Tag: Room 4

Futuristic Ideas

Task description: This week during Extension, we are learning and talking about different types of futuristic ideas that can help humans in their everyday life. This means we had to think big, even if we weren’t gonna be able to make it we were learning and researching why these would be good for us as humans and why they should be made in the future. We had to talk amongst our selfs and discussion the topic and futuristic things and items that could or would be useful to humans and why. After that we had to pick one and write why it would be a good idea. I decided to do teleportation machine because I think it would be help but also fun. This term for our Extension project we were told to create a design of an object or product that would solve problems for humans and make everyday life easier in the future. With that in mind I decided to create a ‘Teleportation Machine’ to help people save money on gas and to make life easier as travelling to places can be a click away. We had to use a online 3D deisgn site called ‘Thinkercad’ to create our projects. We then has to explain how our projects work and after doing all of that post it on our blogs. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Our project – By: Zaria (DLO Movie)


Task description: This term we are studying TECHNOLOGY. We’re asking the question,  ‘What can we design, build, create or change to improve school life at Pt England School?’. Working with a group of people we had to present a movie. Using the question given to us to create something we can use at school that could be for fun or to benefit our school. This term for our DLO team 5 had to make a project that would improve team 5/school.  This is because our theme for this Term is ‘Make it work’. Our theme was “Make It Work”. Everyone in team 5 had to get into groups of 5-6 people. Each group had to make one project each. What we basically had to do was find a project that we wanted to create, research about it, and then create it. Our group was called “The 5 Musketeers”. Our group included: Me (Zaria), Swaimah, Vika, Eleni, Lynette.

For this task we had to create a video documenting the process of our group’s ‘Make it Work’ project. The video should:

  • Be 3 minutes or longer
  • Include dialogue and music
  • Move in a logical series of events, for example – identifying a problem,  planning your project, creating your project, then the final product. It does not matter if your final product doesn’t work like you thought it would. This is all part of it. 
  • Include a reflection about what you learnt and how you found the process – easy, difficult etc and why
  • Shared on our blog along with a detailed description about our video

My journey of creating our shoe rack project:

Week 1:

  • Explain what you contributed towards that week’s achievements. 

In our first session I contributed ideas of what design we could do towards this week’s achievements and ways to improve our ideas as well. Me and swaimah did measurements for our design making sure the shoes would fit while Vika, Eleni and Lynette wrote down more ideas on how we could improve the design to make it work for us. It was a really good time and our group did a lot of work. We didn’t waste time and we worked together really well which we were really proud of. At the end we all talked about our ideas and all decided on doing a shoe rack/holder. 

 

  • Note any problems you or your group are experiencing. 

Our group worked together really well and personally I don’t think we had any problems doing our work or any miscommunication between our group.

 

  • What did you learn this week?

I learnt that we work really well together and when you break the group up to do different things and do a big group discussion at the end you get more things done and learn more things while getting ideas.

 

Week 2:

  • Explain what you contributed towards that week’s achievements. 

In our first and second session of week 2 we looked at different types of shoe racks and found 2 types we really liked; but before we move on I’ll explain more about these 2 top shoe rack ideas.

 

Our first shoe rack idea was just normal cubbies (but shoe size) which we wanted to do like 3 rows of 5 cubbies in a stack. We also wanted to add tires so you were able to move the shoe rack around easily. Altogether we wanted to make 30 cubbies as there would be 15 for one side and make another 15 of the same kind for the other sides. So it would be girls and boys separated because the bags we separate already as the girls had the cubbies and the boys had the hooks.

 

Our second shoe rack idea was to do circle looking cubby type things where we would just need to buy a big pipe that can fit shoes of all sizes in it and cut them all into the same sized pieces then use glue to stack and secure the pipes on top of each other in a row or to make a shape of our choice.

 

Both of these are really good but now we’re just thinking about space and which one would be more practical and multi use. As we saw that the shoe rack made out of pipes took more space and wasn’t multi purpose but it was much easier to make, but on the other hand the cubbies would take a little bit more work but it’s multi use. This is because the students in our class have been asking for somewhere to put their water bottles. I was thinking of having the cubbies for shoes and we could put out water bottles on top of the cubby or we could make the cubbies a bit bigger so we could put shoes but also our water bottles, jackets, and jumpers. 

 

What I meant when I thought of this was that usually people just shover there jackets, shoes, jumpers, and water bottles all with their bags and it always ends up falling out as the cubbies are alone made for bags not anything else which leaves a big mess outside our classes so if kids had separate cubbies for their shoes and jacket’s it would solve multiple problems. Whenever we have our third session I wanna tell my group about this idea I have and see what they think and how we would improve it if needed.

 

  • Note any problems you or your group are experiencing. 

Our group worked together really well and personally I don’t think we had any problems doing our work or any miscommunication between our group. But something we got a bit confused and stuck on is trying to figure out how tall the shoe rack was gonna be in length but also the width and thickness. We also had to decide how much space there would be in each shoe rack. We’re still not sure about the measurements for the selves with the height and width.

 

  • What did you learn this week?

I learnt that we work much better when we take turns and when we use everyone’s strengths to our advantage it helps give us a more beneficial possibility for us to have a chance in succeeding in our mission to create a shoe rack from scratch that has to be not only durable but also strong, and long lasting like most advertisements say their items are even though they don’t usually reach the mark they are said to and hoped to but this time we wanna make our shoe rack so well that it doesn’t have a chance to be anything but perfect and long lasting for the next years to come.

 

Week 3:

  • Explain what you contributed towards that week’s achievements. 

In our first and second session of week 3 I contributed many ideas on how we could make our design for the shoe rack strong and long-established. We looked at the materials we would need and the price for it. We found the perfect would for our project but the price made us have to pick another type of wood. We gave ourself a limit of how much money we were willing to spend on wood for our shoe rack project.

 

Me and swaimah did measurements for our design making sure the shoes would fit while Vika, Eleni and Lynette wrote down more ideas on how we could improve the design to make it work for us. It was a really good time and our group did a lot of work. We didn’t waste time and we worked together really well which we were really proud of. At the end we all talked about our ideas and all decided on doing a shoe rack/holder. 

 

I’m the ipad person in our group. This means I have to get the ipad and put it back and the reason I have this job is because I’m able to keep my hand very steady so being the ipad person would be perfect for our group as I will be able to take really good footage for our movie, which I am also editing. After that I’m going to help everyone record a voice over and put it all together and present our final project and DLO.

 

  • Note any problems you or your group are experiencing. 

Our group worked together really well and personally I don’t think we had any problems doing our work or any miscommunication between our group again this week. Yet something we got a bit confused and stuck on is trying to figure out how tall the shoe rack was gonna be in length but also the width and thickness from last week but our teacher helped us a bit and we got it all worked out. We also had to decide how much space there would be in each shoe rack, but after this week’s session we have figured out the measurements for the selves with the height and width.

 

  • What did you learn this week?

I learnt that we had to work efficiently because we didn’t have a lot of time and knew if we wanted to get our movie/DLO and woodwork meaning our project was done by week 9 we would have to work really hard and fast making sure no one is just sitting around. This ment while 1 person was drawing, one could do the movie (aka me), 2 people could do the slides and measurements, etc etc. We had to break up all the jobs and decide who is best for each one using all our strengths to our advantage, but we also had to keep in mind everyone should have the same amount of work to do making sure no one is stuck or needs help.

 

Week 4:

  • Explain what you contributed towards that week’s achievements. 

In our first and second session of week 4 I contributed many ideas mainly for our movie because I’m the one putting our whole movie together. I also helped a lot with planning and coping with all the changes our group came along. Week 4 was a really messy week so our group didn’t accomplish much but we did settle on a main idea. Personally I was really proud of our group even though we didn’t get much done because I think settling on a main idea would be the only way we would move on to the actual building or we were gonna keep going back and forward on a design and we’d never get to the real making of our project. We might not have gotten a lot done but if you really look at it we did move a little closer to building our projects which is better than nothing so I still am proud of our group.

 

  • Note any problems you or your group are experiencing. 

At the beginning, our group didn’t experience any problems just like the earlier weeks as we made sure to hear each other’s ideas and make sure no one was left out. We worked really hard the past couple of weeks but I think so far this was the hardest week because we got all our materials and started building. We were really excited for this part but also worried as we were 100% sure if our measurements would work but this was the moment of truth. We were stressed a bit because of the fact that if the measurements weren’t corrent and we cut the wood it would be a waste of money and we wouldn’t be able to complete our project. But the next day everything took a turn for the worse.

 

We saw our supplies on monday but only me and Lynette were at school, so we were the only ones who knew everything going on and how our plan/design got changed. The next day when our whole group was at school, everyone was in complete disbelief and heartbreak when we told them. Swaimah and Eleni had the hardest time dealing with this, but after talking to them, letting them grieve, tell us about their emotions and how they felt, they came to the new idea. We’re hoping to start building it on Friday (aka tomorrow) but plans changed and we didn’t get time to.

 

  • What did you learn this week?

I learnt that we had to work with all the challenges and problems we faced. We had a really hard time in the beginning because we started the day thinking we were gonna be done in the first 15 minutes but as the day went on we saw it was as easy as we thought. We had to re-measure our project more than 4 times and we were honestly about to give up, half of our group had already given up. We worked through all our problems and at the end of the first day of week 4 we got to a point where we just needed a fresh start.

 

To get the new start we decided we should just stop working and just talk for the rest of that day which we did and then we went home and came back the very next day with a new mindset. We tried being more optimistic. We just forgot about everything we had been working on from the weeks before and started again. We took a little break and decided it would be best if for the rest of the week during our session we just talked and heard each other’s ideas, instead of repeating what we’re trying to stop. The break we took helped us a lot, that was all my group needed. We needed a break and a fresh start.

 

Week 5:

  • Explain what you contributed towards that week’s achievements. 

I contributed for our group by measuring the wood by how the shoes fit. And I also helped make our videos and parts of our video to add on to our DLO. I did all the recording for our group and all the editing as well. I’m good at editing and things like this so I don’t mind doing all of this stuff. My group tries their best to help me out and take some of the pressure off me, but they know I can do it faster when I’m alone and time is really valuable and knowing that I usually collect all the recordings I need done from that day and use the last 20 minutes before the end of day pack up to put it all together, add music, transitions, voice overs, ect… And the rest of the group does their workbook diaries (aka the doc you’re reading right now) making sure to get it filled in and completed each week.

 

  • Note any problems you or your group are experiencing. 

Week 5 was our fresh start and the problems my group was experiencing was having to drill in the screws as it was hard trying to put pressure onto the planks of wood, because if we didn’t then the wood comes up from the bottom platform making us have to reverse the screw with the drill and put it back in. We also couldn’t put the screw too close to the edge, otherwise the ends of the wood split, which it nearly did at one point, but we got really lucky and it didn’t.

 

  • What did you learn this week?

I learnt that even if our planning and timing is perfect we’re always gonna have problems and issues that can get in the way. What I mean by this is, not everything goes the way you plan, but sometimes you just have to work with the changes and roll with it. My group and I faced a lot of challenges, and I mean A LOT. We went on a roller coaster of feeling throughout the process of creating this shoe rack. At times we had the feeling of accomplishment, bringing a big bright smile, bringing joy to us all. Yet at times we were feeling disappointment, but we helped each other working through our problems

 

I hope you enjoyed seeing things you can do to stay healthy, mentally and physically. I try my best to do most of this on a daily basis.  I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed it. Please leave a comment; thank you for visiting my blog.

Word Problems


Task description: This week during Maths, we are learning to find the appropriate strategy to solve each word problem. We were also looking at solving problems that involve multiplication and division and using equations to express a problem. We have learnt so much about word problems that for today’s task we had to create our own set of slides where we had to write and answer word problems given to us by our teacher. I finished those questions really fast and added a couple of my own to give myself some more work to do while I was waiting for the bell to ring. That was probably my favourite apart of the task because we had control over how our slides looked and the lay out. I love doing things like that so I enjoyed that the most.

My hightlight was finishing my maths really fast because it was so easy. I had a lot of fun doing this task and I hope we get to do more activities like this more often. Everything about this task was pretty easy and self explanatory so personally I don’t have a low light. I don’t have anything to work on for this week either as I loved today’s maths lesson and I finished all my work on time. After that I completed the task, and posted it on my blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Quote of the day: Everything around you is mathematics. Everything around you is numbers.

Algebra work.

Task description: This week during Maths, we are learning to find the appropriate strategy to solve each word problem. We were also looking at solving problems that involve multiplication and division and using equations to express a problem. My hightlight was finishing my maths really fast because it was so easy. Everything about this task was pretty easy and self explanatory so personally I don’t have a low light. I don’t have anything to work on for this week either. After that I completed the task, and posted it on my blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Quote of the day: There should be no such thing as boring mathematics.

Word Problems


Task description: This week during Maths, we are learning to finding the appropriate strategy to solve each word problem and solve problems that involve multiplication and division. We are also learning to use equations to express a problem. We have learnt so much about word problems that for this week our task was to create our own set of slides with word problems. I made questions including division, multiplication, addition and subtraction. My hightlight was working with my friend (Swaimah) to create problems of our maths slides and having fun with it. Everything about doing this task was pretty easy and self explanatory so personally I don’t think my lowight is that bad. My lowlight had to be writing word problems because we wants to make it a bit hard but not to hard so we ended up doing really easy questions. After that I completed the task, and posted it on my blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Quote of the day: If you can’t explain it simply, you don’t understand it well enough

Fractions and Decimals word problems

Task description: This week during Maths, we are learning to finding the appropriate strategy to solve each word problem and solve problems that involve multiplication and division. We are also learning to use equations to express a problem. They were quick and easy questions/problems to solve the last problem was really easy to me but my friend got so confused by it. She tried for a while but still couldn’t understand it so I helped her out with the last one and showed her how I did it.

It took some time to really think about the prices for her but she worked really hard and ended up finishing her maths. My highlight is helping out my friend with her maths and seeing the smile on her face when she finally finished and blogged it. The maths was really fun for me so I don’t have a lowlight or anything to work on for this week. After that I completed the task, and posted it on my blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Quote of the day: Winners never quit, quitters never win.

Research on…

Task description: This week during Extension we did some reading on an article called “Saving the World, One Swipe at a Time” which was written by Peter Griffin. It was really interesting to see all of the information we found out about different problems people are having in NZ and how we can help them. After that I completed the task, and posted it on my blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Using Direct Speech


Task description: This week during Writing, we are learning to accurately punctuate and use speech marks in our writing. Speech marks are punctuation marks that are used in pairs in various forms of writing to indicate speech or begin a direct quote. They are also called quotation marks and inverted commas. Speech marks are usually used when a character or a person is talking in a text or piece of writing, in some cases it can be used to show something that is said such as a quote from somewhere.

Many people this quotation marks and speech marks are the same but have you ever thought what the difference between quotation marks and speech marks are? Well here’s the difference, in writing, quotation marks or inverted commas, also known informally as quotes, talking marks, speech marks, quote marks, quotemarks or speechmarks, are punctuation marks placed on either side of a word or phrase in order to identify it as a quotation, direct speech or a literal title or name.

Quotation marks may be used to indicate that the meaning of the word or phrase they surround should be taken to be different from that typically associated with it, and are often used in this way to express irony. For example, in the sentence ‘The lunch lady plopped a glob of “food” onto my tray.’ The quotation marks around the word food show it is being called ironically. They are also sometimes used to emphasise a word or phrase, although this is usually considered incorrect.

The general rules of direct speech are:

  • Each new character’s speech starts on a new line.
  • Speech is opened with speech marks.
  • Each line of speech starts with a capital.
  • The line of speech ends with a comma, exclamation mark or question mark.
  • A reporting clause is used at the end (said Jane, shouted Paul, replied Mum).
  • A full stop goes after the reporting clause.
  • If the direct speech in the sentence is broken up by information about who is speaking, add in a comma or question mark or exclamation mark to end the first piece of speech and a full stop or another comma before the second piece (before the speech marks), for example: “It’s lovely,” she sighed, “but I can’t afford it right now.” / “I agree!” said Kate. “Let’s go!”

My highlight for writing this week is finishing the task because it was really easy and fun to do. I wouldn’t mind doing things like this more often. I don’t have a lowlight for writing this week as I enjoyed writing this week a lot and I didn’t find anything hard. The task was really different from what we usually do for writing. I’m really proud of how I went with this writing task so I don’t have anything for me to work on this week for writing. After that I completed the task, and I posted it on our blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

My quote of the day: You can always edit a bad page. You can’t edit a blank page

Riddle Time


Task description: This week during Maths, we are learning to find the appropriate strategy to solve each word problem, solve problems that involve multiplication and division, and use equations to express a problem. We were also learning to appreciate that tens are nested in hundreds and thousands and use that knowledge to rename whole numbers. We were also looking into renaming the whole numbers to make the addition and subtraction of collections of tens or hundreds easier. It was really easy to do so me and my friend got it done really fast.

My maths group worked on some really easy maths riddles, which I finished really fast. It was really fun and easy for me and my friend, we answered all the questions and showed how we did it. We tried to find out different ways to solve them. It was really fun because all we had to do was just solve the number of questions.

My quote of the day: Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.

It was really easy to complete but the last slide was a bit tricky for me. I was struggling to find the last answer because it kinda didn’t make sense. Even after a lot of hard work to figure it out I couldn’t find out the answer to the last slide. I would like to do more riddles even if it was a bit hard at times.

My highlight was being proud of myself even though I couldn’t answer the last slide because at least I tried my best to completing the last slides. I was struggling with finding the answer as the problem was a bit confusing. My low-light was taking a while finding one little answer to a riddle, but in the end I learn something for me to work one. I’m proud of myself this week for maths and I would like to work more on tasks like these. After that I completed the task, and posted it on my blog. I enjoyed this task very much, and I hope to do more like this soon. Hope you enjoyed. Please leave a comment; thank you for visiting my blog.

Poi Awe

Poi Awe

 

Poi awe (percussive device) | Collections Online - Museum of New Zealand Te Papa Tongarewa

(Percussive Device)

  • A poi awe was named that because of the existence of the dog-hair awe (tassels) added on as decoration. Poi are used as visual and rhythmic support to Māori cultural songs and dance performances. Performers might use a single poi or a pair, which could either be short or long cordage lengths depending on the dance and song. Traditionally, dried raupō also known as bullrush leaves were used as the ball covering, with braided muka for the cords. Today, synthetic materials are used.

 

  • A poi is a light, circular ball attached to a cord that is twirled with the twist of the wrists in combinations of movements, around and against the hands and body. This example is a very rare type woven in muka (flax fibre) with a technique called knotless netting.

 

Creator Gender: Unknown 

Weaver: Unknown

 

Date Created: 1800

 

Materials:

Muka (flax fibre)

Tahuna

Dog hair

Kiekie, raupō (bulrush)

Pīngao (golden sand sedge)

Wool

 

Techniques:

Warp twining

 

Dimensions: 

102mm (width)

82mm (height)

133.7g (weight)

 

Moari name: Poi Awe

 

Year:

When was it used? After a couple weeks of reason I couldn’t find what year it was used by, but I would like to learn about that soon. If you know anything about the poi awe please leave a comment and let me know. 

 

When was it made? 19th century (There’s no more detailed on this I could find)

 

Tribal Affiliation:

 

Poi E

(Lyrics)

 

  • Song by Pātea Māori Club

 

The hit ball

Te poi patua

 

My hit ball

Taku poi patua

 

Be like hit-and-run

Kia rite pa-para patua

 

My ball 

Taku poi e

 

My counter ball is flying

E rere ra e taku poi porotiti

 

Slope, disturbing e

Tītahataha ra, whakararuraru e

 

Roll on, roll on

Porotakataka rā, poro hurihuri mai

 

It’s the same as tiwaiwaka e 

Rite tonu ki te tiwaiwaka e

 

When he defends himself, he will fight

Ka parepare ra, pīoioi a

 

Move it, move it

Whakahekeheke, e kia korikori e

 

Climb up and up

Piki whakarunga ra, ma muinga mai a

 

My counter ball, my ball!

Taku poi porotiti, taku poi e!

 

Ball, come closer

Poi e, whakatata mai

 

Ball, no different 

Poi e, kaua he rerekē

 

Baby, come close to me

Poi e, kia piri mai ki au

 

Come on, hug me

Poi e, e awhi mai ra

 

Come on, come on

Poi e, tāpekatia mai

 

Dance, our love

Poi e, ō tāua aroha

 

Well, weld it up

Poi e, paiheretia ra

 

Ball, my ball

Poi, taku poi e

 

My ball went sideways

Rere atu taku poi, ti taha taha ra

 

Up and down, my ball

Whakarunga whakararo, taku poi e

 

My counter ball is flying

E rere ra e taku poi porotiti

 

Slope, disturbing

e Tītahataha ra, whakararuraru e

 

Roll on, roll on

Porotakataka rā, poro hurihuri mai

 

It’s the same as tiwaiwaka e

Rite tonu ki te tiwaiwaka e

 

When he defends himself, he will fight

Ka parepare ra, pīoioi a

 

Move it, move it

Whakahekeheke, e kia korikori e

 

Climb up and up

Piki whakarunga ra, ma muinga mai a

 

My counter ball, my ball!

Taku poi porotiti, taku poi e!

 

Ball, come closer

Poi e, whakatata mai

 

Ball, no different

Poi e, kaua he rerekē

 

Baby, come close to me

Poi e, kia piri mai ki au

 

Come on, hug me

Poi e, e awhi mai ra

 

Come on, come on

Poi e, tāpekatia mai

 

Dance, our love

Poi e, ō tāua aroha

 

Well, weld it up

Poi e, paiheretia ra

 

Ball, my ball 

Poi, taku poi e

 

Ball, come closer 

Poi e, whakatata mai 

 

Ball, no different

Poi e, kaua he rerekē

 

Baby, come close to me 

Poi e, kia piri mai ki au 

 

Come on, hug me 

Poi e, e awhi mai ra

 

Come on, come on

Poi e, tāpekatia mai 

 

Dance, our love 

Poi e, ō tāua aroha 

 

Well, weld it up 

Poi e, paiheretia ra

 

Ball, my ball

Poi, taku poi e

 

Ball, my ball 

Poi, taku poi e 

 

Ball, my ball 

Poi, taku poi e 

 

My ball went sideways

Rere atu taku poi, ti taha taha ra

 

Up and down, my ball 

Whakarunga whakararo, taku poi e