Oh no, my glider has crashed landed!

On a rainy 25th of November, Room 7 had an awesome time making our own gliders out of cardboard!

First, I asked Salome if I could get a sheet of cardboard to use for my glider. I grabbed my pencil, ruler and an eraser. I used both the ruler and the pencil to draw the lines for the shape of the wings, tailplane, fuselage and the stabilizer. Kevin kept telling me that I was taking a very long and that I should just take it to Miss Chao, but I ignored him because I wanted to see if I could do it by myself. I used the eraser because some of my lines weren't the right length. However, I ran out of time when I was cutting the wing because the bell rang for morning tea.

Later, when we came back from our fun morning tea, I quickly went to my cardboard and continued to cut my cardboard pieces out. 10 minutes later, I had cutting out all the pieces for my glider so I started taping my fuselage and the wings together. It took me a long time because I tried to angle my wings in an anhedral position. I cut a straight line inside my tailplane and slid the back part of the fuselage through it. I used a lot of tape and stuck it to the symmetrical parts where it was unstable. After five minutes of getting my glider ready, I went to the cloak bay to try out my glider.

When I was in the cloak bay, people kept coming to the cloak bay and interrupting me during my investigation. I asked them to come to where I was quickly so we can each have time to fly our gliders. I threw my glider in the air, but it was hit the walls and crash landed dramatically on the ground. It reached a length of 4.4 on the measuring tape. After that  I went back to the class and added blu-tack to the front of my glider for weight. I went back to the cloak bay and flew it again. This time it stalled in the air and it landed without hitting the walls and it reached 5.4 on the measuring tape.When I came back in, Miss Chao said that we had to make a glider using only tape and a small amount of straws. When I was making the glider, we had to pack up because it was time for lunch so we said bye to Salome and Siliga (the artists from Art Space who has been helping us with our topic this term).

Making our own gliders was splendid! I wish we had time to make another glider. My favourite part of the day was when we had the opportunity to fly our gliders!

Learning Intention: We are learning to use descriptive language in our recount.

Success Criteria: I know I can do this when I use appropriate adjectives to describe the art lesson that we had on Thursday.

Sanding wood is hard!

On Thursday 11th of November, Room 7 had a great time taking the pieces out for our glider and sanding it to make it smooth!

First we scored our pieces of the wood. It was very hard because the craft knife kept going out of the sharpie marker line. Scoring the back wings of the wood was very hard because the 1.5 millimetre wood was very fragile and it was very hard to keep the cutting line straight. After I completed scoring my pieces of wood, I put the blade through the lines so the piece that I had split would fall out. It took me a very long time because I was being very careful so that my pieces of wood would not split. 10 minutes later, I heard a crack and my piece of wood started splitted along the side.

Next, I  to Salome and asked her for what to do next. That was when I noticed my classmates were smoothing out their pieces of balsa wood. So I asked Salome and she gave me sandpaper too. Salome gave a sheet of sandpaper to use for sanding my pieces. It was rough and black, but rubbery on the other side. I quickly took the sandpaper and started sanding the pieces. It was a bit hard because the wood was very rough around the edges and the and the sandpaper kept slipping off the fuselage's side. However I had to wait for Tristan because I needed the craft knife to cut a part of the fuselage that wasn't split yet.

After I smoothed out all the pieces out all the pieces the pieces of wood, I swiftly smoothed the fin, but it snapped in two like a cracker so I had to start again. When I finished carefully smoothing out the fin, it was time to pack up because it was the beginning of morning tea. Soon we had to say goodbye to Salome and we had to clean up as fast as the wind, then went out to play outside.

Getting our pieces ready for glueing was awesome! I wish we had more time so we could have started piecing them together. My favourite part of the day was sanding and getting our pieces ready for piecing together.

Learning Intention: We are learning to use descriptive language in our recount.

Success Criteria: I know I can do this when I use appropriate adjectives to describe the art lesson that we had on Thursday.

Oh no, the shark is going to eat Tripod Fish and Cod!

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Learning Intention: We are learning to write a narrative.
Success Criteria: I know I can do this when I follow the structure of a narrative to write a picture book called 'The Shark and the Pufferfish' using Flipsnack.

This party will be awesome!

Learning Intention: We are learning to write a narrative.
Success Criteria: I know I can do this when I follow the structure of a narrative to write a picture book called 'The Fruitland Party' using Flipsnack.

Stop, you're going to slip because your friction force is low!

How Friction Works

What is friction and how does it work?

Friction is a type of force that holds back an object that’s sliding. It is a force that acts in the opposite direction of movement. The force of friction is the other side of the object so if the object is sliding left, the friction force is on the right.

Friction is always here. It works when we step on the ground and stop. The friction is caused by the shoe touching the ground. Even if there’s a liquid, the friction force is not stopped. It’s just weakened so when you try to stop on wet grounds, it’ll be harder to stop yourself and can cause you to slip and fall on the ground since the friction is weak. If a car was to use the brake, the friction will cause the car to stop caused by the brakes, but if the car was to brake on ice, the friction is weak and the brakes of the car will result it to spinout.

Friction has different ways for it to be helpful or dangerous. If a jet was going at a very high speed near a docking bay and trying to land, when the ship lands in a straight path, the rubber material can cause  to burn it - breaking it and making the jet’s friction power futile. This will cause the jet to slide and hit many things along the way, making it dangerous for people and the surroundings. Friction (in a good way) can help fast-moving objects to stop and protect things from getting destroyed.

Friction force can be dangerous yet helpful, in many ways. Make sure when running fast or moving fast, you try to keep your friction force steady or you could hit something or you could end up injuring yourself and others.

Learning Intention: We are learning to understand and follow the structure of an explanation.

Success Criteria: I know I can do this when I explain how frictions works starting with an introduction, followed by the explanation, then the effects and end with a concluding sentence.

Oh no, it's raining acid!

How Does Acid Rain Form?

Acid rain is a type of rain caused by pollution that burns through all living and non-living things. It is caused by the pollution emitted from factories through  burning fossil fuels (which are fuels we use in cars) and the acid particles rise up into the clouds and mix it, causing a burning rain.

When acid gases are blown to the sky then into the clouds, the sulfur oxide (which is the acid gases) mixes with nitrogen oxide creates a chemical reaction in the clouds to make it become more acidic. When it starts to become cloudy, the acidic rain causes it to fall like normal rain. Sometimes the percentage of the acid is low, which makes the acidity content less likely to burn objects or any living creatures.

Acid rain badly affects the growth of  plants and trees as it poisons them. If acid rain reaches the water, it makes the water toxic and marine life could suffer.  It can also cause diseases in humans like asthma or cancer including heart disease.

The acid rain can cause limestones to melt and crumble and these can be used to make bricks in buildings. Limestones are also used for creating statues.

Acid rain can cause great human disasters. But this can be stopped or minimized if we are conscious of the way we look after the environment. We need to take care of the earth to prevent other disasters caused by human errors or careless attitudes so that the world will still be habitable for our generation and the generations to come.

Learning Intention: We are learning to follow the structure of an explanation.

Success Criteria: I know I can do this when I explain why acid rain forms starting with an introduction, followed by the explanation, then the effects and then end with a concluding sentence.

Look out, there's an angry volcano!

Why do volcanoes erupt?

An eruption is caused by the plates rubbing together. The magma is forced to rise in the air, then hot lava runs down.

The volcano is caused to rise by the pressure of the plates rubbing so the magma is forced from the magma chamber and blow the top of a mountain. Other parts of magma burns through other parts of the mountain to create a ‘vent’. The crater is blown, causing flying ashes and rocks. The heat emits a very hot cloud of smoke which is toxic from the sulphur which turns the water to acid.

When a volcano erupts, the lava travels and burns everything in its path. It could also be useful because the fragments of the rocks are absorbed by the soil, making it to become fertile for plants.

Volcanoes can be very dangerous (and should be aware of). If you see smoke coming out from a mountain, there’s a chance it could be a volcano!

Learning Intention: We are learning to follow the structure of an explanation.

Success Criteria: I know I can do this when I explain why volcanoes erupt by starting with an introduction, followed by the explanation, then the effects and then a concluding sentence.

Do you like how metallic my bird is?

Thursday Art Lesson

On our 10th art learning session, we had another great time improving our art skills and painting our epic sculptures!

We continued adding on some odd but useful items to our sculptures that were used in many different ways like wings or heads. I planned to add some polystyrene foam to my sculpture’s wings so it can be water proof. The original wings were made out of cardboard. It took me a long time to cut the foam since it was thick and very long. I asked Siliga if he can glue the foam to my wings so it wouldn’t break apart since cardboard isn’t water proof.

After that, I began to cut out some tail feathers from polystyrene foam. The tail feathers were thin at the top and wide at the back creating a wide tail feather. The only problem was that the tail was bent on top, making it look like it was falling. When I was nearly done sticking my tail feather, I created some feet (which were also made out of foam) and stuck them on my terrific sculpture!

Next, I was at the painting phase. I painted my sculpture in brown except for the head and body. I painted the tail black and topped it with brown paint when it was dry to create a brownish- blackish colour. When I was finished painting, I grabbed the body of my bird and brought it outside where Salome was spray painting. I politely asked her if she could spray the whole body grey. She started painting quickly when Alessandra and Justice came to test their splendid sculptures if they can stand. I told them to back away since Salome’s spray paint had a wide radius for the paint to spread. I did not want them to inhale the paint fumes. Then, I also asked Salome if she can coat the beak yellow. The spray spreaded and created a metallic style bird with a yellow beak.

I returned to the classroom to finally do the last job of my sculpture and that was to paint the dichroic eyes in black. When time it was almost home time, we all quickly cleaned up our mess so we can happily say bye to Siliga and Salome and thanked them for helping us in our sculptures.

Working on our sculptures and getting to paint them was spectacular! I wish I had more time to paint the bottom parts white. My favorite part of the afternoon was when I got my sculpture spray painted gunmetal grey!

Learning Intention: We are learning to understand and use descriptive language in our writing.
Success Criteria: I know I can do this when I use verbs and adverbs in my recount about our Thursday art lesson. 

Ahh, it's a paper snake!

How to Make A Cobra-like Paper Snake!

You will need:

• A4 paper
• Pencil

Method:

1. Fold your paper in half vertically and equally.

2. On the sides. Fold the bottom flap diagonally until it reaches the top part of the paper that was folded in half. Do the same with the other flaps.

3. Unfold the vertical half and fold the one half of the two flaps until they reach the middle like making a paper airplane. Keep the tip in the middle.

4. Fold that side of the paper to the vertical fold like making a paper plane.

5. With the other side of the edge, horizontally fold it until it covers the triangular space. Tip: It doesn't matter if it goes over some of the paper fold.

6. Open up the fold and it should stand up or have a slightly bent stand.

7. At the tip of the standing part, push it down, so it’ll make a head.
8. Close the back of the head leaving no gap, then let go.

9. Use a pencil and draw some eyes and any design you like.

Note: Sometimes its top is heavy so you’ll have to hold the back to make it stand up.

Now you have made a cobra-like snake!

Learning intention: We are learning to follow the structure of a procedure.

Success criteria: I know I can do this when I write what you need and the steps for making a cobra-like snake in order.

You can have that sweet doughnut!

The Sweetest Doughnut!

On Sunday 19th of June, I had the sweetest doughnut I’ve ever tasted from Dunkin doughnuts!

First, my mum went to The Warehouse to swap Cesar’s clothing because it was too small. I had to wait in the car for two minutes since Cesar wasn’t allowed inside the store. He was brave and he didn’t whine even though I knew that he was feeling cold since we had just cut his hair. My mum was only gone for two minutes but it seemed like a very long time. So I just kept my imagination busy by thinking about those dogs who were attacked by epic buns and turned them into running hot dogs of tastiness.

When my mum came out from the Warehouse, we proceeded to Bunning’s Warehouse to buy nuts and bolts because she plans to hang some things onto the wall. This trip to Bunnings also took a very, very long time. Cesar and I played a game of touching each other in the hand and paw quickly but softly. He was very excited because there were many people passing by. It took nearly ten minutes for mum to come outside from the shop and she returned with nothing because according to her, they were too expensive.

Finally, I asked my mum if we could go to Dunkin Doughnuts because it had been five years since the last time we ate some. There were trays and trays of different flavoured doughnuts which stunned me with excitement. It took me a long time to pick which doughnut must I choose. I chose the doughnut of the month! It was colored orange, shiny and crumbly. I also picked a type of custard bavarian doughnut. My mum bought a hot chocolate which was delicious and sweet.

I ate my doughnut of the month in the car on our way home. My eyes became teary as I took a bite of the taunting doughnut. I cried, “Why is this doughnut so sweet!”. My tears fell on Cesar’s mouth and he licked it. It was the sweetest doughnut I’d ever tasted. It was like a torture to me! It felt like I nearly tasted metal (I have a metallic taste when I eat something too sweet). I drank most of the hot chocolate and ate the doughnut quickly so I won’t get the torturous after taste. We went home with the dog clothing we needed to give to Cesar and he looked happy looking at me eating that doughnut.

Eating the doughnut of the month at Dunkin Doughnuts was not a very pleasurable moment for me. I wish the next doughnut I eat there wouldn't be so sweet like the last one I had eaten.

Learning intention: We are learning to understand and use descriptive language.

Success criteria: I know I can do this when I use appropriate verbs and adverbs to describe my trip to Dunkin Doughnuts.

Oh no, my apple crumble has now transformed into an apple pie!

Making apple crumble!

On Friday 3rd of June, I had a great time making some apple crumble (well sort of an apple crumble).

My mum was supervising me in using the knife that I used in cutting the three apples for my crumble. I was pretty scared  at first that I might cut my fingers because it was a bit sharp.  I carefully cut and cored the royal gala apples. Then I chopped them up into various shapes. I discarded the core because I did not like seeds in my crumble. My mother thought that I wasted the apples because of the way I peeled them.

After that, I threw the cut up apples in a heavy saucepan and put it on medium heat. I used a small stick to prod the apples to see if they’re mushy. I almost forgot to add water and sugar! The stewed apples created a pleasant aroma that taunted us and made us all hungry already. I mixed sugar, flour and some butter (that I softened in the microwave) and started to mix them together. The dough was challenging because it was as hard as a clay.  It was my mistake because I prepared it before stewing the apples which made the butter hard again so I decided to break it into pieces of different shapes and sizes.

Next I asked my mum where to find an ovenproof tray to put my apple crumble mixture in then I placed it in the oven to bake.  We couldn’t find the right tray so we just used our pizza tray with some tin foil on it. We timed it for 30 minutes to bake. It wasn’t my idea to place the dish into our compact oven. My mum decided to bake it there  because she said that it will give the same result. It turned out to be wrong.

As I was washing the dishes, I kept looking at the crumble to see if it was baking well. Then I realised that I actually forgot to add the rest of the sugar so I sprinkled it on top of my crumble. Slowly, my crumble started to look odd because it did not look crumbly  now, it looked like an apple pie using shortbread dough that were stuck together. The timer beeped so I took it out. It wasn’t that hot or cold, it was just right. My mum and I both took a spoon and scooped the apple crumble. It was the 'best' dessert with apples I’ve ever tasted! Except it was a bit burnt! But we just I truly enjoyed baking my  apple crumble that turned into an apple pie but I did not mind because it was still scrumptious and deliciously yummy.

Making apple crumble was wonderful! I wish that I did not over baked it that’s why it got burnt. My favorite part was eating it because it really did taste like an apple pie! :D

Learning intention: We are learning to understand and use descriptive language in my weekend recount.

 Success criteria: I know I can do this when I use metaphors and similes in my writing.

Can you draw dainty cats?

On Saturday 28th of May, I had a hard time drawing to improve my skills and to prepare myself for any upcoming events!

First, I started to draw a person. It’s gender was a girl because the hair was always the easiest to draw. The eyes were the ones I used for drawing cats. Cesar rushed into my mother’s room upstairs (where I was drawing) and started to gaze at me with his kawaii eyes that nearly made him look like a puppy except with a mustache. The face was finished after Cesar started running around uncontrollably for no reason at all.

Next I started draw the body including the legs and the arms. Having to draw long hair, I was able to draw a bit of shading to the body. I almost forgot if my character needed cat ears, the hair averted me from drawing them so I just moved on. The arms were quite easy as I didn’t need to put a lot of effort for them except the sleeves.

After that I drew the legs which was not difficult to draw. The person’s legs were slender, yet a bit detailed. I added small socks. This drawing was nearly done when I added a magical katana which reminded me of Blake Belladonna from RWBY (A movie by Rooster teeth).

Finally, I drew some cute cats as cats as pets that could attack. One of them was a ghostly cat which made it look slightly spooky when in battle with others. After finishing my drawing, I left my paper and pencil on the table so I can play with Cesar for the whole morning.

Drawing cats to practice my skills was wonderful! I wish that my artistic ability will will improve nextime. I must endeavour to keep drawing every time I got free time at home.

Learning intention: We are learning to understand descriptive language.

Success criteria: I know I can do this when I use appropriate adjectives to describe my weekend of drawing cats.

My seedling needs extra nutrients to grow!

How to transfer a seedling from a pot to a garden bed:

You will need:

• Trowel
• Flat garden bed
• Sheep pellets
• Water - (diluted worm wee - optional)
• Sunlight
• Soft garden gloves
• Oxygen
• Seedling in pot
• Shade
• Watering can

Method:

1. Put on your garden gloves.

2. Find a spot in your garden to re-plant your seedling. Tip: Make sure your seedling isn’t planted on other growing seeds. Also, make sure you plant your seedling in a spot where it will get the sun or the shade that it needs.

3. Use your trowel to spade your great garden spot.

4. Drop your tiny sheep manure inside the hole to give your seedling extra nutrients.

5. Carry your seedling carefully to the hole and carefully hold the top your seedling inbetween your middle finger and your index finger to tap it out.

6. Tip it over carefully, while still holding the seedling and squeeze the pot gently and tap the bottom of the pot repeatedly until the seedling drops out from the pot.

7. Place the seedling inside the hole and cover up the base of the seedling with the surrounding soil.

8. Fill your watering can with water (you can add diluted worm wee to give it extra nutrients that it needs).

9. Water your seedling and place all the tools that you have used back to where you are storing them.

Learning intention: We are learning to write a procedure.

Success criteria: I know I can do this when I write the steps for replanting a seedling.