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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

The RIGHT (Correct) Angle

Tēnā Koe, Reader!

Recently in maths, the year 8 has been focusing about the fascinating world of angles! We’re moving beyond simple measurements to truly understand their–the angles–properties and how to describe them accurately. The key to our success has been mastering the three-letter notation, like ∠ABC, which has allowed us to comprehend communicate our geometric findings. That brings me to my question.. what are you learning about in Maths? I’d be intrigued to know if I’ve learnt about something similar or not!

What’s The Deal With ∠ABC?

It all comes down to being super clear. See, when you write ∠ABC, you’re telling everyone exactly which angle you mean. The letter in the middle, B, is the pointy bit of the angle—what we call the vertex. The two letters on the ends, A and C, just show you the two lines that make the angle. It’s a great way to avoid confusion when you’ve got a bunch of lines all crossing each other.

With this new way of talking about angles, we, the Year 8’s, have become experts at spotting all the different kinds! Like:
  • Acute angles: These are the “sharp” ones, less than 90°.
  • Obtuse angles: Think of these as the “wide” angles, bigger than 90°.
  • Right angles: The classic 90° corner. Now they know to look for that little square box to spot them (like the corner of a picture frame).
  • Reflex angles: These are the big angles, the ones that are more than 180°.

Vocab Wall

During class, the students learned some new words that are great shortcuts for describing different types of angles. For example, the word “supplementary” is a quick way to talk about two angles that add up to a straight line (180 degrees)! Instead of talking about the angles that add up to or into a straight angle. Another word I’ve learnt whilst studying was complementary! ”Complementary” ANGLES are a pair of angles that sum up to a right angle (90°). They can be visualized as two pieces that fit together to form a perfect L-shaped corner.
Alternate and corresponding angles
When two parallel lines are crossed by a transversal line, the relationships between alternate and corresponding angles become apparent.
For alternate angles, I ideally think that the key word is “opposite.”. They are on opposite sides of the transversal line that crosses through two parallel lines. When the lines are parallel, these angles are always equal to each other.
In regular life, “corresponding” means something that matches up with something else. Think of two houses that are built exactly the same on a street. The window on the top-left of one house corresponds to the window on the top-left of the other. That’s the best way I could visually explain the word.
So our two other new words I’ve learnt were:
  1. Alternate Angles &
  2. Corresponding Angles.

What we’ve learned isn’t just for tests. We see angles everywhere. The right angle of a building, the acute angle of a roof, or all the different angles in a cool drawing. It’s awesome to see people using this stuff to describe the world around them. I think my understanding is great because I understood most of what I was tasked to do. We did a great job, and it’s been fun seeing us get so into it!

Thanks for reading! Comment your thoughts on this post down below
– For the original blog – Please check out Trinity’s blog

Sir Edmund Hillary – The Man Who Conquered Everest and Won Hearts

Kia Ora Reader how is your day going? Join me on an adventure to get to know our namesake, Sir Ed.

Sir Edmund Hillary

Sir Edmund Hillary wasn’t just the first man to climb the tallest mountain in the world, he was a real New Zealand hero. He was brave but also humble and kind. In 1953, with his climbing partner Tenzing Norgay, he reached the top of Mount Everest. Lots of people thought it couldn’t be done, but he showed it was possible.

But the best thing about him wasn’t just climbing Everest. After that, he used his time to help people in Nepal. He helped build schools, hospitals, and even bridges so their lives could be better. He didn’t care about being famous, he cared about making a difference.

That’s why people remember him as more than a climber. He showed that Kiwis can be tough and determined, but also caring and helpful to others.

Video of life story  Everest’s First SIR EDMUND HILLARY · BIOGRAPHY 

Music Sir Edmund Hillary song

These are the links from my Sir Edmund Hillary DLO.

  • Bella-Rayne – For the original blog: Link

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