Morepork Information Report

Introduction

Ruru is native to New Zealand And not endangered to New Zealand because
nobody goes out
at night and hunts them. Moreporks are nocturnal; that means they only sleep
in the day and
come out at night time. Moreporks are part of the owl family.

What does it look like?

Moreporks are brown and white And have big Kōwhai (yellow) eyes that they use to see
in the dark. Moreporks can turn their heads  270° so they can see if something is
sneaking up behind them.

Habitat/Where does it live?

Ruru is found all over New Zealand forests
. They are native to New Zealand; that means they are not in other countries
and they don’t migrate. Moreporks are uncommon in eastern areas.

What Does Moreporks Eat?

Moreporks eat large insects, small birds, and small mammals.
Moreporks very silently swoop up on their prey.
At night you can’t hear them fly because they have soft edges on their wings,
that helps them to catch their prey.

Breeding Behavior

Moreporks breed in summer and spring because it’s warm.
Their nests are made out of broken logs, twigs, leaves or dead and alive bits of trees.
They have 1-3 eggs at a time.  Both adults look after the young.
Their social behavior is that they strongly defend their territory

What are the  threats

Their threats are rats, possums, stoats, weasels, and ferrets.

What can we do to stop these threats?

We could set traps for the pests that kill these birds.

By Milan

Volume and Capacity DLO

How To Reduce Plastic Waste

This Term Rm 7 are trying to help our Ocean life; we have been thinking how to reduce plastic waste. We decided to make beeswax wrap and fabric bags as things we can use instead of plastic. We had parents come and help us out with both fabric bags and beeswax wrap. 

How to make beeswax wrap

 What you do is you cut out a piece of fabric then grate the beeswax onto it. Then put the baking paper underneath the fabric, and sprinkle beeswax all over the fabric and then put baking paper on the top and get an iron and melt the beeswax.

Then you have something reusable and that doesn't kill ocean life. you can use beeswax wrap instead of glad wrap.  Here are some pictures of what I made.

This term our focus is to help animals because of the

Taking Action,  Connected, Level 2

Down the Drain

Literacy

Science/Social Science learning goals

We are learning to understand about the environments around us and the negative
of positive impact our actions can have on these environments.

Success criteria;

• Describe some of the issues facing our environment today
• Explain some of the negative impacts humans are having on the environment
• identify some positive actions people are taking both here and around the world
• to try and help look after our environment.  
• identify some positive actions we can take at school and in our own lives to help
• our environment.
• learn about our local bush track and creek and identify some ways in which we
• can help to look after (kaitiakitanga) these areas.

Reading Learning Goals

-I am learning to use sub-headings to guide me to the main ideas in text.

-I am learning to use illustrations, text boxes, charts and graphs to help me make
inferences so I get more information from the text.

-I am learning to use more than one text, in print or electronic formats, to gather
and check the accuracy of information.

-I am learning to read a wide range of texts (e.g. encyclopaedias, websites, newspapers)
 to gather and check information on a topic.

-I am learning to explain why the author has written a text.

-I am learning to read and understand text that contains academic and topic-specific
vocabulary.

Read the text, ‘Down the Drain’ and then complete the following activities.

1. What was the problem that the students from Wilford School came across and made
2. them start their project?  They were snorkeling in the ocean, they saw
3. sea life and 253 pieces of rubbish which they said it was sad.
4. In your own words explain what is stormwater and where does it go.
5. Stormwater goes into streams and rivers. In towns and cities it goes down
6. the drain, then it travels into the ocean.
7. Explain what is wastewater. After it rains it goes into the grass and takes the
8. soil into the ocean.

4. What did the students decide to set up to help stop litter getting out to sea?
5. Explain how it works (see below for some website links) they set  up a litter trap.
6. It works by collecting the
7. litter in the ocean when it goes down the drain.

5. How much rubbish did they collect in 12 weeks?
6. 531960 its over half a million pieces of rubbish.

6) What were the types of rubbish that their litter traps collected?
Hard and soft plastic, food, paper, cigareete buts.

7) From this project, what are some things we can tell about
Jemma, Ethan and Harvey? They wanted to help the environment and to clean
it up by making a invention

8) Jemma, Ethan and Harvey have shown a great example of participation and
contribution to their community with this project.  In the table below, list the positives
and negatives of them participating and contributing to this project.

Negatives or challenges of participating and contributing to this project.  That they
will never be able to get all the rubbish in the ocean.

9) After reading this article, what is something we could look into doing
at our school to help stop rubbish going to our oceans?  We could have litter monitors

That they will never be able to get all the rubbish in the ocean.

Positives of participating and contributing in this project.

They have figured out a way to collect rubbish before it goes into the ocean.

Glossary - Write what these words mean

Organic: From living organisms

Waterlogged: full of water

Runoff: water that runs  over the surface of the land.

Littatrap  Website links

These are a pretty cool idea. Check out the links below to find out more about them.

https://www.humes.co.nz/stormwater-management/littatrap/

https://www.humes.co.nz/assets/Uploads/a7e3d727e3/Hu
mes-LittaTrap-Product-Guide.pdf

http://www.stormwater360.co.nz/products/stormwater-management/gross
-pollutant-traps/prod/LittaTrap-

Success criteria;

• identify some positive actions we can take at school and in our own lives to help our environment. Task: Create an infographic showing people how they can reduce their waste in their lunchbox.   
• 
  
  Our co-constructed success criteria:
  -Have a strong title/hook
  -Use convincing language and images
  -Have simple things people can do
  -Use images (free to use)
  -Use bullet points/ short sharp information
  -Use correct punctuation and spelling.
  
  

Designing a logo

Today in Ms Chowfin's class we were learning how to design our own logo. We got to changed the background, and figures. we watched a video to help us start off then we got a chance to change things. I am learning how to use design principles.

Play Summary

In Term 3 Room 7 were doing plays.

Play Summary - Term 3 Weeks 1-2

For the next two weeks you are working in groups to
practise and perform a play. This is using our oral

language and reading skills in literacy. Our key
competency focus is participating and contributing.

For writing your task is to summarise the main
events in your play in three paragraphs. You must
plan your writing first but it is up to you how you do \
your planning.  You must also write a fourth paragraph about
your experience of practising and performing your play.

Yr 6

I am learning to organise my text into paragraphs which begin with a main idea and
contain supporting information/detail.

I am learning to make links across paragraphs.

I am learning to use basic punctuation accurately.

I am learning to use dialogue punctuation accurately.

Yr 7

I am learning to use a range of different planning styles.

I am learning to plan my writing to suit the purpose of my writing.

I am learning to organise my ideas into paragraphs where the ideas are clearly
related and where there are links within and between paragraphs.

I am learning to use basic punctuation accurately in my writing.

I am learning to use complex punctuation to enhance my writing e.g. colons
: and semi-colons ; , and parentheses ().

Success Criteria

I will be successful when I can/have

-summarised the play in three paragraphs

-made links across my paragraphs

-used some basic and complex punctuation correctly (speech marks).

Once you have finished your writing highlight these success criteria green if you have
met them and can show them in your work. Highlight green in your work where you have
met these success criteria.

   The Three Little Pigs Summary

In the first scene of The Three Little Pigs,  the mother pig wants her three
children to build  houses of their own. One pig builds their house out of straw,
another pig builds his house out of wood, and the other pig builds
his house out of bricks.

They started to build their houses,
then a wolf came to town and blew the house of straw down.

In the second scene the pig who’s straw house was blown down
;went to his brothers house made out of wood and hid there.
Then the wolf huffed and puffed and blew that house down too.

In the third scene the two pigs who now didn’t have a home went to the
house made out of bricks and the wolf tried to blow the house
down but didn’t manage. The wolf found a ladder and climbed down the
chimney and fell into a boiling pot and ran off holding his bottom,
After that he leaves the pigs alone.