Cabaret 2014- Poem and Recount.

Poem:

the podium was staring at me,

the script in the big book

that only I could see.

The words began pouring out of my mouth,

trying to be the great narrator

everyone thought I could be.

I don’t know if I was,

if I read the words right,

but only I could see the script

in the concert of the night.

 

I rushed to my position,

backstage to the wings,

and everyone around me

could feel the tension.

We started singing,

the music ringing

in my ears,

and then I knew that this was it,

Cabaret 2014.

 

 Recount:

On Tuesday 28th of October 2014, Moonee Ponds Primary School walked to the Clocktower Centre for the 5/6’s last cabaret at this school, Almost Alice.

We had two shows, the Matinee and the Evening performance. I arrived at 5:40 for a 7 o’clock start. We got our hair and makeup done by Jess, Esther’s sister Anya and Anya’s friend. When I had finished I went downstairs to wait in the wings because I was the narrator.

Finally it started!The theatre was packed, not one seat empty. I walked out to the podium and began my story before 5/6 B’s performance- Alice in the Sky with Diamonds.

This repeated for the entire show- me, item, me, item, me, item- with Alice, the Cheshire Cat, Alice’s sister, the Mouse and the Rabbit talking occasionally. My favourite items were the preps, 5/6 C- ugly heart, and, of course, ours! No, I’m only joking. But we did a mash-up of ‘I’m Ready’ by AJR, ‘Heart and Soul’ by Built by Titan, and ‘Magic’ by B.o.B- which was really fun to dance to!

The ‘surprise item’ by the  was ‘Live Louder’ by Nathaniel. It was very exciting to watch!

But unfortunately it had to end. I went out on the stage and said my last line before our finale, ‘Happy’ by Pharell Williams!

Well, that was it, my last ever cabaret at MPPS, and I’m sure I won’t forget it anytime soon.

GTAC Reflection

On Tuesday, Chris and Maria from GTAC (Gene Technology Access Centre) came to our school to talk to us about states of matter. Chris talked to us about a lot of new and interesting things, we did a few experiments and even a couple of role plays. Our learning goal for the lesson was: to explore and explain why solids and liquids behave differently.

First we talked about the particles that make up solids, liquids, gases and plasma, also known as the states of matter.  We said that atoms make up particles, particles make up matter/ substances, and matter/ substances make up everything.

Our first challenge was to manipulate the particles in play dough in order to make it fit in the transfer cup. We had to take it across the room, and deliver it to the other beaker. The transfer cup had a hole in the bottom, we were only allowed to use tongs, and every tiny bit of play dough had to be in it. Our table group broke a bit of the play dough and put in in the bottom, so that all the tiny bits wouldn’t fall out. In our first try, we left about three tiny bits of play dough, about as big as a staple, in the plastic beaker, so we went back and tipped them back in.

We then had to carry a rubber band in a foam cup to our other plastic beaker. We were allowed to use our hands but we couldn’t put the band in the actual cup. Our group put the band around the top of the cup.

Lastly we had to put a foam cup in a plastic cup, but the plastic cup was smaller than the foam cup. We were only allowed to use tongs. Plus, the plastic cup had a hole in the bottom. On our first try, we put the foam cup on top of the plastic cup. But then Chris said that some of particles had to be in the cup, so we went back, flipped the cups around, broke off a bit off the foam cup and then put that through the hole in the plastic cup. But THEN Chris said most of the particles had to be in it.  So we broke the cup, put a big piece on the bottom and put the rest on top.

Next we looked at the particles in solids. Chris told us that the particles in solids are very tightly packed, and they have to be otherwise they would not maintain their shape on their own. He asked us to act out how the particles in a solid look. We all crouched down on the floor into little balls, very close together. Chris told us that even though we were very close together there were still some gaps. And that was right, because the illustrated version of particles/ molecules are spheres, and if  spheres were tightly packed together there would obviously be some spaces.

Chris then told us to link arms. He said that the particles in solids are all linked, and that is why it is sometimes hard to cut through solids, depending on how strong the bonds are. Maria then acted like she was driving her thumb into us, like the tongs in the play dough. When she poked the play dough, (us) we all moved around her thumb like real play dough does.

Next we had to act like liquid particles, but standing up this time. So we all moved around, like liquids do. This is why liquids flow and take the shape of their container. Chris then asked us to shake hands for 1 second as we moved around. Liquid particles aren’t linked, only for a short while. This allows the liquid to move and be runny. Chris then told us to imagine we were in aplastic cup. He then tipped the cup sideways, so we all moved and tipped to the side. This is because of gravity. It effects liquid too.

We also talked about viscosity. Viscosity measures how thick or thin the liquid is. For example, water has low viscosity, and toothpaste has high viscosity. We looked at how fast water flows, and how slow golden syrup flows. .

We then acted like we were golden syrup. Golden syrup flows really slowly, because it has a high viscosity. So we all moved really slowly. Actually, golden syrup particles move at the same speed as water particles do, but they just bond for longer. SO we all shook hands for 3 seconds.

Today for our Accessing Prior Knowledge step of out Interactive Notebooks, we had to write down some questions that we had on the solid and liquid state. My questions were:  What make solids and liquids feel different?  What differences are there in the particles between bigger solids and smaller solids? I did not get them answered today.

I had fun with Chris and Maria today. I am looking forward for them to come visit us again and for us to go visit them!

Behind the News Reflection

Apple Technology

 

3 Recalls:

There are probes in the ground. The probes take samples of the dirt in the orchard, and if the dirt is too dry or moist then the sample gets sent to the lab. They then test the sample to see which elements they need to put in the ground.

In the olden days everything was done by hand. The apples were picked by hand, there was no way of testing the dirt, sorting the apples or storing them without the new technology we have today.

If apples aren’t sent straight to market, they’re stored in controlled atmosphere rooms. It has less than 3% oxygen and the temperature is just above freezing. These rooms are the reason we have apples all year round, and not just in harvest season.

2 Insights:

Picking apples is a lot more complicated than I thought. Lots of time and money goes into the making, buying and installation of machinery all for the crunch of an apple.

When we were not so advanced in technology all the apples had to be picked by hand. It was very hard to keep all the apple trees in the orchard healthy, because if the trees weren’t healthy the apples wouldn’t be the best they could be, would they?

1 Question:

After watching this great video, which was packed with information, I am still left with one wondering; Why are the apples still picked by hand? They used millions of dollars on all the new technology, why don’t they make an apple picking machine?

School Camp- Moment in time- Maybe next time.

It was the 28th of November, 2013, 12:15. We were all coughing and spluttering as it was cold windy and rainy. Nobody could see any sign of a fish. Nobody could feel a tug on their rod. I was very, very bored and could not help doubting myself. I was minding my own business, staring plainly in the dar, deep ocean, when I heard a scream beside me from Eve. My hands and the bottoms of my legs were numb. I did not bring any gloves to camp and that day of all days I just had to wear ¾ length leggings. I could barely move and by the time I got up Molly was already there. “AHH! I’VE GOT SOMETHING! I’VE GOT SOMETHING!” She yelled. “OK, OK, reel it in then! Quickly! Quickly! It’s gonna get caught on the rocks! Faster! Faster!” Molly squealed. Eve jumped up off the floor. We were all sitting down, as only 4 of us 30-35 children actually caught something in the end. We were all exceptionally bored. “Pull it up!” I exclaimed excitedly. We all watched as the fish thrashed and wiggled as Eve  kept reeling. The smell of seafood suddenly cluttered my nose. I almost fell ito the water, I was coughing so hard. “Ahh! Ahh! Eww! Gross!” Eve squealed. She had pulled it into eye level and the fish had touched her face. “ Yuck! Gross! A fish just touched my face!” Molly tried to grab the fish. “ Eww! It’s all slimy!” She squealed. Eve wriggled the rod when she stood up and the fish managed to jerk it’s head off the hook. Molly and Eve were still wiping themselves. “You’re kidding me!” I whispered. “What?!” said Eve.

“It’s gone, Eve! Open your eyes!”

“Oh! Oww. I thought I got it!”

“Well, it’s gone now, isn’t it. Nevermind! I need some more bait.”

And so the fis was dropped into the depths of the river and never found again. A disappointment, I know, but the moral of the story- don’t give up. Eve did keep going but didn’t catch a fish. Maybe next time.

5 Big Questions- Literature Circles

In class we do something called Literature Circles. It is where we have one book to read in a group of around seven and we all have different roles. They are Tally Master, Discussion Director, Connector, Passage Master, Captain/Contessa Comprehension and Word Watcher. The book my group read was Chinese Cinderella by Adeline Yen Mah.

These are the 5 Big Questions that my group and I answered.

What makes this book good?

Some of the depth in some scenes could have been elaborated on. Apart from this it cannot really be changed because it is a true story.

What would make this a better book?

This is a good book because it has lots of depth and a different mix of emotions. It is also quite easy to connect to characters feelings

What is the most important thing the author wants you to know?

I think Adeline Yen Mah wanted us to know that not everyone is as lucky as we are. She also wanted us to know that even when all seems lost keep trying again and again.

Why did the writer write this book?

To give hope to all children who are despised and treated cruelly in their families.

What does the audience need to know to understand and enjoy this book?

The audience needs to know that this is a true story. If I had not known this when I was reading the book I would not have cried as many times as I did.

Term 3 Project Reflection

The term three project was based around Australian scientific explorers I worked with Molly and we researched the biodiversity scan of the twelve apostles. This term was more about the creativity of the overall presentation. Molly and I presented our information in a Prezi, interview and video (from ABC, we didn’t make it ourselves.)

Three facts I found interesting and surprising:

The marine life that was found was just incredible. There were sharks of all types, starfish, stingrays, amazing colours of coral, fishes, and much more. No one in the organization (including staff and students from Deakin University, Parks Victoria, and Museum Victoria.)
I found it surprising that the cooperation actually looked back on what they could do better and improved on it. They bought new cameras, new sonar mapping equipment and a considerable amount of additional supplies.
I thought it was fascinating that to measure the depth of the ocean in the area the society was in, they projected sonar sound waves and recorded the distance the waves travelled. It was a very creative way of tracing information in my opinion.
Two understandings I now have:

I now understand more thoroughly that plans must be altered in order to reach the goal in question, whether the goal is presenting information or sourcing information.
I now know that not everyone is as involved in academics as me. Some people don’t work at the same pace as me, understand as much as me or enjoy learning as much as me.

One wondering I still have is:

Will these people continue with their research? If so, alone or together? I think they should continue together because the achieved a goal together that was unlikely to be successful if done alone.

What were the most important things I learnt?

I learnt more about teamwork this term. I learnt just to go with the flow and only interfere when necessary. (Especially when you are working with stubborn people, which luckily I wasn’t)
How did I learn it?
I learnt it by experience. Literally. Sometimes molly and I disagreed with each other, sometimes we were both going with the flow at the same time and not much was done, but other times it was heads down tails up and we were on fire.

What am I going to do with what I have learnt?

I will try and use this knowledge in future projects to come. I will try and use this knowledge to avoid arguments with team members, to improve the speed rate of our work and use our time more wisely that arguing whether to do this or that.

What are my thoughts and feelings about my project, the work I did, what I learnt and how it was working with my team?
I think that overall we did a really good job, but it was especially hard for me because Molly was away for 2 weeks. We didn’t get time to practise the actual performance, and what’s more is that I had to change the entire Prezi 4 days before the presentation.

Asia Project Reflection

  • Make a list of the most important things you learnt.

Some of the most important things that I learnt during this project were my research and presentation skills. These include gathering selecting and correcting information, speaking loud and clear and making eye contact. I also found real use of my cue cards, which enabled me to go deeper into my study and not consuming time worrying about stuttering on words.

  • What can you do now that you couldn’t do before?

I have now learnt how to select important information and put it into my own words. For example: before this project I would have said: South Korea has a very wide amount of native animals, including bears, etc. Now I can select key words: wide amount, native animals. As a result  have produced: In South Korea, you are very likely to stumble across a native animal, such as a bear, etc., because there is a very large amount of them.

  • What or who helped you?

For this project, I discovered an interesting program called Microsoft student with Encarta premium. It gave me 80-90% of my information. I also used prior knowledge, because my two aunties were adopted from South Korea. They only gave me a little information though, and so did my dad, as he went to pick them up. I also used Wikipedia.

3 Facts

  1. Robots do housework!
  2. South Koreans have MMB (multi-media broadcasting) which gives you T.V. on your phone or in the car!
  3. There is a building in South Korea that has 1,000 doors covering its exterior walls!

2 Understandings

1.South Korean’s have a lot of money, as they are a lot more advanced in technology and tourist attractions.

2. Most South Korean native animals are close to extinction, as they are mostly all endangered.

1 Wondering

I wonder if south Koreans are quite smug compared to Australians?