Pīwakawaka Information report

A Fantail is a bird but different to other birds around NZ
because they have a special tail that looks like a fan.
 A Fantail (Pīwakawaka) has a fan on its rear end and
the Colours of a Pīwakawakaare  parouri, marama parauri, ma and pango.

Fantails occur widely from Northland to Stewart Island,
and on some islands of the Chathams group. Fantails normally live in rainforests.

A Pīwakawaka eats worms. How does the Fantail get worms?
A Fantail waits for a couple of minutes and attacks the worm and eats it.

A Fantail is a seasonal breeder, nesting from August to
March in the North Island. September to January in the South Island.
 The babies get looked after until they can fly. The male fantail looks
after the babies or baby. The mother fantail goes off and gets it food.

A Piwakawaka greets other Fantails by saying cheet cheet. Fantails
 mainly live on their own but sometimes with small groups. Fantails
are playful with humans. Sometimes they play with each other too.

A Fantail’s threats are Possums, humans, ferrets, mice and rats.
Some of the man made threats to  Fantails are 1080 and plastic.
1080 is made to get rid of pests but it can also harm fantails and other native birds.

BY ETHAN.

Volume and Capcity

Beeswax Lunch Wrap And Fabric Bags.

This year our class made beeswax lunch wrap instead of  using  glad wrap. How to make beeswax lunch wrap? When I went to make my wrap you have to grate some beeswax, sprinkle it on you fabric, cover it with backing paper and use your iron to go over it until it is melted. Once you have finished you leave it to dry for 30 seconds. Once it's ready you have beeswax lunch wrap. The reason why we made beeswax lunch wrap is because we are trying to not use that much plastic.

The next thing our class made instead of using plastic bags was fabric bags. When we made our bags we had to choose form any type of fabric. I chose orange fabric and colourful handles. Before I went to sew my bag I had to cut out the fabric in a bag shape and the same with the handles. When I went into the tech centre I had to sit on chair I had to grab my fabric bag that has been cut out. I put it under the sewing needle. And I had to sew around the edges and the same on the inside. When I went to sew my handles I had to do the same with the bag ;sew around the out side but not the inside. After I sewed my handles I had to sew my handles to my bag.

 I enjoyed making my beeswax lunch wrap because it was my first time using an iron.

Where To Next? Literacy task.

Where To Next?  Connected, Level 4

Turning Old into New

Literacy

Science/Social Science learning goals

We are learning to understand about the environments around us
and the negative of positive impact our actions can have on these environments.

Success criteria;

• identify and explain some of the issues facing our environment today
• identify some of the negative impacts humans are having on the environment
• identify some positive actions people are taking both here and around the
• world to try and help look after our environment.  
• identify some positive actions we can take at school and in our own
• lives to help our environment.
• learn about our local bush track and creek and identify some ways
• in which we can help to look after (kaitiakitanga) these areas.

Reading Learning Goals

-I am learning to use sub-headings to guide me to the main ideas in text.

-I am learning to use illustrations, text boxes, charts and graphs to help me
make inferences so I get more information from the text.

-I am learning to use more than one text, in print or electronic formats
, to gather and check the accuracy of information.

-I am learning to read a wide range of texts (e.g. encyclopaedias,
websites, newspapers)  to gather and check information on a topic.

-I am learning to explain why the author has written a text.

-I am learning to read and understand text that contains academic and
topic-specific vocabulary.

Read the text, ‘Turning Old Into New’ and then complete the following activities.

1. Why is recycling a good idea?  Because after the resource is broken down it
2. can be remade into something else.

2. How many tons of rubbish do New Zealanders send to landfills every year?
3.  Every year New Zealanders send 2.5 Million tons of waste to landfills.

3. When rubbish breaks down what gas does it produce?
4.  What environmental problem does this contribute to? When rubbish breaks down
5. it creates co2 and methane gas.  Please answer the second part of this question.

4. Complete this sentence:  Everything we use is made from  Earths__________
5. Natural ___________
6.     Recoureses_____________

5. Explain where these resources come from;

Wood: Comes from trees or plants.

Metal: Comes from rocks that are mined from the ground.

Plastic: Plastic is a little more complicated. There are many
different kinds of plastic. But most of them are all made from
the same natural resource-oil

6) How does oil form? Oil forms by the remains of plants and animals
that lived millions of years ago.

7) What are some of the things glass can be recycled into? Glass can
be turned into jars and bottles. Some glass can be turned into glass
crate and glassphalt which is used to make roads.

8) What are some of the things cardboard can be recycled into? Cardboard
can be recycled into news paper, toilet paper, writing paper and egg cartons.

9) What can plastic with the number 1 be recycled into? Plastic with the
number 1 can be recycled into soft drink bottles, pillows and sleeping bag
fillings, carpet and clothing.

10)  Attach a google drawing here that explains how number 1
plastics can be turned into clothing.

11) What are microfibres and what is the problem with them? Microfibers
are really fine synthetic yam. The problem with microfibers is that they can
be poisoning our underwater wildlife which has a knock on effects for the
rest of the food chains including humans.

12) What is Earth Overshoot day? Earths overshoot today is a concept
by the Global Footprint Network. It marks the date each year when
have used all the resources the planet can regenerate in that year.

Glossary - Write what these words mean

Atoms: The smallest particle of a substance that can exist by itself of be
combined with other atoms to make molecule.

Carded: Aligned in the same direction.

Global Warming:  A gradual increase in Earth's average temperature due
to increased levels greenhouse gases in the atmosphere

Malt:  Barley or grain that has been used for brewing beer

Natural resources: Materials found in nature that can be used by people,
such as air, water, plants, animals and rocks.

Synthetic: Something that is made by people and is the result of combining different chemicals.

In class we will be working on projects looking at issues around
rubbish and what we can do to help reduce this problem.  

Video Links

NZ Recycling Crises

Diver Filming Swimming Through Plastic

The Pacific Garbage Patch

Reducing Waste

Science/Social Science learning goals

We are learning to understand about the environments around us and the negative of
positive impact our actions can have on these environments.

Success criteria;

• identify some positive actions we can take at school and in our own lives
• to help our environment.

Literacy

Task: Create an infographic showing people how they can
reduce their waste in their lunchbox.   

Our co-constructed success criteria:

-Have a strong title/hook

-Use convincing language and images

-Have simple things people can do

-Use images (free to use)

-Use bullet points/ short sharp information

-Use correct punctuation and spelling.

This term our class were working on how to reduce
waste and how its causing harm. Drawing made By Cailan, Charlie and Ethan.

Keeping Ourselves Safe.

At school we have been learning hot to keep ourselves safe. Constable Jos And Terri have been helping us with our learning here are some of the things I've learnt.

Jack and The Beanstalk Summary

Play Summary - Term 3 Weeks 1-2

For the next two weeks you are working in groups to practise
and perform a play.This is using our oral language and reading skills in literacy.
Our key competency focus is participating and contributing.

For writing your task is to summarise the main events in your play
in three paragraphs. You must plan your writing first but it is up to you
how you do your planning.  You must also write a fourth paragraph
about your experience of practising and performing your play.

Yr 6

I am learning to organise my text into paragraphs which begin
with a main idea and contain supporting information/detail.

I am learning to make links across paragraphs.

I am learning to use basic punctuation accurately.

I am learning to use dialogue punctuation accurately.

Yr 7

I am learning to use a range of different planning styles.

I am learning to plan my writing to suit the purpose of my writing.

I am learning to organise my ideas into paragraphs where the
ideas are clearly related and where there are links within and between paragraphs.

I am learning to use basic punctuation accurately in my writing.

I am learning to use complex punctuation to enhance my writing e.g. colons :
and semi-colons ; , and parentheses ().

Success Criteria

I will be successful when I can/have

-summarised the play in three paragraphs

-made links across my paragraphs

-used some basic and complex punctuation correctly (speech marks).

Once you have finished your writing highlight these success criteria green
if you have met them and can show them in your work.
Highlight green in your work where you have met these success criteria.   

Jack and the Beanstalk.

In this story Jack and his mother were poor, and Jack's mother
asked him if he could sell their cow. So Jack went to sell the cow.
He saw an old man with magic beans. So he asked him if he could
trade the cow for the magic beans.

When Jack came back with the magic beans,
he told his mother that he got magic beans and
she said, “MAGIC BEANS!” and got really riri (angry)
and threw the magic beans out the window. Then over
night the magic beans grew into a beanstalk. Jack’s
mother was shocked and shouted to Jack, “LOOK OUT THE WINDOW!”

When Jack saw the beanstalk he ran away and climbed it.
When he was up at the top he saw a Castle made out of clouds.
When he walked in there was a giant walking around that said, “
FEE, FI, FO, FUM I SMELL THE BLOOD OF AN ENGlISHMAN!”  
After that giant layed down on the a couch and said, “Sing” to the
golden harp and said, “Lay” to the chicken that laid golden eggs.
 Then the giant fell asleep. Jack took the harp and the chicken that laid golden
eggs. Then the giant wakes up and chases Jack down the beanstalk.
Once Jack got down he shouted for, “HELP!” His mother came out with her
axe and started cutting it down, each hit she counted
, “1, 2, 3, 4, 5, 6, 7, 8, 9, 10” and the beanstalk fell down.
Jack and his mother were safe and rich.  

When my group practiced our play they were not listening and they
were playing around. After they stopped playing around we got to
 practice the actions and read the play. As a team we made our props
together like we made the axe for Jack's mother to cut down the beanstalk.
Me and Rhys got to paint the axe (teamwork).
One thing I would like to improve is to read the play in a cow
voice instead of using my normal voice saying, “Moo”.