Senior School Eco House Projects.

Spectacular!

The inquiries coming in are truly spectacular. I am so impressed and so pleased with what I am seeing, hearing and reading. The task was simple, explore eco-housing concepts and then design your own eco-house. However, students had opportunities to complete a range of extension tasks including: making a model, in-depth research, site visits, interviews with experts, power point displays and the list goes on.

Malaysian Visitors to the Senior School

This week we have been lucky to have a special visitor in Room 23, a student teacher from Malaysia. Her name is Nurhasuna Yusoff. We can call her Ati. She is currently studying at Victoria University to become an English teacher back in her home country.

Today Ati gave the class a presentation on Mayasia. She talked about different places in Malaysia, the food, clothing, traditional dance and transport. It was really interesting, there were lots of questions and we learnt a lot.

It was also wonderful hearing about Caitlyn’s culture, as she has a Malaysian background.

Nachos, Clocks and Te Reo

Yum Yum, Tick Tock, Kia ora

There are some amazing things going on during Technicraft. Today I enjoyed looking at the amazing clocks being made in the Visual Arts group as well as tasting some really yummy nacho in the Spanish

group and was amazed by the contemporary Maori Art being created in the Maori language

group. I hope the three

groups over the hill at Wainuiomata Intermediate we

re as busy as the students

here doing Sewing, Cooking and Woodwork

.

Otago Problem Solving.

Today was Otago Problem Solving challenge day

The Otago Problem Challenge is a mathematics problem solving competition aimed at Intermediate School children. It is organised by members of the Department of Mathematics at the University of Otago.

Children participating in the competition attempt to answer five questions in 30 minutes. The questions get harder as you go. Question 1 being the easiest and 5 the hardest.

Here is question 4 from today challenge.

Thursday's Cross-Country.

On a cold but sunny day the Year 5 -8 Muritai School Cross Country was held at Williams Park. After weeks of practicing it was great to finally get the opportunity to compete. The standard of participation was excellent, with everyone giving it their best effort.

Eco houses

The current inquiry is all about exploring sustainability, with a focus on housing. Students have been researching, exploring and investigating alternative housing concepts. Now they are designing their own eco houses, incorporating the ideas from their research.
It is an exciting project and already the work I am seeing is impressive.

Students should be at about stage 3. of the inquiry
http://homeworkroom23.wikispaces.com/

Room 23 - It is a good idea to e-mail me your work so that I can give you feedback or advice. eames@muritai.school.nz

Well done all the students who joined Mr Eames and Mr Chadwick for the after school inquiry support group today.

Fair Trade Visitor

Today we were lucky enough to have Darren Frazer come and talk to us about international Fair Trade.

His talk fits nicely into our sustainable living unit. Teaching the children about sustainable practices not only means protecting the earths resources but also looking out the earths people who are unable to protect themselves.

Read more: Enviroschools Blog

Designing an Energy Efficient House / But Why?

On Monday afternoon students worked in groups to explore energy efficient house design options.

Monday was all about exploring concepts, brainstorming ideas, examining possibilities and researching.

Today was all about - WHY.

What is passive solar energy, and why would you include it your design?

Why north facing windows?

Why have a grass roof?

And why the need to re think how we do things?

Yum! Pumpkin Soup

It was all smiles in the Senior School last week. Students were lining up for homemade(schoolmade) pumpkin and cumin soup, made from our very own garden grown pumpkins, garlic and parsley. Ms Berry used a special recipe passed down from her great, great grandmother and seemed to be the recipe for success. One child was heard saying "it was the best soup they had tasted". Another student who has never liked soup had 3 cups. Someone whispered behind the school that "it is even better then the Deli's"! Sue and Carole in the office have requested the recipe (it must be good)

Well done Enviro leaders

Today five members of the class presented information on their visit to the ' Meridan Light house'
They did extremely well and the whole class benefited from their in depth knowledge of the house.

Term Two Inquiry goes out

Today, our term inquiry went out. Mr Eames presented all the information to the syndicate. It is a really cool inquiry on sustainable housing.

We went through the inquiry process, discussed time management and self management. Mr Eames gave us demonstration on what the inquiry will look like and discussed a step by step approach.

Mr Eames also showed us an design example on 'Google Sketch' to give guidance on how to approach the design stage of the inquiry.

We also looked at the assessment schedule.

We try our best, aim for a suitable level and always ask for help when needed.

Homework Wiki

Thursday afterschool - Inquiry help and support from 3 - 4pm.

Use of the computers and direction and support from Mr Eames

Enviroschools leaders visit the Meridian Eco Bach(Batch)

On Tuesday a group of Enviroschools ambassadors headed into town to view the Meridian Light house Project. They received a tour from one of the leading architects for the project. They came back with heaps of notes as well as ideas for the up coming inquiry. They will be talking to the class about the eco home later in the week.

Young Leaders day

On Monday the Year 8 students heading into Wellington to take part in the Young Leaders Conference held at the Michael Fowler Centre

The objectives for the day were to:

Inspire students to make a positive contribution to their school

Motivate students to be leaders in there are of influence

Empower students with practical skills of balancing study, school commitments and social life.

Promote the value of positive role models

Educate students about the need to grow in knowledge and practical skills in the area of excellence and leadership

Connect students with other students.

This years speakers included:

Pat Buckley Life Skills Educator & Motivational Speaker

Andrea Deely Community Manager, MinoMonos.com

Jamie Fitzgerald Adventurer and Motivational Speaker

Alison Shanks Commonwealth Games Gold Medallist 2010, World Track Cycling Champion 2009

Green School - Bali

Green School, Bail

Today, we were really lucky to have Philothea (Flynn’s mum) come and talk to the class about her visit to Green School in Bail. She showed us a slideshow and answered our questions.

It is an amazing place, extremely interesting. The creative, ‘sustainable’ ideas were fascinating.

To find out more take the virtual tour

Personal inquiries continue

For more information on these student lead inquiries CLICK HERE

Personal student lead inquiries.

It has been a busy and challenging time in Room 23. We have been working on creating student lead inquiries.

In order to do the above students have explored, brainstormed and discussed the themes within Uno’s Garden, before selecting a topic of interest. E.g. Deforestation, Endangered animals

The process we are now following is:

• Formulate relevant questions to assist their inquiry
• Then they will be focusing on gathering and using relevant information from a range of sources.
• Then they will organise, present and communicate their findings.

All the above will be carefully scaffolded in class in order to ensure success.

Here is Jared’s inquiry Scaffolding.

Week One Explanations and Science Week

This week as part of our literacy unit on ‘Explanations’ we have been looking at Phenomenon?

What is a Phenomenon?

• A fact or occurrence that can be observed
• Something that is out of the ordinary and excites people’s interest and curiosity
• Something perceived or experienced

An Explanation MUST involve a Phenomenon.

In order to explore Phenomenon we did a number of activities

We made bread and looked at the magic of Yeast ‘How does yeast make bread rise?’

We deconstructed a level 4 yeast explanation

We heated ice and watched as it turned from a solid to a liquid then to a gas (Exploring and discussing the states of matter) Why does it change state? How does it happen?

We looked at three on-line experiments on the 'States of matter.'

We also looked at a number of level 3 and 4 explanations and started to gain an understanding of the criteria for an effective explanation (Including one on the Violin)

Term 2 Focus - Uno’s Garden Sustainability Unit

Uno’s Garden, By Graeme Base will provide the foundation for our Term Two unit of work

Overview / Storyline

Uno arrives in the forest on a beautiful day at the very beginning of spring and is greeted by a myriad of beautiful, lush plants and the most fantastic creatures he has ever seen. He likes it so much that he decides to stay there.

Uno's decision spells doom for the plants and the creatures of the forest, including the only completely ordinary Snortlepig.

But Uno is wise and sees the future of his children and their children if someone does not act to stem the consequences of civilisation. So he starts a special garden that does not have the vegetables and flowers of other gardens, but allows his children and grandchildren to have hope for their future.

Uno's Garden is a rich story that delivers a powerful message through both its words and pictures. The diversity and detail of the illustrations tells a complex story that provides an excellent starting point for children to start considering their impact on their environment and how this can be positive.

Learning Intentions

Student will understand that:

• The living world is a large and beautiful thing with diverse climates and habitats, flora and fauna.
• Every living thing has a right to have its needs respected and protected.
• All living things depend on the environment around them for survival.
• All living things are interconnected and interdependent, and the balance can be delicate.
• Humans are ultimately responsible for the state of the environment and its protection for the future.
• Environments change over time and these changes can be caused by nature or humans.
• Changes, whether natural or artificial, can affect whole systems and the environment both for better and for worse.
• The environment can affect how we live and the things we do.
• Many spaces and species are threatened because of human impact on the environment.
• We all need to respect and take responsibility for the places in our community.
• We have a responsibility to care for and protect our environment for the future.
• Our beliefs and actions are intertwined with the society and culture in which we live.
• Different groups may have differing beliefs and values about the environment, which may cause conflict between these groups.
• Our natural resources, like water and clean air, are precious.
• There are international agencies that promote environmental protection.
• I can have both a positive and negative impact on the environment.
• Through knowledge and understanding, I can make responsible choices to meet my needs and still promote the protection of the environment.
• The beliefs I have and the actions I take can influence others.
• I may only be one child but I can make a difference.

Room 23 Achievement Term One

In Room 23 we know that we all achieve at different levels. We encourage and support everyone and celebrate our strengths. The whole class has worked really hard this term and we are achieving in a range of activities and opportunities.

It is the end of term and work is being collected for portfolios

Students are focusing on producing their best work.

I encourage students to focuses on their own level of achievement by using the terms

MUST SHOULD COULD

Students Must complete all the basic requirements of the term.

A Te Papa Report. a Christchurch earthquake report, An Uno’s Garden scientific report, an inquiry, as well as a range of other minor assignments.

Many students Should have completed the above in more detail eg. a two page scientific report, a level 4 inquiry, A more advanced Christchurch Earthquake Report.

A number a students, particularly the Year 8s Could go the extra mile. Level 4/5 written work. Extra effort on the inquiry, including use of more thinking strategies and inquiry skills. An extra term evaluation, involvement in the wiki discussion, blogged their work etc.

We also relate the above to a range of other areas. Eg. Reading, Arts etc.

We also focus on individual tasks, whereby students work towards understanding their next steps and what they should or even could aim to achieve.

Sport – Students Must be involve in school sports. A number of student should attend zone events and many could even make Interzones.

Well done Room 23

click on the image to read the comment.

Inquiries - WOW

I am so pleased with the inquiries. A lot of work has gone into them. Thank you very much everyone who helped make these inquiries what they are. I have read many of the interviews and the documented discussions that students have had with parents, sibling, grandparents, friends and relatives. I am impressed with the comments made and the encouragement and the opportunities that have been given to students, helping them extend their understanding of the Treaty of Waitangi (As well as a range of other agreements)

There is nothing more powerful in education then working in partnership with your child. Showing an interest in what they are doing and supporting where necessary.

We are now presenting, evaluating, assessing and developing our next step. To see the student's comments and next steps view comments on this post.

Uno’s Garden and Literacy /Scientific Reports

Our scientific reports have taken an interesting turn.

Using the amazing creatures of Graeme Base’s Uno’s Garden we are writing interesting, scientific reports on a range of wonderful animals.

Ever wanted to know more about the Snortlepig or the Frinklepod or the Grazing Gondolopes.

We started by listening and exploring the story, looking closely at the pictures. Then after choosing an animal, we created mindmaps, grouping information to make the writing of our reports easier.

We also had to do some research, finding information to support our reports by making links with other animals and their characteristics.

I am really looking forward to reading the finished reports.