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The solar system – our home in space

October18

The solar system – our home in space

The sun is orbited by 8 planets, Trillions of asteroids and comets also a few dwarf planets, the sun makes 620 million tonnes of heat a second. The 8 major planets are in 2 different groups (4 in each) separated by the sun. One of the groups are Terrestrial and the other is giant gases. Terrestrial has Mercury Venus Earth and mars and on the gas giants it has Jupiter Saturn Uranus and Neptune. Mars has a mountain on it Olympus monks which is 26Km tall and Mount Everest is only 8Km.

How did the sun appear?

Can people live with no sun?

I understand that our star the sun is in the center of the solar system.

 

Unit reflection- natural disaster

October16

In term 3 2016 we studied and investigated natural disasters. At the end of the term we did a project and chose 1 natural disaster to investigate and answer questions on one theme. We did many natural disaster lessons to lead up to this project. Some were natural disasters in general and others broke down specific natural disasters.

This is what we have learnt…

The 3 biggest facts I learnt was, firstly, how there is no possible way for natural disasters to be prevented any natural disaster you can prepare for them well.  They have started to give up preventing natural disasters.  Natural disasters are how the world forms and reacts.  If we didn’t have natural disasters what would we be doing?  So all natural disasters are formed naturally so not man made so impossible to prevent.  It’s natural and how the world works.

Another fact I learned is about earthquakes because I did earthquakes for my information report…  I found an interesting fact that minor earthquakes and smaller than earth tremor s happens more than 100 times a day because tectonic plates move all the time because they are on liquid mantel surface.  Although major earthquakes happen once a year, an earth tremor could happen once a month.

One last fact I learnt is how tectonic plates aren’t always related to earthquakes.  For example, when tectonic plates under the sea react it makes a tsunami or other tectonics could cause landslides or even avalanches when they are on mountains.

I now understand that all natural disasters can’t be prevented.  It is natural and you can’t get involved with how it works.  Science could definitely help but preparing would be much better.  There are different ways to prepare for each natural disaster.  For floods you can start by putting sand bags at gutters and leaks.  Or to prepare for earthquakes you could make your house extra stable.  It would be helpful to listen for warnings about any natural disaster especially when you live in a natural disaster prone area.  I know understand science can help but preparing will benefit more than preventing.

I also understand how each natural disaster can lead from one thing to another. They are not individual.  Once one happens it can lead to more of a natural disaster or a completely different disaster altogether.  For example, floods could lead to cyclones because all of the wind, water and damage or some could get bigger like fires, due to weather and climate.

I wonder how science has helped make natural disasters safer for the general population.

The most important thing I learnt was to start off learning everything about earthquakes because that was my project.  Then I would seek basic things for each natural disaster for example what causes it, when they occur, who often they occur or a definition.  Afterwards I was more scientific from there.  Like how, what would or why something happened.  I started to get a better idea of the information this way.

I learnt a lot of this information in many ways.  Some of it was prior knowledge.  Most of the information report was websites and research.  Other times I would look in books from past lessons.  If I needed more information I would ask adults or teachers, very rarely I would look in a book.  So I used many different research tools to get information.  So I learnt it by reading and writing the information.  I also had to understand and comprehend to get the information.  Using different sources helped me to understand the information so I can use it not only now, but in the future if I come face to face with a natural disaster.

I am not going to forget this information I learnt it is crazy to not have one major to minor natural disaster around the earth.  So it could happen where I am right now.  This is a unit I won’t forget because I might need this information in the future. I will also research more to get a better idea of natural disasters. I will try and keep up to date with the news to see where a natural disaster has happened. I have already done so in the past with keeping up with the SA floods of September ad power outage. I will also good ways to prepare for a natural disaster. So I will definitely keep this information for future in case I am involved in a natural disaster one day.

When we did our information report we used an assessment matrix to stay organised. This helped me because I could see what had to be done and what I needed to do. The past literacy lessons helped me to have a better information report. Because I learnt cause and effect, text features, impersonal voice and compare contrast and classification. When I used these strategies I had a better understanding sequenced informative information report. I aim to achieve my compare contrast and classification better and work with it more.

One of my goals were to understand key terms of earthquakes, Extreme vocabulary. I have managed to understand earthquakes vocabulary. I know most of the words and what they mean. For example epicentre means the centre of 2 tectonic plates moving. Waves are different ways they can to find an earthquake hit or waves could be an aftershock of damage. I could also ask questions to clarify key terms which has given me more ideas of information I have definitely achieved most of my goals.

Literacy circle – Word Watcher Reflection

October16

A job of a word watcher is to understand more vocabulary. You have to find 5 interesting, surprising or challenging words. They must stand out to you as your reading. Make sure the be unfamiliar or relate to the story, used in a unusual way, person place or country it has to be Interesting describing words, Word that are hard to pronounce lastly be careful you don’t find a gibberish word.  To present make sure you read the sentence you have written using the vocabulary word and write down the group’s prediction as to the meaning of the word. Make sure to have 5 words but research the one that was the most interesting surprising or challenging.  But share all.

 

 

 

Directions:

  1. As you are reading. Search for five vocabulary words. Select the 5 words you are presenting to your group.
  2. Copy the sentence down EXACTLY as it appears on the text.
  3. Look up the word AND include the part of speech i.e. noun verb adjective.
  4. Write your sentence down correctly using the word.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Science Understanding goals

October16

Science Understanding goals

Science as a human endeavour

Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

I want to learn how scientists make accurate future predictions about the planets

Earth and space sciences

Earth is part of a system of planets orbiting around a star (the Sun)

I also want to learn about all the different moons and how they are important in our solar system.

Science Inquiry Skills

Recording and processing

Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data

I want to learn how to make a scientific table to organise evidence into correct facts and data.

Analysing & Evaluating                                                                                                   

Suggest improvements to the methods used to investigate a question or solve a problem

Communicating

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships.

 

 

 

 

 

 

 

 

 

 

 

 

EARTHQUAKE

September15

As a project for a natural disaster unit we did an information report. We could choose any topic I chose earthquake  we chose a theme and started answering questions of our theme. With contents, glossary and bibliography along with other attachments.

Here is my information report Earthquake(click here)

and my blank-question-matrix-

and this is my information-report-assessment-matrix-

Camp response war memorial

August18

War memorial

We went to school camp and visited the war memorial it was so sad and emotional. The ceremony was really emotional and there was a quote on a wall “they gave their lives” which inspired me to do this poem.

My heart sank remembering the soldiers that went to war…

Beneath the grave so young and brave

Years and years ago. We are now the ones that have to follow

We are the ones that do it cause.

They gave their lives.

World War 1, World War 2 is never done.

 cause our places and faces wouldn’t be here today, Cause

They gave their lives.

Science experiment

June22

Viscosity liquids and water

Introduction:

 In term 2 2016 we did a chemistry unit for integrated, we were asked to do a science project my partner Indigo and I decided to do a viscosity liquid and water mix. keep reading to see how we did this experiment. We did this experiment using the 3 states of matter and e focused on liquid the most.

Aim:

To investigate if different levels of viscosity effect mixing with water.

Hypothesis/prediction:

 we predicted that the low viscosity will mix better because it is so thin. when we put the water in the beaker with the substances it will make it thin so the paddle pop stick will mix smooth and easy with the substances. The thickness may slow the mixing down as well.

Procedure:  Science experiment ⬅this is our link to our procedure

Observations:

We noticed after a couple of days after the experiment that when we mixed the honey and water and gave it a mix after a couple a days it became  a different viscosity level it was very thick but adding strong thin viscosity(water) it made the honey loose most of it’s viscosity. So now it is easy to stir because of it’s low viscosity.

With the toothpaste it was quite interesting because it has such a high viscosity it was quite hard to get it it into the beaker. The mixing was very tense probably the hardest because toothpaste and the highest viscosity levels out of all our substances. After a couple of days the toothpaste went purple.

The maple syrup was the easiest to mix because it was thin and had the lowest viscosity level. With the water mixed into it it was more like water but when we mixed it it didn’t mix as well water does.

Chocolate syrup was hard to mix. Because same with the honey it was hard to mix but chocolate syryp had a even thicker viscosity.

Discussion:

The honey changed it’s viscosity level from thick to thin with the water the chocolate  syrup gained foam. But the toothpaste was the biggest and most positive change.

Our experiment was simple. Find out if the viscosity of a liquid effects mixing
with water! SIMPLE! It turned out the way we wanted it. Well… it turned out
the way we didn’t expect but it didn’t effect with our experiment. The
toothpaste turned white! WOW! Amazing! No, I’m kidding. The real
surprise…ready? It. Turned. PURPLE! We did not see that coming.

Conclusion: 

Our experiment was effective because our experiment went exactly as predicted. It mixed with the purple. -Read the observation for more information

Maybe next time we could keep one liquid -like the honey- and change the water to something different. Like vinegar.Or change how much there is in the beaker. We could also investigate what is in water that made all the substances mix easier and if we changed the substances so it wasn’t viscosity levels but how squishy or malleability it is or maybe how transparent  something is.

Other:

Here are some pics when we were doing our experiment.

WIN_20160617_092855 WIN_20160617_092848 (2)

here our are substances:

choclate syryp            honey         maple syryp               t paste

Choc Syrup                 honey                     Maple syrup                 toothpaste

LINKS

our   glossary

This link is to my partners blog,  Indigo                              indigo2014.global2.

This link is to the standards of our experiment                 learning goal standards

Prepared speech reflection

June14

Prepared speech reflection:

I did a prepared speech on what are some Properties that all food must have I had difficulties through this and achievements. This my reflection on how I thought I went when I was preparing and did my prepared speech.

this is my prepared speech Click here

The difficulties I faced when I was preparing for I was…

When I prepared my speech I started my writing it up by a word document then I remembered I had to do cue cards I had to change it a bit and give more examples for ex: I had to make it more flowing put firstly, furthermore, Lastly and  in conclusion bring props in. Then I could structure my writing I also had to add in things and change them like my best argument first. After practicing it all came together my memorising and adding bits of information, it was also hard to find what I was talking about and get the main bit which I thing I could have still improved on.

The strong points I achieved and stood out in my presentation was…

The feedback I got from the class was that I had a well-structured presentation. I also felt confident when I was getting ready to go up I felt nervous but after I finished my introduction I was really comfortable. The class thought it was structured, I knew where I was and I knew what I was talking about. The props made it easier for me to communicate with the audience.

I could have worked on these habits to get a higher result next time      

I could have went into the question a bit more for example I Focused a lot on the nutritional information table and I could have gave the basics of the nutritional information when I could have focused in other areas such as other properties. I also could have connected back to the 3 states of matter. I think I could had smaller cue cards.

I could use these speaking and listening skills in other subjects

To communicate the class discussions and put input into it and ask questions. Also when I have to do a report on something I would have had this practice and I would know what to do and how to handle it. Also to break some of my habits.

 

 

prepared speech

June5

 

Hello 5/6B today I will be talking to you about what are some properties that all food must have?

 

The 3 main areas I will talk to you are all about the nutritional information table or N.I  because that is the place where you can find all the properties of food. First question I will be answering is, what is the Nutritional information table the next thing I will explain is what are the most common things you will find on the Nutritional information table, and last of all why the nutritional information table is always on the back of food packages not the front.

 

FIRSTLY,

You can find food properties on all manmade foods

(Show and explain the food nutritional information table.)

This is the place where you would find all the properties of food and it is called the nutritional information table and I will tell you what the nutritional information table is also called as N.I

The Ingredients must be listed in descending order of weight including added water, and if an ingredient, is less than 5% of one serving it does not have to be listed. Additive or allergen must be listed no matter how small of an amount it is. Sometimes composite ingredients can be added to the N.I list for example chocolate instead of cocoa, cocoa butter and sugar in a choc chip ice-cream. You need food properties on the N.I list on every food package so you can make a good healthy choice about your food, to make sure about allergies and good needs in your life.

 

 

FURTHER MORE,

The food properties must have are additive or allergen which you heard about before. They also need.

 

  • Energy
  • Saturates
  • Carbohydrate
  • Sugars
  • Fibre
  • Protein
  • Salt
  • Fat
  • Sometimes Sodium, Calories, Individual Needs, Daily Values (DA), nutrients.

Normally shows in percentage except if it is in grams or another unit. It normally shows the average per serving and the average of 100g

 

LASTLY,

Why is the nutritional information table listed on the back? Most companies DO NOT  list it on the front because of their advertising (explain a bit more about the shops and how they advertise on the front not the back show props)

Tell why fruit, vegetables and manmade stuff don’t have the nutritional information table.

 

 

In conclusion the list  shows all the properties of food and it is called the (ask students to tell me )or the N.I table and  it is placed on the back it  has variety of nutrition facts and was introduced in 2003 as a law and is still used to day so make sure you use it for your special needs, allergies and good choices for life so when you pick up your next food package that is manmade look at the nutritional information table and make sure it is the right food for you but remember to throw the wrapper out for nude food purposes.

 

 

Bibliography

https://www.betterhealth.vic.gov.au/health/healthyliving/food-labels

 

 

 

 

 

 

 

 

 

 

Learning goals reflection

May23

My semester 2 goals

In Literacy I would like to learn how to structure a narrative efficiently and neat. To achieve this I will do more little narratives and work to a bigger better and stronger. Read more novels so I can see how authors structure there narratives. I want to learn in maths how to understand and use more maths vocab such as volume capacity mass and weight, to do this I will research more and discover new words. At home I would like to have more of I time table and take more responsibilities.

This is my reflection on how I accomplished my semester 1 goals

I learnt how to be more organised by having an organised diary and knowing what I’m doing everyday. I have taken on extra responsibilities around the house but know I need to do more. I’ve gotten more efficient when I learn and how to make my learning fun, efficient and easier. I have gotten better at focusing because I have tried 110% in class and home and other activities. Using computers more often has made me develop many technical skills and I will use them more and more to keep practicing.

This is my Semester 1 goals…

WANT TO LEARN

I want to learn how to be more organised.

To do that I will have to have timetable and be and know what I need to do at what time so I will be a bit more organised it will also help me to take more responsibilities and schedule myself for future life!

HOW I LEARN AND BEHAVE

Being more efficient and getting on with the work.

To do that I will stay focused at school and home and do the work without getting distracted.

THIS YEAR I WOULD LIKE TO LEARN

Computers and use them more often.

 

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