Manu Information Report

We are learning about NZ Manu (birds) 

What Is It

The little blue penguin is the smallest species of penguin in the world. They have a dark blue back and have a white tummy with the tiniest bit of silver and dark white feet. They can grow up to 33 cm in height.  They can weigh 1 kg. They are nocturnal on land.

Different types of names

Their different names are the little blue penguin, blue penguin, fairy penguin, white-flippered penguin, and kororā.

Habitat

They live by beaches because beaches are their home  and where they get there food. They can be found in the North Island, South Island, Stewart Island and Chatham Islands. They can also be found in Australia.  

Predators

Their predators are dogs, cats and ferrets. Many  Adult blue penguins sometimes get hit by cars.

Diet

They eat little fish, squid and crustacean species.  When they go out to sea they always stay close to the coast.

Breeding

Their breeding season is July-February and their egg laying season is July-November. The nest in burrows caves rock crevices and sometimes under bushes and trees. Usually they lay two eggs and they sit on their eggs for 33-37 days. The parents look after the chicks for 20 -30 days.

By Korban

Volume & Capacity DLO

Fabric Bag And Beeswax Wrap Making

This term we have been learning how to reduce the amount of plastic we use. Here are some ways you can reduce using plastic.   Beeswax Wrap  
We made beeswax wrap. What we needed to do was place down an ironing table then lay some baking paper down. Then put a bit of fabric on the baking paper and then put some grated beeswax on the fabric. Then put more baking paper over it. After that Put the iron over the baking paper and the beeswax will start to melt. Once it has melted take the top layer of baking paper off and then you have beeswax wrap.  You can use this instead of plastic wrap
Fabric Bag  First we cut up a big bit of fabric then sewed it together and then we had the main part ready. Then we cut out the straps. Then we sewed the straps and the main bag part together. Then our bags were finished.

 

Where to next

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 gathe
r 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? It is a good idea because you can reuse it.

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 rubbish to landfills.  

3. When rubbish breaks down what gas does it produce?  What environmental
4. problem does this contribute to? It causes Methane and Global warming.

4. Complete this sentence:  Everything we use is made from  

Earth's         Natural Resources

5. Explain where these resources come from;

Wood: Trees and Plants.

Metal: Metal comes from rocks that are mined from the ground

Plastic: oil

6) How does oil form? Oil forms when animals and plants that died and fell to the
bottom of the sea. They got covered by mud and started to change into rock as the
temperature and pressure increased.

7) What are some of the things glass can be recycled into?      Roads.

8) What are some of the things cardboard can be recycled into?  Tiles for the roof.

9) What can plastic with the number 1 be recycled into?  More bottles

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

11) What are microfibres and what is the problem with them?  Microfibres are poisoning
the life in the ocean.

12) What is Earth Overshoot day?  Earths overshoot day is when people use as much
resources as the earth can reduce.

Glossary - Write what these words mean

Atoms: smallest particle

Global Warming: an increase in the earth's average temperature due to increased
levels of greenhouse gases in the atmosphere.

Natural resources: the things that grow on earth

Synthetic: Something made by people by 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

A Plastic Free Lunch

Our class has been trying hard to have a plastic free lunch. 

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.
• 
  

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.

How Maui Slowed The Sun

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.

How Māui Slowed The Sun

Back When Aotearoa was still young Māui his brothers and the villagers were
complaining that the sun was moving Too fast. The sun would make the days faster
and faster and they had no time to do their chores. That means that they had no time
to go fishing or hunting so they were starving. One night Māui and his brothers were
sitting by a campfire talking about how they thought the sun was going too quickly
across the sky. Suddenly Māui stood up and said, “I Māui can slow the sun”.
His brothers laughed. Then Māui argued, “You have seen me fish up land nothing
is impossible”. Māui’s brothers agreed and they said they would help Māui slow the sun.

The villagers wished them luck when they set off. After a while exhaustingly they
arrived at the hole the sun comes out of. Luckily they arrived in time to gather
harakeke (Flax) so they weaved the harakeke into strong ropes and made them into
a GIANT net. Suddenly they saw sunlight rising from the hole. “Get ready brothers,“  
said Māui.

“He’s starting to rise”. When the suns huge eyes slowly lifted out of the hole he said
,“So I now meet you Māui”. “Come on brothers throw the net on”, said Māui. “Allright,”
said the brothers.

Quickly the brothers threw the net on. “WHAT ARE YOU DOING TO ME,” said the sun.
Māui hit the sun with the magic jawbone of his ancestors then the sun yelled out,
“WHY ARE YOU HURTING ME”. “You fly too quickly across the sky,”Māui said.
“We have no time to do our chores or go hunting or fishing”. The sun gave up
he made a promise that he would give them enough daytime to do what they needed.

  

K.O.S

At school we have been learning how to keep ourselves safe. Constable Jos and Terri have been helping us with this learning. Here are some of the things I have learnt.