Category Archives: Reflections

Space Food Video Reflection

This is the video:

http://antsclass.global2.vic.edu.au/2016/10/31/space-homework/

Blue: Facts

Red: Understandings

Green: Questions

 

This video was about how astronomers eat food in space. Surprisingly enough, there is a lot of different options that you can eat in space, though the meals are a bit different to what we have on Earth.

First of all, they try to make the food very small so it’s less expensive (since space food is very expensive). Secondly, there is a lot of canned/packaged food, and they’re very simple to make (they come in canned/packaged/boxes so its stops them from floating around). They get boxes full of food, labelled which foods are which. The food is shared with everyone (of course) and any of the bonus food they get have to be approved (so there isn’t any microbial contamination that might cause health problems). Thirdly sometimes they have to eat their food with a straw, as well as they have to drink with a straw. Lastly, they even get some food already prepared for them, but the water they drink is just like ours on Earth (except they drink it out of a slip rather than a drink bottle and there’s flavours). But something very important about these meals are they have to be/are high in protein.

 

This is because when an astronomer is in space, they can be affected (since they’re in a weightless environment) in their bones and organs. But the most important part of your body (that they think) that can be affected is the muscles in your bones. That’s why astronomers’ food is filled with protein, so their body doesn’t get too affected.

 

Another priority about space food that you need to have is rations. As you already know, the food comes in packages/boxes and there labelled which one is which .But the labels also show what is rational and what can be consumed at how much. The red sticker stands for rational and the blue sticker shows that it can consumed however you like.

 

The last thing about space food is that astronomers do not waste any food in space (since it’s so expensive). But when the astronomers are finished with the food, they put the wrapper into a bag and repeat with other finished food until it’s full. Then they throw it out into space so it burns into the earth’s atmosphere.

 

An understanding I know have is how important and specific the food in space is, and how everything has to be approved.

2 questions I have are:

  1.  Did astronomers have a say/thought of the type of food they have in space?
  2.  How much food is sent up to space (and is it all used) as well as how much nutrition is in it?

Space Video Reflection- Solar System

Here’s the video I did this report on:  http://antsclass.global2.vic.edu.au/2016/10/16/this-weeks-space-homework/

Key:

Blue: Facts

Red: Understandings

Green: Questions

 

This article is about our solar system and what we know about it (generally). The solar system is a series of objects that orbit the sun because of gravity. It consists of In consists of galaxies, planets, asteroids and many more. Our solar system is a tiny percent of what we call Space, which is enormous! Our solar system is located in a calmer part of the Milky Way, which all humans in our solar system live.

 

There are 8 planets in our solar system, which are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Each planet is either a gas planet or a terrestrial planet, but this doesn’t include the bunch of dwarf planets (I will expand on dwarf planets a bit later). Mercury, Venus, Earth and mars are terrestrial planets, but they are tiny compared to the gas planets Jupiter, Saturn, Uranus and Neptune (in fact these gas planets contain 99% of the mass of all the other planets combined!). Although these planets can be named into groups, they are very different. They can have different temperatures, weights, moons, weather, sizes, distance from the sun, and even simple things like the colour of the planet.  But there are still similarity’s about the planets like:

  1. Every planets has to be a sphere
  2. Every planet has cleared orbit
  3. All of the planets orbit the sun (Star Sol).

 

And all together, the planets make up 0.14% of our solar system.

 

 

Dwarf planets are also very different to each other and have categories, except theirs are based on where they are in the solar system. The two categories are the Asteroid Belt (the dwarf planets are between Mars and Jupiter), and the Kuiper Belt (the boundary of the solar system). In these belts are also the trillions of asteroids and comets in our solar system. The all circle the sun, and some examples of dwarf planets are Pluto, Ceres, Makemake and Haumea.  Ceres is the most known object in the Asteroid Belt, while Pluto, Makemake and Haumea are the best known objects in the Kuiper Belt. Although there are millions of objects in these belts, both are pretty empty. But the mass of these belts make up for it, the asteroid belt being 4% of the moons mass while the Kuiper belt is between 1/25 and 1/10 of Earth!

 

Another object in our solar system that is very important is our sun! It takes up 99.86% of our solar system mass, and it is made from mainly hydrogen, helium and less than 2% of oxygen and iron. The core of the sun consumes 620 million tons of hydrogen every second. Over the years the sun will get hotter and hotter, until when it get to the 500 million year make, the only thing that will remain in our solar system will be the 4 closest planets. Then the sun will melt each of the planets crusts, and the sun will get hotter. Then it will get so hot that it expands and swallows up these planets, or will turn them into a sea of lava. After the sun has done this, it will shrink into a white dwarf star and burn for a few billion years. Then the sun will die, and there will be no life in our solar system. The mankind in our solar system will be extinct, unless we leave and find somewhere else.

 

The solar system is so big that we haven’t even explored all of it yet. It has been around for 4 ½ billion years, and every year we learn something new about it. But we still haven’t developed the technology to find out everything about the solar system though we have found out a lot over the years.

 

I understand that we have found out so much about the solar system, yet we only have found out a tiny bit.

 

My Question is:

 When/will there be a time where we find out everything (or most things) about the solar system and will humankind still be there for it (the sun wouldn’t have swallowed us up)?

My 2 Question is:

When will we have the technology to discover everything (most things) about the solar system, and what will this technology do?

 

 

 

Space Video Reflection

This week, instead of a BTN video we could write a 321 reflection on a video about space (since space is our topic for this term). Hope you enjoy!

If you want to see the video, its on a blog called antsclass. Go check it out!

Blue = Facts

Red = Understandings

Green = Questions

 

This science video is about how ancient humans were fascinated by astronomy and how they talked about it then and now. The three main races that looked into astronomy the most were Mayans, Babylonians and Ancient Greeks. These 3 races discovered so much about astronomy and made us understand space a whole lot better. Especially Babylonians, they very advanced astronomers (and very interested in space) since they had created a writing system that allowed them to record a lot of information about space. This system helped Babylonia create mathematical models like calendars and these type of things were very helpful to them back then. Especially in the city-state of Ancient Babylon, which is located near modern Baghdad. These smart Babylonians were also able to predict astronomical phenomena, although they didn’t see things in a scientific standpoint. But their work has influenced astronomy and has created the birth of early forms of modern horoscopic astrology.

The race of Mayans is a group of Mesoamerican Indians. Even present day, we still don’t know a lot about this race and their knowledge about astrology (since the Spanish Conquistadors burned all of their records). But a very famous creation was from the Mayans, and that was the Mayan Long Count Calendar.  This calendar was a very sophisticated system that uses base 20 numbers. This calendar is very famous because the Mayans believed that the world was going to end on the 21st of December 2012 (since that was when the calendar ended). This prediction was incorrect, so that means that Christmas and New Year’s Eve could be celebrated! Although the prediction was incorrect, it helped the Mayans discover the eclipse which was used to prognosticate important events, as well as predicting things like the motion of the planets.

The last race that was very interested in astronomy was Ancient Greece. A very famous ancient astronomer from Greece was called Claudius Ptolemy who invented the Ptolemaic system. This astronomer was a Greco-Egyptian writer, mathematician, astronomer, geographer, astrologer and poet of a single epigram in the Greek Anthology. Ptolemy had a lot of jobs because at the time (90 AD – 168 AD), there wasn’t that much knowledge about science so people interested in science had to have a lot of other jobs. But nowadays, there is more knowledge about science therefore you can just focus on science if you want to.

Claudius was also a Greek citizen of the Roman emperor, and was born in ancient Egypt in Alexandria (when it was under a Roman emperor).  This Ptolemaic system showed how earth was in the middle/centre of the universe, and this fact has influenced humans for hundreds of years. This system was a drawing that shows earth was in the centre of the universe, but Ptolemy was known largely for it. But knowledge today is showing that heaps of Ptolemy’s knowledge actually came from another person,

Euclid (father of Geometry) who is an ancient Greek mathematician and a lot of people would say the greatest astronomer of all time. He categorised hundreds of stars, as well as discovering the Precession of the Equinoxesa (the wobbling of the earth around its axis). This Precession explains why in 12 000 years, the northern star won’t be Polaris anymore, it will be Vega.

An understanding I now have is some of our science knowledge was found out years ago, and a lot of our knowledge id from people in the past. Also that the knowledge we got from the past has really influenced us on our opinion of space.

2 questions I have now are:

  1. Who created the Mayan calendar or the Babylonians calendar?
  2. How did they find out all of this information when they didn’t have the technology we have today?

Reflection on Report Goals

 

Have I achieved my goals?

Starting with Literacy, I believe I have achieved this goal really well. I have constantly put this as one of my goals, but now I feel that I have achieved it. This is simply because I tend to write different texts for my 100wc, and I even started to include some facts. There are also times at home when I would think of an idea for a piece of writing, but normally make it a narrative. Now I try to put the idea into a different type of text, and I make them different every time. For example, I could think of something very simple (on the 1st week of holidays I thought of a story about an asthmatic) but instead of making it a narrative, I chose to make it an instructional text of how to use the puffer (with my sister’s help). Sometimes I won’t finish the piece, but most of the time it’s because I don’t like the idea anymore or the genre doesn’t fit the type of text. Another way I know I have achieved this goal is that I am improving in my other types of text, especially poetry and persuasive text (which I use for debates). So I believe that since I have improved, practiced and now have a bigger interest in different types of writing, I feel that I have achieved the goal.

 

Next is maths, which has been the hardest goal so far. I do know how to multiply the 2 decimals, though I not very confident and I still can have trouble with the decimal point. I have been trying to achieve this goal in simple things like hotmaths and at home. Hotmaths is compulsory, and all I really do is try to answer the question that is shown. But at home, sometimes I will ask my mum for random numbers (most of the time she doesn’t know what I’m talking about) and put them into 2 decimals and try to solve the multiplication. After I’m sure with my answer, I will go onto the calculator and see whether its correct. I still get tripped up with the decimal point, and I’m still no very confident so I believe I can still improve in this goal.

 

My personal goal was to be more organised with my work, and I believe that has been the only goal I can say that I was already halfway there. I needed to improve on this goal, since I had a lot of books (from school and home activities) and I needed the right ones. Since I always have the right books for when I get to school to my classroom as well as completing my homework every week, I didn’t quite work on that part. I worked on being more organised in my book, so every time someone would need to look at a part, I could just point at it. Everyone uses sub headings for there book, but I used to still have to skim and scan. Now, I know the parts I will need to look at, so I make paragraphs or just on its own sentences, as well as putting astricts or stars next to it. I believe I have achieved this goal, though I will still remember to make the work inside my book as clear as possible (since there are days that I need to remind myself).

 

 

FUTURE GOALS:

 

I believe that I still need to work on my second goal about maths. I’m still not as confident as I hope I can be, as well as not understanding the multiplication some of the time. If I can continue with this goal till the end of the year, then I will become more confident and will not be confused about the decimals place. Also, since I haven’t completed my goal yet, I need to try to achieve it since it is a goal.

 

My second goal is new, and will be to work on my angles. I do know how angles work and I do know a bit about them, though the main things is I’m not confident. I do know most angles and what there are called (and their degree), but when it comes down to comparing which angles are which, I can often get confused. Therefore, if I work on this (which we will be doing in class), I feel that I will be more confident in myself, it will be less complicated to and I will solve the problem quicker. This will also make me more confident when helping other classmates in decimals, and I will have less fear that I am wrong (I still help classmates now, though I double check a lot before they believe they have the answer).

 

My last goal is to summarise more efficiently and to use summarising more often. Sometimes you need to get the point you’re saying across in as few words as possible, so that it’s easier to read and understand. This goal out of all 3 of mine is the one I have to work on the most, but will be the most rewarding for when I complete it (since I’m preparing for high school)

Landslides Information Report

Here is my information report about landslides:

You can also look at it in a word document: information-report

If you choose to read it as a word document, please press Enable Editing (if you don’t, the presented way it’s supposed to be won’t be shown).

Also, if you look at it on this post, you can click the pictures to make them bigger.

 

 

 

Landslides- How they can destroy us

 

Intro:

Heavy rain is pounding down as the crashing sound of a disaster fills the air. Death has its scent all over this, as person after person get trapped, and killed under the mass of rocks and dirt. A landslide is one of the natural disasters that can affect a person’s whole life, and can change it in a minute. A landslide is the movement when a mass of rock, debris or earth on a slope can no longer holds and gives way to gravity.  There are different types of landslides depending on the slope angle, climate, weathering, stabilisation, water content and a few more (a landslide can either fall, topple, flow, slide, spread). Landslides occur because of its terrifying triggers (earthquakes, volcanic eruptions, explosion, less deadly = soils that are filled with water, weak rock, the land arrangement, erosion, former of old landslide, vibrations of machines, vibration of traffic, deforestation, cultivation and construction). If a landslide happens underwater (submarine landslides) it can create a flood or a killer tsunami (since an earthquake triggers a landslide, the landslide would push the tsunami along faster and stronger). Lastly, landslides are prone around mountains and coastal areas. In the U.S, landslides occur in all 50 states. There are also other countries that experience this disaster, for example Alaska and Hawaii. Also, in Australia our prone areas are:

intro

Cited by http://www.ga.gov.au/

Coastal cliffs, the Great Dividing Range (along the east coast- submarine landslides), the Strzelecki and Otway Ranges (it is in southern Victoria), Mt Lofty Ranges (close to Adelaide, South Australia- volcanic eruptions), Mt Wellington (volcano eruptions), Tamar Valley, north-west coast of Tasmania, New South Wales and Victorian Alpine regions, and lastly south east of Queensland.

What humans do after a landslide?

25 to 50 humans annually die from a landslide, however the main complications that affect humans happen after the landslide.

The first thing a person will do after a landslide has occurred, is find the nearest safe shelter. Meanwhile, the population of the prone country, would listen to the radio or television announcement for updates on emergency information. Due to this fact, people will watch for signs of flooding. This is because flooding happens regularly after a landslide has taken place (if it was a submarine landslide, watch out for a tsunami). Then will also be the time to check for injured or trapped people. When directing the rescuers there to help, all humans must stay away from the area of the landslide. While all of this is taking place, the public (if they see any damaged railways, roads or utilities) will report this to authorities straight away. Then a group of people will check the land around them and assess where is safe. Lastly, the communities will replant the damaged ground so it won’t trigger any flash floods or additional landslides.

Humans after a landslide will receive goods from countries that are allies. They would receive canned food (it is canned because then it will not expire quickly), plastic water bottles (easy to transport), shelter (tents), clothes from charities and most importantly money (e.g. $1 000 000 American Red Cross gave to the 7.8 magnitude Nepal earthquake).

People in this situation do get a lot of donations, for example the Nepal Earthquake. 9 countries all sent at least 1 team of rescuers, food, medical aid, water, shelter and lastly all 9 countries (India, China, U.S.A, Canada, Israel, France, Australia, Norway and Switzerland) sent money.

Humans who have experienced a landslide, this is what happens when the volunteer groups come to help them:

Lifesaving aid will be the first action done when they get there. After a few hours of the disaster, volunteers will then be checking the level of severity and need.  Within 24-72 hours, the team/s there will provide emergency reliefs and they will be making assessments. At 72 hours, supplies will be loaded, transported and handed out. By the first week, emergency aid and relief to residents affected will be provided. After a month, citizens are stabilised (temporary shelter, water, sanitation and hygiene, child protection activities, healthcare etc.).

There are a lot of organisations and volunteer websites that help these people, and this activity a lot of people happen to experience after being in a landslide (or any natural disaster). Humans volunteer to go with groups of people to help out a country in need. Charities also cooperate in helping out, for they ask and receive donations.

Once all of this has taken place, the last action humans do after a landslide has occurred is to wait. They wait to found out whether it is safe to live where their home was anymore. Humans have an expectation to listen and follow instructions given to help them, as they have the right to be affected physically or mentally after.

 

How humans are affected:

Humankind can be affected in 2 different ways, physically and/or mentally. Physically, landslides can block roads, damage/destroy homes, locally disrupts sewers and power lines (very dangerous). They can even damage oil (big problem since it is really hard to find and collect oil) and gas production facilities. Also, transportation is delayed as well, and this can cause a lot of problems. For example, in 1919, a rockslide near Loggers Creek (close to Sea to the Sky Highway) delayed 12 days for travel and cost $1 million for prevention structure. A landslide is like dominoes, once it is triggered, it will keep on falling in a domino effect. It is also like an earthquake, though it is less common around the world.

Landslides also impact humans by making them pay more money to repair structures, loss of property, disruption of transportation routes, loss of medical aid and loss of materials. Water was one of the main materials that was damaged and the availability, quantity and quality was affected. And even after the landslide has happened, things are still costly like engineering projects that are designed to make the land safer. Lastly, if some people wanted to stabilise their houses after a landslide has hit, it would cost them usually hundreds of thousands of dollars for 2-3 houses.

The land around mankind can get affected very easily, but so can the environment. When a landslide occurs, there is a lot of economic loss. This affects humans for then they lose oxygen, which they need to breathe. And people need to breath to survive, so that is why a lot of plants get planted after a natural disaster has occurred (especially a landslide).

Land and the environment can get damaged very easily, but so can people. Landslides can hurt us physically, and also mentally. There are people outside of the country who are affected so they donate or volunteer. Also, countries can get affected and the government will help out by paying with taxes. So, the government and everyday people can get affected as well. As for people who are in the country hit, they can end up having trauma. If someone is in a natural disaster, they can see a lot of upsetting and traumatising events (seeing someone getting trapped or killed, seeing the effect of the landslide in the moment, thinking that there is no hope etc.). Some people even see a specialist after to get over their trauma. A landslide, or any natural disaster can leave people scarred.

Some people after a landslide are actually affected by scars. It is almost certain that if a person have experience being in a landslide (and has survived) they will come end up with an injury/s. People also die when experiencing a landslide, and the end result can be devastating. This happens because most killing landslides happen on highways, when people are trapped in their car. These types of landslide normally end up being a landslide where debris flows. They are extremely dangerous to animals, humans and the world. These killer landslides are so destructive, that most of them end up leaving long term damages. The only difference it has to other landslides is the debris. It might be a bit hard to picture, so here is a diagram showing you what the debris landslide looks like (the colour equals the rubbish).

diagram

 

This is why people need to prevent landslides.

 

What do humans do to prevent landslides?

The first thing that humans have done to try and slow down the effect of landslides is the Bureau of Transportation. The first action is to create stormwater management services so they can maintain the water, mud and debris that is pushed out by landslides and onto the streets. The second action is the safe transportation system for people after a landslide. Experts are focusing on detection systems so they can give warnings to residents about potential landslides. This can save lives and prevent loss of items, which will help the country a lot. Countries like the U.S.A have decided to look at the after affects. The United States Geological Survey (USGS) and the National Oceanic and Atmosphere Administrations (NOAA) have established a flash flood warning system to 8 prone countries within southern California. This system utilizes National Weather Services (NWS) and their Flash Flood Monitoring Production (FFMP) system. It recognises when flash floods and debris flows are likely to occur.

Another project is happening in the future, and it’s the Inventory Pilot Project. It designed to provide framework and tools to analyse landslide data into a listed digital format from individual states. Also, it will be able to scan reports and surveys so scientist can investigate.  A website will also be created, and it will be about clearly mapped out maps and data collections (their making this so they can promote more maps and data collections on landslides). This project and the website is going to be a long term goal.

 

USUG Landslide Hazards Program is a team of researchers to find out landslide prone areas, how frequent they are and create landslide hazard maps. To do this, they have to monitor to area. They monitor these things: rainfall, channel stage (sensing device that measures the flow height), ground water pressure, soil temperature, soil water content, ground vibrations, and battery voltage and station temperatures. Once scientists gather this information, they try to predict when the next landslide will be. They’re also trying to learn more about the triggers, that’s why monitoring can go from 15 to 24 hours straight. Here is a picture of what one of the monitoring sites look like:

monitering-landsldie-project

Sited from http://landslides.usgs.gov/

Here is a website that has some professional maps about the different data they collected at monitoring in millicoma meaner: http://landslides.usgs.gov/monitoring/millicoma_meander/rtdmonitoring.php#channel\

There are everyday things humans can do to prevent landslides. They can check their draining system and direct the water away from them and their neighbours’ property, they can clean their gutters and check 1 a week during autumn and winter (these seasons because 1 wind or rain storm can clog a well-functioning drain), don’t litter and plug the cities drain (e.g. leaves cause flooding so do not plug drains with leaves) and plant trees and plants to reduce erosion on steep hills (so then it will be stable).

One more thing a person can do to help is to never discharge water over the side of an unstable, steep hill (this is because the water will put pressure on the soil, then the rocks will slide, causing a result of a landslide). If they do this, there will be a big, good difference to the frequency of landslides.  And if a person alter the slope, that will can reduce the risk and damage of the landslide. To do this, the person would reduce the upper part (the source area) and put it near the base. They would need to do this with professional help or else they could trigger a landslide by digging.

Another way to raise awareness is to make a video, and one website did. It is called Riding the Storm- Landslide Danger in the San Francisco Bay area- 1982 rainstorm. Here is a link to the video: http://pubs.usgs.gov/gip/2007/48/gip48_trailer.mp4

Comparing System to another (systems analysis below):

Landslides and earthquakes are quite similar, since landslides and earthquakes both cause destruction and damage (like any natural disaster). They affect people’s’ lives forever, and they both destroy parts of land (and with a tsunami after). There are different things about each other as well, for example earthquakes are measured in magnitude and landslides can create flash floods. These 2 systems are very alike, but they have minor differences.

 

Systems Analysis:

systems-analysis-finished-project

Change 1 step:

 

If there is a lot of plant roots in the slope, then you will need a lot of the other factors to create a landslide. Since the plants roots hold together the slope, if there was a lot of them it would be very hard to make the slope unstable. There would have to be other factors to effectively make a difference, and even then there wouldn’t be as big as an effect there would be without plants. But there are also plants that don’t help or their roots don’t make a difference. This would help a landslide, and these plants would help the landslide in the end. But if the other plants were planted, it would prevent the landslide for a bit longer.

Conclusion (system analysis):

People can affect landslides since they are a trigger (vibrations from traffic, vibrations from building sites etc.) Humans can start a landslide in everyday life, all that happens is the slope becomes more unstable, therefore starting the process. Humans can also affect it by planting plants that don’t help and pouring down water on the slope to gain weight. These are negative results, but something communities can do is plant plants that help. These plants have roots that stick the slope together, therefore making the slope more stable.

Conclusion:

Landslides are not known for being the most destructive natural disaster, though people do underestimate how much a landslide can/does affect us. Landslides are a natural disaster, and they can wreck someone’s life forever.  People can get affected by trauma, loss of property, death, loss of valuable items and physically injured when facing a landslide. Humans are affected every year, and they get hurt every time. A landslide is a dangerous and destructive natural disaster, and they can affect people more than they think.

Glossary:

Frequency- how many times something has happened

Prone areas- a place that is likely to face a natural disaster

Debris- scattered pieces of rubbish and plastic

Trauma – A depressing experience

Economic – global environment

Sanitation – conditions to public health

Severity -important

Magnitude- the size of an earthquake

 

Authorities- the power/right to make decisions and give orders on people’s behalf

 

Population- how many people are in a certain place.

 

Utilities- Useful electronic objects (phone, gas taps etc.)

 

Natural disasters- a natural event such as a flood, earthquake, hurricane, volcano etc.

 

Bibliography:

http://www.weatherwizkids.com/

http://www.ga.gov.au/

http://www.basicplanet.com/

http://www.livescience.com/

https://www.achievesolutions.net

http://www.redcross.org

http://landslides.usgs.gov

https://www.ready.gov

https://www.worldvision.com.au/

http://link.springer.com

http://www.buzzle.com

https://www.portlandoregon.gov

http://disastercenter.com

http://monstrouslandslides.weebly.com

http://www.empr.gov.bc.ca

http://www.worldatlas.com/

 

 

And here’s my assessment sheet:

information-report-assessment-matrix finished

 

Here’s my assessment reflection:

Something I’m proud of after the assignment is how much detail I put into it. I tried really hard to get a lot of things on the assessment criteria, and tried to make it one of the best ones I have ever done. And I believe that I did a really good job and pushed myself to get this result.  I am also really proud of the way I handled my organisation in this project. I got the project done in time and I accomplished it well, even though there were things going on in my life.

 

Something I could have improved on is working on my tense. I haven’t been the best at using the right tense in my work, and I believe it needs to be a goal of mine. Also I could have used more comparative adjectives in my piece, and that will also be a goal for me. Lastly, I could have worked on using more simple sentences and to re-reading my work (maybe more than 3 times) for misspelt words.

Natural Disasters Summary

A natural disaster is a catastrophic, severe weather crisis that unfortunately impacts the way we live and the environment around us. It is caused by nature’s process of the earth.  It has the property of being unexpected, coming in all different shapes and forms, and involves land, water or the sky. If/when a natural disaster hits, people are in danger and communities around us get damaged. As well as listening out for the government’s warnings before the event, after woods there will be help from volunteer groups from other countries/ parts of the country that wasn’t hit (Red Cross is a volunteer group that will most likely be there). People will donate items and some celebrities (normally) will often do what they can to raise money. No one is 100% safe from natural disasters, but there are some types that are more common in different areas/regions. For example, California is prone to Earthquakes, while the Pacific Islands are where you would most likely find tsunamis. Places where there are big bodies of water (Hawaii or Florida) you get a lot of hurricanes. And Kansas and most of the other states of the Midwestern region (in America) are prone to tornados.

 

 

Some types of natural disasters are asteroids, thunderstorms, floods, volcano eruption, heat waves, landslides, drought, hail, wildfires, avalanches, blizzards, tsunamis, earthquake, tornados and hurricanes. Tornados look like a large funnel that spins really fast while touching the ground. As soon as they get moving, everything in its way is destroyed. But for something like a hurricane, this disaster doesn’t touch the ground (since their technically clouds made up of high speed winds and rain). Hurricanes can go so fast, the fastest recorded hurricane (more than 186 mph) was 3 times faster than a cheetah! But imagine a huge wave crashing down towards you, destroying everything it touches! Well, that’s a tsunami, and their often caused by earthquakes under the sea. The biggest tsunami was 100 feet in the air, but the Samatra tsunami in 2004 (killed over 230,000) was worse. But that’s not all, think about the earth and how its surface is kind of like a cracked egg. These cracks along the crust are called plates and faults. So, when these plates start to shift, it feels like shaking. Some earthquakes you can barely feel, while others can be forceful enough to destroy a whole town!

 

Luckily in some areas, the people of that population have gotten prepared for the probability of a natural disaster/s. They have created some shelters built to last hurricanes and tornados, but there is still the problem of loss of property (after the disaster). This affects where people live (homes could be destroyed beyond repair or it would take a long time for the place to become livable again), the transport they take, and their work place field could get saturated in salt water after tsunamis- and it take years to grow the crops again). Also, it’s not very easy to predict when a natural disaster will appear, let alone many natural disasters. But scientists, geologist and storm watchers have worked really hard to find a way to predict major disasters, and to avoid having damage as much as possible.  And now, with all the technology available, it’s become a lot easier to predict natural disasters. But you can’t stop some natural disasters that just pop up unexpectedly, such as earthquakes, wildfires, landslides, or even volcanic eruptions.

 

The harshness of a natural disaster is determined in lives lost, economical loss, and the probability of how well the population can rebuild. Depending on this harshness, lives can be lost in any type of natural disaster. Trees or buildings falling (in an earthquake), freezing to death, being washed away and heat stroke are just a few examples of some deadly events that could cause death. Some disasters are more deadly than others and can cause more death (population density affects how many lives are lost). But there are also personal effects that could happen, like trauma (could go to counselling to heal emotionally as well as physically). As well as memorabilia, vehicles, and documents can get damaged through these events. And lastly, the frequency of earthquakes, mega storms, and heat waves has gone up visually (a lot) in the last few decades.

Semester Goal Reflection Science Unit

Goals:

These were my science goals for this term:

 

I understand:

 

Changes to materials can be reversible, such as melting, freezing, evaporating; Or irreversible, such as burning and rusting.

 

I can:

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate.

 

(Maths goal)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate.

 

 

(Literacy goals)

Use strategies to help me read and understand scientific texts that use tier 3 scientific language.

 

Create scientific explanations and lab reports that follow a conventional outline and that clearly communicate my understanding.

 

 

 

Introduction:

 

This term our topic was chemistry (science). We learnt about the main 3 states of matter (solid, liquid and gas).

  • A solid is one of the main 3 states of matter. Its properties are that it has a defiant shape, it’s hard and it’s visible. Also, its particles are compact (liquids and gases don’t have compact particles because they don’t have a shape. Their particles vibrate and are in groups).

 

  • A liquid is another main state of matter.

 

  • A gas is the last main state of matter. Some of its properties are that’s its invisible, it doesn’t have a definite shape and it takes up all the space around us. The particles in gas bounce around and move at high speed. Also, the particles move around in a single direction until they hit another particle/object in the way (which results to the particle changing its course of direction).

 

There are also 2 other states of matter, plasma and Bose Einstein Condensate. We didn’t learn that much about them, but I can say that Bose Einstein Condensate was predicted by Albert Einstein and Satyendra Nath Bose (a physicist), and is when you cool down a temperature of an object to near absolute zero. And plasma is like a gas with a lot more energy added to it.

 

 

We learnt about how the 3 states of matter change state. When you change a solid to a liquid, you reduce heat/melt it to its melting point (so it can change to a liquid). When you change a solid to a gas, it’s called sublimation (when you change a solid to a gas without going through the liquid state of matter). Therefore, deposition is when a gas goes to a solid without going through the liquid state of matter. Then there’s gas to a liquid which is condensation (reduction in heat), and liquid to a gas (which is evaporation/vaporisation/boiling). Now there’s only one left, liquid to a solid. That change in state is called solidification/freezing (reduce heat).

We learnt about reversible and irreversible changes (melting and freezing are reversible, burning and rusting are irreversible), and how all the ways that the 3 states of matter changes are reversible. We found out about properties of solids (hard, visible, has its own shape), liquids (can be poured, changes shape, visible) and gases (invisible, fills the room, has no definite shape).

There was knowledge about physical and chemical changes, and how chemical changes are mostly irreversible (and that physical changes are reversible). We also learnt about the ways that you can tell when a chemical change has occurred:

A change in odour, a change in colour, a new substance is created, a different texture has been formed, taking in energy- heat has occurred, a formation or deconstruction of a substance happened and finally, if reduced energy- heat/light/sound happened.

 

And, we learnt the signs for a physical change:

  • Freezing
  • Melting
  • Boiling and Dissolving
  • Cutting
  • Moulding

 

The last thing we learnt about in this unit was atoms, molecules and particles. A molecule is made up of atoms. An atom is made up of protons, neutrons and electrons, which are technically in molecules to (since atoms make up molecules). When heat is applied to molecules, they spread out to create a gas. But when heat is reduced, the molecules squeeze together to create a solid or liquid.

Particles are in solids, liquids and gases. In liquids, the particles move around freely- they have weak bonds that keeps them close together (they slice past each other when they move). In gas, the particles bounce around and move at a high speed. The particles move in one direction until they hit another particle/object in the way, which then makes the particle change direction. And finally a solid, the particles in it vibrate but do not move past each other (they vibrate in groups and are compact).

 

 

What I have achieved:

During this semester, I believe I have achieved a good understanding on this unit and have achieved my goals. And, throughout the unit I have learnt a lot and understood all of the knowledge. If you don’t believe me, my biggest evidence is my introduction (which is based on a summary of the knowledge we got from this unit). It recalls the definitions of the 3 main states of matter (and the other 2 states of matter-though we didn’t learn about them a lot), how they change state (melting, freezing, evaporation etc.), the properties the 3 states of matter have, chemical and physical changes (and the signs they show), reversible or irreversible changes (includes how physical and chemical changes connect to it) and finally molecules, atoms and particles.

 

So, I believe I have achieved understanding my unit of work and receiving the knowledge that was given to me very well. As for my goals…

I feel that I have achieved my goals for this unit and have plenty of evidence why.

My first goal outlines if changes to materials can be reversible or irreversible, and has some examples of changes of states that are reversible or irreversible (melting, freezing, evaporation- reversible or burning and rusting- irreversible). To prove I achieved this goal, I can tell you that all the changes of state are reversible to a material. This is because of the simple fact that solids, liquids and gases can convert into each other, they can change state by the changes of state (freezing, melting, sublimation etc.).

 

My second goal summarized if I could decide which variable could change (and be measured) in fair test and precisely observe, measure and take data- using digital technologies when needed.

If you didn’t know, to prove that we understood the unit, our class (in partners) had to do a science experiment about our main goal (for our year level). The main goal for my grade was the 1st goal about reversible or irreversible changes, and my experiment was about which type of material was the most reversible and beneficial when recycling paper. I had to choose our variables and what I could do with them/what I could change.

At the start I decided the variables would be 3 plates, the same amount of water (100 ml) and 3 bowls. It turned out that one of our variables (3 plates) changed to 3 sieves. In the end, I observed and took data on what happened throughout the experiment and used digital technology when I needed it (timers). So, I think that I have achieved my goal very well, and my evidence is physically doing it.

 

My 3rd goal was to make and use a range of different representations to show and describe your data/observations or/and patterns or relationships in your data. There was also using digital technologies as appropriate and that you should include (as a representations) a graph or a table. In my science experiment, I had written up a science lab report which included a table and some pictures (which count as a representation). And, the pictures were taken by camera and I used Word Document to create the table. So, I used a range of different representations (table and pictures) to show and describe your data/observations, and I used digital technologies as appropriate (camera and computer). Which means that I have achieved my goal well.

 

My 4th goal was to use strategies to help me read and understand scientific texts that use tier 3 scientific language. This is one of the goals I thought would be the hardest to achieve, but it ended up being one of the easiest. This is because I needed to read and understand a lot of websites with tier 3 language so I could explain the science behind my experiment (for the discussion in my science lab report). The strategies I used were:

 

  • Guess and Check- replace words with what you think they are and see if they make sense in the context
  • Use a dictionary- with the words you don’t know, search them up
  • Go onto websites for kids- check if they have the same stuff and see whether it’s explained better on the website for kids- but find out the tier 3 language on the other website as well.

 

So, I sense that I have achieved my goal very well for I used a variety of different strategies to help me read and understand scientific texts that include tier 3 language.

 

My 5th and final goal: I can create scientific explanations and lab reports that follow a conventional outline and that clearly communicate my understanding. This goal is one of the goals I believe I nailed when looking over it. This is because, when I finished writing up my lab report, I made sure that all the tier 3 words were explained (so it could be easily understood and it would communicate my understanding). Also, I made sure that I had put in the essential features of my experiment in my lab report, to make sure it was purely based on my science experiment. Which concludes me to why I’m sure that I have achieved this goal.

 

In total, I have achieved all my goals as well as understanding and remembering all the knowledge that was given to me.

 

 

Ways I Can Improve:

Something I could have improved in this unit was my presentation for my experiment. I believe it wasn’t as good as it could have been, and there were some facts that could’ve been explained better (if I had chosen to expand on it). Also, if I had more facts on my PowerPoint it might have been better for the audience so they could see what we were talking about (and it could have been more engaging).

I could have also taken my observations a bit more effectively. Instead of doing every 5 minutes, I could have done every 10 or 20mins. Or I could have only include the 10-20mins in my lab report, rather than putting in some times that only a little bit happened (some of the 5min times were like that).

 

 

What I learnt About Science:

I learnt that when you do anything in science, you have to be extra careful. This is because you can ruin an experiment by the simplest of things, and there’s no short list to how many things can go wrong. You could forget something on the day, you might have the wrong equipment, and you might forget to record a piece of data! It can even include things like forgetting how much water you put in a glass for an experiment. It’s that easy to do make a mistake. Which is why scientist have to be very careful and very precise.

You need to be precise because you want to get the correct measurements and observations, so your experiment is correct and then you can show what actually happens. If you’re not exact, you will have to start all over again and double check everything (so you can get the exact result).

 

 

What I learnt about the way that I work:

I learnt that when I work, I always have to finish it in a certain time limit. I always end up trying to finish something by the end of class because I had gambled on in the first part. Which brings me to how I’ve learnt that I gamble on in my work. This has always been a thing I have to work on, but in this unit I have really noticed it. One example of this habit is this reflection! So, what I have learnt about my work habits is I always have to finish at a certain time and that I gamble on in my work (the 2nd habit is harder for me).

 

 

Goals in my report:

This unit has helped me with 2 of my goals for my semester: improving on thinking about thinking and speaking slower so people can understand me. For my discussion in my science lab report, I had to keep asking myself “Why does this happen?” to get myself deeper into the science. And since I was thinking about my thinking, it helped me get better at this goal.

Also, at the end of the term we had to do a presentation in front of the class. And I made sure that I was speaking at a reasonable speed and that everyone could understand me. Since I was practising that, I was practising my goal at the same time.

Goal Reflection- Government

What did I learn?

In term 1, our class was learning about government. We learnt things like what was our country’s government, the three levels of government and what they do, what elements are in Australia’s federal parliament (things like equality before the law), how to make or change a law, knowing the roles and responsibilities of leaders in parliament and showing your understanding in school and community activities, and finding out the history of our parliament. That’s not all we learnt, but I just go into depth into those few categories we learnt about.

Our country’s government is a democracy, but also a constitutional monarchy. This means that we have a prime minister guiding the country, but also a king/ queen ruling over us as well. In this case, our queen is Queen Elizabeth II, who rules Australia and England! But she doesn’t live in Australia, which makes it hard for her to rule this country as well as England, that’s why she has a Governor General to represent her in parliament. The Governor General gets chosen by the queen herself, so you’re pretty lucky if you get the job! But more on the Governor General later, let’s talk about the democracy part of our government. Australia is a parliamentary democracy that means we get a say in what’s going on. That also means that the government is based on a system that is supreme! We have a House of Representatives, a Senate and The Queen/Governor General to make and change new laws so that Australia is run properly. As a democracy, we get to vote in who gets to be in parliament, and if you’re eligible, you can try to get in. The time where everyone tries to get into parliament is called an election. So Australia is a monarchy and a democracy, but what about the others ways of government, here they are:

  • Anarchy: Anarchy is where there is no one to rule the country, there’s no government. This means that everyone does their own thing, and there’s no rules. This can happen to a country if a war took place, or another country has invaded and their fighting to take control.

 

  • Communism: This system is how the government owns all business and farms, and then gives out the produced food to everybody equally.

 

  • Dictatorship- If a country was ruled like this, it would mean that a person is ruling the country and was not elected. This could happen by the person using force to become the leader for his/her country.

 

  • Republic- This is a country that is ruled with no monarch. This means that the head of the country is ruled by a prime minister, and they have to be elected in. So there would be no Queen or King, and no Governor General.

 

  • Totalitarian state- This country is ruled by one political party, and the people in the country are forced to do whatever the government says they have to do. This may make people want to leave the country, but the government can (and would) prevent them from leaving.

 

 

In the olden days, King John was England’s King. He was called “The worst king of England”, and there were many reasons why. He was always going to war with France (and losing!) and he kept taxing the rich people to pay for his armies! But one day, the barons (rich people) had enough, and they marched to the fields on Runnymede, London and they made him sign the Magna Carta (click on Magna Carta if you don’t understand what it means). And it worked for a while, but when King Charles the 1st came along, well he locked people up in jail if they didn’t pay their taxes. But one person realised he wasn’t going by the Magna Carta, and this person was Sir Edward Coke, a politician and an important English judge. After the news broke out, this event ended up leading to a war, and Charles the 1st death. Then came the Age of Enlightenment (which happened in the mid 1600’s). New thinkers arrived and the way countries were run started to change. There was one person who influenced everyone, and that was John Locke (1963 to 1704). This man came and argued for the rights of property, liberty and life about the government. People were only going to be governed as long as they still had their rights. Then came 1679, when the parliament of England made the Habeas Corpus. The Habeas Corpus is a contract stating how locking people up unfairly wasn’t going to happen unless their proven guilty in court. Then the parliament passed the English Bill Of Rights (1689), which lays out rules regarding the power of the monarchy and the rights for people. Some things in that bill were that the parliament was responsible for making the laws and setting taxes (not the king/queen), elections will happen on a regular basis and the bill would protect the following things:

  • Freedom of Speech
  • Freedom of Assembly
  • Freedom to petition the government
  • The right to keep and bear arms.

As all of this was happening, the news of the Magna Carta was going around, and most countries liked that idea. The new (at the time) American colonies wanted some of the ideas in the Magna Carta to be in their laws, and they ended up combining those ideas with some of their own. But in 1765, King George III decided to tax 13 American colonies without their concern. That didn’t end well. The American colonies decided they didn’t like the British rule and wanted to overthrow the authority of Great Britain. This happened, and the United States of America was formed. They also formed their government with three main branches. The Congress, the President and the Courts.

Now, at the start of the 20th century (1901), the 6 colonies in Australia decided that we need a government for the whole country, and that where the federal parliament comes in. Some things the federal parliament established were the right to trial by jury, freedom of religion and the right to vote. But that wasn’t for everyone. Women weren’t allowed to vote (they were allowed to in 1902), immigrants weren’t allowed in Australia so they weren’t counted if they were their (that was fixed in 1947 and the government welcomed immigrates) and the Aboriginal and Torres Strait Islander people were not recognised as Australia citizens and weren’t even counted in population (It changed after 1967 when a public referendum was held)!

In 1945, an international organisation with 51 countries in it (including Australia) was created. They are called the United Nations, and Australia played a big part in creating the Universal Declaration of Human Rights. This declaration of rights includes everyone, so no one in the whole world is left out.

So, here are some the things we have today that we have worked so hard to get. And remember, never take these things for granted. We have:                                                                                                                                 Freedom of speech, equality, right to vote (if you’re 18 or over), right to worship (any religion) and right to a fair trial (court). But there are still rights that aren’t protected for everyone. In some parts of the world, people are treated unfairly for their age, gender, sexuality, race, nationality, having a disability and for even being themselves!

That’s just one thing we have to work on for the future of our society. But for now, that’s all the important things that’s happened in the past that’s got to do with the government, and that sums up what I’ve learnt.

 

Were they good goals?

I believe the goals I gave myself were very good. This is because the other goals I were allowed to choose from I understood, and there’s not point finding out about something if you already know about it. They were also good goals because I cared and it was challenging but achievable. I think each goal I chose were looking at a different point of the government/ parliament, so I ended up looking at a variety of different things that had to do with the government. And that’s really good.

 

Did I achieve my goals?:

I have learnt so many things from term 1 about the government, and I’m sure I can explain my goals in a way to show you that I understand them and have achieved them. For example, my first goal is if I can describe the three levels of government and some of the key functions of each level. The three levels of government are: Federal, State and Local. Local takes care of things like parks, libraries, community services, signs etc. State takes care of things like schools, police, roads, hospitals, etc. While Federal takes care of things like immigration, war, defence, tax etc. Federal is the highest level of government, while Local is the lowest, and State is right in the middle.

The second goal was that I could explain the basic elements of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law. The basic elements of Australian Federal parliament is (in order from lowest to highest in ranking) 1. The House of Representatives, 2. The Senate, and 3. The Queen or Governor General (you can put the queen and senate together).  Some key principles in parliament are (from the Magna Carta): you can own your own house/land (you couldn’t do that back in 1215) and that no one is above the law (not the president or even the king/queen). There are more, like the bill of rights and fair elections, but I won’t list them all.

 

The last goal is that I can demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. I think I have achieved that well because I know all the roles and in parliament and I know the responsibilities each one has. Also, in class we acted out what goes on in parliament (half the class was labour, half was liberal) and we would get a role to play, as well as having to know the responsibilities that person has in parliament. And if you still don’t believe me, I can name some roles in parliament right now:

House of Representatives:

Government- the team with the majority of ministers.

Greens- A minor party (there is more than the greens) and they get to go on whichever team they like. And they don’t have to vote on what their team believes if they don’t believe it (but they normally do).

Independents- They get to vote for whatever feels right for them. They have no pressure in a decision they have to make.

The Opposition- against the Government, has lost the election.

Right now, the government is Liberal, and Labour is the opposition. Liberal is a coalition and Labour is a minority.

 

There was more evidence to if I know the roles and responsibilities of parliament, but if you still don’t think I know it that well, I can tell you how the roles and responsibilities in parliament for passing a bill! Here they are:

 

The House of Representatives:

  1. The Cabinet- The prime minister and other important ministers get ideas for a new law.
  2. 1st Reading- The clerk reads out the bill for the first time.
  3. Ministers Speech- The minister states the reasoning’s he believes for the bill.
  4. Adjournment- Parties get time to think whether they will vote for the bill, or against it.
  5. Committee- Experts from the public gather information on the bill, and see what everyone is thinking of it in the media (this only happens if they don’t have that much evidence from the community’s).
  6. 2nd Reading Debate- The government, opposition, minor parties and independents state their opinion on the bill (including whether they vote for or against) and they vote whether the bill goes on to the 2nd
  7. 2nd Reading- The clerk reads out the bill for the second time.
  8. Consideration in detail- Members of parliament see whether they can improve the bill or give it any amendments.
  9. 3rd Reading- The clerk reads out the improved bill for the 1st
  10. Transfer to Senate- the Sergeant at Arms takes the bill to the senate.

 

Senate:

  1. 1st Reading- The clerk reads out the bill for first time in the senate.
  2. Committee- Experts from the public gather information on the bill, and see what everyone is thinking of it in the media (it’s pretty much how the committee goes in the House of Representatives).
  3. 2nd Reading Debate- Ministers argue over the bill and vote whether it should go onto the 2nd
  4. 2nd Reading- The clerk reads out the bill for the 2nd
  5. Community of Whole- the House of Representatives and the Senate gather evidence to see whether the bill is in good enough state or the Governor General.
  6. 3rd Reading- The clerk reads out the bill for the last time.
  7. Governor General- He/she chooses whether to make it an act of parliament or not. If they do, the act of parliament later becomes a law (They almost always say yes to it).

 

 

So I believe that I have achieved this goal very well, and I have given my evidence to satisfy you.

Prepared Speech- What would happen if we didn’t have water in our body

Cue card 1:

Today I’m going to be talking to you about water and what would happen if there wasn’t any in our body.

  • Water is a transparent liquid that creates seas, lakes, rivers and rain. It also is our base liquid that we drink, and without it we can’t survive. It’s everywhere, and it’s even inside our body!

 

  • An average human has around 55 to 60 % water in their body. This is depending on things like the location they live in, your gender, your fat index and how old you are.

 

  • Some parts of your body that are made up of water are your human bones (31%), your heart and liver (an adults ¾ ‘s full of water) and your lungs (83%).

 

 

Cue Card 2:

 

  • The water in our body needs to be there, without it we’d fall apart. Literally, the water in our body helps cushions our joints, so they work together to move. If there wasn’t any water there, we wouldn’t be able to move any of our joints and we wouldn’t be able to do anything at all. Which means we can’t get any food or water. We can last without food for 3 weeks, but we can only live without water for 3 days. So, if we didn’t have water in our joints, we wouldn’t be able to stand up, or even move for that matter.

 

  • The water in our body also helps our temperature, which relates to how much we need to drink. We lose approximately 2 to 3 litres of water a day from our sweat, urine and even breathing! So, to survive we need to re-drink the water we’ve lost, and more. But we also have to keep it balanced, so we don’t dehydrate, or over-hydrate

 

  • The last thing water does for our body is nourishes the brain and spinal cord. This is the main reason why we have to be so careful with drinking too much. If we don’t drink enough water, the brain has a harder time accomplishing things as well as a fully functioning one, which makes the brain temporarily shrink (because of its lack of water). If we have too much water in a short period of time (which is called hyponatremia), it makes your cells swell up and in extreme cases, your liver can’t keep up with the producing liquid. This can produce a headache, some vomiting, a siege and, in extreme cases, even death.

 

Cue card 3:

So, if we didn’t have water in our body our life would be pretty different, and pretty short.  What would happen is:

  1. Our joints wouldn’t work and we couldn’t move anywhere.
  2. Our temperature would rise and we couldn’t re-drink the water we lose every day.
  3. Our brain would shrink or our cells would swell up. Also our lungs might not be able to cope with all the water rushing in.

 

So, it’s pretty important that we have water in our body and we drink the right amount of water each day. Thank you for listening to my speech.

 

 

Bibliography:

http://ed.ted.com/lessons/what-would-happen-if-you-didn-t-drink-water-mia-nacamulli

https://www.youtube.com/watch?v=9iMGFqMmUFs

https://en.wikipedia.org/wiki/Body_water

My parents also helped me with information and checking the facts I’ve put in.

 

 

 

Reflection:

 

Some difficulties I faced while preparing this speech was double checking my facts and using other recourses. I had found a great website with loads of facts, but when it came to double checking them, there wasn’t any other websites with approximately the same answer. For example, some facts I found have an average answer (the human body has approximately 55 to 60% water inside it). Also, there was a fantastic site with all the information in it (http://ed.ted.com/lessons/what-would-happen-if-you-didn-t-drink-water-mia-nacamulli), but the rest of the sites I looked at didn’t have facts I needed. They basically restated most of the facts I’d already had, so they were more or less more useful to me when I used them for double checking. And they also had facts on there that were irrelevant (body composition) so I didn’t need those websites to help me find my information. So in conclusion, double checking my work and finding other recourses was a difficulty I faced when preparing my speech.

 

 

Some strong points in my speech were how much I had practised. I had practiced very hard and I think it payed off, because I was less nervous than I would off been (if I didn’t practice), and I was more confident when executing the speech. Which brings me to how well I think my eye contact was when I presented my presentation. I knew cue card 1 and cue card 3 off by heart, and I only looked at my 2nd cue card a few times. I have been working on this technique for a long time and I think I’m starting to get the hang of it. The last thing I believe I did well in my speech was presenting my facts. I didn’t have a prop (maybe I could have one if I did another prepared speech) but I feel that the structure of my speech made my facts clearer to comprehend (easier to understand). This is also another strategy I have been working on (since there’s no point in saying a speech that no one understands/ learns from).  If I looked back on my speech, I believe the best things I did in my speech were how much I‘d practiced, how much I’d used eye contact and the structure of my speech (in the way of showing my facts).

 

 

Some work habits I could change to achieve higher results for next time are using more relatable examples. Last year I had more examples that people could relate to, as this year I focused on other things. I believe if I had used some more relatable examples, the students in my class would have been more interested/engaged. Which brings me to my next work habit being making my speech more engaging. Another thing I looked at last year was using props, as this year I didn’t believe (in the research I had looked at) that there was anything that needed to have a prop/s to be understood. But if I’d used more techniques like using more emphasis and stopping and pausing at the important parts, the speech would have been better. The last work habit I could improve on for next time is trying to fit information that could make a difference. For example, there was a fact on how much water is in a baby (75%) but I couldn’t fit it into the speech. So, some work habits I’d work on are using more relatable examples, making my speech more engaging and trying to fit in more information that could make a difference.

 

Some other subjects I could use the skills of speaking and listening in are:

  • Debates (debating is all about speaking but also about listening to others points)

 

  • Speeches (were doing some impromptu later this year so I can practice using these skills then)

 

  • Projects (presentations)

 

  • Creating a science experiment (speaking/collaborating with your partner and listening to what they have to say)

 

And there is also little things to help you use these skills more often like sharing your knowledge about a topic in front of the class.

 

5 Things I/the class did well were we had great eye contact, we all had clear voices, our speeches were clear to understand/easy to understand the message being said, everyone spoke loudly/had emphasis and lastly, people researched their topic really well. Most of the kids in my class knew a bit of their speech off by heart and they didn’t read off their cue cards a lot (which is really impressive). Nearly all of the kids in my class had a very clear voice, and you could understand the facts better than the other speeches that didn’t have a clear voice. Which brings me to how a lot of people made their speeches clear to understand and easy to identify the message being said. I think a lot of people remembered to do this because your speech has to have a message, and if the message isn’t clear, then there’s no point (luckily everyone who focused on this did a great job). Everyone spoke loudly and used emphasis at the right times, which made the speeches even better. And lastly, everyone had researched their topic really well, and everyone was really passionate (which was awesome to see).

 

3 things to avoid when public speaking are swaying side to side, mumbling up your words and making the end of your sentences go up higher to make it sound like you’re asking a question. These three things I find are the most common public speaking difficulties that kids have (besides rushing your speech). If you find that your swaying side to side, something you could do is plant yourself firmly onto the ground before you start. When you feel as if you’re stable and won’t start wobbling, then start your speech. If you’ve noticed about yourself that when you do public speaking you mumble some of your words, find the part that’s tripping you up and practice that part so then it starts to transition. And lastly, if you know that you have a habit when it comes to making the end of your sentences go up higher to make it sound like a question, then the cure is to be confident in your answer. If you’ve got a fact in your speech that was well researched and you know is right, then don’t think that it’s wrong. If you haven’t double check your facts, do that first before saying it in your speech confidently.

3 personal goals for when I next present are:

  1. To use more expression, emphasis and tone when presenting a speech.
  2. To make sure (when presenting the speech) to pronounce words fully before going into the next sentence.
  3. When I get my topic, read it carefully and look into all the perspectives it has (and explain them).

 

Goal Reflection On Goals For The Whole Of This Year

These are my goals for the whole term:

Here are my 2 learning goals:

My First Goal: Innovating

I think this goal is the one I have worked on the most because I think I have achieved it better than my other goals. I can now create stories that are more imaginative and creative in my narratives, which I didn’t quite do before (only writing one genre). I have been trying to look at different perspectives in my writing to show I’m being more creative, and I can prove that in my 100wc’s. Each week, I’ve tried to add another genre besides mystery. Most of my 100wc used to always be mystery, but now there’s the genre of jealousy, imagination, humour, awareness, sadness, humour + mystery, beautiful compared to ugliness, good compared to bad and different perspectives on the way. I feel as if I have achieved that goal pretty well, but I can always improve. For example, I still find it difficult to innovate better in a non-fiction piece.  I could work on that as well as others genres of writing, like persuasive texts and instructions.

My Second Goal: Thinking about Thinking

I know I have improved on this goal, but I haven’t improved on it as much as I have improved on my 1st goal. Something I have improved on is this: When I try to solve and answer, I can think about thinking and explain to someone how I solved it, and that I can do that better than I used to. I can prove this by checking my reflections from each class and seeing whether it’s more in-depth and easier to explain to someone (and I’ve noticed that its more easier to write the reflections and I can explain what’s going on to someone easily). I still think I can improve on thinking about thinking because sometimes I think of an answer, double check it and then keep on going, and later I forget how I came to the answer. A way to improve on that is to stop and think of whether I know how I did it, and if I can remember to do it later. If I can’t, I should try another way to get the/an answer. If I can remember how I did it, I would quickly explain it to myself to see if it’s a good enough explanation (good enough, so someone else can use that method to help them with their problem). So I can still improve on this goal a bit, but there’s parts of that goal that I have accomplished this year, really well.

How I learn and behave goal: Slowing down my words when I get excited

This goal is one of the biggest problems for me, especially when finding something out and wanting to explain it to someone as quickly as possible. But I have worked on it and I’m getting better at speaking slower. In this goal I have achieved a part of it, I speak slower so I don’t get my words muddles up and forget what I was saying. It was a bit hard to break this habit, but once done, it got easier. I can prove this by my second goal, thinking about thinking. I stop and think about what I’m going to say, then think about that thinking, whether to makes sense or not. Then I say it, as you know from that paragraph before, I have achieved that part of my second goal really well. What I could improve on, in this goal, is slowing down my words. They are slower than they used to be, but they’re still a bit faster than when I normally speak. You can understand what I’m saying, but I want people to understand it as well as they normally do (which is pretty understandable) 😉  . How I can improve on that, is by stoping and waiting till I have the right pace for others to follow. That way, people will understand the message I’m trying to tell them. So, in total, I have completed half of my goal. One half I have accomplished really well, the other I have to work on. But I have the rest of the year to work on it, so I believe in the time frame I have been given, I have been achieving this goal pretty well.

Some things I would like to learn/get better at are:

I would like to get better at/learn more about metacognition. We haven’t gone that much in-depth into it, but I can still go home and do research on it. I found out (the hard way) that metacognition is A LOT harder to do, rather than say. You have to be thinking all the time about what you’re doing and how you’re doing it. It may sound simple, but trust me, it’s not. For example, if you’re riding your bike, metacognition isn’t thinking like this: the peddles go around to make the chains pull the wheels to go forward. It’s much more complicated, and you have to know the in depths of riding a bike (which you might not even know)! So there’s a lot of improving I have to do, and a lot more research, but I’ll get there in the end!

Something I would also like to get better at were perimeter, area, capacity and mass. We have learnt a bit about perimeter and area, and we are still learning more in class. We haven’t really looked at capacity or mass, but it has come up in conversations when my class is doing maths. I feel as if I needed a bit of revision for perimeter and area, then I was good to go (which happened to be the case). I still need to work on mass, and I could always improve on capacity a bit. But I know the formula to finding out the area of a rectangle and triangle: length x width (rectangle) and base x height (triangle). Also I know how to find the perimeter of a rectangle and triangle: length + width (rectangle) and base + side + side (triangle). So I feel as if I still have a few things to learn, but I’m going pretty well in achieving this goal by knowing the formulas to area and perimeter.

Thanks for reading my goals (and reflection that went with it) for this year. I put a lot of hard work into it, I hope you learnt something or at least enjoyed it :).