My Student-Led Conference

Deer fact file

WALT identify and understand main ideas.

Fallow deer Fact File

• Males are called bucks, females are called does and young are called fawns.

• Males are typically 140-160 cm long and 85-95 cm high at the shoulder. They usually weigh 60-100 kgs.

• Does are usually 130-150 cm long and 75-85 cm tall at the shoulder and weigh around 30-50 kgs.

• When fawns are born in spring they are about 30 cm tall and weigh around 4.5 kgs.

• The life span of fallow deer is 12-16 years provided they aren’t hunted or don’t die in other ways.

• The most common coat colour is chestnut, a chestnut coloured coat with white mottles that are much more pronounced in summer and do not show up in winter. The coat is also darker during winter. There is a lighter area around the the tail and the tail is light with a black stripe through the centre.

• Another coat colour is menil. On a deer that is menil the spots show a more and are clearly visible all year round. There are no black markings on the tail and the the coat darkens in winter. This colour is more common in wild New Zealand herds than any other herds in the world.

• Black: Coat colour is black all year, shading to a greyish brown. No white tail markings or spots.

• Leucistic. (White but not albino) Fawns are cream- coloured, adults grow to be pure white, especially in winter.

• Only bucks have antlers, during the first two years they are single spikes and from three years onward they are shovel shaped.

• Fallow deer are grazing animals, their preferred habitat is mixed woodland or open grassland.

• They are agile and fast in case of danger.

• They can run at speed of up to 48 mph.

• Fallow deer can jump 1.75 metres high and 5 metres long.

Orana park

Animal communities

Lions

A group of lions is called a pride. The females hunt and the males protect their territory. When they make a hunt the dominant male eats first, then the other males, then the females and finally the cubs. An average pride has 4-20 females with cubs and 2-4 males.

Meerkats

A family of meerkats is called a colony. They all hunt and forage and share the babysitting of the dominant females pups. There is a dominant female and male and all the other members are extended family. Only the lead female is allowed to have pups and if another female has them she could kill the other female's pups.

Narrative Writing

THE LAB ACCIDENT

Dr Warack Brown hurried through the musty corridors to the test lab. He donned his lab coat and strode between his many experiments over to the huge, unremarkable looking, fabric covered object in the far left corner. He pulled the moth eaten material off and stood looking at it. No matter how many times he saw it he would still be spellbound by the peculiar robot. It's coding was so complex that, even to him, it's sole creator, it seemed to have a mind of it's own. Okay, he thought, admittedly most of his other experiments had been for fun, for family and friends, even for personal gain. But this one was different. This one would change the doomed fate of the world and just happen to make him rich in the process-all in all it was a quite profitable venture. Mentally shaking himself he flicked the on switch and left the bot to warm up.

Elsewhere in the city a dirty and bedraggled boy wandered down the dim, and rather menacing alleyways that haunted the slums of the city. Nearing a corner he paused, before boldly stepping out from the safety of the wall. It was a mistake. Shouting, people ran at him, calling for their partners to loop around and trap him. He fled, rounded a corner, sprinted on. Suddenly he noticed a door in the solid looking brick wall. He could hear his pursuers nearing him. Quickly, he flung open the door, rushed inside and closed it. Breathlessly he waited, cowering  back from the dusty door. After what seemed like forever the pounding footsteps passed, and the danger was over, at least for now. The boy started to wander down the musty corridor. After passing many locked doors the boy finally reached the end of the corridor.

Ahead was, at last, light. And not just ordinary yellow or white lighting, in fact, there were many multicoloured, flashing bright lights. As the boy ambled onwards he was so taken up in  this marvellous display of lights that he didn’t notice the robot until it was almost upon him. Beeping and clanking the robot started chasing him around the room leaving a path of destruction in his wake. As soon as he sheltered behind an object the robot would wreck it and chase him on.

In his mad rush for survival the boy didn’t notice Dr Warack and his meeting attendees entering the room.  But the robot certainly did. Screaming, they scattered, and in the confusion none of them noticed the boy dart behind a clump of spare parts. Thinking quickly the boy remembered something he’d once seen in a magazine. Earlier he’d noticed a computer screen in a corner. If he could only make it to the monitor in time he might be able to recode the robot and shut it down! Finally with a plan in mind, he began to make his way to the computer. 

When he finally reached the computer he was out of breath and sensed the men soon would be too. He wiggled the mouse, opened the home screen and selected the link captioned “Robot code.” Quickly he selected edit and started typing furiously. He was beginning to feel the grasp of panic set in.

Finally he was done. He turned to watch as the robot slowed, before coming to a screeching halt. Dusting themselves off the disheveled men tried to regain their composure before making their way around the slumped robot towards the slight boy in overlarge trousers. 

“Nice work, kid”, one commented, and before long the air was full of the men clamoring their approval. Standing a little way back from the group was Dr Warack Brown. 

”Good job boy,how about you stay and work with me, I could use a skilled hand,” he said reluctantly, holding out his hand. 

“Um, sure, I’d love to”, said the boy, “but I’d still like to spend some time out in the streets.” 

The men fell silent as they shook.

By Alex

Te Reo Translations

WALT ask and answer simple questions about health problems.

He aha te mate?

What's the matter?

Kua mamae taku upoko.

My head is painful.

Kua maru taku kanohi.

My face is bruised.

Kia mamae taku puku.

My stomach is sore.

Kua mamae taku ringaringa. 

My hand is sore.

Kua mamae taku niho.

My tooth is sore

Aroha ana! 

Oh dear!

Adding Fractions

Make the numbers equlivant.

Add them together.

Make the fraction proper.

The answer:

My goals for Term 4

Reading

WALT understand the effects of language features in comtemporary texts.

Writing

WALT spell everyday (difficult) words accurately in our writing.

Maths

I can recall the lowest common multiples of numbers to ten.

Technology Challenge

TECHNOLOGY UNIT PLANNER

Project Title: Move It!      Group Members: _________________________________________________________________  

Group Roles:   Designer _Alex_____________    Prototype Builder ___Tracy____________    Google Docs Guru  ____Both___________

DESCRIPTION OF CONTEXT:  Investigating ways of transferring energy to cause movement in vehicles
BRIEF: Kite Lift Scenario A group were stranded in a building during a flood. Their building was beginning to break up and they urgently needed to be able to reach the nearest building about 20m away, which was more secure. Although the water was deep and fast between the buildings they would be able to be pulled one at a time across to the safe building with a strong rope (and the rope pulled back by a cord for the next person). People in the other building had plenty of strong rope but there was no way to get it across. It had stopped raining and a moderate wind was blowing towards the safe building. On looking through their building all they could find was a considerable quantity of thin but strong cord, some thin bamboo sticks, paper, plastic sheet and sticky tape. Task To make a kite which will be able to be flown over a spot 20m away and either land on it, drop a string as near to the spot as possible, or fly so low as to be within reach or dangle a string within reach (e.g. 2m altitude) of someone standing on the spot.       Assessment – SOLO Rubric  (see below)
Prior Knowledge needed: How are forces used in the real world to create this type of movement? (provide examples and/or drawings from what you Flight,lift,thrust, Wide surface area, light but strong.
Resources required: Date completed _________ Tape Plastic sheets Straws Skewers String Short sticks Blue tack Stones	KEY FOCUS:      Follow the Technological Process Ask What is the goal? Why must we create this technology? Imagine What will the technology look like? What kind of research should we do? Plan How can we achieve the goal? Design your prototype Create Build a prototype(first design) and observe if problems occur. Improve Generate  solutions/fixes to the original prototype Evaluate how successful your design was.

Timetable for completion of tasks:

Date	Task	√ if deadline met
Friday 4 September	Choose your group and your challenge.  Add group names to google doc.	√
Tuesday 8 September	On google doc add brief and details in Prior Knowledge section. Resources are organised, add list to google doc.	√
Wednesday 9 September	Plan is drawn, labelled and photo of it added to this doc.	√
Tuesday 15 September	First prototype made and trialed.  Notes made on this doc.	√
Wednesday 16 September	Improvements made and tested. Notes made on this doc.  Photo of design added to this doc. SOLO Rubric completed.	√

Photo of the drawing of your design, include labels describing parts of your model and materials used.  Date Completed_10.9.15__________
Add a photo of your design:  Date completed______________
First Trial Notes Barely flies 5 metres.	Refinements Needed Fix string.	Date completed 10/9/15
Second Trial Notes	Refinements Needed	Date Completed
Final Trial Notes	How successful was our design?	Date Completed
How well did the members of our team work? You have $300 to award to the members of your team according to: the effort they put in to making your team work well the effort they put in to helping your challenge to be successful. Allocate the $300 amongst your team according to this criteria. Name $$ earned Reason 1.Alex $150 She remembered materials and design. 2.Tracy $150 She did well doing building and designing. 3.

Apply the technological design process to solve our technology challenge.

SOLO Functional Rubric

Apply the technological design process to solve our technology challenge. Effective Strategies to use: 1. Ask What is the goal? Why must we create this technology? 2. Imagine What will the technology look like? What kind of research should we do? 3. Plan How can we achieve the goal? Design your prototype 4. Create Build a prototype(first design) and observe if problems occur. 5. Improve Generate solutions/fixes to the original prototype Evaluate how successful your design was.	I need help to apply the technological design process to solve our technology challenge.	I can apply the technological design process to solve our technology challenge if I am prompted or directed.	I use several strategies to apply the technological design process to solve our technology challenge but I am not sure when and or why to use them. (trial and error – aware of strategies but not sure why or when to use them so makes mistakes)	I use several strategies to apply the technological design process to solve our technology challenge and I know when and why to use them. (strategic or purposeful use of strategies – knows why and when ).	I use several strategies to apply the technological design process to solve our technology challenge and I know when and why to use them. I act as a role model for others to help them apply the technological design process to solve our technology challenge I seek feedback on how to improve how I can apply the technological design process to solve our technology challenge.
Evaluation

Term 3 highlight

My highlight for term 3 is Cyclesafe.

We learnt how to navigate roundabouts, T intersections, X intersections and lots more.

Blog reflection- Novel reading

You've got guts, Kenny Melrose 

Shirley Corlett

WALT identify the themes in a novel

WAL about the authors purpose for writing.

The theme of the story is: they keep getting accused of stuff

Living in poverty

I think the author wrote the story because she wanted to tell about want it is like living like that and she wanted to entertain us.

An interesting part of the novel was when they found out that Smelly was a crook.

How to make a model hot air balloon

WALT write a procedure about how something works.

How to make a model hot air balloon

Model hot air balloons can be good fun to make and fly, however you need to be careful not to catch anything on fire.

Materials:

-light weight plastic bag

-4 straws

-fishing line or light thread

-light cardboard

-4 light candles

-tape

-scissors

-hole puncher (optional)

-a ruler

-a needle (optional)

1.Gather your materials.

2.Take four straws and connect them together into a frame by sticking  one end into another.

3.Using as little tape as possible attach the plastic bag to the frame. Try looping the edges of the bag around the frame and using a piece of tape on each side to secure the bag on the frame.

4.Make the candle holder. Cut the cardboard into a 5cm x 5cm square.

5.Cut/punch four holes about halfway from the centre.

6.Make sure the candles fit snugly in the holes. If needed, widen the holes so the candles fit.

7. If you have a needle, thread it with the thread you are planning on using. If not go to step eight.

8.If you don't have a needle, carefully make a small hole in each corner to put the thread through.

9.If you have a needle poke it through each corner and tie. Repeat steps 7-9 in each corner.

10.Make sure each thread is 30cm long.

11.Tie each thread to the balloon, one in each corner, so they are about the same length.

12.Check for tangles and make sure the knots are tight.

13.Double check everything.

14.Find a large, open space to fly your balloon.

15.Wait for a still day, dawn or dusk is best.

16.If you live in a town, or there is any fire danger where you live, it is best to attach a thin, light thread to your balloon before lighting it.

17.Light the candles, making sure the strings or balloon doesn't get burnt.

18.If it works, you can watch it float away. If not you may want to try making it lighter.

19.Pull it down if you tied it up.

20. If you didn't, make sure you find it again.

21.Have fun and improve it!

Te Reo Huarere

WALT to write Te Reo phrases about weather.

Sentences

WALT understand simple and compound sentences.

A simple sentence:  The bush rustled.  The bush rustled in the wind.

A compound sentence has two ideas (clauses) and is joined by a conjunction.

A compound sentence: The bush rustled in the wind and the squirrel ran away.

Conjunctions:

Joining words.

For

And

Nor

But

Or

Yet

So

FANBOYS 

Division Algorithms

This is some division algorithm problems.

Ballon powered vehicle

This is a poster about my groups ballon powered vehicle.

Multiplication and division

Algorithims 

WALT solve multiplicational algorithims. 

My maths group has been learning about multiplication and divison algorithims.This is an example:

 384x45=

First you multiple the 5.

Then you multiple the 4.(remember to add a 0 on the end)

Then you add them together.

The Cutty Sark

The Cutty Sark used to be a tea clipper ship. Here is some information about her:

Here is a photo of her.

Snails

We ate snails! First we went to a small snail farm to get some snails and see the other animals there. The animals were: goats, chickens, roosters, a pig, a dog, rabbits, guniea pigs, a wallabie and of course snails. The lady there harvests 200 000 snails a year.

The snails ready to eat.

Left:pastry shells. Right: Real shells.

I had one snail in a real shell. The snail inside had texture like cooked mushrooms and mostly tasted like garlic and butter.

The Natural History Museum

We went to the Natural History Museum. There were all kinds of fossils, rocks and information there.

Here are some photos of some fossils I saw.

A giant sloth

A stegosaurus 

How to operate a lock.

Locks work by opening and closing gates and pumping water in and out of the closed gates to float the boat up and down, like a lift. Locks are used to let boats go up and down canals or rivers, because if the river has a weir in it, the boat can't go up or down it without a lock.

 How to operate a lock:  Going up river.

 First, if the gate isn't open you need to open it. Get out of the boat and close the gates at the far end - you may need some help. Use a lock key to wind up the paddle in the pair of gates closest to the boat to let the water out; one will do but two is faster especially for a deep lock. When the water level in the lock is equal  to the water level around the boat wind the paddle/s back down. Once that is done you can open the gates, bring the boat in and tie her up from both ends. Next,close the gates and use the lock key to wind up the paddles and let the water back in. The ropes will loosen as you go up so you might want to have someone at each end tightening the ropes. Once the water level in the lock in equal with the water level in front, wind the paddles back down, open the gates ahead and sail the boat out.

When going downstream it is pretty much the reverse operation except for these few differences:        

-keep the boat clear of the sill mark.

-loosen off the ropes when going down so the boat doesn't hang from the side of the lock!

Canal boating

We went on a narrow boat. We stayed overnight for two nights. Below are some photos of Kipper, the narrow boat and locks. 

The narrow boat, Kipper.

Closing a lock gate.

  Kipper going into a lock.

Eagle heights

We went to Eagle heights. These are some photos of the birds and animals we saw.

This is a sea eagle.

This is a wildcat kitten.

England

On Sunday we left Christchurch at 11 o'clock. We arrived in Singapore at about a quarter to six, Singapore time. Here is a photo of New Zealand from above.

This is a photo of a carp at Singapore airport.

Buoyancy and gravity

WALT identify and explain where forces happen at our school.

Gravity: gravity is pulling the dice downwards towards the centre of Earth.

Buoyancy: The bean floats in the water because buoyancy is pushing it upwards against gravity.

 

Poetic Writing

This is some poetic writing.

Forces

How do gliders fly?

                       How do gliders fly?

Gliders are light, unpowered aircraft. They rely on thermals, wave lift and ridge lift to stay aloft. They also played a key part in the inventing of aircraft.

             Launching

To get in the air, there are four methods of launching. Aerotowing is one of the most common. It is where a tow plane is attached to the glider by a long rope. The tow plane takes off, pulling the glider with it. The plane takes the glider to the height and location the glider pilot requested and the glider pilot unhooks the rope.   

Another common method is the winch launch. Winch launching is where a ground based winch is mounted on a heavy vehicle. The winch quickly pulls in a 1000 - 2500 metre cable made of steel wire or synthetic fiber so the glider rises. When it has risen high enough the pilot undoes it and it sinks to the ground, supported by a parachute.

Auto tows are rarer these days. It needs a hard surface and a strong vehicle attached to the glider by a long cable. First, the driver takes up the slack, then accelerates hard, rapidly rising the glider to heights of about 400 metres.

Bungee launching is where the glider is launched from the top of a gentle hill into a strong wind using a "bungee".The gliders main wheel rests in a small concrete trough. The hook is attached to the middle of the bungee. Each  end is pulled by 3 or 4 people. One group runs slightly to the left and the other group runs to the right. Once there is enough tension in the bungee the glider is released and the glider gains just enough energy to leave the ground and fly away.

                                                  Flight

Gliders don't have engines so they have to generate lift and thrust another way. Once they've been launched they have to find a way to go up, or their flight won't last long. So, to generate lift glider pilots use thermals, ridge lift and wave lift. They circle around in the thermal, which lifts them up. For example if the glider is dropping 1 metre a second, but the air around it is rising at 2 metres a second, it's actually going up. When they reach the desired height they leave the thermal, and soar away. The first glider to enter the thermal chooses the direction, all the other gliders must go that way. To measure the performance of a glider you use its glide ratio. Glide ratios measure how far the aircraft can glide to the amount it drops. For example some modern gliders can have glide ratios better than 60:1 (60 miles gained, 1 mile dropped).

                                      History

Gliders were invented by Sir George Cayley in 1853 and the Wright brothers. The sport of gliding only emerged after WWI. Germany was, and still is one of the most successful places for gliding. So in the 1920s - 1930s while aviators and aircraft makers in the rest of the world were trying to improve powered aircraft, Germans were making and flying ever more efficient gliders. The first German competition was held in 1920. The record time was 2 minutes and a world record distance of 2 kilometres. Today, at last count there were over 111,000 active pilots, and around 32,920 gliders.

                                Conclusion

Gliders were one of the first successful aircraft forms. They have changed a lot since they were first flown. They are still widely used but usually for recreation and competition use.

                                            By Alex