Guitars

This week we return to our music hurumanu, for these periods of our hurumanu we happen to have a very special guest. That being Mr Mitchell, Mr Mitchell [a teacher here in our school] knows quite a bit about music, he happens to be a guitarist and so he now helped us to learn more about guitars. He brought with him several kinds of guitars, an electric, two acoustic guitars and a backpack guitar. Mr Mitchell played several pieces, he also gave us knowledge about several chords and different ways to play the guitars as well.

Acoustic Guitar - Dreadnought - the dreadnaught is one of the most common guitars that you might see, it doesn't need an amplifier, though amplifiers can be used as well. The sizes differentiate according to teh size of the person playing it, however, most are just in the average size just right for the average-sized person. Normally acoustics can be used for country, bluegrass and rock/pop.

Electric Guitar - There are many different styles of electric guitars, but most are designed for style; as stated in the name, electric guitars are meant to be plugged in an amplifier. Though could be used without, playing an electric guitar without an amplifier would sound quite quiet; as there is no soundhole like as of the acoustics. They produce a 'crisp' sound a more rock on sound, ironically it is commonly used in rock, heavy metal as well as pop.

Acoustic -  Backpack -  Cutaway - Backpack and Cutaway guitars are both from the family of Acoustics; Cutaways are slightly different from a Dreadnought as the design allows players of Cutaway guitars to go down the guitar easier than the Dreadnought. Backpack guitars look quite different from the common guitars as it is meant to be carried easier as it is smaller than the more common sized guitars.

Hurumanu: Music

This week we have now moved on into our next Hurumanu which is music. In the first session of this subject we started with answering questions about what we know/our prior knowledge about music. Next thing that we then did was changing a our "Music Hurumanu title" to a more suitable as well as a more creative name for our group. There were several ideas, however "Instrumental Industries" is what we have chosen. Subsequent to changing the name of our group we then also looked at a variety of music. Not only music but as well as instruments; Ukulele and the different parts of it, such as the neck, body, head, etc. That has been most if not all of what we covered during the first session.

Hurumanu: Water Cycle

AIM: TO LOOK AT THE WATER CYCLE AND HOW CLIMATE CHANGE IS AFFECTING IT.

Definition:

In the connecting of the different parts of the water cycle; we first started precipitation as our main base. Our group then progress on talking about what connects to it; for that, we took and connected it to condensation. One reason we connected it is that if the condensation may be enough, precipitation would be very much possible. An example of this event would be the condensation of clouds and precipitation would be the rain that it process; as well as condensation of different liquids as well. Connecting to it we found evaporation, which the vaporization that occurs on the surface of a liquid. We knew that by evaporation, condensation will occur, then while in this subject water vapour will occur and is very much related to evaporation. These water vapour and evaporation occur because of the large bodies of water that we have which as the likes of freshwater and the oceans; which are part of the Hexagons that we have done as well.  The nest part of this is carbon dioxide, which seems quite unrelated, though it is very much so. The burning of fossil fuels [what we've discussed previously] creates C02 which what we've discussed as well, traps the sunlight from bouncing back to space. Therefore it is heating our planet, global warming which is melting the Arctic and the Antarctic;  also is responsible for more evaporation, which then turns to condensation and back to precipitation which is a product of condensation. If more of such things should occur, there will be larger rains which we know relates to climate change, the rains become storms which in time will be hurricanes. Strong hurricanes will soon result in a lot of damage and could in time cause severe flooding. That is what we've connected so far.

Scientific words:

• Evaporation. When water is heated by radiant energy it turns into water vapour.
• Transpiration. Evaporation from plants.
• Condensation. When water vapour cools, molecules join together and form clouds.
• Precipitation. When clouds get heavy the waters falls as rain, sleet, hail, or snow.
• Acidification: the action or process of making or becoming acidic.

We will be conducting an experiment that looks at the different ways that climate change is affecting the water cycle.

THE WATER CYCLE EXPERIMENT

Bag 1: Normal Water cycle

Bag 2: Water cycle with CO2 added: like Oceans in climate change

Bag 3: Water cycle with ice added: like Antarctica in climate change

Bag #1

Material:

1.  Plastic bags/ziplock bags.
2.  Vivid Markers.
3.   Water.
4.   Food colouring.

Steps:

1. Grab your ziplock bag lay it on a hard surface. 
2.  Hold your vivid and draw the water cycle by drawing water, clouds, sun, etc.
3.  Label your drawing by putting the process, like evaporation, transpiration, etc.
4.  Insert 1 cup of water in the bag and put 2 drops of food colour in the bag(preferably blue).
5.  Stick the bag to a location where there is sunlight and observe within several days.

Findings:

	The Water Cycle: Bag 1	CO2 Water Cycle: Bag 2 Acid	Desert Water Cycle Bag 3
Does it cycle?	Yes	Yes	Yes
Amount of Water	2	2	2
Acidity	1	2	1

Key: Water and acidity amount:

1= none

2 = small drips

3 big drips

Other comments:

1. Bag 1

• The first water cycle experiment had not any amount of acidity.
• The water cycle that we hypothesized has indeed happened.
• There were small drops of evaporated water around the sides of the bag.

2. Bag 2

• There was acidity in the second bag.
• The acidity was in the form of soda water.
• The same cycle happened, evaporation, precipitation, etc.

3. Bag 3

• Bag 3 had the least amount of water and was not as plentiful as the other bags.
• Again the cycle occurred, even though it had less liquid.
• Small drops of water can be seen inside the bag.

Conclusion:

The water cycle is an ever-recurring phenomenon. Each of the steps that it takes is fundamental to the reaction that it does. A location no matter how less liquid it contains if exposed to enough heat it will evaporate. In conclusion, the experiment proved our hypothesis that each of the bags did indeed have their liquids evaporate and turn into small drops of water. All of the bags including bag 3 which represents desert water cycle had omitted moisture.

Draw a labelled diagram of the Water Cycle

Water cycle words:

1. Precipitation - Any product that condensation produces.
2. Hurricanes - They are a natural disaster which brings heavy rain and strong winds; which occurs around the Atlantic.
3. Storms - Storms are a natural phenomenon that can turn into hurricanes when the closed circle becomes an "eye"; it typically brings thunder, rain, lightning and or snow.
4. Evaporation - A type of vaporization that occurs on the surface of the liquid.
5. Carbon Dioxide - Carbon dioxide or C02 is 1 part carbon and 2 parts oxygen; it is an essential part of photosynthesis, fire extinguishers, etc.
6. Water-Water/ H20 is a main part of the earth's streams, rivers, oceans and is fundamental to life forms.
7. Oceans - A body of water, a very large expanse of sea, that is divided geographically. 
8. Water vapour - It is a state of water where it becomes gas, can be produced by evaporating water.
9. Freshwater - Freshwater is water that is not fro the sea; examples of these are the likes of rivers, streams, lakes, etc.
10. Flooding - It is when commonly dry land is submerged with water.

SOLO Hexagons Activity

Water cycle words:

1. Precipitation
2. Hurricanes
3. Storms
4. Evaporation
5. Carbon Dioxide
6. Water
7. Oceans
8. Water vapour
9. Freshwater
10. Flooding

TODAY YOU WILL BE INVESTIGATING THE EFFECTS THAT CLIMATE CHANGE HAS ON THE WATER CYCLE.

1. Using your SOLO hexagons poster write a paragraph about the different aspects of climate change.
2. Write about the following Climate Change concepts:

You can do these by powerpoint, embedding a movie, on your blog, on a doc or any other form of presentation. It is up to you.

ACIDIFICATION: HOW DOES CLIMATE CHANGE CONTRIBUTE TO THE ACIDIFICATION OF OUR OCEANS?

The burning of fossil fuels not only greatly affects climate change; the warming of our globe which causes severe problems for some certain species of animals. As well as the rise of sea levels which threaten islands from being erased from the map; the very unusual weather patterns, making hurricanes more common resulting in flooding. However, that is not the only problems that pose for us. The oceans absorb C02, in fact, it absorbs about 30% of the carbon dioxide in our atmosphere. The ever sustaining absorption of C02 results in an unpleasant chemical reaction that increases the concentration of hydrogen ions. The increase makes the seawater more acidic; hence the production of carbonate ions is significantly less. Given that, carbonate ions are fundamental to the production of seashells and organisms such as coral skeletons; twill is a lot more challenging to maintain such organisms.

Picture:

Diagram of how it affects the water cycle.

DEFORESTATION: HOW DOES DEFORESTATION AFFECT CLIMATE CHANGE?

Deforestation affects climate change; one because trees transform the carbon dioxide in our atmosphere into oxygen. Without the trees that we have now the carbon dioxide in our atmosphere may not lessen to a significant amount.  Flooding would be a very likely event that would occur as well; no trees means that there would be less matter to absorb the water from precipitation. Not only that but then transpiration would not pe possible thus not being able to release vapour; that would cause no condensation leading to no precipitation. With no precipitation, the land of which the trees are in would likely be dried; killing the vegetation and would not be a habitable space for trees to thrive. 

Picture:

Diagram of how it affects the water cycle.

ICECAP MELT: HOW DOES ICECAP MELT AFFECT CLIMATE CHANGE?

The ice from the Arctic and the Antarctic is melting at a fast rate. This melting would be a reason for the rise of sea levels. This would cause further damage to those who are on the low ground as well as the islands that small. This would not only be a crisis for the people around those lands catastrophic for the animal species around the area as well.

Picture:

Diagram of how it affects the water cycle.

WATER VAPOUR: HOW DOES CLIMATE CHANGE CONTRIBUTE TO WATER VAPOUR AND EVAPORATION?

The amount of water vapour that has been evaporating would cause condensation. The condensation would turn into precipitation; meaning more rain, stronger hurricanes and typhoons. This would also result in more unpredictable weather patterns. These strong and longer hurricanes and typhoon would be a reason for floods; then these flood would have devastating effects on our cities and towns. Not only that but these floods could affect habitats around the globe, theoretically, this would result in the extinction of several species.

Picture:

Diagram of how it affects the water cycle.

What are some things that we could do individuals could help solve this global problem?

3 R's -

We reduce the amount of pollution that we make. This could be done such as by minimalizing our carbon footprint; if the destination that you want to travel to could be reached by walking and would not take long. Walk to that location instead of using a fossil-fueled vehicle, this may also be achieved by using a bicycle or any type of vehicle that uses human power or electricity. Another way that you could contribute to solving this problem is by reducing the resources that you use. Try to lessen the quantity of tree made materials that you use. Lower the amount of paper,  as well as planting trees; these such things would help us to be one step closer into overcoming this calamity.

Reusing materials such as a reusable bag, cups, straws, plates, etc. Reuse what you can, reuse old material that may be damaged but can still be usable in another way.

Recycle paper, cardboard, etc. You could also buy recycled materials, clothes, decorations and everyday objects that you may need. Environment-friendly materials, 

One Billion Trees

On the 3rd of July, this term, we will be going to the Charlesworth Reserve. (In CIP)[Community Impact Project], we have been focusing on keeping our native plants alive to preserve our native birds. Our group has been planting native plants and trees around our school so that in several years time we hope to return the native birds around Hornby.

 Now following our movement on planting the trees and trying to prevent further climate change; it was decided that we may help by planting and helping the Charlesworth Reserve. Since New Zealand has been looking into stopping climate change by planting 1 billion trees by 2028. Charlesworth Reserve is named after Captain William Charlesworth who in his retirement bought land on Lyttelton and businesses on there as well; however, his main piece of land is on around Ferry road which was known as the Saxon Farm.
Charlesworth Reserve's goal is to restore the tidal wetland, coastal shrubs and forest. Which are important habitats to the native wetland birds as such as well as bush birds, lizard and native insects.

Drama Hurumanu

This term, after our P.E Hurumanu, we then altered to our next Hurumanu which is now 'Drama'.  I have not been in the first period of this lesson due to another subject; however, I was here for the second and here is what I've learnt. On the second period of this Hurumanu, we've started to look at the several parts of 'Te Whare Tapa Wha'. Which are also our Huora: Taha Tinana, Taha Wairua, Taha Whanau and Taha Hinengaro; we looked at the different ways that we could take care of those four dimensions of Huora. Subsequent to that, the class was then asked to form groups of which no more than four. In those groups, we had to perform what was called "freeze frame"(acting - where we had to use our selves to form an action to tell a story).  Each group had to 'act'/'Freeze Frame' that shows an or some aspects of Huora.  Then we hold each frame for approx 3 secs in which time the teacher will then take a photo.


We decided to Freeze Frame connected to our Taha Tinana(Physical Well-being)

Warm-up 

 Exercise

 Taking a rest

Boxing

Tangaroa

This term, we have been learning about Tane Mahuta and the other gods that connect to it. What part of nature is it about and what and how big the crisis that it's suffering from. We then picked our group and decide to focus on [The Sea], the Kaitiaki which is Tangaroa.
Afterwards, we started to research about the problems that it's currently suffering; pollution and over-exploitation we're the biggest concern of the ecosystem under the sea. The environmental issue that we picked to go in more details on is over-exploitation, our group saw that there were many sea animals that were endangered, like the tuna, cod and halibut over at the North Atlantic Ocean, which population have declined to a third of how they used to be. Overfishing has been an issue for quite a while, an issue that is very fundamental to our planet.

Subsequently, after finishing the research, we were tasked to pick a method that we could present the information that we learnt over several weeks. There were three choices that we could've picked from, one which was creating a narrative (a story per se), the other which we could create an app and the last which we picked, creating a game. There were platform choices we had to make as well: GameFroot, scratch and code.org, they were the platforms that we looked at and picked from. Our group picked GameFroot in which for the last several weeks have been making our games, individually. However, before making our game, we had to plan out the aim of our game, which was having a character collecting fish and knowing the dangers of collecting too much.  Here are the results of my work.

Plan: 

(https://drive.google.com/file/d/166BAO7QOXUp_Br472TavHo4tAAPYHOiT/view?usp=sharing, https://drive.google.com/file/d/1N2yd86w7phn5JF1xwlKwP4weihW5wDZr/view?usp=sharing)

Game:

https://drive.google.com/file/d/1Oqs7uXbLvrhdhWjNPQTj6ujxxZVx0neW/view?usp=sharing
(not finished)

Reflection:

Before I followed the main guideline which was our plan, I decided to first figure out some of the basic scripts/codes that we could put in our characters and or props. With that said, we created a demo game that was from the tutorial, which took us 2 periods to finish. Fortunately, the codes that I learnt came in handy later on.
During the course of making this game, there have been some challenges that I encountered; which I still have no idea on how it could've been fixed. Though of course we thought outside the box and went around the problem. One of my biggest concern we're that props that I've put in the game have been moving instead of staying put; which pose quite a big problem as it affects the other props around it. The solution that I made was not putting those type of props at all; instead, they were replaced with blocks instead, to make the experience of playing this game more exciting and not look too empty.
In making the game as well, I stumbled upon other critical issues; which included scripting the characters and making them do what I wanted them to do, it was quite challenging scripting and trying to find out what will or will not work. An issue that was technically speaking "solved", though not completely.
I worked out a way around it as well; by keeping the game simple, well at least the script, for I wanted to make the setting of the game quite complicated, and reinforcing the visuals that will be seen in playing the game that I have made.
In conclusion, making the game has posed quite a range of problems from the game itself the way that I have solved it. Though, as challenging as it was, it has been a learning curve for me; I have learnt a lot about coding; not as much as a professional.

What could I have done better:

There were some things that I would've liked to change in learning this subject as well as in my general studies. The main one is Time Management, I would've liked to have at least made another level to my game though, time was critical and there was not enough of it for me to add in my game. Also, I would've loved to have put more information about Tangaroa in my game as I think that the amount of information may not be as substantial as I wanted it to be.
Nevertheless, it was quite a memorable experience in making this game and learning the issues that may not be too soon solved in our world.

Seed Planting Community Impact Project (C.I.P)

Around this time of the year, winter will be starting to occur. Since we are trying to plant several types of vegetables in our school; we need to find vegetables that will stay and can survive through autumn and winter. In exact we need to find 6 seeds that we can plant.

1.Chard (55 - 65 days to mature) (16 seeds for $2.95 'online' /45 seeds'mitre10' $3.66)

(Very much like the leeks we can cut out the roots since we do not eat them and replant it.)

2. Collard Greens (60 - 80 days to mature) (

(we cut the roots again like so and can be replanted.)

3. Onions and Shallots (100 - 175 days to mature)

(Again we can cut the bottom roots and replant)

4. Parsnips (120 - 180 days to mature)

(Similarly, we can cut the top, "not the bottom" this time and replant it to reuse them.)

5.Leeks (25 - 40 weeks to mature)

(since the only eaten parts of the leeks are the top part or above the roots, we can replant the roots to reuse the roots.)

6. Garlic (9 months to mature)

(Quite different from the other plants to grow, we can take a clove and let a stem to sprout on top and then plant it in the soil so that the stem is out the soil.)

I have chosen these vegetables because they can survive through winter and they can be harvested during it. Not only that but they are very versatile vegetables and can be used in many recipes.q

Gardening

This session of the Community Impact Project, we started focusing on 3  main activities that could help with our project. The 3 choices were as follows: gardening, compost and jam; to help make a positive impact in the school. In gardening, we solely focused on having the right habitat and environment for our plants, having the right soil and taking care of the "parasite", which in this case are weeds. We did this by pulling the roots of the weeds so that they don't grow anymore. It had been quite a dirty work, to add to that it had rained the previous night making the grass and soil quite moist; with some turning into mud.

Aside from that, it had been quite enjoyable as I used to love gardening(still do) but especially when I was younger; as it was around that I "forced" my great grandma to take me to her farm/garden a few blocks away and farmed around that area.

With the remaining choices, the next one being "Jam" is quite direct though the group is not making jam but only making labels and posters for the jam that have been made the week before. The reaming group "compost", have been doing fantastic work on cleaning the rubbish over at our "compost heap" over at the community garden in the school.

The Process of Making a Game

At the first day of this week and term, we have continued on the process of making our games. In which we are now testing to see how the rules will work out when we are playing our own game. We have been paired with another team and played their game "vice versa" with only looking at the rules that have been made by the other team. It was a terrific time and we have gotten feedback on what we could improve in our game; most of it has been great, the only problem being is that the number of people that should be playing our game should be minimized. However, there was not really a major problem in our game that any of the team can think of; It has been in all quite enjoyable and exciting seeing and observing how our games get to piece together.


The Game:

(Schadenfreude)

Written by: Vann, Axle, Lars, Joseph, Kadyn, and Ruavai.

Object
To score 10 points the fastest or scoring the most out of all the teams.



Players
A 2-3 player in 4 teams.

Equipment
Dodgeball- ball, Football goals,

Scoring
To kick one or the two ball to any of the goal except for yours. One point a throw goal, which is throwing the ball in the goal. Then two point for kicking the ball in the goal.

                                     

Winning
You can win by scoring 10 points or getting the most points out of all the other teams.

Rules
Mechanics of the game:



You may pass the ball by kicking the ball to your teammates, or you pass the ball like how you normally pass the ball in basketball and netball.



However, you can only score by kicking the ball into the goal post or by throwing.



The balls always start in the middle of the court, which is half court.



You are not allowed to hit other players during the game, that means no pushing, no tackling, no kicking the opponents, otherwise, if this does happen, the player who did the “foul” will be taken out of the game until the end of the round.



The goals are placed in each of the corners.



If one team gets the ball out, same rules applied which will be settled by a jumble. That those teams cannot participate in.



No boundaries.



After the ball have been scored/have been past the goal a point is given to the team who has struck it to any of the goals beside from their own; then that ball will not be used until the second ball has passed a goal and in which case the game will start again with the 2 balls in the middle.



You cannot hold the ball with two hands simultaneously, you can dribble the ball or dribble it with your feet to the goal in which you may kick or throw it to the goal. You may not also throw or kick the ball above the goalie’s head.





We absolutely love the game that they made"Obstacle Ball", the rules were quite clear, yet there was a slight problem about a small part in their game which was pretty easy to fix with only a couple of words that could be added in one of their rules. It was about how and what direction we were supposed to move in.

Sport: Hurumanu

Now that the "Art and Science: Hurumanu" is finished, we have now moved on in to "Sport/PE: Hurumanu". In this module, we have started to learn about some new/(forgotten) skills; trapping the ball in football likewise, not only that but also enhancing the skills and or the knowledge that we already know. Another knowledge that we are focusing on is learning the rules of the sports that we are currently doing. Football, Basketball and Netball; we all played the various sports in a multi-sport game. In which I learnt more about Netball, a game that I have not played before;  but glad that I have now.  The mechanics of the game is quite simple; we are divided into two groups where a certain number is called and a sport from the three choices is called out as well, we then had to play that game until one of the teams have scored. This Hurumanu has been overall quite fun and I would joyfully do again.