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Showing posts with label Inquiry. Show all posts
Showing posts with label Inquiry. Show all posts

Sunday, 20 September 2015

Arts reflection

This term we have been learning about how arts to connect to the community. On Thursday the 17th of September 2015 we went into the middle of town to perform our class and individual acts.

I think my performances were great because I didn't make a mistake at all in any of them. My highlights were when I got through the song 'Stairway to heaven' by Led Zeppelin with two others singing and when I said the lines I needed to say in the class drama. My proudest moment was at the end when everything had been done without a mistake. 

At the end of the class drama I involved the audience by making eye contact and projecting my voice but also emphasising it. It is important to make eye contact because if we didn't then the audience would lose interest in our performance.  It is also important to project your voice and emphasise it because if you didn't project your voice no one would hear you. If you didn't emphasis your voice then it would have one tone and it wouldn't be pleasant.

I saw examples of māori values such as manaakitia, kotahitanga and whanaungatanga. I saw kotahitanga when Harry and Ben K danced and sang to 'Hall of fame' by S.C.R.I.P.T. and they invited everyone to come up and dance with them. I saw whanaungatanga when kids from different classes played with each other and started to make new friends. I also saw examples of manaakitia when people were letting other people do their individual acts, for example when the band had finished performing they let Harry, Ben K and I do our act in the break between performances.

At the end of our performance it seemed like the crowd had liked our performance because I could hear clapping and cheering and Mrs Bentall said "Sounding good guys." Also at the end of our class performance there was clapping and cheering till the end of the final ceremony.


Even though the arts term is ending I can still connect to my own life by performing for competition, performing for fun or even playing for family! And there are many other way to connect to the community but I can't name them.

Here is a link to my dance/play. I am in the corner with the mike.
http://youtu.be/EJ7pmNnV6tA

Wednesday, 22 July 2015

Nature of science reflection

This term I showed many qualities of a good scientist. 
I used evidence by using a clarity tube to test the turbidity of the water and when I used an in stream and riparian habitat survey also when we tested the water temperature and checked for erosion. I was also curious when I was identifying invertebrates and when I was wondering why invertebrates hated warm water. I made careful observations when I identified invertebrates and when I was rating the habitat. I was making decisions when I made a Gantt chart and when I was deciding whose opinion was best also when I was deciding what action to take. My inquiry project was to write a letter to the council saying that we could replant a waterway (Mine was Dudley creek) with native plants so that most of the invertebrates return.


This my project Gantt chart and it shows what what we need to do in order and the time we think we are going to do it in and the time it took to do it.






These are my struggleometers and they show what strategies I have used, what I have used them for and what level I'm on.


These are the strategies that I have used to help with my learning.


This is my insect drawing and I had to do five drafts before I could start my big copy!

Monday, 20 July 2015

Maori ritual reflection

This year I have been learning about Maori ritual and it's importance. At the start of the year I felt I was at unistructural, which means I understood and enjoyed one part of Maori ritual if I was prompted or directed. Now I feel like my learning is at relational which means that I understand and enjoy in all parts of Maori ritual and I know when and why to use them. After we have had a school trip to Willowbank and experienced a powhiri and even held a mihi whakatau in our hall I have learned so much more about Maori ritual over that time. It has been important to me because if I was to attend to a marāe then I could do what is required and I wouldn't be embarrassed. I need to seek more feedback and maybe teach other people.
Here is some audio links to our performances and explanations of our
learning:
https://soundcloud.com/waimairisounds/poraporaki
https://soundcloud.com/waimairisounds/mihi-whakatau-for-ht-blogs

Wednesday, 24 June 2015

healthy waterway report scott winefield

christchurch waterways
There are many types of waterways in Christchurch. Some are made by nature such as rivers, melting snow, springs, tributaries, wildlife habitats, wetlands, estuaries and hill waterways.  Some waterways are artificial like piped systems, surface runoffs, stormwater systems, artificial drains, retention basins and water races. Also there are things to do with water that aren't waterways like recreation and structures are two artificial ones and surface and groundwater soakage is one produced by nature.


Here are some I can connect: Wetlands are connected to retention basins because people take out the absorbent plants and build houses so we need retention basins to hold water that might overflow into drains when flooded. Drains connect to disease because chch is a flat lying area so it can't drain properly.  So when the Maori population increased it caused epidemics of diseases. People are doing their best to make Christchurch flow better, for example turning boarded up drains into beautiful streams that hold lots of invertebrates! Why can't more people change boarded up drains into beautiful river habitats?


Aquifers connect to rivers because the rain falls from the sky and ends up in the aquifers and then they push up and end up in rivers.  Some rivers are made by springs. Others are made by rain. Stormwater is also connected to rivers because some of the rainwater ends up in the stormwater system and flows straight to the rivers so I would think twice about throwing litter in a drain.


Ecosystems
The river ecosystem holds different creatures that rely on different habitats and food to survive. The Canterbury mudfish depends on sediment because if sediment was not there then the mudfish would have nowhere to burrow into in droughts. The Common Bully relies on mudfish because the mudfish is an umbrella species which means it protects other species. The Common Bully survives on mayfly larvae because mayfly larvae is a favourite food and if mayfly larvae and other larvae disappeared then it would only eat crustaceans. Mayfly larvae depend on the water temperature being ideally fiveteen degrees Celsius and below or otherwise the water has little oxygen and it will die.

The water temperature has a connection with sediment because if there is a lot of sediment in the river it makes the river look dark and dark colours absorb heat faster than light colours so the river becomes warmer. Sediment connects with vegetation because the plants on the edge filter the sediment and nutrients into the river. The paradise duck depends on vegetation because it eats the plants and builds shelters and lays eggs on them.


Waterway health
There are lots of different indicators to show whether a waterway has a healthy or unhealthy ecosystem. In an unhealthy stream we would only find snails and worms. In a healthy ecosystem we would find more sensitive species like dobsonfly, stonefly, mayfly larvae, also dragon flies and much more, another indicator is the water temperature.

If the temperature is below twelve degrees Celsius then the macro invertebrates will have enough oxygen to move and breathe comfortably, but when the temperature is higher than fifteen degrees Celsius then the macro invertebrates would use up more energy breathing and macro invertebrates can't move far so most die in hot water temperatures.

The algae should be a thin film so it gives just enough nutrients to feed the macro invertebrates but if the algae is a thick spongy stringy layer and it gives off too many nutrients, it uses a lot of oxygen so the macro invertebrates can't breathe and it is sometimes even toxic.

The riparian zone should be made of a mixture of small and tall trees so it holds the bank together and filters sediment and it should have nine or more meters of trees going out but if the riparian zone was just grass or nothing at all and. One to three meters then it would crumble and the water would look dirty. If the waterway was healthy then there would be no sediment and just pebbles and stones and the water would be clear, if it is unhealthy then it would be loaded with sediment and it gets in fishes gills and it looks polluted.

Testing our streams
Our class visited some local waterways such as streams, creeks, lakes and  stormwater drains. We evaluated the health of the waterways by using an invertebrate survey, an in-stream and riparian habitat survey, a clarity tube, trays and an eye dropper. First we used the dropper to suck up the invertebrates then we put them into trays and then used the invertebrate survey to assess what species and how many specimens there were, next the
instructor filled a clarity tube with water from the stream and some people looked through and said it got blurry right near the end. After that we got into groups of three or more and we walked upstream filling in the in-stream and riparian habitat survey and at the end the score for the river for our group was a 'good' rating with a mark of 40 out of 56, when we got back the instructor had filled the clarity tube with water from the downstream end and this time it was a bit more murky and the same people tried it and couldn't even see 1/3 of the way to the other end!

Results
image-2.png
We visually tested Dudley creek in St James park and established that the ecosystem habitat was in 'good' quality but we found out that the stream flow was fair because it wasn't very wide and didn't have much water and it didn't have enough stones to provide rapids and riffles. But the erosion was good but needs improving because it has mostly grass down to the bank and about one fifth was flax and the rest was dirt but it seemed quite stable and there was quite a steep bank. The shade over the stream was very good, as most of the stream is shaded but where we tested and  in some other was a little bit bare, and the sediment on the stream bed is fair and needs improving because there are little visible stones and most of the bottom is sediment so there wouldn't be much of a chance of finding invertebrates.

Validity

The validity of this test is affected by the fact that everyone has a differing opinion on what they see.
In addition people see different waterways in different perspectives and sees something different every time or wherever they look.

Suggested changes
I propose that we take the following actions:
  • We tell people how important it is not to drop rubbish on the ground.
  • Plant more trees to both create more shade and prevent erosion.
  • Add more stones to create more rapids and riffles.
  • Also add more rocks to help invertebrates hide from predators.
  • Use native trees to plant because the native creatures are used to the environment.
We should do this because we want to sustain and protect the resources that come from the river for future generations. The Maori call this kaitiakitanga. We also want to sustain and protect the waterways for things like recreation, mahinga kai (food from nature) and make sure the waterways are a healthy environment.

Thursday, 14 May 2015

Human Activities on Water (charades)

We did charades to imitate the human activities good or bad on the waterways. We had to do things like fishing, water skiing and a whole lot of other things. I learnt that it was challenging to get into the shape that some of the ideas required. We had a slow start at first then we sped up so we got better and better. Next time we could do more work and less talk.
Here are our four charades...
https://www.youtube.com/watch?v=k4FfcDybx1U
https://www.youtube.com/watch?v=NlF3hrxY_hw
https://www.youtube.com/watch?v=f1QcN6KM7Kw
https://www.youtube.com/watch?v=a-W6gETayuQ

Tuesday, 4 November 2014

Centennial explanation

Have you ever wondered if the current school office building was the first building on our Waimairi School site?


I had access to old photos of the first Waimairi School building, built in 1914. It was an old black and white photo that had been collected in an old school photo album that was put together by Daph, our old school bursar.


Then I decided to make cards of the old school building, good enough to sell. I photocopied and enlarged a photo of the school building, traced the outline using the light from the window, the next step was the hardest - adding the detail and getting the angles right. I water-coloured the final result then I wrote my name onto the sketches of the building.  Next I printed them onto cardboard cards ready to sell.  In the future I wonder what the school will look like when it is rebuilt?


At the start when our teachers mentioned backstories my understanding was at pre structural and I had no idea what they meant. My understanding has changed a lot since the start: now I know exactly what a backstory is but I haven't been able to uncover any. A backstory is an historical event or a personal story. I learnt a heap of knowlege about drawing and sketching . If I didn't learn all of that then my card drawings wouldn't be as good a quality as my cards were. My turning point was when I had a first attempt at the drawing and printed them off on coloured paper but it was suggested that I could improve on the drawing. I was starting again for my second attempt, then I was feeling pretty confident about our project. I feel very proud of my project, it has reached a high standard and I feel there is nothing left to do, but next time I will try to be more organised and uncover a backstory. I also discovered that first attempts are not always the best and it is worth having a go at a second.

1914school.JPG

This is the whole of waimairi in 1914.

This is my uncover, connect, showcase rubric.


Finally the graph of learning of how I went from start to finish.