Thursday, 22 September 2016

Scientific investigation rubbish at school

SCIENTIFIC INVESTIGATION: RUBBISH AT SCHOOL

We read an article about a fleet of research waka which spent two years criss crossing the Pacific ocean, observing rubbish in the Pacific Ocean.   They noticed that if they found rubbish in the ocean, it usually meant they were getting close to land.  Because of this, we infer that most rubbish in the ocean comes from land. 


We wondered if the rubbish in our playground might have a similar trend.   We decided, before lunch on Wednesday last week, to go and find out. 

We split the school into 12 sections on a map.  Each section had a group of scientist (us!) to make observations and inferences.

We put a red dot on the map wherever we found a piece of rubbish and collected all the rubbish. 
After lunch we went back, and noted with a blue dot, any new rubbish found in our area.  We also collected this rubbish.   This is our map, showing where we found rubbish, both times. 

PHOTO OF OUR DOT MAP HERE 

We also classified the rubbish we found into types of rubbish and displayed this into this graph.  


Our observations and inferences: 
We found most of the rubbish stuck in the ditch and stuck and in the fences. 
Because people would drop their rubbish on the field and then the wind would blow it into the ditch and it would be stuck there      

The amount of rubbish is most common against walls building and fences because when it blows it gets stuck against areas as found in our data findings.

People usually find rubbish in the ditch, and I think I know why, it's because people throw rubbish on the field and the wind will blow it in the ditch. And there could be another way, when it just blows out of their pockets. 
 
Our data might not be correct because  there was so much that we had to put the dots over a little on the map and so they may not be in the exact place we found the rubbish.

We have learnt heaps of things from picking up the rubbish, we have learnt not to litter of course.  We can stop littering and then are environment would be a better place.  And we won't have any rubbish in the ocean, because sometimes the rubbish goes into a drain. Then it flows to the ocean. 


BUT WAIT, THERE’S MORE!

After we made these observations and inferences, we were left with questions as to why people in our school failed to put their rubbish in the bins! Why does so much end up back around the school after one break time? Maybe it is falling out of people's pockets? Perhaps it's the winds fault? Or maybe the students of Waimairi school are dropping it on purpose?

Since then, we have recorded how rubbish was dropped at morning tea and lunch. Basically, we spied on the school! We, as scientists, have completed an investigation into why rubbish is ending up on the ground. On Thursday the 18th of August, we went out at morning tea and lunchtime to make observations of you all, collecting data to find out how rubbish gets on the ground.

We split up into 12 groups. At morning tea we spread ourselves around the whole school to observe. At lunchtime we spread the 12 groups around the lunch eating areas and observed what happened to the rubbish. 
We have made inferences from our observations and here is what we found:


MORNING TEA FINDINGS

PIE GRAPH OF MORNING TEA OBSERVATIONS HERE

At morning tea time, Waimairi school dropped 205 pieces of rubbish. That's 2 out of 5 people on average who dropped rubbish. 110 pieces of rubbish were dropped on purpose, which is more than half of the rubbish we observed being dropped. We also saw 46 pieces of rubbish dropped without the person realising that they had dropped it, often as they were walking.We also saw rubbish being dropped from pockets.

The places we found that rubbish had been dropped the most, were the Te Puna block, the walkway down to Ara Atu and the playground behind room 13. We think this might be because people playing in these areas may not understand why it is important to put rubbish in the bin. We also inferred that since there's big bushes at Ara Atu, people think they can hide their rubbish there.

Also, there is no rubbish bin in sight of the playground in these areas, so people lazily drop it instead. We think that most people do this because they think that they can hide it, or can get away with dropping it, even when they know it is wrong. And they do get away with it! Why don't people take a little walk over to the bin to put their rubbish where it belongs? 


LUNCHTIME FINDINGS

PIE GRAPH OF LUNCHTIME OBSERVATIONS HERE

At lunchtime, 219 pieces of rubbish were dropped throughout the school JUST during lunch eating time. That's 2 out of every 5 people in the school on average. that is a large amount of people to be dropping rubbish.
From what we saw, 79 pieces of rubbish were dropped on purpose, and 44 were left where people were eating. 

Just like at morning tea time, we think that around the school most of the people drop the rubbish because there's not enough rubbish bins around. Although there are already some bins, there only a few, and sometimes not in the best places. 
We also think that some children might not be able to reach the bins because we observed the bins are quite a bit taller than some junior children. Younger students also may not understand why it is bad to leave rubbish on the ground.

We could maybe get more and smaller bins to show others that bins are valued around the school but we think most of the kids already know about why we shouldn't  drop rubbish - because it will cause lots of problems for the animals in our environment and make our school look messy.

We spotted some differences between Morning Tea and Lunchtime. At lunch-eating time, more pieces of rubbish were dropped than the whole of morning tea time, even though morning tea is longer than lunch eating time. We think that more rubbish was dropped at lunch because more food is eaten at lunchtime and there would be a bigger chance of rubbish flying out of their lunchboxes. Lunch food is also more likely to have wrappers. However we also inferred that people might deliberately litter so that they don’t get in trouble for walking to the bin - as we are not allowed to stand up during lunch eating time.

Under the classroom is also a common place to put rubbish. But the reason  that people drop rubbish there is because they think no one will notice. But we did! But if you think that you get away with it, then you are wrong because we see rubbish everywhere, even in sneaky places where people will think you can't see it.

Overall, 424 pieces of rubbish were dropped in the 45 minutes we were observing that day. That’s almost one piece of rubbish per person. If nobody ever picks this rubbish up, then by the end of the week there would be 2120 pieces of rubbish floating around the school.  Many people dropped their rubbish on purpose, but also accidentally, leaving it where they ate or hiding it.

We think if we all work together our school can be cleaner by just simply walking  to the bin, because just doing a simple thing like that will help to make a big difference. But we also think that during lunch eating time we should be allowed to stand up to walk to the bin to put our rubbish in it. We will be discussing this with the teachers. This means people will be less likely to throw it in the bushes, under the buildings, leave it where they were eating or just throw it on the ground.

We also plan to write to the board of trustees to see if we can have more bins built permanently into the areas that we’ve observed to gather the most rubbish. We also need bins that are the right size for younger kids as well.

So what is the most important thing for you to remember from today? Do not drop rubbish on purpose. It’s pretty simple.  Please walk the few metres to the bins, otherwise we will all be swimming in a pool of rubbish.



                                                                     



Tuesday, 20 September 2016

Technology is taking over!

This term our class have been writing speeches. The speech had to be a claim about something. Making a speech out of a claim was a challenge, as I could not decide what subject I was going to write my speech on. After a while I chose to do a claim about technology. The claim was technology is taking over. I think I went really well - after I came up with a topic I was on a roll. I came up with lots of examples. Then I selected the best ones to put in my speech. I think my speech is relational because I have lots of examples to connect to my claim and I use many language devices.

You can listen to my speech here, or read it yourself below.


Have you ever been so obsessed with something that you just hardly ever stop using it? Whether it be a toy, piece of clothing or something else. The huge obsession that I'm going to talk about is technology. Technology is taking over. People are getting more and more obsessed with technology as it progresses. I bet you could walk down the street and at least see one or more people on a device.

 I'm not saying it's bad, just that it's hard to talk to someone if there staring into a phone going ‘yeah mmm aha aha’, and probably there not even listing to a word you're saying. This is the problem with technology. It is so addictive.

You can't help but stare into the screen. You start playing a game and you know you have some homework but you continue you just can't rest till you reach that level. I know the feeling. I once started playing a game and just couldn't put down the controller till I was on the top level.

Technology is putting up a wall between us and making us rather stare into a screen and send a text message then talk to someone in person. Imagine this. They send ‘hi! cheeky face emoji’ and there just next door. This is what I'm talking about. Technology is taking over. It's just making us just plain lazy. I know it's sometimes good to send an email or text, but when they're just next door? Hmm.

I mean technology is great, how it's good for lots of things. It's amazing how it's improved and how so many things can be accomplished by it. The message I want to get past is to not lose sight in what's important and remember, technology isn't everything.










Sunday, 3 July 2016

Mountain biking

Mountain biking

I walked down the crackly stone path. The bikes were slowly rolled out of the oily shed.
My hands gripped the handles, as I slowly pulled the bike off the scattered stones to the grass. 
I hopped on the bike and I slowly pedalled to the track. My hands grasped the handles tight then I started to bike down the path. The soil was wet, cold and slippery. Suddenly the bike slid down the track so fast I couldn't control the bike.Bam crash! The next thing I knew I was hit by a tree.  My hands tingled in pain. My legs shaking, I slowly clambered back onto the bike and started heading to the end of the path. 
There was a cross road, the instructor pointed where to go then back down the track I went. The ground of this track was covered in sharp, dainty pine needles. Water from the sky clung to my face. The bike wheels turned and the track slowly grew wider, showing that I wasn't far from the end of this piny track. The next track was twisty-turny, the sky above now covered by tall, green, towering trees. Suddenly I felt my heart drop. My heart thumping, hands shaking I lost control of the handlebars again, thud!i was on the slimy wet dirt and gravel. My hands were stinging my knees aching,. I slowly riveted round I had just gone down a high flying deathifying gigantic slope. Almost a straight as a wall I slowly clambered back on the bike and headed down to the end of the steep fright full path. By the time I got back to camp I was exhausted I mean exhausted I hopped into bed to lie down then someone came into the cabin and said it's time for the next activity.


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This term I have been working on camp writing. To use the senses to create an image in reader's mind. And to hook the reader so the reader wants to read more. My challenges were punctuation and getting in the habit, of doing full stops comers capitals. As I go instead of doing it later. That helped a lot with getting my writing done faster. 




Thursday, 14 April 2016

Term 1 arts learning

This term I have been the learning about the different elements of music and how each element has a place in music. So in class I created a piece of music which had a beat and a rhythm,  and other elements to make piece of music. But what we were learning about wasn't just to make a piece of music. It was to express a poem from what we had written this year. It shows that music isn't just a sound, it's a way to express something. Whether that be a story, an experience or really anything. Music has lots of emotions to express with different beats, sounds, tones and rhythm.



In the botanical gardens,

The weeping

Willows sway.

And The birds sing,

There

Enchanting tune.

The voice of

The

Wind echos.

The beach,

The smell

Of salty

Water, slowly fills

the ocean air.

New Zealand Is my. Country

Christchurch is my home.

By Caitlyn



Wednesday, 9 March 2016

What is the Sound of nature

What is the sound of nature to me?


Where the echoing voice of birds wanders.

Where the sound of rustling trees, makes the most interesting, but amazing sound.                                       

Where the water runs, the grass grows.

Where the wax-eyes scavenge through the bottlebrush.

Where the fantails dance with their angelic tail feathers.

That's the sound of nature to me.



         

Tuesday, 27 October 2015

Club fair

My sister, my mum and I were on the long drive to Blue Skies. We passed rivers with swimming ducks bobbing their heads in and out of the water.  We saw hills covered  in a lush pine forest. The smell of minty sap slowly filled the air. When we pulled  up to Blue Skies, I jumped  out of the car and ran to grass. In the distance, I saw a swampy fish po. nd. Then I ran, something had caught my eye. There was a gigantic pool with air-filled bubbles with kids rolling around inside. I lined up for a go. Finally it was my turn. I climbed in the ball but there was no air in it yet. I was sinking like the titanic. Eventually, they filled it up with air. I rolled around flipping around like a hamster. I banged into other balls like a bull dozer.

The arts in town

This term we have been learning about the arts and its  connections. We learnt about manaakitia whanaungatanga and kotahitanga.We had to put examples of these, and include a dance,  in our plays. It was hard to do but in the end we did it.  


Two weeks went real fast then it was the big day - we were going to perform in town. When we got there we ate some food then set up for our play. We were  performing  it at the commons.


Finally the play started. It was lots of fun and good because we used volume and eye contact. After the play we went around looking at artwork and other things being performed. That's when we all  got ready for our FLASH MOB and that was super fun. Everyone had a great time people doing the flash mob used enthusiasm which was really good. After that we walked around I noticed that the older kids we letting younger children go in front so they could see better. That shows whanaungatanga ️because they were showing kindness.


My favorite things as the flash mob  because it included everyone even people who didn't know what was going on danced a little bit  which  was cool.


After that we went off to lunch my friends and i had a picnic. Then we looked around but all I could think about was doing our play again. I walked around and  listened to music  then I rushed  to sing in the choir. We sung 3 songs They were Slice of Heaven / California Dreaming /and Brave. I had lots of fun singing. After  singing  I got ready to do the play. When the play had started people came to watch. After our play had finished  we had a big dance. My drama group and I had lots of fun I think every one else did to.


BY CAITLYN