Sustainability

For textiles lately we have been working on sustainability, we have done some project to help our environment. I made this post in term one but didn't publish it and now i've decided since we have been working on the topic and because it is work we have made to go on our blogs I will publish it.

I hope you like it and in my other textiles blog post have a go at trying to make something sustainable. Stay safe everyone  

Long Jump

Long Jump

Athletics:    Long Jump

1. Run up is 21 steps
2. Take of will be form the second marker
3. land will be measured from the back foot
4. land with both feet together 
5. If you are over the secound marker when you jump it is a fowl jump

High Jump

Athletics:    High Jump
Fosbury Flop

1. land with you arms and feet facing up. land on your back.
2. when you take off it should be on 1 foot.
3. when you leave the ground you must spin around and use your knee to turn.

Solubility

Today we are going to be experimenting with salt and baking soda.

AIM: To see what devolves better out of baking soda and salt

My Hypothesis: I think the baking soda will devolves better the salt

Equipment: 

1. 250 ml beaker  
2. 100 ml measuring cylinder
3. salt 
4. baking soda 
5. a stirring rod 
6. a tea spoon and ruler

Method:

1. Fill the beaker with 100 ml of tap water
2. Add a level tea spoon of baking soda. a level tea spoon is obtained by running your ruler across the edge of the tea spoon 
3. Stir the solution until all of the baking soda has dissolved.
4. Repeat steep 2 & 3 until no more baking soda until will dissolve to solution.
5. Record how many tea spoons of baking soda were added.
6. Repeat the experiment with salt 

Results

solute	number of tea spoons that dissolved 100 ml of water
baking soda	5
salt	3

Discussion:

We got these results due to time. If we had more time and we got the same results then I would say that baking soda is more soluble than salt but to say that I would need to know for sure.

Conclusion:
Our experiment shows that to get accurate results you need time. Or though we had to finish while we were still doing the experiment my hypothesis was correct. next time I would like to try this again but with hot water.

Y9 Goal setting

For wananga (year 9, 8 & 7 are joint together in a class for 7 hours a week with a great teacher Mrs Allan ) we had to make our goal setting. We are going to be showing this to our parents tomorrow ( 18/2/2020) for parent teacher interviews.

Here is my Goal Setting:

Year 9 Wananga Goal Setting

Name: Addyson    Class: 9Al Term: 1     Year: 2020

Greatest achievement from last year:  Tane Matuta Prize giving.
Subjects taken this term
Hurumanu 1: Hurumanu 3 (Social Studies & Science) 2: Hurumanu 4 (Maths & English) 3:  Physical Education Health Option 1: Japanese  Option 2: Textiles Tech Option 3: Visual Arts
Academic Goals  Short term (term):  Putting more effort into my work  Long Term (year): Remember Japanese words Non-academic goal (can be out of school) Joining some sort of sport
What are my learning strengths (Refer to Year 10 Graduate Profile) I can think creatively  I can think outside the square I can ask relevant questions. I can communicate effectively with both peers and adults in a range of environments. I can source information and break it into parts to clarify understanding. I can manage myself in an online environment	What are my learning work ons (Refer to Year 10 Graduate Profile) I understand and demonstrate both verbal and non-verbal communication I can set goals, self-assess and make learning connections I feel confident sharing my work I can manage my own emotions and empathise with others
What will my next steps be? Short Term - Getting my work done to my best Long Term - Learning and remembering Japanese words Non academic - Joining a sport  How will I achieve this? Short Term - Doing more work at home Long Term - Practicing the words over and over Non academic - Look for opportunities.

Rapid waters

A rocky hill covered in weeds with the sky hovering over. A flawless light blue sky. The water blue like the sky but darker, boats hovering on the top of the dark blue water. The sun fades in the distance with each minute gone the day grows older more boats surround other boats.

Mia wait's for the sun to fade a little more to go to sleep on her white boat. While she waits she watches the dolphins fade from site as the make there way on there new adventure. She thinks about how the sea animals have a hole other world to explore. Her eyes grow heavy and the world goes quiet.    

Splat the rapid water smashed on the side the small white boat Mia woke instantly her hart raced as she gasps for air. while her hart slowed she saw fins stick out of the water. A gang of sharks surrounded her like pray. If it weren't for the rapid waters she wouldn't have worried. The water grew stronger and stronger the water was no longer clear it was red.

Mia slapped her hands over her mouth and sobbed all that went through her head was what if it was a person. She turned her head to the side and only to see a dead rotting whale floating above the water flesh torn off the bones. Mia knew if she were to survive is the whale. After a while the waters calmed down ans she was able to get to safety.

Hope you liked my story!         

W1 D1 Exploring Our Roots

Today in class we are completing some Teaser week activities from the Summer Learning Journey. I choose to do Exploring Our Roots.

Ko Aoraki tōku maunga

   Ko waimakariri tōku awa

Ko Hornby High school tōku kura

Ko 7/8AL tōku akomanga 

No NZ tōku whānau

Ko Frida tōku kui

Ko Neta tōku kui

ko Leslie tōku koro

Ko John tōku koro

Ko Michael tōku papa

Ko Nicole tōku mama

Ko Michaela raua ko Adam ōku tuākana

Ko Addyson tōku ingoa

Nō reira, tēna koutou, tēna koutou, tēna koutou katoa.