Category: Hanga | Create

Integrity as a Means to be Honest

Kia ora Readers,

WALT understand and show what INTEGRITY is

During Kiwi Can, we learned about New Zealand and some fun facts about our own country and, more importantly, ANZAC Day. We learned that when the soldiers flew in to Gallipoli, they only saw the fields of red poppies. When some of the soldiers died, they died in the field of poppies, and therefore, they were the last thing they saw. Red poppies have become the symbol associated with ANZAC Day. The poppies, to us, are a symbol of respect, honour and, to some degree, peace.

Following this session, we learned about what integrity is. Integrity is working with others, doing the right thing even when no one else is looking. This means showing respect, being honest, taking responsibility and owning our behaviour and mistakes.

We know we are using integrity when we get rewarded, when you’re happy and safe, when your heart feels good, when you gain trust, when people compliment you and when you feel like it is right.

The activity we enjoyed was ‘3 Sport’. We had to make a position in a sport that was given to us. Our choices were karate, basketball and waka ama. Our caller had to turn and close his eyes, then call out a sport. If we were in the position of that sport, we were out. Many of us tried to win and use our strategies. At the end of game 1, Haji won! We were all really happy and clapped loudly.

After learning our catchphrase, we got to know a bit more about integrity and what that looks like. Here, our Kaihāpai also said, “Integrity is easier said than done. ” Integrity is important because it is when Whaea Lorraine tests us, and she hopes we have learned enough to do tasks without her. Sometimes we are successful and sometimes we are not.

Our feedback during Kiwi Can came from Ruth this week, which was, ‘We enjoyed learning about integrity and how to show it.’ As Room 9’s kaiako, I think they are coming to terms with what this looks like. I enjoy watching their struggles, but I also enjoy watching their successes in overcoming peer pressure more. Ngā mihi,  Whaea Lorraine and Hillary Writers.

The Butter Churner: A Simple Tool with a Big Story

WALT write an engaging story about an object explaining what it is, how it works and where we would use it.

Introduction
Have you ever wondered how people made butter before supermarkets existed? A butter churner is a tool that people used long ago to turn cream into butter. It might look simple, but it played an important role in everyday life, especially for families living on farms.

Information
A butter churner is a container, often made of wood, with a stick or handle used to mix cream. Inside, the cream is churned (mixed or shaken) until it changes into butter. This happens because the fat in the cream sticks together and separates from the liquid, which is called buttermilk.

You would usually find a butter churner in a farmhouse kitchen or a dairy shed. In the past, families didn’t have shops nearby, so they had to make their own food. Butter was used every day, so churning was a regular job.

To use a butter churner, you pour cream inside and then move the handle up and down or turn a crank. This process takes time and effort. After a while, the cream thickens, turns into butter, and separates from the liquid. The butter is then taken out and used for cooking or spreading on bread.

Conclusion
Butter churners were important tools in the past. This is because they helped families make their own food using simple materials and hard work. For example, farmers relied on butter churners every day to produce fresh butter for meals, showing how essential this tool was in their daily lives.

Solving Algorithms using Vertical Algorithms

WALT explain how to add 5 digit numbers using vertical algorithms.

Task Description: This week I have been focused on using algorithms to solve equations including larger numbers. The algorithm I have been using is the vertical method. I have been using this method in unit 2 topic 2 in my maths textbook. I did addition and subtraction for this algorithm. This has been a good refresh for me brain to get a head of the basics in mathematics. When I get to maths I have to make up a 5 digit number and add it with another person’s 5 digit number for a short warm up. – Niah

Evening Sunset – ANZAC

This week, Aina set us an ANZAC artwork challenge using Google Drawings. The task was a little different from usual because instead of being shown how to create the artwork step-by-step, we were first shown a finished image. Our job was to carefully look at it, figure out what tools and techniques had been used, and then recreate our own version.

To begin, we studied the image closely and tried to break it down into parts. We thought about what shapes, colours, and layers were used and how they were put together. From there, we started experimenting in Google Drawings, using shapes, gradients, and images to build my artwork. We focused on creating a strong ANZAC theme, making sure to include meaningful elements that represent remembrance, such as silhouettes, colours, and symbols.

One of the biggest challenges was figuring out exactly how the original image had been made. Because we weren’t given instructions, it required a lot of problem-solving and trial and error. Sometimes things didn’t look right the first time, so we had to adjust sizes, colours, and layering to get the effect we wanted. Another challenge was learning how to use some of the tools properly, like gradients and transparency, to make the artwork look more polished. – Jess

As the Grumble Explodes … A Combined Effort to Remember

WALT follow instructions to bake ANZAC biscuits with a difference. By following instructions, we will be able to describe our experience. Read along to embrace how we felt.

Interestingly enough, we made our biscuits in plastic bags! Have you ever made biscuits in plastic bags before?

Our feelings were mixed with thrills, enthusiasm and flour. We chittered and chattered as we tossed the dry ingredients into our crinkling zip-lock baking vessels, otherwise known as our zip-lock bags. In went our oats, followed by the desiccated coconut and our sugar. The hum of the microwave echoed in the background as our excitement oozed around our tables. What was this? What had we got in our bags? The pinging sound rang out as our olfactory senses told us our blend of yumminess was ready for us to explore.

Like a waterfall swooshing downward, the combination of butter and golden syrup flowed into our dry ingredients. Clickety, clackety went the zip lock on the baking vessel. Squelch went the ingredients as the mixing of the dough began. The sticky mixture oozed with buttery syrup as the ingredients intertwined, forming one smooth dough. The chatter of anticipation overflowed throughout the kitchen as we prepared our dough for the next procedure.

Then we cautiously separated the dough with slick precision as we jumped with excitement. Not long after, we shaped the portions of dough and gently slid the biscuit shape onto the metal tray like soft snow in winter. Then we flicked the oven on as it roared with force. The heat engulfed our dough, slowly cooking it to absolute perfection. We then waited for what felt like an eternity. Our backs hunched against our chairs as we groaned with boredom. After the longest 10 minutes of our lives, the sweet caramelised aroma filled the air.

As we pulled the tray from the blazing oven, the biscuits were the only thing on our minds. We stepped closer to see the biscuits; the hot sensation gathered around our faces like a warm mini hug. We greedily gathered our creations, eager to consume them immediately. We then wrapped the sweet treat in a makeshift vessel made of tin foil. Once we were seated, we immediately engulfed the sweet biscuits we had made ourselves.

Proud smiles spread across our faces as we devoured the warm biscuits we had created ourselves, silencing our grumbling volcanoes into their dormant slumber.

  • Collaborated as a class – Nifty Navigators

Reading as a Means to Build Confidence

WALT: Write a piece of writing to describe what reading means to us.

I used to think reading was just something teachers made us do. Sit down, be quiet, and turn the page. It didn’t feel like it had anything to do with me until one book changed that.

I remember picking up a story about a kid who felt like they didn’t quite fit in. They were nervous speaking in class, always second guessing themselves. Honestly, it felt like reading about my own life. But as the story went on, that character started trying new things, even when they were scared. They messed up sometimes, but they kept going.

Somehow, that stuck with me. It took me back to the bullies, who pulled my long braids, and those who called me names, but reading took me away from all of that outside noise. Here was my turning point.

After that, reading didn’t feel like a chore anymore. It felt like a place where I could learn things without anyone watching me or judging me. Every time I understood a tricky word or finished a chapter, I felt a little bit prouder. Like, “Hey, I can actually do this.”

And then something weird happened; I started putting my hand up in class more. Not all the time, but more than before. I wasn’t as scared of getting things wrong, because in books, characters get things wrong all the time and still turn out okay.

Reading didn’t suddenly make me super confident overnight. But it helped, bit by bit. It gave me ideas, words, and courage I didn’t have before.

Now I think reading isn’t just about stories. It’s kind of like practice for real life, but helping you believe in yourself, one page at a time. – Whaea Lorraine

Ngā Kupu

WALT: write sentences in te reo Māori using words from our Scattergories lists using ‘Kei te’ as a tense marker. 

R: Letter    Catergories: Ingoa, kai, kararehe, waahi, and kaakahu

Kei te haere a Rangi ki Rangiriri mā runga rakiraki.

Rangi is going to Rangiriri on the duck.

Kei te rere a Roimata ki Raanana mā runga raapeti.

Roimata is flying to London on a rabbit.

Kei te oma a Ruihi ki Ruuhia ki te kai o ngaa riiwai. Kei te hooroi riihi a Riiwa  kei Rotorua i taana ruuruhi.

Ruihi is running to Russia to eat potatoes. Riiwa is washing dishes at Rotorua with her grandmother.

Students were able to pick up the words well, but using a tense marker to build sentences was tricky at the best of times. We were able to workshop through those and use the examples that were written on the board. 

The next step will be to build on ‘Kei te’ as a present tense marker. The part I enjoy more is seeing students discover new skills and showing other people a better way to present ideas. Creating spaces for students to practise sentences orally will only build habit, repetition and confidence in speaking Te Reo Māori. – Whaea Lorraine

Engineering in Term 3

Kia ora, my name is TJ

Transporting Water

This week we got to learn more about engineering. We learnt about transporting water, and we also had to design and make an island that could survive tsunamis and rising sea levels.

For the first activity, we had two buckets. One had water and the other one didn’t. The empty bucket had a hole in it. The point of the activity was to take water to the cone and back to our team. First we got told what to do in the hall, then we chose our teams and took off our shoes, socks, and jackets. Then we went outside and lined up.

When the game started, me and my team picked up the bucket and ran to the cone and back. When we poured the water into the empty bucket, some of it came out from the hole, so one of us put a finger on the hole. We did that a couple of times, then a teammate told us the instructor said we only had to touch the bucket once and then one person could run. So we changed our plan. Everyone touched the bucket once, then one person ran.

After the round, the instructor checked how much water was left in each bucket. The team with the most water got an advantage for the next rounds. We did a few rounds, and I don’t know who had the most water, but that team won.

Safe Island

The next activity was to make an island that could survive tsunamis and rising sea levels. My team wanted to make a floating island. We used clay, Popsicle sticks, paper straws, and a piece of blue paper for the bottom.

For the island, we put Popsicle sticks on clay and broke some into smaller pieces to make houses and buildings. We made seawalls too, to protect from tsunamis. We used paper straws as chains to stop the island from drifting away. The chains were long enough so the island could rise when sea levels went up, but short enough so it didn’t float away.

We also made different buildings. Small sticks for houses, bigger sticks for taller buildings, and the tallest stick for a laboratory. The lab is for figuring out how to make the island better. There’s a control room for the rulers of the island. In the control room, there’s a security panel and two buttons. Both buttons have to be pressed by two people to release the chains if the sea gets too high.

  • TJ – original post link

Navigating the Shimmering Waters of Whanganui

Kia ora,

We have navigated our way through the shimmering waters of Whanganui. Exploring the dusty hue upon the West Coast of the North Island, where we came across the monstrous buildings of Rutherford Junior College.

We have found the whēnua of our Tuhi Mai Tuhi Atu whānau, Mātāmua. We are exploring what we have found in and around their school and what we notice. Come and explore more!

We noticed that Rutherford Junior College is right next to another campus called “Arahunga School”. Here’s our photo to help you learn more.

Click on the image to hear my audio.

We noticed they have a large field and 4 tennis courts. There are a lot of houses around it, and they have a car park and trees on the boundary. Here in Papakura, we have a marae only 500 m down the road where they hold community dinners and courses, and they have a medical centre for our community to go to.

We saw that there is a large river in Whanganui, and we have Koiwi Creek, which runs out to Paahurehure Inlet.

Our school is small, but their school looks big. We have several schools here in Papakura.

We look forward to learning more about our buddies.

Ngā mihi.

He Hononga Kupu: Mapping Our Tuhi Mai, Tuhi Atu Journey

This term we are navigating the journey of ‘Tuhi Mai, Tuhi Atu,’ where we are commenting on the blogs of students from schools around the country. We endeavour to learn more about the schools and their communities to see what connections we can make.

Take a look at our ‘Google Earth’ voyage as we learn more about each school:

  • We dock in to the wharf and tie off the mooring of  St Max at St Joseph School, Levin
  • Navigating back under our own power of Mātāmua at Rutherford Junior College, Whanganui

What an exciting voyage we are on! Keep up to date with our journey as we learn more about our ‘Blogging Buddies.’

Click Google Earth to explore each of the schools’ grounds and the surrounding area.

Links to our Tuhi Mai, Tuhi Atu team

(A) St Max -St Joseph School (Levin)

(B) Room 9 -Edmund Hillary School

(C) Mātāmua-Rutherford Junior College (Whanganui)