Our mission is to write and present an oral report to Room 1 teaching them all about the Digestive System

We are interviewing experts for our mini inquiry

Room 2 listen too and interview Room 5 about the Digestion Inquiry on PhotoPeach

Big Question Guest Speaker

WALT" draw and lable the major parts/organs of the digestive system.

                                                                By Hadley

                                                                   By Teghan

WALT: take notes during the Hooking In/Tuning In stage of our Inquiry. We are being introduced to the process of digestion.

Term 4's Big Question

How do your food choices affect your growth and learning?

Success Criteria

I will demonstrate a deeper understanding when I can discuss and explain:

·    How the digestive system transforms food into energy for our bodies to use.

·    How healthy food choices help our bodies to develop and grow in a healthy way.

Values videos

The values of Rugby World Cup are Pride, Camaraderie, Passion, Champions, Intensity and Tradition. View the videos below to hear from six international players about what each of these values means to them.

Tradition! Former New Zealand player Jeff Wilson talks about the heritage and tradition of Rugby World Cup and how it has grown since the first Tournament in 1987.

Intensity! Todd Clever of the USA discusses the increased pressure and intensity of competing at the Rugby World Cup level.

Champions! South African captain John Smit relives that moment of victory at Rugby World Cup 2007 when he lifted the Webb Ellis Cup.

Passion! Vasily Artemyev of Russia explains the reasons why he loves the game of Rugby and his desire to compete at the highest level of the sport.

Camaraderie! Argentinan Igncio Corleto describes the sense of family and strong bond that exists within the members of the Pumas.

Pride! Selala Mapusua of Samoa talks about the pride that he and his teammates feel in playing for their national team.

Here's hoping this prediction comes true!

What is culture?

Finding Out - WALT: explore, investigate and gather new information.

We worked together in groups and researched some unique New Zealand symbols.  
We then used our new knowledge, and taught the rest of the class about what the symbol represents and why it is unique/special to New Zealand. We will be adding these to ou New Zealand Cultural Wheel on our Inquiry wall.
We have used the 'White Hat' to record our new information.

We have used our prior knowledge about culture to write our own definition.

Use the voting gadget on the side bar to vote for the best definition for 'Culture'.

Definition 1:

Culture is…

The way a group of people live and share their lives with a mixture of art, religions, laws, traditions, values, language, clothing, environments and food, that defines them from all other communities.

By Anna D, Britney, Anna F, Emma.

Definition 2:

Culture is what defines a persons, flag, values, ways, laws, traditions, society, icons and hauora.

By Cameron, Graylin, Christian, Xavier

Definition 3;

Culture is a group of people that share the same religion. Culture can be people speaking their own country/tribes language. Cultures also have their own types of texts/symbols. People also have a special flag that represents their country. Culture also includes music, art and dance.

By Hadley, Taylah, Georgia and Angela 

Definition 4;

Culture is different groups/communities that have different values which other people don’t have, and this makes them unique. 

By Liam, Miller, Joshua and Archie’s definition of culture

Definition 5;

Culture is a group of people that are the same but different from other cultures. Each culture has different talents such as, snake charming, camel riding and dancing.

By Teghan, Madi, Madeline and Dani.

Tuning in/hooking in to our Big Question, How can diverse cultures unite through shared events?

Taking Action Stage of Our Inquiry

Toucan2 Timbuc2 City needs a machine/structure to generate its electricity.

The votes have been counted, and the results are as follows......

Horizons Resource Management Board have taken a vote to decide which structure/machine will be built for the, Toucan2 Timbuc2 city, to generate its electricity.

• A Fossil Fuel Plant  came in with a score of 60, which comes out as the last choice.

• A Hydroelectric Dam came in with a score of 40, which comes out as the third preffered choice.

• A Wind Farm came in with a score of 38, which comes out as the second preferred choice.

• Solar Farm came in with a score of 33, which comes out as the first and most preferred choice.

Based on the above results,  the city Toucan2 Timbuc2, will soon have a Solar Farm constructed to generate its electricity. 

Anna explains how a fossil fuel plant generates electricity.

Britney explains how a hydroelectric dam generates electricity.

Georgia explains how a hydroelectric dam generates electricity.

Our Sorting Out & Knowledge Synthesis Stages of our Inquiry on PhotoPeach

WALT: research our inquiry questions.

When Georgia was researching one of her inquiry questions, she found a really informative interactive site that helped her write her expalnation about how hydroelectric dams generate electricity? 

Take a look.

http://www.forteachersforstudents.com.au/Origin/interactives/hydro.php

We are beginning our mini-inquiry research

Inquiry Research

How can machines be used to transform (change) energy from one form to another?

Your mission is to carry out a mini-inquiry about a machine that uses renewable energy to generate electricity. 

Your mini-inquiry will be based around one of the following; wind power (Wind Turbines), water power (Hydroelectric Dams) or solar energy (Solar Panels). 2 students will research fossil fuel power plants.

You will present your inquiry using an information report structure, and will include an explanation structure where appropriate.  Your inquiry will also include diagrams, pictures and flow charts where appropriate.

You will use key words from your research, and notes you have taken from watching ‘You Tube’ clips, to write up your

own summaries for your mini-inquiry.

Inquiry Questions:

As a class we revised what open and closed questions were.

We then worked in groups and brainstormed questions to guide 
our inquiry research.

We had to think about our Big Question and record possible open questions.  
We used the 'question builder chart' to help us.  
We came together as a class and discussed our possible questions and came 
up with the following:  (The yellow highlighted questions are the ones we 
are using for our inquiry.

Location

How do people know where to build ________?

What type of landscape is _________ on?

Where are _________ located and why?

Does a _________ have to be located in a special place and why?

Environmental Impact

How does _________ disadvantage the environment?

How can _________ in an environmentally friendly way?

What impact do _________ have on the environment?

What would happen to the environment if we didn’t have _________?

How are _________ environmentally friendly?

Is it good or bad on the environment to have _________?

Features/Characteristics

What is a _________? What are the features of a _________?

Do you always need _________?

How long have _________ been used to make electricity?

What is the most valued/important feature of _________?

What are the parts of a _________?

Purpose/Work

How do _________ generate electricity?X2

Why were _________ invented? X2

What is the purpose of _________?

Extra Info/Fascinating Facts  (We get to choose which questions 
we include under this heading.)

How long does it take to build a _________?

Does _________ have to have a special weather/climate to work?

How do _________ work?

How can people fix _________ if they break down?

When might we use _________ the most?

Who designed _________?

What is the history of _________?

WALT: use our notes from watching a 'You Tube' clip to write an explanation for our mini-inquiry.

How is wind transformed into electrical energy (electricity)?

To transform the kinetic energy of the wind into electricity, a machine such as a wind turbine is used.

On top of a wind turbine is a box called a nacelle.  Attached to the nacelle are propeller like blades which are attached to a rotor.  Also on top of the nacelle is an anemometer that measures wind speed and direction.  The wind direction rotates the nacelle to face into the wind.  The kinetic energy of the wind turns the turbine blades around the rotor creating mechanical energy.

The rotor connects the main shaft which turns inside the generator housing.  Here a magnetic rotor spins inside loops of cooper wire.  This causes electrons inside the copper to flow, creating electrical energy - electricity.

A step-up transformer inside the nacelle increases the electrical generation -vaults.  The electricity generated then travels down large cables from the nacelle through the tower and into underground cables.  The cables take the electricity generated from all the wind turbines to a sub station.  Here another step-up transformer increases the electrical out-put.  A transmission line connects the electricity out-put at the sub-station to the electrical grid which serves communities in the region.

That in summary, is how wind turbines transform kinetic energy from the wind, into electrical energy - electricity.


Miss Gray used Google Images to find diagrams to support her explanation.

WALT: take notes to help us remember things.

We used a graphic organiser of our choice to record notes about how solar energy is transformed into electricity.  Some of us will use these notes as part of our mini-inquiry project.

WALT: take notes to help us remember things.

We watched this clip about how moving water can be changed into electrical energy, (electricity).
We had to take notes while watching this clip.
To take notes we used :

• a graphic organiser to help record order/sequence
• abbreviations and symbols
• key words
• pictures/diagrams

We learnt that our notes MUST make sense to ourselves.  It doesn't matter how messy they are, as long as we can read and understand our own notes.

So Miss Gray........ you can not have us up about untidy writing, sentences that don't make sense or our spelling and punctuation!

WALT: take notes.

We watched this clip about how Wind Turbines generate electricity?
While watching it, we had to take notes.  We are going to use these notes to write an explanation.

Room 2 make and investigate waterwheels on PhotoPeach

10 facts about energy from the energy kids website

The nuclear in an atom is in the energy of the nucleus core of an atom

Electricity is a secondary source of energy

Solar energy from the sun, which can be turned into electricity and heat

Energy comes in different forms such as heat and light

Energy is the ability to do work

Kinetic energy is when you are moving or doing something

Potential energy is stored energy

Recycling always takes less energy to make a product from recycled materials then it dose to make it from new materials

Electricity is the flow of electrical power or charge

The ability to heat and cool is one important accomplishment of modern technology

WALA: Energy

10 Facts about Energy using the “Energy Kids” Website.

Potential energy, after its storage, usually converts into kinetic energy.

We use energy for everything we do, from riding a bike to doing homework.

Energy is the ability to do work.

Did you know that the food you eat contains energy, and our bodies store it until we use it to work or play.

There are two types of energy stored (potential) energy and working (kinetic) energy.

We use a lot of energy in our homes, in businesses, and for personal travel and transporting goods.

Renewable energy sources include: wind.

We get most of our energy from non-renewable energy sources.

Energy is in everything.

Energy comes from different forms like heat and light.

By Britney E, Madi P, Anna F and Xavier H.

WALA: energy.

10 Facts from the Energy Kids Website.

Energy is the ability to do work.

Energy is in everything.

Everyone uses energy every day for everything we do.

There are two types energy: stored (potential) energy and working (kinetic) energy.

Renewable energy sources are: hydropower, solar energy, and wind energy. They are called renewable energy sources because everyday the sun shines, the rivers flow, and the wind blows. Renewable energy sources are used mainly to make electricity.

We use a lot of energy in our homes, in businesses, for personal travel and for transporting goods.

When we use energy it doesn’t disappear it changes from energy in to another e.g. a car burns gasoline converting energy into mechanical energy.

Some types of renewable kinetic energy are: wind energy and hydro power.

These are often used to create electricity.

The energy in our bodies is potential energy; stored energy. This energy is from our food and drink. The potential energy in our bodies is used to write notes, blink, sleep, etc.

By Miller, Anna D, Emma, and Dani

WALA energy

10 Facts about Energy using the “Energy Kids” Website.

Potential energy, after its storage, usually converts into kinetic energy.

We use energy for everything we do, from riding a bike to doing homework.

Energy is the ability to do work.

Did you know that the food you eat contains energy, and our bodies store it until we use it to work or play.

There are two types of energy stored (potential) energy and working (kinetic) energy.

We use a lot of energy in our homes, in businesses, and for personal travel and transporting goods.

Renewable energy sources include: wind.

We get most of our energy from non-renewable energy sources.

Energy is in everything.

Energy comes from different forms like heat and light.

WALA:energy

WALT: Record our prior knowledge about electricity using "Talk Chalk".

Chalk Talk

Room 2 make Windmills on PhotoPeach

Camp Photos

 

View the Voice Thread post below to hear the Toucan Two's first thinking about Term 2's Big Question.

WALT: Generate our first ideas about our Term 2 Big Question using the Thinking Hats

Keeping Ourselves Safe -Making a Stand

Today Counstable Emily McMuellan came to talk to us about Keeping Ourselves Safe.
We learnt about making a good call, strategies to keep safe and sharing the problem.
After watching a dvd we came up with ways to keep safe.
These were some of the things that we came up with:

• Make an excuse to leave the room.
• Call your parents on a phone.
• Tell the person to stop it.
• Get away quickly.
• Call for help.
• Tell them "NO!"

The Key Competencies

Create your own video slideshow at animoto.com.

WALT: Explore and use the Key Competencies to complete a poster/mural as a group.

WALT: Explore and use the Key Competencies to complete a poster/mural as a group.

WALT: Explore and use the Key Competencies to complete a poster/mural as a group.

WALA: The Key Competencies

Participating and Contributing

WALA:The Key Competencies

Thinking

WALA: the Key Competencies.

Language Symbols and Text!

WALA: Key competencies

WALA:The Key Competencies

WALA:the Key Competencies

Character Trait by Joshua

Character Trait

How can I reach my potential?

The Toucan Twos have been watching the DVD Space Jam and have read the book Space Jam. Here are some of the messages that we have learnt from the Looney Toones, (Space Jam characters).  

• Don’t give up when the going gets tough.

• You can help anyone no matter who they are or what they look like.

• Don’t believe you can’t do it when people have doubt in you, instead have confidence in yourself to be the best you can be by giving everything a go.

• . If you believe in your self you can reach your potential.

• Don’t doubt your self because you can do anything you put you mind too; if you try your hardest.
• A little bit of teamwork makes a difference to the outcome. 

 

How can I reach my potential?

Term 1's Big Question is: How can I reach my potential?l- Being the best we can be! 
We used the Chalk Talk strategy to tune in to the Big Question.  Here are some of our tuning in ideas.

What is potential?

Potential is where you try and be the best you can be. - Emma

Potential is when you never give up. - Hadley

Potential is when you try your hardest to reach your goals­­ - Liam

Giving your best effort.

 

How can we be the best we can be?

By showing the SUPER Achiever Values. – Britney

By not giving up on your ideas. – Teghan

By being a SUPER Achiever. – Taylah

By reaching our goals. – Anna F

By keeping our hands and feet to our selves. - Niamh

By trying our hardest at everything we do. - Archie

Working well as a team.

By giving 100% in all that we do- Mitch

By never giving up and just keep going. - Georgia

Potential - Does it matter?

Yes, because otherwise no-one would do well and then they couldn’t get their goals- Anna

 Yes, because you need to do your best at subjects such as maths so you can get a

good job. – Cameron

Yes, because otherwise you would not achieve much. - Matt

How do you get potential?

I think you get potential by being enthusiastic. – Joshua

Working hard-miller

Try your hardest-zac

By persevering when goins gets tough-Angela