Happy Chinese New Year! Gong Xi Fa Cai

27/02/2015

What an exciting day had to celebrate the Chinese New Year!

Celebrations began with shared morning tea in the staffroom with colleagues. There is a story behind celebrating Chinese New Year. The folk story of Nian the Dragon. Nian was a mythical beast that lived under the mountains. Once each spring, around the Chinese New Year, he would come out of hiding to attack the people of the village! Over the years the villagers realised that loud noises and the colour red frightened Nian. So the next spring they wore bright red robes and threw firecrackers to prevent Nian from coming into the village. Now each year we celebrate the Chinese New Year and the legend of Nian. The Chinese like throwing firecrackers and wearing bright red coloured clothes.

Happy Chinese New Year! Wishing everyone a prosperous and joyful year of the goat!

Of all the traditional Chinese festivals, the New Year was perhaps the most elaborate, colourful, and important. This was a time for the Chinese to congratulate each other and themselves on having passed through another year, a time to finish out the old and to welcome in the new year. Common expressions heard at this time are GUONIAN to have made it through the old year, and BAINIAN to congratulate the new year.

Chinese New Year Activities

The festivities begin a week in advance from the New Year’s Eve, and it involves a lot of day to day activities that keep the zest and zeal alive. The last week of the last lunar month involves tasks like worshipping the kitchen god, shopping for the festival items and new clothes, cleaning up the home thoroughly, pasting festival couplets, having a reunion dinner, watching TV, and setting off fireworks.

ay if activaOf all the traditional Chinese festivals, the new Year was perhaps the most elaborate, colourful, and important. This was a time for the Chinese to congratulate each other and themselves on having passed through another year, a time to finish out the old, and to welcome in the new year. Common expressions heard at this time are: GUONIAN to have made it through the old year, and BAINIAN to congratulate the new year.Of all the traditional Chinese festivals, the new Year was perhaps the most elaborate, colourful, and important. This was a time for the Chinese to congratulate each other and themselves on having passed through another year, a time to finish out the old, and to welcome in the new year. Common expressions heard at this time are: GUONIAN to have made it through the old year, and BAINIAN to congratulate the new year.ted on the wrist. The ethics abstinent on the timing apparatus (a Witschi Chronoscope X1) were similar with replica watches uk. Averaging the ethics in all positions resulted in a circadian accretion of 3.7 seconds. The Rolex Explorer's Oysterlock replica watches assurance folding brooch is acclaimed by its affluence of operation. The calmly and indices of the new archetypal beam blithely in the dark, acknowledgment in allotment to the new Chromalight beaming substance, which debuted on the Rolex replica Sea-Dweller Deepsea and is now aswell acclimated on the rolex replica watches Explorer. Unlike on that watch, however, it glows in the traditional, anemic blooming hue rather than a dejected one. The blush lasts a actual continued time: the rolex replica charcoal simple to apprehend even afterwards 11 hours in absolute darkness.

9Ttt- Structure of Earth(Reflection)

This week's topic was the Structure of Earth. I explained different layers of earth to the students. Such as 

1. Inner Core Temperature: 5,000°C – 6,000°C State: Solid Composition: iron and nickel

2. Outer Core Temperature: 4,000°C – 6,000°C State: Liquid Composition: iron, nickel, sulphur and oxygen.

3.Upper Mantle Temperature: 1,400°C – 3,000°C State: liquid / solid Composition: iron, oxygen, silicon, magnesium and aluminium.

4. Crust Temperature: Around 22°C State: Solid Composition: Oceanic crust made up of iron, oxygen, silicon, magnesium and aluminium.

After completing layers of earth, students create a model of the earth's structure by using different clay. Everyone creates something different from clay.

"Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners."

 "Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning."

A national programme of experiential learning about marine conservation (Reflection) Yr10 PDv

This year is my first year of teaching, and this is my first EMR trip in Tamaki college with year 10 PDv and TBSM1. I was very excited and curious to learn about EMR, and what's it's used for the community and for the country. This EMR trip divided into 2 sections. The first session was to go to the local beach(Point England) and find out crabs and marine animals. Whole year 10 was divided into different groups and with varying teachers of science. The second session was going to Goat Island and do scuba diving and learn about NZ natural diversity.

When students visited a local beach, they collect some marine animals like crabs and count them and find out their behaviour on the beach. Then they play a Maori game and learn about that game. After that, they learn about New Zealand diversity. The last session was to do swimming and learn how to use the equipment for Scuba diving for Goat Island.

What is EMR?

EMR is a national programme of experiential learning about marine conservation. EMR's independence, professional delivery, marine reserves focus and provision of a range of learning styles make it unique within New Zealand. 

EMR empowers schools and communities by providing the equipment and expertise for a hands-on learning experience in the ocean. The programme involves investigating marine biodiversity and local marine environments before venturing to a fully-protected marine reserve. After this experience, students can compare unprotected, and protected areas and are supported to put their knowledge into action within the community.

Sea Creatures

Crabs and Marine creatures

New Zealand is surrounded by ocean - our oceans are a national treasure for many reasons, but we have begun to see a widespread decline in many of our fish species. It is only recently that we have started to understand the impacts this has on the rest of our marine environment. 

After experiencing their local marine environment and the fully protected marine reserve, participants often lead action projects and become kaitiaki of their marine environment. 

"Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand."

"Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners."

Plastic- Save Environment(Reflection)

This week was a fabulous week for STEAM. This week we discussed different types of plastics, and it's uses and dangerous effect on the environment. Class starts with a simple discussion of plastics. Like, Plastic is a kind of material that is made by people and can be formed into almost any shape. Most plastics are strong, long-lasting, and lightweight. They resist damage by water, heat, chemicals, and electricity. Also, plastics can be made in many colours. After discussion, we read handouts of plastics and then students did cut and paste activity of uses of plastics. It was the positive, negative and neutral effect of plastics.

Last activity on Plastic was sorting out different plastics according to their codes from 1 to 7.

Students brought their own Plastic from their homes and then in groups, they sorted out their plastics and gave them codes.

"Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand."

"Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required."