The Scientific Method Infographic

Today Te Ngahere started a new T shaped Literacy activity. The topic for our reading activities are about science and the universe. We had to learn the scientific method and understand how it works and why it is the most efficient. We then had to create an infographic about the scientific method. Here is my infographic that I made today. We had to use images and words for others to get a better understanding of the method reading the words and analyzing the images.

New Zealand Wars Animation

Last week I posted my script, but I have finally completed my animation with my buddy Muscles. It has been recorded using screencastify. I enjoyed recording it with my buddy because we had fun reenacting the characters. Next time I want to find another site to use because in my opinion it’s too chunky to animate depending on how good your WiFi is. But here is the animation. Bye.

Variables DLO

 In Te Ngahere we have been learning about variables. Our task this week was to create a ramp that when you use a marble on it, it rolls 110cm away from the ramp exactly. When we created the ramp it was easy to find what we were going to use to create the ramp but was difficult on what things we had to change to end up with a different result. I enjoyed testing and making the ramp because we were able to get creative with our ramp. Next time we could probably change one thing at a time so we are able to find out what change made a difference in the result.

Novel Study Map

For the past 3 weeks in Te Ngahere we have been doing novel studies. We had a variety of book to choose to complete the tasks that were set for the book. I chose a book named Arohanui, Revenge of the Fey. The book is about a deal that was not fulfilled but the kids don’t understand the problem and try to save their father. I enjoyed reading a graphic novel in maori because I don’t usually see maori graphic novels. I enjoyed completing the tasks for this book. Especially the colour map. For the color map we had to draw the main parts of the map where the main activities happened throughout the story.

Duffy Assembly

Yesterday Paihia School had our first Duffy assembly. We got to meet a women called Tamara Star who showed us things about Duffy. She was dressed as a character in the story Dream Catcher. The character she dressed up as was called Zinki. We sang the Duffy song and were given our free Duffy books that we chose. It was fun being with Tamara for the Duffy assembly.

Gaming Info-graphic

For the past few weeks in Te Ngahere we have been working around gaming. We were given a survey to fill out on our chrome books. The results were then sent to the teacher. The questions in the survey were about how gaming affects our health, behavior and learning. We found out that a lot of kids play games a lot at home and some people are addicted to it. I really liked working around something that I like doing at home.

Gaming online

This week in Te Ngahere we have been learning about gaming. We had to fill out a questionnaire talking about how gaming affects our health, learning and behavior at school and at home. Then we had to read an article about gaming and answer the questions below. In my opinion learning about gaming is important because it shows us how gaming affects us. It is also fun because I get to learn about something that I like to do.

Your Brain on Video Games

On the eve of his big sister Liz’s high school graduation, nine-year-old Aiden sits with his parents and relatives at a celebration dinner, bored by their “adult” conversation and irritated at all the attention showered upon Liz. He can’t wait to get back to his video game! Before dinner, Mum had (annoyingly) called him away to join the family, and then she got mad when he spent a few minutes getting to the next level and saving his game. So many people in the house make him restless; he squirms uncomfortably and drums his fingers on the table, waiting to be excused.

Finally, he is allowed to escape the dinner table, and he settles into a corner of the living room couch to play his Nintendo DS. For the next hour or so, he is completely oblivious to the company in the house. Although he’s already played much longer than his mother likes, she lets him continue, knowing these family situations are a little overwhelming for him. And besides, the game keeps him occupied. What’s the harm? she thinks. It’s just for today.

However, in the meantime, a perfect storm is brewing. As the play continues, Aiden’s brain and psyche become overstimulated and excited — on fire! His nervous system shifts into high gear and settles there while he attempts to master different situations, strategizing, surviving, accumulating weapons, and defending his turf. His heart rate increases from 80 to over 100 beats per minute, and his blood pressure rises from a normal 90/60 to 140/90 — he’s ready to do battle, except that he’s just sitting on the couch, not moving much more than his eyes and thumbs. The DS screen virtually locks his eyes into position and sends signal after signal: “It’s bright daylight out, nowhere near time for bed!” Levels of the feel-good chemical dopamine rise in his brain, sustaining his interest, keeping him focused on the task at hand, and elevating his mood. The intense visual stimulation and activity flood his brain, which adapts to the heightened level of stimulation by shutting off other parts it considers nonessential.

The visual-motor areas of his brain light up. Blood flows away from his gut, kidneys, liver, and bladder and toward his limbs and heart — he’s ready to fight or escape! The reward pathways in his brain also light up and are reinforced by the flood of dopamine. He is so absorbed in the game, he doesn’t notice when his little sister, Arianna, comes over until she puts her chubby hand on the screen, trying to get his attention.

“DooOOON’T!!” he shouts and roughly shoves her out of the way. Arianna falls backward, bursts into tears, and runs to their mother, who silently curses herself for letting Aiden play this long.

“All right, that’s it. Time to start getting ready for bed. Get your pajamas on and you can have a snack before you go to bed,” she says, pulling the DS out of Aiden’s hands and turning it off in one fell swoop. Aiden looks at his mother with rage. How dare she ruin his game because of his stupid sister!

“Fine!” he shouts, runs up the stairs, and slams his bedroom door. His primitive brain is fully engaged now, turning him into an enraged animal ready to fight off all challengers. He rips all the sheets off his bed and then throws his lamp on the floor, providing a satisfactory crash and shatter. Thinking about how wronged he’s been and filled with visions of revenge, he kicks the wall a few times and then pounds on his bedroom door, putting a big hole in it.

Downstairs, his relatives sit in quiet shock and murmur to each other how they’ve never seen him act like this. Dad runs up the stairs to contain his son. Calmly, his dad holds him in a bear hug from behind, waiting for the rage to subside.

As the dopamine in his brain and the adrenaline in his body begin to ebb, his rage loses its focus. Now, the pent-up energy takes on a disorganized, amorphous form. Aiden feels like he can’t think straight or get himself together. While he spaces out, his dad helps him put his pajamas on and they go back downstairs. Stress hormones remain high, however, making it difficult for him to relax or think clearly. He seems a little confused, actually. His relatives look at him with a mixture of concern and love, but they also wonder why his parents let him “get away with” this kind of behavior. His =mother intuitively knows that direct eye contact will overstimulate him again, so she approaches him slowly from the side, and rubs his back gently.

When his favorite aunt looks him in the face sympathetically, he immediately distrusts her intentions. Eye-to-eye interaction is interpreted by his primitive-mode brain as a challenge, and he starts getting revved up again. His mother intervenes, and takes him up to his room. She lowers the light, settles him into bed, and starts to read him a soothing story. His nervous system attempts to regulate itself back to normal, but it seems to still be held hostage by his hyped-up emotions. That night, after he does finally fall to sleep, Aiden awakens repeatedly with panic attacks — his heart races and blood pounds in his ears. He’s scared of the dark, and worried that his angry outburst has upset and alienated his parents. His mother, meanwhile, confiscates the DS and decides to take it with her to work on Monday. (She really wants to throw it in the trash, but it was expensive!)

The following morning, the fight in Aiden has subsided, but the aftermath leaves him in a fog, listless, weepy, and exhausted. He experiences an increased craving for sweets while cortisol, the stress hormone, drives his blood sugar up and down erratically. It will take weeks before his body, brain, and mind return to some sense of balance.











QUESTIONS





Vocab: write what these words mean (in your own words)






oblivious

Not realising that something is happening around one ✓


psyche

The human soul, mind or spirit ✓


accumulating

Something gathering or increasing into a whole ✓


reinforced

Supporting or strengthening something with a certain object or material ✓


subside

Becoming less violent or intense ✓


amorphous

Not being able to make out shapes or forms of things ✓


ebb

An emotion decreasing ✓


alienated

Cause someone to feel isolated or estrange ✓






What is a normal heart rate at rest?

The normal heart rate for a human is 60/100 beats per minute ✓




What is blood pressure?

Blood pressure allows parts of your body to function and work properly ✓





Explain the effect of adrenaline on your body. Find the sentence that this is relevant to.

Adrenaline is a rush that you get when you are about to kill someone or win a level. In your body adrenaline and dopamine is in conflict about if you are going to get angry or if you are going to get hype. ✓





List three physical effects the game has had on Aiden’s body.

The three physical effects the game had on Aiden’s body was no physical control over himself, isolating himself around others and not socializing with others around him. ✓





In your own words explain why kids can get anger after playing online or video games



Kids get angry after playing online games because they want to play longer than they want to. The parents limit their time of playing games when they want to keep playing or finish a level. ✓

Beeswax Wraps

Yesterday in Te Ngahere we made beeswax wraps. We were given a small stretchy fabric to design ourselves before dipping it in the beeswax. We could draw anything we wanted on our small stretchy fabric. The purpose of making the beeswax wraps was to stop using as much glad wrap or tin foil in our lunches that create rubbish. We could use the beeswax wraps to wrap up sandwiches or any other foods in our lunch. I enjoyed making the beeswax wraps to wrap my lunch up in.

Litter less Lunches

On Tuesday in Te Ngahere we had a lady named Anouk come to Paihia School to teach us about litter less lunches. We learnt about how much rubbish we are making in New Zealand from lunches. We also learnt where some of the rubbish we drop goes. It was interesting learning about litter less lunches with Anouk. I learnt heaps of new things about rubbish and where it goes. Next time I will check for how much rubbish I have in my lunch box that could end up in a landfill or in the sea.

The Nikau Palm

For the past couple weeks in Te Ngahere we have been learning about endemic, native and introduced birds, animals and plants of New Zealand. We created two presentations about a bird, animal or tree of our choice. I enjoyed creating the presentation and working together with Missy. Missy and I presented a presentation about the Nikau Palm. What I could do better next time when presenting is to speak with a clear voice and make eye contact with the audience.

Food Chain Animation

Last term in Te Ngahere we created animations to explain how food chains work. We had to screencastify the animations and present them to the class. I enjoyed creating my animation and watching others. Next time I could focus on using more expression in my movie to make it more exciting.

William Pike

Last week in Te Ngahere Te Ngahere were learning about William Pike. We watched a half an hour long webinar about his adventures around the world. When we learnt about William Pike we created a google drawing about William Pike and questions that we had to answer about William Pike.

The Bullet

In week five in Te Ngahere our Aqua group read a story called The Bullet. The story was about a kid who found a bullet and wanted to show kids. Then more kids wanted to beat him up because they wanted the bullet. We had to create a google slide about The Bullet and questions about the story. I was learning to answer inference questions.

Reading Goals

Last week in Te Ngahere we created a google drawing for our reading goals. The teachers called up one group at a time to fill out a progression sheet about what we could do and what we couldn't do in reading. After that we all selected three reading goals for us to put into our google drawing. We were learning to identify our next goals in reading.

My Learning

For Student Led Conferences on Wednesday we had to create a google drawing. The google drawing we all created in Te Ngahere was for us to explain what we were learning. In my google drawing I was learning to use a variety of punctuation in my writing. We had to link our work to the writing, reading or maths. The links link to the evidence of what we were learning and achieved.

Virtual Holiday

When Mr Lindsay came to school today we had to do an activity about travelling. The activity was that we had to open up a map and mark all the places that Mr and Mrs Lindsay went around in the world and we had to put lines connecting to where they both went. Here is my one that is presented in a google drawing.

Making Ice Cream

On week seven on Friday we got to make ice cream because we all finished our learning plans. When we made the ice cream we had to pick partners to work with. The partner I chose was Noah. When we tasted the ice cream it really tasted like real vanilla ice cream but it was creamier. The next week we were writing a recount about us making the ice cream. I was learning to use metaphors and Onomatopoeia.

 Ice Cream Collaboration - Izaiah
Last week on Friday the whole class of Te Ngahere made ice cream. The whole class created a slide where we all had to do a reading activity and answer comprehension questions. When everybody finished we got to make ice cream but we made it in a big bag. Noah and I were working on the table and we were talking about learning. Then the teacher chose Noah and I to go to the table to make our ice cream in a bag. When we walked to the table we could see Sam and Max waiting for us and the teacher. We sat down on the chairs and the teacher was pouring the cream into a measuring cup. Then we had to put the sugar in the bag also with the cream added in. Then we had to close the bag and put the ice in the big bag with salt. Then we both put the small bag into the big bag and went outside. We walked out the door and started to shake the bag. Bang bang bang, Noah and I were shaking and swinging the bag around to make the cream and the sugar the consistency of ice cream. When we finished we spilled the ice down the drain and put the small bags of ice cream into the freezer for the ice cream to set. Moments later we got to try our ice cream. When we ate the ice cream it tasted creamy and it was delicious. It was a vanilla ice cream dream. Noah grabbed the back and put it to his mouth and all the ice cream went down on the floor and down his neck too. Soon the bell rang and all the kids grabbed their money and went to go buy the sausages that were for sale that day. The process of making the ice cream in a bag was very exciting and fun to do. I had lots of fun making ice cream with Noah.

Bird Ball Balls

For Oral language we presented our bird feeder designs. First we went off with Shirley to make bird balls. Next we` hung them up. When we checked them this morning some of them were gone. We needed to put some of the bird balls in higher places so people wouldn’t get them.

Caring for cute Birds

This morning we read a story about caring for birds. After we finished reading it we had to rewrite the story into a procedure. I hope you enjoy reading mine.

Science Activity that was Fun

We made thing links for our science activity that we were doing. The science activity were the floating egg and the jumping coin. The activity that I chose to do a thing on was the floating egg. I hope you enjoy