Looking around our community - PBL

On the 29th of November we went over to Kyle park to look at the conservation issues in our community. We took pictures of the worst areas, including litter, overgrown plants, and the lake that has turned brown. There was even a fallen over tree that no one has done anything about.

Scatter graph - Maths

In conclusion the data shows that for the most part the taller you are the bigger your foot size is. The murderer was likely between 160cm and 195cm tall.  There is one outlying piece of data, meaning that the previous statement is not 100% true.

Making bird feeders - PBL

On the 29th of November 2017 we taught the year 7's about conservation, by making bird feeders to feed wild birds. In my opinion it went very well. The kids seemed rather engaged, and found the task fulfilling. 

We hung the bird feeders up in the horticulture area, because it's far enough away from the school that people won't pull them down, but still on the grounds. 

Luckily everyone remembered to bring what they were supposed to, and the kids were better at paying attention than I thought. In hindsight we should have been a bit more organised.  

Action plan 1 - PBL

We made some posters, and stuck them everywhere. It was great.
The purpose of this is to raise awareness for conservation efforts.
First we had to come up with information to put on the posters, and find appropriate pictures to put on them.

Then we had the final product.

Then we hung them up everywhere. The End.

Action plans - PBL

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: Tell Chloe to make posters and pamphlets Two: Give her information, and let her take charge Three: Put posters around school, and hornby message boards.	Chloe being well behaved.	Chloe objecting/not doing it. -Make her do it.	Chloe	24/11/17

 

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: Put posters around school.	Cellotape	Teachers not letting us out of class. Go out the back door.	Team work	1/12/17

 

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: Make muffins at scarlett’s house. Two: Sell them for $2	If I can figure out how to use the oven. If they sell well. Advertising.	If we’re not allowed to sell them for whatever reason. Think of a different plan.	Scarlett and Rufus	28/11/17

 

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: give the money from muffins to DOC. Two: Be done with this hellish excuse for education.	If we can figure out how to give them the money.	If they don’t want the money. Give it to a different organisation who specialises in conservation.	Ruth	4/12/17

Project Based Learning

Our group is called: The Last of the Real Ones. The members are, Chloe, Jasmine, Ru(th)fus and myself (Scarlett). The topic we have chosen is conservation. Conservation is protecting the environment, the native birds and plants. So much of our country's native plant and animal life is endangered, because of introduced pests, and human poachers. What we want our project to do is raise awareness for conservation.

Website Name	Link	Date we accessed site
DOC	http://www.doc.govt.nz/	13/11/17
Conservation International	https://www.conservation.org/Pages/default.aspx	13/11/17
Ministry for the Environment	http://www.mfe.govt.nz/fresh-water/water-conservation-orders/existing-water-conservation-orders	13/11/17
Te Ara	https://teara.govt.nz/en/conservation-a-history	13/11/17
Massey Uni	http://www.massey.ac.nz/massey/learning/colleges/college-of-sciences/research/agriculture-environment-research/ecology/conservation.cfm	13/11/17

Show Reel - Music

Performance video

The song I chose was called Kangaroo Cry by Blue October. I chose this song because I've known it since I was really young, and the message is very meaningful. I chose to do it on the ukulele because it's the only instrument I know how to play.

I've enjoyed practicing for our performance this year, and the freedom to chose what we want.
I've found performing very challenging, because of nerves.
If I could do one more performance this year I would try and go out of my comfort zone, because I don't think any of my performances were what I wanted them to be in the end.
My favourite performance this year has been the group performance because being with a group really gave me more confidence, but I don't think I would work with those girls again, because there was just to much difference in opinion.

Heat Experiment

Group: Chloe, Shikane, Ruth and SCARLETT

Aim: We were trying to figure out how colour affects heat

Method:

1. We painted four beakers four different colours (black, white, red and blue).
2. Fill them with hot water and put a thermometer in each one.
3. Write down the temperature of each one every five minutes.
4. Repeat for however long

Results:  I drew a graph showing the results. It shows that the red retained the most heat, white was second at retaining heat, blue was third, and black lost heat most easily.

Conclusion: I  learned that darker colours lost heat faster, whereas the lighter colours retained the heat better.

Research: Black and other darker colours absorb heat better than white and lighter colours. Likewise darker colours radiate heat faster than  lighter colours. This means that dark colours heat up faster and cool down faster.

 

Making indicators

Making Indicators

Aim: To make and test several indicators to see how their colour changes in acid and base solutions.

Follow the instruction in your book to make and test the indicators.

Fill in this table with your results:

	Acid	Water	Base
Beetroot	dark red	red	purple
Red Cabbage	light red	blue	green
Tumeric	orange	orange	brown
Canberry	light pink	light pink	pink

Before

After

Green & Rainbow challenge

Green and Rainbow challenges

A: Green challenge:

Take a test tube and fill with "two fingers" of the base. Now see the teacher for three drops of universal indicator. Now add the acid

Observations:
1. When we added the universal indicator to the base the colour changed to blue.
2. When the solution was neutralised the colour changed to green.



The most difficult thing about this challenge was getting 

B: Rainbow challenge:

Take a test tube, the base and the acid and universal indicator and create a the best rainbow in a test tube you can manage.

Acids, Bases + Indicators

Acids, Bases and Indicators

Aim: To investigate how indicators change colour in acids and bases.

Method:

1. Set up your spotting tile with two drops of acids in the first row of four, two drops of water in the middle row of four and then 2 drops of base in the last row of four.
2. In the first row of three put a small piece of red litmus paper (tear your strip into three for this), in the second row put a small piece of blue litmus paper, in the third row a small piece of universal litmus paper and in the fourth a drop of universal indicator.
3 Take a photo of your spotting tile

Conclusion:
Acids always turn/stay red. Bases always turn/stay red. Neutral always stay the same.