Monday, 3 September 2018

Trip To The City

Blog report by Charnz

In the morning at 9:45 Koru 1 got on a bus a we started our trip to the Art Centre. First we went to the South Quad to have something to eat and then we looked at these bubbled shaped things and a lady came to speak to us. She taught us about them and said what the meaning was about them. The person who made them was Seung Yul Oh. He was trying to remind us about the big earthquake that and how we all connected to help each other.

Then we walked into the Scape Public Art and made a little sculpture of the bubble type things and we used styrofoam balls and there were half one and all sorts of sizes. We used toothpicks to hold them together. When we had done as much as we could we got called up to take a photo with our models of  the bubble things that we discovered. After that we had to demolish them so we could experience more with the styrofoam balls. We had a certain amount of time until we went into the Botanical gardens.

When our time was up we walked out of the Arts Centre and we saw a statue of a man and Josie the instructor that helped us make the model things told us about the statue. Then we said goodbye to Josie and we headed off to the botanical gardens to have our lunch. When got into the gardens we saw heaps of interesting things and we went through Cunningham House. In there it was warm and we saw heaps of banana trees and there were signs saying where they were from. I saw one from Canary Island. Then when got out of there we straight to where Mrs Harris's group was eating.

After we had a little play around we walked back to the Arts Centre and we met two different ladies and went to Rutherford's Den. We put our bags away and we got these black robe things on it felt like Hogwarts a little bit. Then we went into the other part Rutherford's Den to do an experiment with bubbles. First we got into groups of three and there were some groups of two and we experimented if we used a heart shaped bubble blower what shape would it be. We also had a piece of paper and we had a hypothesis on shapes of bubbles and we had to guess what colours there were and after all of that one of the instructors had a stick and some rope and she tried to make a massive bubble. Then we went back to our bags and said goodbye and returned to school on the bus. Back in class, we reflected on the day. People had lots of highlights and the behaviour of the class was amazing.

Monday, 27 August 2018

The Perfect Purple Paint

Today, some of us made the perfect purple paint using 2 teaspoons of blue paint to 3 teaspoons of red paint. This would give us a total of 5 teaspoons of perfect purple paint.

We related this to our knowledge of fractions. We noticed that two fifths of the mix needed to be blue and three fifths of the mix needed to be red.

We talked about ratios. This perfect purple paint mix was a ratio of 2:3.

Next, we were given a problem. Here it is:

We used multi link cubes to show our problem solving. We were able to get creative with our answers by making something with our cubes. 

Here's Jarnia and Breanna's answer. It shows that you would need a ratio of 8:12. Eight teaspoons of blue paint and 12 teaspoons of red paint to make 20 teaspoons of purple paint.

Here's Caleb and Rylee's answer. They used their multiplication skills to get an answer of 8 teaspoons of blue paint and 12 teaspoons of red paint. They displayed their answer by showing the mathematical thinking that took place. 

It says x 4 E which they explained represents multiply everything by 4.

How would you solve the problem?

Monday, 6 August 2018

Hauora Interest Projects - Part 2

This week we have been sharing our recent interest projects. It has been wonderful seeing our peers taking the stage, putting the focus on them and their learning. The main idea behind sharing our interest projects is to celebrate our efforts, identifying highlights, and giving and receiving valuable feedback in order to set new goals for ourselves.

Interest projects can be testing for students. We really need to show that we are developing important skills and attitudes in the areas of organisation and time management, as well as general research abilities. How we use the time that we are allocated in class for these projects, called IP workshops, is one of the areas of evaluation at the end of each interest project cycle. The end products are not the only important thing, the process is also significant.

Here are some student reactions and comments:

Jesse said "Sharing was good. When I saw others doing it, I was not as nervous. I really felt excited and wanted to go up. I feel pretty good about my next interest projects. I learned that I can get up in front of people and not have a big shock. Overall I feel proud of myself".

Quinn said that when sharing he "... Had a good feeling because I knew that others didn't know much about my topic, so I was providing them with personal information. I think next time I would practice my speech a bit more, but overall I think it was pretty good for my IP that I've done at school".

See our individual blogs for our IP evaluations and links to the media many of us created. The evaluation template we each completed is shown below. You can see the particular areas of focus for these projects.

Tuesday, 24 July 2018

Hauora Interest Projects

Photo by Bruno Nascimento on Unsplash

We are currently in the middle of individual interest projects (IPs) that relate to Hauora (health and wellbeing). This has been a significant focus for us this year and these projects are a chance for us each to dig deeper into a topic of interest within the wider theme. 

The aim of the project is to learn all about something that we know, or have heard, can affect the health and wellbeing of people, then share back our findings with our peers and teachers. One of the main goals here is to create a powerful forum for the students of Koru 1 to educate their peers about how they can improve their own hauora, while developing many of the independent inquiry skills that successful interest projects require. 

Our IPs have 3 rules that we must follow. 

Late last term we completed our plans and displayed them on our classroom walls. During our open evening, we were able to share these with our friends and whānau, getting their feedback and explaining how we would be approaching each of our projects.

This week we are reaching the 'putting it all together' phase, where we are beginning to write up our research findings. Some of us have been using Google Forms for the first time to create our own surveys. Especially as many of our topics of interested within our health and wellbeing theme affect us kids, we think we can get some valuable information from our peers about certain issues.

Next week we will be working on our presentations, which will come in many different forms, and we will be sharing these projects in Week 3. After presenting, we will be spending time reflecting on our projects, identifying our highlights and challenges, and finishing off our IP documentation.

Interest projects are not new for many Bromley students. Madison, who is in Year 6 and has completed 3 IPs before, has some insightful thoughts about them:
"I like interest projects because we get to find out about things we don't know. I get excited finding out new things. The researching is fun. I can get a bit nervous sharing, but once I start, I'm fine. You are really proud of yourself afterwards".

Keep an eye on our Twitter and blog for updates.

Wednesday, 27 June 2018

Discovering Our Character Strengths

On Wednesday Koru 1 learned about character strengths. Character strengths are positive parts of our personalities that impact how we think, feel and behave. If we know what our main strengths are we can “flex our strengths muscles” and be the best version of ourselves.

First we had a discussion about what character strengths are and what strengths we might have. We talked with our friends and spotted strengths that they have too. Then Mrs Harris displayed a character strength and what it means on the TV. If we thought YES this is definitely like me we wrote it down. Eventually we all had a list of our strengths.

Next it was time to narrow down our list. Most of us came up with three or four main character strengths. Then we did some more research on these and added key words to a brain storm. Some of us used the character strengths cards to find the māori word for our strengths.

We used the online tool worditout to generate a word cloud. We could customise this to our preferences and make it look unique to us. Use took the word cloud and added it to a slide of us with a speech bubble. These are displayed in Koru 1 for you to see on open evening in week 10.

Where to next? What does it mean for us now that we know what our main character strengths are? How can we “flex our strengths muscles?”

I understand myself a bit better now – Zeke
Kind of like Zeke, I know myself a bit better now and now that I know some of my strengths I will be able to use them more – Arona
I feel brightened and excited – Lakiesha
Now I know more of my character strengths I’m going to discover who I am more and find new ones – Caleb.
Now that I have learned about myself a little better with my strengths I can trust them and hopefully they assist me in the future, hopefully they will do good into my future – Mana.
We could improve them - Levi
Experiment with our strengths and see which one is the most popular in our class – Zeke
Maybe we could do a survey to see - Jaycee
One of mine is creativity. I was thinking I could create something to do with it - Yossi
Experiment with our strengths and make a system out of it. Maybe that will boost the education system in the school and help all the classes. We could help the juniors with their strengths like junior mentors. Or maybe a lunch time club – Mana.
Make an iMovie about them – Levi

What do you think your character strengths are?

Saturday, 23 June 2018

Good Luck To The Bromley Brains!

We are really excited to have our Year 5 team, the Bromley Brains, taking part in the Canterbury ePro8 semi finals this coming Thursday. This is an engineering competition, in which the team qualified by coming 4th out of 12 teams in the regional heats a couple of weeks ago. We also had another team, the Year 6 Bromley Coders, who performed admirably but unfortunately missed out on qualifying for the next round.

The Bromley Brains worked so well together and no doubt will have a fun, but intensely challenging time again this week.

We look forward to seeing how you go!

Data Analysis And The Football World Cup

We have some avid football fans in Koru 1, evident in the large number of students we have getting stuck in to some very energetic, passionate football games at break times. It only seemed fitting to connect some of the learning in our classroom with the excitement in Koru 1 and around the world currently with the Football World Cup taking place in Russia.

Last week some students working with Mr K began a number of maths related challenges based around football. We have done a lot of learning this year around statistics, specifically conducting statistical investigations that have included posing questions, collecting and analysing data, and presenting information in clear and easy to interpret ways.

To push this a little further, students involved in the World Cup challenges have been learning more about data analysis, involving understanding what the mean, median, mode and range of a data set is, and how these can be calculated. We initially learned how to do this by using the example of a group of us and our ages. We were then using squad information from international football teams - including age, caps and number of goals from each player.

It has been great to see students like Wyatt so pumped up and engaged in this, to the point where he has been doing his own statistical research into other teams besides those given.

Check out some of our individual blogs for more personalised learning reports.