Earthquake House

WALT: Learning from each other, Learning with each other

AWESOME!!
On Wednesday it was tuakana teina day, tuakana teina means younger to older. Which means that a senior class has to buddy up with a junior class.

Firstly, Ms Fepuleai did the roll then she explained to us how our behaviour should look and sound like. She told us ways of how we were going to help our buddies from Room 3 keep up with our earthquake proof houses.

Secondly, we then had to walk down to Room 3 so we can start working on creating our earthquake proof houses. When we arrived in Room 3 we looked at a slide based on earthquakes, Ms Fepuleai wrote some of the rules we were going to be looking at while we were answering some of Miss Gormly's questions. We watched a video filled with different types of ideas of how we can make our basic house earthquake proof.

Thirdly,  we all went outside so Ms Fepuleai and Miss Gormly can put us into our groups. In my group was Savannah, Cheska, Tasi and myself. Our idea to make our basic house earthquake proof was to use four long rubber bands and nine red furry  bendy sticks ( Pipe Sticks ). After we finished making our basic house earthquake proof we had to go and tie it onto the playground then Miss Gormly tested it. 

In Conclusion, “ we had a FANTASTIC FANTASTIC FANTASTIC FANTASTIC FANTASTIC FANTASTIC FANTASTIC Time ”.

Don't eat the snow!

Magic Snow

What a surprise, we made magic snow! On Wednesday morning,
the students in Room 8 did a science experiment.

Firstly, Ms Bracey explained the history of magic snow.
The product of the magic snow is called polymer.
Polymer is mostly used by scientist.
WARNING, This product is not suitable for younger children,
under the age of 5.

Secondly,  after Ms Bracy explained, we followed her
instructions and got on with the experiment.
The materials we used was a packet of polymer,  
plastic cup that was transparent and ½ cup of cold water.

At last, we poured the packet of polymer into
the transparent plastic cup, then we poured the water into the same cup.
The polymer absorbed all the water, and made magical snow.
It grew so fast, that everyone squealed. It felt squishy and slimy.

Gas Trap

WALT: where do clouds come from?

During Room 8's science experiment we found out that

when you go through a cloud that the cloud would feel watery.

We also learned that when it is foggy it is actually clouds from the sky.

Gas Trap

Making a cloud.

WALT: where do clouds come from?

I found out that clouds are formed from the water that is left on the ground, the water from the ground rises up into the sky and forms clouds...

A little foggy.

WALT:Where do clouds come from 

I found out that that the clouds are wet.

On Thursday we made a cloud experience. Ms Bracey gave us a cup and a lid. She went and got hot water and put it in the cup. We put the lid on and try to read the Gas Trap tester through the cup. We also had to open the jar and feel inside. It felt like fog.

Forming a cloud

We are learning how clouds form. So we went to put hot water in each jar. I didn't know how clouds were formed and this experiment showed me how.  

Windy weather

The cycle of water

    

WALT:create the water cycle from what you have read.

Understanding the wind

How do clouds form?

WALT: find out how do clouds form.

How is wind formed?

WALT: find out how wind is formed.

Walt using google drawings create the different moon phases

Animation of orbiting the sun, earth and moon by Alyssa

WALT:Create an animation of the solar system using google drawing.

What was the challenge: The challenge was when we had use the google drawing shapes to create our solar system objects.

Walking water

Walking water
WALT: a brainstorm my brainstorm are in bold.
Last week on Thursday Room 8 did science experiment about walking water.
Who was there? My teacher and all the student.
What did we do?My teacher set up the experiment.
Where did it take place? It took place at Tamaki Primary school in Room 8.
When it happen? It happened on Thursday 24.
Why we did it? We did it to show what does walking  water.

Firstly my teacher set up the science experiment up with 7 cups on the table and they had strips on it and four had water inside. Then she put food coloring which are engeenge,Kulukula and Pulu

Secondly she told us to predict what is going to happen with the colors in the three cups.

Thirdly she told each one group to stand up and told us to observed what is going to happen.

Primary and Secondary

Firstly Ms Bracey was setting up a experiment for science last week.She put 7 cups into a line and filled up 1,3,5 and 7 with water and added food colouring the primary colours and Left 2,4 and 6 empty and than put in paper towel strips.The primary colours are red,yellow and blue and in Tongan kulakula mo engeenge .We worked in buddies and she gave us an observation sheet. Secondly we were asked to predict what will happen with the experiment.My prediction was the colors were going to mix and become secondary colors.My buddy had the same idea. Lastly, we waited for 3 days and our idea was right,so we were told to observe to write what we saw and we did.

Walking Water

WALT: To use a barinstrom .
Walking water

Room 8 had a science experiment on Thursday to write about what we see.

Firstly:Ms Bracey set up the science experiment for us to observe what might happen.It was for Room 8 to predict what will happen.
Ms Bracey put primary colours in plastic cups full of water.She put food colouring,it was yellow,red and blue.7 cups in a pattern water, no water,water,no water,water,no water,water.

Secondly:Ms Bracey asked to predict what will happen when it is finished.Our buddies were a post take a look and come back and give us information about what they saw there.


Thirdly:Ms Bracey told us to observe information.We saw a paper towel strip in one of the primary cups and made a secondary colour in the empty cup.The secondary colours were orange and green.The strip was merging with the primary colours into the empty cup.We came back on Friday and looked what happen.