Inquiry | Persuasive Presentation

Today, the companies presented their shelter design to bid for the building contract. We presented a slideshow that included information about the shelter design, materials and benefits.

Before presenting, each company focused on timing our presentation and practicing our lines so that it was within two and three minutes. They added onto and changed some parts of the script to make it longer.

What was expected from each company was to persuade the representitives of Panmure Bridge School that our shelter is best for the certain natural disasters. They needed to include eye contact, clear presenting and the reasons why their shelter is best.

After that, each company presented our model and presentation to the class and representitives (Mr Wong and Mr Ogilvie). 

In their blogpost, they gave information about what they did and what was required in each presentation, the feedback they were given, what they did well and what they could improve. They also talked about is they were able to win the building contract and what they could've changed to potentially win the contract.

LI: to present our design and bid for the building contract.

Inquiry | Presentation

Our Inquiry task was to create a presentation of our shelter design to persuade the client (Panmure Bridge School represented by Mr Wong and Mr Ogilvie) into building our structure.

The requirements of this presentation were that all members of the company had to speak, maintain print design rules, include images and graphics, the material testing result, shape testing result and the model that our company has made. 

The first thing we worked on was thinking about what aspects of our shelter design we should present. Our company first talked about the shape of our design and why we chose that shape. We continued writing down information about what the shelter can resist, the benefits of our shelter, the shelter materials and why the purpose of those materials.

We also added graphics to give the audience a visual reference and then our company began writing the script. Each member of the company was assigned a two or three sentence part to speak in the presentation.

Our company enjoyed recalling the information of our shelter design and putting it into a presentation. One thing I think we could improve on is balancing out who was speaking and how much each member of the company was saying.

LI: to create a presentation of your design to bid for the building contract. 

Inquiry | Model Materials

LS1 has been learning about emergency safety shelters for Inquiry. For the previous and current week, our focus has been on what materials we will use to build our shelter, and how much of that material we need.

LS1 first thought about the shape of their company's shelter and what the shelter is going to protect against. By using that understanding of their shelter, they thought about the materials that they would use for the walls, the ground, the windows and doors (if they have any); and the inner wall layers.

Once they decided on the materials they would use, they needed to calculate how much of those materials they would need for their shelter. The measurement could not be in weight. Measurements that were used often for this task were cubic centimeters and cubic meters.

LS1 enjoyed thinking about which materials they would need for the shelter, and measuring how much material they would need by using their understanding of material properties.

LI: to prepare materials for construction.

Inquiry | Emergency Shelter Design

This week, all of the companies that were formed last week brainstormed ideas for an emergency shelter design. We needed to come up with ideas for the structural shape and design of the emergency shelter. The companies also needed to include brief ideas about what their shelters will be designed to resist. Each shelter should be designed to resist a kind of natural disaster.

All of the groups drew a rough sketch of the front and side view of their emergency shelter so they would have a decent idea of what to create. Then, the teachers introduced the groups to a website called SketchUp which is a design programme that allows you to create anything in three dimensions.

The groups recreated the their shelter designs using the website and had the opportunity to change the size of the emergency shelter and add windows and doors using the design programme.

All of the companies enjoyed brainstorming ideas for an emergency shelter and recreating the shelter using a design programme.

LI: to digitally model an emergency structure.

Inquiry | Researching Shelters

This week, LS1 was researching the different types of shelters.

First, we got into groups of four-five. We then started to assign tasks to the people in our group. We read the design brief to see what the problem statement and the design statement is.

After reading the design brief, we made a Google Slide and started to research the shelters. We researched shelters for natural disasters. We wrote about what makes the shelter protective and the materials used to create the shelter.

The purpose of this activity was to identify what materials and shapes are best for different natural disasters.

LI: To research emergency shelters.

Inquiry | Insulator

This week, we have been conducting experiments as our inquiry focus. We conducted an experiment to find out the insulation of different materials.

First, we sorted ourselves into groups of 3 or 4 and chose what material we were going to test. The different materials are plastic, glass, tin, polystyrene, and paper cups. The first experiment we did was 'Keeping it warm'.

Next, we measured 100ml of warm water from the tap and poured it into our container. We placed the thermometer inside of the cup and started our stopwatch. We recorded the temperature of the water every 2 minutes for 20 minutes.

Then, we moved onto the second experiment called 'Keeping it cool'. We used the same material from the previous experiment. We measured 50ml of water and poured it into our container. Then we recorded the room temperature with the thermometer, and put 3 ice cubes in the container. We recorded the temperature of the water every 2 minutes for 20 minutes.

After that, we discussed what the insulators were for each material and compared the results.

We enjoyed conducting these experiments and using the thermometers to record the temperatures of the water. One thing we could work on is conducting quality experiments.

LI: to learn and practise experimental methods.

LI: to determine the insulative properties of materials.

Conducting Experiments | Inquiry

This week, LS1 was conducting experiments to get a quality result.

First, we looked at the procedure and saw that the procedure was not specific enough, because of this, we needed to add more detail. We added more detail by specifying how much water we use and how much material we needed.

Next, we chose the materials that we wanted to experiment on. The materials that we could chose were: nappies, cotton, rocks, sand and paper towels. The experiment was about what material can absorb the most water. 

We then prepared our experiment. We measured 100ml of water inside a beaker, got a tote tray to prevent spillage, and weighed our material to get 50g worth of material.

After getting the experiment ready, we started. We poured the water on the material and once all of the water was poured, we let the material absorb. Then, we took out the material and put the excess water in a beaker. We measured the excess water. We recorded the results on a sheet and compared them.

By the end of this activity, LS1 should have come up with a good understanding of which material can absorb the most. LS1 should have also had a good understanding of how to be precise.

LI: To determine the absorbency of different materials using experimental materials.

Risk & Hazard | Fire

This week, we assessed the risk, hazard and consequences that could happen while lighting a fire and making s'mores over the fire, then doing it in person. We made a safety plan for making a fire and for making s'mores. 

First, we discussed the hazard and risks for the first safety plan. Then, we wrote down the hazard and risks. A hazard while making a fire, is the fire itself. However, the cosequences could be getting burnt by the fire.

After writing down the hazards and risks, we talked about what the cosequences could be, how we could prevent it, who is responsible for it and the emergency plan.

Next, we made another safety plan for making s'mores with the fire. We repeated the process but made different hazards. After making the safety plans, we went onto making the fire and making our s'mores.

Mr Ogilvie lit the fire and started to demonstrate how to make the marshmallows. After the demonstration, we made the s'mores.

By the end of this activity, LS1 should have had an idea of how to make a saftey plan and how to assess the hazard, risk and consequenses.

LI: To assess risk with a safety plan.

Risks | Assessing Likelihood

We learnt how to identify the levels of risk. We also learnt about assessing the likelihood of risk.

First, we learnt about the five levels of risks, which are: low, likely, possible, elevated and extreme.

After that, we rated 15 scenarios by the levels of risk. Then we discussed and noted down the consequences that can occur by the scenarios.

Lastly, we applied our knowledge to make our own scenarios and rated the potential risk level for other people to try.

LI: To assess the likelihood and consequences. 

Properties of Light

The task for inquiry was to observe/investigate to the properties of light.

We were experimenting the properties of light. In a Google Document we were recording the experiment's result and writing the observations and hypothesis. A hypothesis is a starting thought for more investigation. Property is a characteristic that something owns.

In the second column we put the evidence in. The evidence was the photo that we took of the experiment.

After that we wrote the properties of light in the hypothesis column. We found many properties but one is that: light can travel through transparent objects.

LI: To observe the properties of light.

Properties of Sound

The task for inquiry was to observe/investigate to the properties of sound.

We were using a sound meter that measured the volume of sound in decibels. In a Google Document we were recording the meter and writing down the hypothesis. A hypothesis is a property. Property is a characteristic that something owns.

In the second column we wrote down the evidence of our observation. The evidence is what the sound meter says. We could pause the meter at the time the sound took place.

After that we wrote the properties of sound in the hypothesis column. The three properties of sound that LS1 identified was that as sound travels it dissipates, sound travels the same in every direction and that sound can travel corners.

LI: To observe the properties of sound.

Light & Sound | Inquiry

The task for inquiry was to demonsrate our prior knowledge by organising the objects that we know make light, sound or both.

Light is what makes things visible and sound is the noise that travels to someone.

We organised our images in the left side and right side. The left side was for the objects that make light and the right side was for the objects that make sound.

After that we wrote how we knew the objects make light or sound.

LI: To demonstrate prior knowledge.

Blog Labels

Learning Space 1 are streamlining their blogging and moving towards creating comment threads. To facilitate this process LS1 are going three things:

1. Reducing the labels used to the following: Achievements, Arts, Cybersmart, EotC,HPE, Inquiry, Kiwi Sport, KiwiCan, Manaiakalani, Māori, Maths, Reading, Science, Summer Learning Journey, Technology, Writing
2. Using one of three different test types for posting: recount, information report, explanation
3. Engaging with other bloggers, asking questions, and replying to questions.

Maritime Museum | Explorers & Adventures | Class Trip

LI: To study the history of New Zealand maritime explorers.

This week on the 12th of February LS1 went to the Maritime Museum to study the history of explorers of Aotearoa. When we arrived to the museum we met our instructors, Lee and Peter.

One group went to explore the museum and my group stayed in the classroom with Lee to get taught about maritime history. Lee taught us about many famous sailors like: Captain Cook, Sir Peter Blake, Abel Tasman, Kupe & Kuramārōtini.

After an hour the two groups switched. We then explored the museum with our smaller group. After another hour of exploring we got ready to leave the museum.

The trip was very fun and enjoyable. I learnt many new things about the history of maritime explorers.

 

Selling Frames

LI: to learn business
For the last couple of weeks LS1 has been studying business and enterprise. So LS1 started their own business, and started making frames to sell. They were selling normal sized frames and small frames. They first started off by picking a topic for their frame so it could guide them what the frame would look like. Some kids themes were seasons like Winter and Summer, some were holidays like Christmas. Some even did things like Fathers Day, and also did colour schemes like neon. LS1 did all sorts of things to design the frames. They have done painting, made their own accessories, and have done many more.

Coffee Shop Game

LI: to learn about business
For Inquiry LS1 were playing a coffee shop game. In the game they were in a coffee business. They had to buy the supply and adjust the recipe of the coffee to get it to taste good. If the coffee was good and the price was good the reputation would go up. It would show a graph showing if their reputation increased or decreased, how many cups they have sold, how much cash they made, and see if they changed the price while we were selling. So the objective of the game was to try to make as much money in 14 days.

Foodprint

LI: to learn business
Today a businesswoman named Michael came in to share her journey on creating her business to LS1 and LS2. Her business is Foodprint which is an app that sells food for half the price, from cafes and bakeries that had to much supply and less demand. Michael started working on her business two years ago and just launched it just under six months ago. She started this because she thought Food waste was a problem. Right now in the world we have 7.5 billion people, and we make food enough to feed 10 billion people. So the leftover food we have people just throw it away. People waste 1.3 billion tonnes of food which decays and turns into methane gas which contributes to climate change. So food waste isn't just wasting food which could be eaten, but is also changing other stuff like climate change.

For example bread is the one of the most wasted food items on earth. New Zealand waste 20 million loaves of bread even though there are only 4.5 million of people in New Zealand. She also shared how she made her logo, name, and a bunch of other things.

Supply and Demand

LI: to learn Supply and Demand
LS1 have been continuing on with their Business Studies. They have been learning about Supply and Demand. Supply is how much there is available of the product. If the supplies price increases the company will make or build more of the product for the people. Demand is how much of the product people want. If the price increases, not as much people want it. Our task was to make a slide explaning Supply and Demand. LS1 then played a game which was called "I Supply, You Demand". Basically we were a company and we had to make money by picking an amount of stock and choosing the price of the product.

Business (Wk 2)

LI: to learn the differences between Goods & Services
Goods is something you buy with your money, that you can hold. For example you buys sneakers, and they give it to you to your hands. Services are something you give money to but you can't really hold it, they do something for you. For example a taxi, you give them money to take you where you want to go. We had a bunch of little papers with company or business logos on them. We had to sort them out however we like. For example the Gucci one would be in the Fashion section, and the KFC one would be in the food section.

Business (Wk 1)

                       

LI: to define & describe the terms enterprise and business
Enterprise meaning online is "a project or undertaking, especially a bold or complex one". Which means to agree on a project or some work. Business's meaning online is "a person's regular occupation, profession or trade". Which means a person's job. We first started on with an activity. We had the word Enterprise. We had to guess what the meaning of Enterprise meant in our groups. We did the same thing with the word Business. We then in our groups had to put in our definitions of Enterprise & Business, and put it aside with the real definition. We then had to get a bunch of business's, local, national, and international. We then had to write down what they sell, and their price range.