Pounding the Pavement - teaching the legs who's boss

Cross-country training has begun in earnest (every Tuesday and Friday).  There are those who love it (admittedly few) and those who hate it, but everyone in Room 2 managed it with a smile (it could have been a grimace, I guess?) when cross-country kicked off on Tuesday.

Those who dig deep, set themselves a goal to run hard, and then manage to run a lap or two without stopping always beam with a certain pride, and that was evident during the first warm down.

There are those who can't quite manage the whole course yet, but with the determination to improve their fitness it won't be long till they are running like pro marathon runners (okay, maybe not quite, but still...).

Go hard Room 2! :-)

Design, failing fast and focusing on the real reason we learn mathematics

How often does it seem that maths is taught in isolation and for seemingly little purpose? Probably more often than it should be. (As adults we might 'get it' but kids don't necessarily understand that maths exists out there in the real world and is all around us all of the time)   Maths is a beautiful language but sings most loudly and clearly when we breathe life into it by applying it to solve real life problems.  Today the maths was the real deal and everyone was excited.

           In Room 2 we have been applying our measurement knowledge through the design of a wallet that can carry an iPhone, cash and cards.   The kids have been given the dimensions of a smart-phone, a credit card and a ten dollar note in order to build prototype i of their wallets. Their final design should be user-friendly, show accurate measurement (in terms of functionality) and look good. 

              Today we discussed the concept of  'failing fast'.  So what does it mean to 'fail fast'? In short it is an acknowledgement that in the process of failing we are one step closer to achieving a more successful outcome; through innovation and improvement a better end product results; through risk taking and not being limited by a fear of failure we can uncover novel design solutions. In short you try something out, and if it doesn't work, you fix it.  We encourage this approach in writing - in fact good editing and reshaping is seen as essential, so by extension, why don't we encourage improvement in design (applied mathematics)?  

            Today some kids realised their first prototypes were too tight, too big or too ugly. Not one kid got upset.  With a positive mindset the kids only see the progress they are making and how much closer they are to achieving their aim.

             Tomorrow the children will continue to refine their designs and start prototype ii.  

Watch this space!

Allie has her measurements recorded and has decided on her initial design

Cailan carefully considers the design brief and ensures his measurements are accurate

Brayden has an innovative design.  The ability to think 'outside the box' is termed divergent thinking.  Divergent thinkers
are able to come up with multiple solutions to a problem with relative ease.

Ishika is working on prototype i.  Newsprint is used initially because it is inexpensive but gives an indication of how well the final product might meet the brief

Failing fast means that problems can be quickly identified and resolved

Brayden works methodically when approaching the brief.  He is careful to ensure all requirements are addressed in his design

Island Progression

Nessa, Ishika and Caitlin are using windmills to power their resort.  They will be growing their own food.  This means that they will not need to bring in supplies from off shore. 

Nicholas is using solar panels.  The energy will be converted into electricity

Ruby is providing a natural salt water pool.  Water will be replenished when there's a high tide.
Joseph and Samuel are collecting rainwater runoff from the roofs of their units.  This will be used as drinking water at their resort

Nadia has decided it is more responsible to have her guests stay in tents.
"I don't want people to stay in something that used stuff (resources) from the natural environment."

Eco-friendly Resorts - in the midst of the action...

Our islands are slowly taking form with paint now being applied, and our vision for creating eco-friendly and sustainable resorts is being fleshed out.  Yay and super yay!

As you can see, the kids are working hard (even hosting Room 6 this afternoon).  All of the groups have identified the problems that lead to pressure on our natural environment and are offering up solutions to minimise the impact of tourists on the land. Many have even incorporated ideas and systems that will result in positive change. 

Brayden is planning on using tourist guides who will provide education on rare plants and the marine reserve, and almost every group is choosing to plant gardens where fruit and vegetables will be grown and harvested.  If you don't fancy using a long drop, you may not want to visit Ishika's island, but if sleeping under canvas is something you'd consider, then perhaps you'd like to visit Joseph's?  I have heard rumours those staying at Jacob's island will be sleeping in hollowed out trees... I'm looking forward to seeing that design!

This week we will continue to work on our documents that lay out what we are trying to achieve. The kids will be encouraged to research how alternative energy systems work and will learn that New Zealand is considered a leader when it comes to the use of our natural resources to keep the lights on, and the internet running.  (Gee whiz, imagine a world with no internet! Totally shocking!  Doesn't bear thinking about.)

For extra photos, feel free to follow this link to the awesome Miss Coffer's blog:
http://room6shs2017.blogspot.co.nz/2017/03/eco-friendly-islands.html

An Island is born ...

Whereas Maui pulled the North Island from the sea, and volcanoes erupt (creating new land), in Room 2 we are crafting our island the old fashioned way - using papier mache and elbow grease.
            The islands we are constructing represent the ones we were marooned on in our Robinson Crusoe Challenge.  Now saved (probably as a consequence of those essential items we packed), we have returned to our islands as guardians.  We can use the land for tourism, but we cannot abuse it, or damage it in any way.
            We want visitors to come on over, but we also want to ensure that sustainable practices are adopted in the management of our island. We want to protect our island, so, it'll be eco-friendly initiatives all round!
         We are currently researching world-wide problems like pollution, and then providing solutions that will ensure our islands remain healthy. Many of us are currently researching alternative energy and power sources; most have decided to ban plastics completely, and some groups have even set up marine reserves, and breeding programmes (for endangered tropical species) as they want to give back to the world that looks after them.
           In terms of learning, we are having to do a lot of  research on the negative impact of pollution, but then we need to think about how we can use this information in making critical choices that will ensure our islands remain clean and green.  This exercise is about the application of knowledge, and making learning purposeful; this is not learning for learning's sake.

Watch this space as our mission to build our islands continues.

Our islands are currently under construction, so watch this space.  We are also using the Cornell Method to take notes on sustainability and eco-friendly practice.

Just Sayin'

You guys rock!

Who am I?

I am considered the greatest poet of all time.  I was born a long time ago (well before anyone even conceived of the idea of a camera), in a place called Stratford-upon-Avon.  I wrote the plays Romeo and Juliet, Macbeth and King Lear.  They call me The Bard because, seriously, I am that good at writing.  Just sayin'.

If you think you know who I am, please email your answers through to Mrs Wallace by Monday morning.

By the way, we are going to be working on writing good poetry this term.  We will learn about tone and tension.  We will also practise using simile and metaphor effectively.

Here is a poem I wrote to help people understand about poetry and poets.

About the Poet

she had an artist's mind

but not an artist's hand,

and as a consequence,

it's true,

she often
wrote

but never drew.

(Yes, the lower case 's' is on purpose!)  (Yes, I know it's not that good, but it only took a couple of minutes!)