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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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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-

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

storm at camp

November27

Read the rest of this entry »

The teleporter machine

October13

Bever mever retriver

the ball hits the lever

swsish swang samp

down the ramp

moo mang montainer

down in the container

ting tang tist

pull up and twist

ling lang lube

into the tube

citch catch cedge

roll to the  wedge

sea shores

September3

we have been working on a progect on a biome (a biome is a land were living things live) then we chose our biome and did a progect on it and this is it. 

Sea shores are a fun rocky place that are located where the ocean meets the land .Look  in a rock pool  you’ll find shells and lots of interesting  things that are  miniature and part of the  biome. In this information report you will find out about the shores around southern Victoria

Climate–   In the shore it can be cold and hot depending on the weather around it .Victoria’s shores are usually cool

Plants–  There  are many different types of plants  in the shore some are  dangerous most live near the rock pools. There’s seaweed, seaweed is a plant in the sea

Animals–   Most animals live in the rock pool there are blue ringed octopus (Hapalochlaena) .  It is a dangerous octopus that lives in a rock pool, and snails are always surrounded by water.

Non- living thing– A rock is non-living   it has no feelings it surrounds near the water.

Interconnections– Crabs   need seaweed to eat . They also need shelter or a habitat in case of predators

 

 

 

 

 

 

 

Bibliography:

Rocky shores –Alison Balance

Guide to sea shores –Gould League

www.latin word translation .com

Google images- Map of the world

SOX



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