps by pushing tings apart from each other in difrent directions. 

The pulley helps by moving objects from and low level to a higher level. The lever helps helps by lifing heavy objects, it can also be used to meausre weight. The incined plane also helps getting object from a low level to a higher level but easier. 

LI: to identify the six simple machines.

Compare and Contrast

There are some differences and similarities in Kapa Haka and the Tinikling. 

First I wrote in what similarities of Tinikling and the Kapa Haka dance in the green box. They have some similarities like they both are national dance. 

Then I wrote in the differences that each dance has on the yellow circle like Kapa Haka uses hand work and Tinikling uses foot work.

I liked this task because I got to learnt about the differences about Kapa Haka and Tinkling and the similarities some cultures have.

The 3 P's

 LS1 learnt about the 3 Ps in the Treaty of Waitangi and how they apply to our learning. 

First Mr Ogilvie introduced the 3 Ps in the Treaty of Waitangi, they are protection, partnership and participation. 

Then in groups we wrote statements about the 3 Ps in LS1. LS1 figured out the 3 Ps are all connected. 

After that we used our group ideas and thought about how they connected to me. 

The 3 statements that I chose connected to me because I need to participate in more things, look after my property and help people. 

About Me

Hello. 

My name is O’Ninesha. I am Burmese and I am in LS1 at Panmure Bridge School. I enjoy reading and watching movies.

 

                              

Inquiry | Presentation

We have presented our presentation for our emergency shelter so that we could get the contract. 

First we introduced our company to our clients. 

After introducing our company we explained why our shelter is the best. We also explained why we chose the materials for our shelter and why we chose the shape.

Lastly we were given our feedback from the clients of our presentation. 

Our feedback was how we did not show our model the second feedback was about how we didn't talk about how we didn't talk more about our shelter, the last piece of feedback was about how we didn’t talk about poles that were stuck in the ground. Next time I would give more information, and give more details about our shelter.

Shelter Materials

Different types of shelters can keep people safe by using the correct materials depending on what disaster they are being protected from. 

When building a shelter, measuring the amount of materials being used is important so it keeps it balanced. 

An example of materials used for a tsunami shelter are concrete, chicken wire, metal ties, aluminum, popsicle sticks, steel door, and hard clear plastic. 

Using chicken wire is good for putting in the concrete so it can connect it to the other sides. 

Hard clear plastic can be used for the windows because it doesn’t break easily like glass and because it's transparent which allows people to see what's happening on the outside.

Popsicle sticks are good for supporting the force of the impact. This material can also be used to anchor the shelter into the ground so it doesn’t tip over. The properties of wood are the shape that has been made. 

Not every material can support every natural disaster. Different types of shelters can keep people safe by using the correct materials depending on what disaster they are being protected from. 

When building a shelter, measuring the amount of materials being used is important so it keeps it balanced. 

An example of materials used for a tsunami shelter are concrete, chicken wire, metal ties, aluminum, popsicle sticks, steel door, and hard clear plastic. 

Using chicken wire is good for putting in the concrete so it can connect it to the other sides. 

Hard clear plastic can be used for the windows because it doesn’t break easily like glass and because it's transparent which allows people to see what's happening on the outside.

Popsicle sticks are good for supporting the force of the impact. This material can also be used to anchor the shelter into the ground so it doesn’t tip over. The properties of wood are the shape that has been made. 

Not every material can support every natural disaster. 

`                                                                                                                                                                                    

Design Shelter

This week our group has designed an emergency shelter that will protect against natural disasters. 

First we looked at different shelters and the shape of the shelter. We had to figure out if it was a good or a bad shelter in different conditions.

Next we thought of a shape for our shelter which was a pyramid, and a cube. The reason why we chose these shapes was because if the wind was coming into the corner the wind would split into different directions. If the wind blows to a direction to the wall it will slide up that might make a vacuum. 

Then we created a shelter using the app Sketch up.

The materials that might be used to create our shelter were bricks, and stones. Bricks and stones are different types of bricks that are both heavy materials that can not be pushed by strong wind. 

If we changed things of  the shelter it would be adding windows on each side so we know what's happening outside. 

During this activity we found thinking of the shape hard but we found this fun because we were able to create a shelter.

Inquiry | Understanding Materials

Insulators help the heat to move from one place another place like a wall. 

The best material that can keep hot and cold is polystyrene.

The best material that can keep things cold is plastic, paper, polystyrene

This was a interesting because it was fun to experiment the difference of hot and cold.

LI: to learn and practice experimental methods.

LI: to determine the absorbency of different materials using experimental methods.

Experimenting | Inquiry

This week for inquiry we experimented with different martial's to see witch material could absorb the most amount of water and to learn how to conduct precise experiment.

First we chose the material that we wanted to use. My group chose nappy brand 2 Then we got 100ml of water into a cup. Then we put in 5 drops of food coloring. 

Then We got a tray and put the nappy inside. After we got the water we slowly poured it onto the nappy. After that we lifted it up and saw that no water was left and all of the water was absorbed. 

I really enjoyed this task because I got to see how it happend. 

LI: to learn and practice experimental methods.

LI: to determine the absorbency of different materials using experimental methods

Safety plan

This week me and my group did a safety plan with fire and food. 

First we chose a spot then we picked the class level the class level is what year the students are. Then we wrote down how many helpers there would be. If there are 30 students there would be 3 helpers. 

Then we wrote down the hazards and risks. We did 4 hazards and risks. After we wrote down the consequences. We also did 4 consequences. Then we wrote on how we could prevent them. After we wrote on who's responsibility it was. Lastly we did the emergence plan.

This activity was enjoyable because I learnt more fire safety.

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

Risk Assessment

Today my group did a risk assessment form template.

First we wrote in the activity that we chose. Then we did the class level. class level means what year you are. Then we did the numbers of helpers the numbers of helper is on how many student there are so if there 20 student there will be 2 helpers.

Then we picked the location that we would do. We chose to do Panmure Bright School Fields. 

After that we did on what could happend/Consequence.

We did 4 boxes of consequences. Then we Hazards and risks and did 4 boxes for each as well.

Then we wrote on how e could prevent it. After that we wrote down who's responsibility it would be.

After that we did the emergency plan for each one.

I enjoyed doing this task and I learnt how to be safe when going on trips. 

L.I. To assess risk with in a  simple activity

Assess Likelihood

 We learnt about assessing likelihood. The 5 potential risks are: low, likely, possible, elevated, and extreme.

First we rated the situations from 1 to 5 risk of the risk. As a group we discussed what level we thought fit the situation.

Next we wrote down multiple consequences on what would have happened.

After that we made our own situations that are related to that risk level.

We enjoyed this task and it was also hard to make our own situations.

LI: to assess the likelihood 

LI: to assess consequences

Hazards and Risks

I learnt about hazards and risks. In a group we thought of risk and hazards for 4 categories. 

School

For this category the hazards was playground, scissors, ruler and paint brush. Some of the risks are tripping over, cutting yourself, hitting yourself and getting paint on yourself.

Home

For this category the hazards was fire place, plate, trampoline, and washing machine. Some of the risks are burning yourself, dropping the plate, water coming, and spraining your ankle.

Sport

 The hazards were tennis ball, cricket bat, discus, and rippa belt. Some risks are getting hit, hurting yourself, breaking something, and falling.

Community

 The hazards were rocks, lightning, pothole, and a plane. Some risks are tripping over the risk, getting struck by lightning, falling into a pothole, and crashing the plane.

At the end I was amazed on how many risks there were and hazards. I fell happy on what learnt this week about risks and hazards.

L.I. To demonstrate prior knowledge.

Character

A character description is about visualizing. Visualizing means creating an image inside the head. 

When describing people include 3 main parts; appearance, experience and personality.

Appearance is what they look like, experience is what they do and personality is how they act. 

In a character description, people use literal and figurative language. Literal language goes straight to the point. Figurative language means to unlock or find the meaning.

L.I.To write a character description,

Light and Sound

This week we learnt about light and sound vocabulary

First I made a copy of a light and sound vocabulary that was made by Mr. Wong. Next I put the muddled up definitions in the right place. I used multiple dictionaries to make sure I put them in the right place. 

Then I made copy of a google slide that was also made by Mr. Wong the slide was about find, draw, animate and act. What to do was go back to the vocabulary and find a word from it and either put it in find, draw, animate and act.

I did wavelength for the find and for the drawing my group drew an echo and one person from my group put there hand out the window for transparent and the last my group did the vibration.

L.I. To find and make examples of words

      

Properties of Light

L.I. To observe the properties of light

Light is really bright and it is something that helps see while your in the dark or if the electricity is out. 

Putting light in front of a mirror will show how light can be reflected. The light will bounce back in the direction the mirror is pointing.

When covering light with opaque objects it won't travel.

 When putting a prism in front of light it makes a rainbow. This is because it splits the light up.

Properties of Sound

L.I. To observe the properties of sound

Sound is something people can hear but when it goes feather away then it will get weaker and we wont be able to hear it anymore. Sound can also travel around corners but the sound on top bottom are basically the same.

Sound can also be pretty much the same when just by moving a meter away by left, right, above, front and behind.

Properties of Sound

PROPERTY: a characteristic that something is known by. For example, a property of ripe strawberries is that their colour is red.

OBSERVE: to watch and remember what happened.

EXPERIMENT: to observe what happens to something when different conditions are
imposed on it.

CONDITION: a state of being.

IMPOSE: to make someone or something do something.

HYPOTHESIS: a prediction or evidence based guess that can be tested to find the truth.

What properties of sound can you figure out? There will be a bunch you can figure out by
just experimenting with sound. Watch the video to find out how to do the experiment.

Fill out this table with your observations and hypotheses about the properties of sound.

You will need to use a sound meter like this free online meter by Youlean.

Observation I think...	Evidence	Hypothesis ✅ ❎
Sound is louder when close to source but when far it is quieter.	The meter was loud when close.	When sound travels it gets weaker.
The sound was pretty much the same.	The meter was the same  Above left right behind	Sound travels the same in the same direction.
The meter went off when clapping around the corner.	The meter records the sound on top bottom and they are basically the same	Sound can travel around corners.