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Thursday, 22 September 2016


We read an article about a waka which spent two years criss crossing the Pacific ocean, observing rubbish. They Noticed that if they found rubbish in the ocean, it usually meant they were getting close to land. Because of this, we infer that most rubbish in the ocean comes from land. 

We wondered if the rubbish in our playground might have a similar trend. We decided, before lunch on Wednesday last week, to go and find out. 

We split the school into 12 sections on a map. Each section had a group of scientists (us!) to make observations and inferences.

We put a red dot on the map wherever we found a piece of rubbish and collected all the rubbish. 
After lunch we went back, and noted with a blue dot, any new rubbish found in our area.  We also collected this rubbish.This is our map, showing where we found rubbish, both times.

We also classified the rubbish we found into types of rubbish and displayed this into this graph.  

Our observations and inferences: 

We observed that most of the red dot rubbish (rubbish found before lunch) was caught up in fences, around buildings and in bushes, especially tussock grass. 

We think this might be because the wind has blown rubbish left on the ground by students into the bushes where it has been trapped.  The spikes on the bushes help to trap the rubbish.  Some children might hide their rubbish under buildings at lunchtimes. Some people might be throwing the rubbish over fences too.  Rubbish gets blown from the field into the ditch and can't be blown out again. 

Different groups had different areas assigned to them so some groups had areas that were bigger than others,some had more bushes, some had more buildings, some were open ground some were not.

We found out that Darren’s shed has a lot of recycling 
this might be because it blows out of the recycling bin and gets stuck by the fence it also has a lot of trees that people play in and Rubbish falls out of their pocket.

We observed that after lunch  there was blue dot rubbish (after lunch rubbish) that it was all around the buildings and on the field. We think this is because when we are sitting down they drop rubbish.

One of the problems with the data could be that there isn't enough room to put all the dots and that they might not be in the right place.

The wind blows all the rubbish around and it get caught in fences and we found out that rubbish was caught in all the obstacles and that's  why there is a heap there.

One thing we can do to help our school be rubbish free is put your rubbish in the bin don't just put the rubbish in your pocket because it can fall out and get caught.This map may not be completely correct because it was handwritten. There was also some unretrievable rubbish like under buildings, caught in trees and other side of see through fences (like at the back of the field).


After we made these observations and inferences, we were left with questions as to why people in our school failed to put their rubbish in the bins! Why does so much end up back around the school after one break time? Maybe it is falling out of people's pockets? Perhaps it's the winds fault? Or maybe the students of Waimairi school are dropping it on purpose?

Since then, we have recorded how rubbish was dropped at morning tea and lunch. Basically, we spied on the school! We, as scientists, have completed an investigation into why rubbish is ending up on the ground. On Thursday the 18th of August, we went out at morning tea and lunchtime to make observations of you all, collecting data to find out how rubbish gets on the ground.

We split up into 12 groups. At morning tea we spread ourselves around the whole school to observe. At lunchtime we spread the 12 groups around the lunch eating areas and observed what happened to the rubbish. 
We have made inferences from our observations and here is what we found:


At morning tea time, Waimairi school dropped 205 pieces of rubbish. That's 2 out of 5 people on average who dropped rubbish. 110 pieces of rubbish were dropped on purpose, which is more than half of the rubbish we observed being dropped. We also saw 46 pieces of rubbish dropped without the person realising that they had dropped it, often as they were walking.We also saw rubbish being dropped from pockets.

The places we found that rubbish had been dropped the most, were the Te Puna block, the walkway down to Ara Atu and the playground behind room 13. We think this might be because people playing in these areas may not understand why it is important to put rubbish in the bin. We also inferred that since there's big bushes at Ara Atu, people think they can hide their rubbish there.

Also, there is no rubbish bin in sight of the playground in these areas, so people lazily drop it instead. We think that most people do this because they think that they can hide it, or can get away with dropping it, even when they know it is wrong. And they do get away with it! Why don't people take a little walk over to the bin to put their rubbish where it belongs? 


At lunchtime, 219 pieces of rubbish were dropped throughout the school JUST during lunch eating time. That's 2 out of every 5 people in the school on average. that is a large amount of people to be dropping rubbish.
From what we saw, 79 pieces of rubbish were dropped on purpose, and 44 were left where people were eating. 

Just like at morning tea time, we think that around the school most of the people drop the rubbish because there's not enough rubbish bins around. Although there are already some bins, there only a few, and sometimes not in the best places. 
We also think that some children might not be able to reach the bins because we observed the bins are quite a bit taller than some junior children. Younger students also may not understand why it is bad to leave rubbish on the ground.

We could maybe get more and smaller bins to show others that bins are valued around the school but we think most of the kids already know about why we shouldn't  drop rubbish - because it will cause lots of problems for the animals in our environment and make our school look messy.

We spotted some differences between Morning Tea and Lunchtime. At lunch-eating time, more pieces of rubbish were dropped than the whole of morning tea time, even though morning tea is longer than lunch eating time. We think that more rubbish was dropped at lunch because more food is eaten at lunchtime and there would be a bigger chance of rubbish flying out of their lunchboxes. Lunch food is also more likely to have wrappers. However we also inferred that people might deliberately litter so that they don’t get in trouble for walking to the bin - as we are not allowed to stand up during lunch eating time.

Under the classroom is also a common place to put rubbish. But the reason  that people drop rubbish there is because they think no one will notice. But we did! But if you think that you get away with it, then you are wrong because we see rubbish everywhere, even in sneaky places where people will think you can't see it.

Overall, 424 pieces of rubbish were dropped in the 45 minutes we were observing that day. That’s almost one piece of rubbish per person. If nobody ever picks this rubbish up, then by the end of the week there would be 2120 pieces of rubbish floating around the school.  Many people dropped their rubbish on purpose, but also accidentally, leaving it where they ate or hiding it.

We think if we all work together our school can be cleaner by just simply walking  to the bin, because just doing a simple thing like that will help to make a big difference. But we also think that during lunch eating time we should be allowed to stand up to walk to the bin to put our rubbish in it. We will be discussing this with the teachers. This means people will be less likely to throw it in the bushes, under the buildings, leave it where they were eating or just throw it on the ground.

We also plan to write to the board of trustees to see if we can have more bins built permanently into the areas that we’ve observed to gather the most rubbish. We also need bins that are the right size for younger kids as well.

So what is the most important thing for you to remember from today? Do not drop rubbish on purpose. It’s pretty simple.  Please walk the few metres to the bins, otherwise we will all be swimming in a pool of rubbish.

Monday, 19 September 2016

Too much safety

I think my speech went well because it was well structured   we were learning to use advanced rubrics to help! I was learning to use the power of three, repetition and connectives. My ideas flowed well and connected back to my main idea I used several language devices to connect to the audience And I use many ideas that connect to the subject . I think I could improve on my speech by using different tones of voice. 

    Here is the link to my speech please listen or read below 

Do you ever wonder what happened to the giant slides with no railings? And the lookouts with no safety bars? Perhaps they were abducted by aliens,  maybe some slide loving maniac stole them all, or maybe the government got rid of them because they thought they were unsafe? I think the word is becoming too safe
Everybody has that time when they go down to the park for their weekend play. They muck around on the playground for a while then you decide to go and climb your favourite tree but when you get there you sense something is wrong. All the branches you used to climb the tree were cut off. Your day at the park has been ruined.

Or perhaps you're off on a family outing for a walk in the bush. The walk is known for its fantastic views. You walk for hours but most of the walk you could not see through the dense trees but there is a viewing platform with no ktrees you finally get to the place with the view. You jump into the viewing platform you look out but the view is obstructed by a giant fence. Your family outing has been spoiled all because of one fence.

Another example of too much safety is the Margaret Mahy playground. The giant slide is reasonably fun but since it's built onto a hill you can't fall off and you can't jump down.
It is okay to have a little bit of safety but if everything is extremely safe we will not learn and if one day we find ourselves in a place with no safety we won't know what to do.

I think the world is becoming to bubble wrapped and over protective. Giant railings on slides, chopped branches so we are unable to climb trees and playgrounds designed with no risks. if you become a member of the council one day try to convince them that the world is becoming way too safe! We need create spaces that has some risks so that we can learn to to be safe ourselves.

Thursday, 7 July 2016


I hear a kid shouting and talking in a foreign language but as soon as I'm in sight, there is silence. Their eyes are riveted to me; wherever I go, their eyes follow. All of the children make a path for me. Soon the kids start talking and shouting again. That doesn't stop me thinking I'm being watched. The wet wood of the seat soaks through the fabric of my pants. The smell of warm noodles wafts through the air into my nose. I wish I had some of those.

I believe New Zealand has an unknown problem. 10% of the migrants that come to NZ feel discriminated against. 55% of these feel this way because because of their skin colour, nationality or race.

Prejudice is where you judge someone before you get to know them. Lots of the time it begins with sexism, racism, gender stereotyping and more. For example, a lady from Iran came to NZ in the middle of a war in Iran. When she went to school, she was asked if she had a bomb in her lunchbox. The same lady, in her later life, was working in a cafe and people came and asked where she was from. When she said Iran, they all bowed their head and wanted nothing to do with her. The effect is it makes the people who are being prejudged feel bad. Some of the causes are movies, books and social media.

There are many ways to help immigrants feel welcome, from smiling through to making a migrant advice service. When you see someone who you think looks excluded, lonely or isolated, make a conversation. Keep on smiling. Try to get to know them. Start inviting them to parties and introducing him or her to your friends. The effect is he or she feels more included and more confident around you. Some other ways are to let him or her join a club. This will help them find more friends. Also treat him or her as equally as all your friends. The effect is they feel better and you feel awesome too!

Some of the things that make people feel unwanted or unwelcome:
  • Sniggering
  • Whispering
  • Pointing
  • Laughing
The effect is that migrant will feel unwelcome.

If we don't change our actions in future some people will hate each other for their race. The world will not live in unity, but will be split into groups of different skin colour , Muslims, other religions; the list goes on and on. We need to stop prejudice so we can live in a world where it doesn't matter what color skin people have and remember that the smallest actions make a change for the better.

Tuesday, 7 June 2016


People fly past, screaming. The huge rollercoaster looms over me. Whoa that looks cool. I line up for the massive roller coaster. The line was long. I was prepared. 

I get closer to the roller coaster, it gets bigger and bigger. Maybe this wasn't such a good idea I think, as people zoom past screaming. 
I slowly stumble over to the carriages. My mum tells me that the front was the scariest so I sat in roughly the middle.

I wonder how the seat belts work. I try pulling the black straps over my shoulder. They smoothly slide down but it doesn't stop me feeling unsafe.
I hear a hissing sound - the roller coaster is off. It slides smoothly around the corner on a 40%  angle; well that wasn't too bad. The roller coaster soon comes to the chain. The chain slowly gets into action as it heaves the mighty load. Suddenly I realise what's coming next - the loop.

I see the loop coming. The roller coaster flies toward the loop. I quickly close my eyes. After a series of spins and turns the roller coaster skids to a halt. I slowly crawl off, my head spinning. My mum runs up to me “Was it fun”?
“Yes, let's do it again!”

While doing my writing I was learning how to make a good hook. I learnt that there are lots of different types of hook eg.
 Use a question  
Use descriptive words 
Start halfway through with action
I think that I went well because I have a good hook that will convince people to keep on reading. I also built tension well.
Next time I will describe more.

Thursday, 14 April 2016

Term one art learning


This term I have been learning about the elements of music. We decided to make a visual mihi and a musical soundscape based on a poem.

While doing this I learnt how to make aurasma, how to use and mix various pastels and how to make a soundscape. We had to create a soundscape that represented the things in our poems. Some of the elements in my soundscape were beat, rhythm, tone colour, dynamics, pitch and tempo. I used beat to give us a base; something to put more layers on. I used a stick against the ground to create the noise. I used the rhythm to speed it up. I used the shakers to create a gravel path sound, I whistled to create the noise of a bell bird and I used dynamics to make it not seem so plain.

I think my soundscape is relational because you can relate my soundscape to my poem. Overall this terms visual mihi has gone to a high standard.

Here is the link to the soundscape for the  poem blow

Where I feel at home
Where wood pigeons swoop down
shouting war cries as they go.
Where rivers slide over rocks 
creating rapids as they jump off stones.

Where bellbirds sing and strut around 
displaying their tail feathers.

Where enormous redwoods tower above
as tall as a skyscrapers.

Where paths dodge through trees
missing them by inches.
Where we hammer in pegs 
to hold up our house.

Camping there is where I feel at home.

Wednesday, 30 March 2016

Christchurch is my home

 In the middle of the city
tall buildings tower up, 
survivors of the earthquakes.

Birds glide
gracefully over houses
chirping as they go.

After school the smell of dinner 
from inside the house  
wafts up my nose 
as I stack my scooter 
and walk inside.

The soft touch of my bed sheets
calms and relaxes my body 
as I drift into a deep sleep.
Castle rock 
stands tall
nothing can get in its way.
It's boulders stick out
like a jagged saw.

In the heart of the city
me and my family 
break up bread 
and throw it to the ducks 
keeping a watchful eye it for eels.

Christchurch is my home .

Tuesday, 8 March 2016

Lollie land

Sugar mounds lay everywhere,
only seconds ago they were
cars and bikes.

Hills freeze 
and instantly become
rock candy.

People run around screaming 
louder than elephants,
panicked as they slowly  
 turn into gummy bears.

Trees wave there 
delicious leaves 
at me.

Food mysteriously turns into
the lolly version of itself,
as it hauntingly calls for me to eat it.

by Tanya Schultz

Lollie land Reflection 

I am learning to use metaphors instead of similes.
I am doing well because found a picture and because I understand how to use metaphors.
My next step is to use metaphors that connect well with the