Writing up Aims and Hypotheses for the Sunsmart Projects

Students in groups are writing up their Aims and Hypotheses for their science investigation as Sunsmart Scientists.

  

John and JoArnia's group called Avatars, are writing up  the reasons for choosing their science inquiry question-

"We have  been wondering why dark-coloured things gets hotter than light-coloured stuff 

when placed in the sun for the same number of hours."

                                     

So Daina, John, Teavali, Kapriyani and Tufele,'s group, Avatars wrote up  their group's Aim and Hypothesis on why they think dark -coloured cars will get hotter in temperature than light-coloured cars if parked in the sun, for the same period of time. While all the other conditions would be kept CONTANT or the same, the only VARIABLE would be, the two cars of different colours -one dark black and the other  silver -white.

                                     

Lizzie, Keleni, Pilimi and Khobi's group Cobras, are writing up our aims and hypothesis after thinking about what to investigate. We have been wondering how SPF in sunscreen works to protect the different shades, colours or hues of skin.

Here is Cobras' hypothesis. "We think that light-coloured skin like Daina's, would get sunburned quicker, than darker-coloured skin like Harishna's."

At first our group Cobras, did a little experiment with 4 different coloured cans. We covered one can in orange paper, the other one in white, the third one in black and the last one in green paper. We places all 4 cans on the windowsill from 10.00am  to 2.00pm and then we used the thermometer to measure the temperature of each can.
We were careful to keep all the conditions the same or Constant, by first taking the temperature reading of each can at 10 o' clock and placing all cans on the same windowsill at the same time, as a measure of Control. Thereafter we took the second reading at 2pm.

Chloe, Tupou, Delta and Pritesh's group called Kingking, have been wondering how Sunsmart kids at Sylvia Park School are. So we made up a set of questions in a questionnaire-form and did a survey on all the students at SPS. Then we tallied up the scores and plotted them on a Bar Graph to study the results to help us make comments on what we found and why this might be the case in our investigation.
Our hypothesis is that we think that children at SPS have Sunsmart Awareness because most of them wear hats and either sit under the shade-cloth areas or they sit  under the trees.

Tapout's Terrarium experiment with Harishna, Cortez, JT and  Maedana was done as a whole class experiment for an explanation writing lesson. 

So we in Tapout group were wondering if the water in a sealed glass terrarium might recycle itself like it does in nature. So everyday we observe all the things that are happening inside the terrarium, which sits on the whiteboard shelf in front of the class.

Here are our evidence of  our hypothesis  that the "no-care garden" or terrarium is able to recycle its water over and over to support plant growth over a long period of time.

 All we have to do is sit tight and observe what happens inside the sealed glass container and 

record our findings like smart scientists do.

How Terrariums work as self-managing gardens and represents the Water Cycle in nature but in a sealed glass jar.

                                               Our class Terrarium or self-managing garden

Our class terrarium represents a mini Water Cycle in Nature in a closed system. The terrarium is a self-managing or self -sustaining garden.

We drew a plan of what we needed to put in the closed glass jar which was going to become our terrarium. The terrarium represents the Water Cycle in nature. 

First we got a glass jar, then we collected some pebbles from our school native garden and Maedana and Kapriyani ran off to ask our school caretaker, Carol, for some soil. 

Then we picked some plants from the school yard and we were ready to start our project.

We got some potato plants, a pumpkin plant and a succulent plant from our class window box.
                                 We sorted the seedlings carefully. 



Then my teacher planted each plant by evenly spreading them out in the transparent glass jar. 

We all wanted to have a go at planting but the neck of the jar was far too narrow for us to all get into it.

          
Here are how the plants in the glass jar looked after they were evenly spread out to grow.

Then we added just enough water so that it was wet but not waterlogged.

Then it was time to seal it to make it a closed system like the water cycle in nature.



We used masking tape to make the glass jar secure so that no one would open or tamper with  our closed system terrarium experiment.



Finally we dated the terrarium the 3 November 2014 and signed our group's names on the masking seal.

We knew that we had to have a CONTROL as well as the EXPERIMENT to make valid or true  comparisons in our scientific study. So we chose to use our wheelbarrow garden that sits besides the windowbox in our class. Harishna's chores in class has always been to water the wheelbarrow garden 3 times a week, which are on Mondays, Wednesdays and Fridays. 

We decided to place our terrarium in a semi-shade place, that is not in the direct sunlight. 

So JT and Maedana suggested that we place it on the little white board just behind where Daina, Maedana and JT stands in the photo. 

So that is where our closed system terrarium sits now on the ledge of the teacher's white board- right in front of us, for all to observe everyday and all day.

Then we took group photos to celebrated that special event of our experiment. 
"How would the plants in the terrarium grow without giving it any water?" Cortez and JT wanted to know. 

  I don't know the answer for that, let's wait and see what happens in 4-5 months"answered my teacher. "But that would be next year in 2015" cried everyone. 
"Well won't you still be at our school next year?".  Yesss! we all cheers. "Cheers to our terrarium experiment!" all the boys cried.

Sunsmart mix-team Tapawai games in Te Manawa (middle school)

                                                   Te Manawa's mix-team Sport's Day

Te Manawa had a Sport's day event  on Friday 24 October 2014.

Mrs Naidoo's team played Tapawai with Kapriyani and Keleni from Cheetah's who versed Sione's team called the Wolves.

Margaret from room 16 was the defender of Cheetahs. She was an awesome defender at that.

Sharon and David were trying hard to hit the cone to make a score, but the defender of Wolves was really good at her job.

John was awesome as a striker for Vulture's team. "You're awesome John " cheered his team.

                                                          Great work Darren, Jordyn and John.

                                      "You play like a Champ, John", cheered the boys.

Sunscreen Rub with Levi, our care Bear

Daina modelling with Levi, the care bear's sunsmart glasses. "It looks cool on you, Daina," cheered the girls.

Last week at our school assembly we were the model class and so we won Levi, SPS's care bear.

So while he stayed in our class for a week, we got him some sunglasses and  SPF + 30 sunscreen to block out the harmful UV rays of the sun whenever he leaves the class to go to the hall for the assembly, once a week.  So we thought 'what is good for the bear must be good for us too.' 

So before handing Levi over to the next winning class. we decided to get some momentoos.

 "Smack!" we showered him with 100 kisses. We are going to miss you heaps Levi, but you will be in good hands in room 18 at SPS." 

Delta and Mose rubbing in sunscreen to care for the skin they are in.

Vai and Harishna are developing the right attitude in ensuring that they slip, slap  and  slop on sunscreen to keep safe in the sun.  

As for Khobi and Caleb, they sneer at the sun, " Ah! Ah!Ah! I've got you covered Mr Sun"

       

We felt so proud to be on stage beside the ERO ladies on the  bench at our school assembly in week 2.

We celebrated ERO week with a big  cheer!

Diwali, Indian festival of Lights

On Thursday 23 October 2014, Harishna came to school in her Indian outfit." I shall not describe it for you -you can view it for yourself" said Cortez.

Harishna didn't come empty -handed. She brought a diva or clay lamp with a cotton wool wick and some ghee or solid oil/butter. She also brought  some matches to light her lamp. Here is her diva.  "Is this where you get the name Diwali from, Harishna ?" asked the kids. Yep!

Guess who else wore their Indian outfit? That's right, its our teacher, Mrs Naidoo. 

She wore a dusky rose,  short Indian top and a long skirt that flowed like a river, to the floor. "You look lovely and tall in that Indian outfit" said all the boys, shyly.

Before Maths we all wanted to capture this for our class blogs. "Is it 'ALL about the 

BLOGs' ?" asked my teacher. "Yeees"! we answered in chorus.

Mrs Naidoo handed out some Indian fried doughnut balls and Harishna shared some sweetmeats called gulab jambos. They were yummy! 
"We love Diwali!" everyone cheered.

Being a Sunsmart person in Term 4

                                                             Room 15's Topic headings

                                               
                                               "Yo Sun, I got me covered, this summer."

                                     
  We always make sure that we wear a wide-brimmed hat to protect us from the bright shining sun. "We look cool in our protective gear, don't we Vai? said Mose.

We have being learning about The  Hauora concept of Wellbeing in Health.
The Physical wellbeing, the Mental or Emotional wellbeing, the Social wellbeing and the Spiritual wellbeing -which are represented by the 4 walls of the whare. 

We did a brainstorm of things that a Sunsmart person would do before he goes outside in the sun. Here are some of our ideas.

In the first week of term 4 we started off with a game of tag, as a warm up exercise before launching into the skills of touch, on the top field of our school. Our coach was a cool person who gave us clear instructions, Katie that was easy to follow in playing touch.

"Vai and I were practising to throw the ball sideways like this," said JT. "We kept on dropping the ball, and so we had to try 4 or 5 times to get our passes right." 

"Whatever you do, DON"T DROP the ball," said Mrs Naidoo. 

And guess what? We didn't!