Here is a video of LS1 and LS2 performing a siva to a medley of Samoan songs by Wayno. We had lots of fun learning the meanings behind the different actions and lyrics in the song. Thanks to Mrs Anderson for recording our siva.
As part of our Inquiry focus on “Cultures”, LS1 has explored the art and measina of ‘tatau’ in the Samoan culture. We learnt specifically about Samoan malofie – which is mostly to do with the male pe’a, and the female tattoo the malu. LS1 was quite interested in the legend of how the tatau came to be in Samoa today. We analysed and translated the song ‘Pese O Le Tatau’ by Junior Soqeta in poetry, then each chose a line to illustrate for art. Our illustrations were then put together in the movie below. Enjoy!
This term, Panmure Bridge School’s inquiry topic is : Cultures. As part of exploring this topic, we have been talking about migration and how we came to be in New Zealand. If you visit our classroom, you will be able to read the different migration stories of our families. In addition to writing down our stories, Darius decided to interview his mum, who migrated to New Zealand. Here is the film he made for this task :
LI : Use our smart searching skills.
As a class, we worked together to research and discuss the origins of the Olympic Games. We were then challenged to present our information to the rest of the class. Here is our work.
This blog post was written by Valencia. Click here to read her blog.
The Howick Historical Village
On Thursday, May 16, LS1 and LS2 went to the Howick Historical Village to learn about what people did in the 1850s. Everyone was excited to go because they were so interested in learning about the 1850s.
We had to get to school before 8:30, or we would miss the bus. At 8:15, we had to go up to LS2 to discuss what would happen if it rained and to talk about which group we were in. There were three groups: Group 1, Group 2, and Group 3. After the talk, it was time to go, so everyone walked out in a single line to the bus.
Once we arrived, we had to wait for 5 minutes for the workers or tour guides to open the gate for us. When the gate opened, we stepped off the bus and walked in. I saw houses from the 1850s that were shipped from Panmure, Otahuhu, and Onehunga.
After we walked in, we had to sit down and wait for the tour guides to come and greet us and talk about the history of the Howick Historical Village and the rules. The first rule was no running, and the second rule was DO NOT touch or break anything you are not allowed to touch. Everything looked old and antique.
After the talk, we did our first activity, which was making butter. Once we got into the house, we learned that butter was just made out of cream by mixing and shaking a jar full of cream to create friction. We all had a turn mixing with a churn from the 1850s, and we had to say a rhyme that goes, “Turn, butter, turn; someone’s waiting at the gate, waiting for some butter cake. Turn, butter, turn.” We repeated the rhyme until everyone had a turn.
After that activity, we moved on to our next activity, which was touring the place. When we entered the first house, which was a courtroom, I saw handcuffs the size of a child’s hands and an execution device used to punish prisoners. Then we visited a house filled with many antique items.
Our last activity was building a go-kart. In the 1850s, only boys could build go-karts, but everyone got to build one. A fact I learned during this activity was that in the 1850s, when you were 12 and over, you were considered an adult. One thing I liked about assembling the go-kart was learning new things about how they built them in the 1850s. Another fact I learned was that when you were five years old in the 1850s, you had to do chores, and once you finished them, only the boys could build and ride the go-karts.
This blog post was written by Amorangi.
On Tuesday, LS1 and LS2 took a bus to Maungarei for a school field trip.
First, we all got ready and excited as we boarded the bus. While driving to the mountain, we started singing Māori songs from the kapa haka bracket, which made the trip even more fun. After a few minutes, we arrived, and everyone was buzzing with excitement. We took photos and videos before starting our walk.
As we began walking up the mountain, we chatted with each other, but soon we started feeling tired and needed a break. Some of us were exhausted from the climb and even needed a little push from the back. Eventually, we made it to what we thought was the top, but we soon found out we were only halfway there. We still had to reach the summit, which was on a big hill.
Finally, we made it to the top! Everyone was relieved to rest. An elder shared a story about how Māori men used to hide up there from the British during the old days. After his talk, we spent some time taking in the beautiful views of the city and surrounding areas. Then, we started our walk back down the mountain. Before leaving, we took one last photo—first LS2, then LS1. We then hopped on the bus and headed back to school.
Below the video is more information and context for our buoyancy challenge. Miss Tele’a challenged us to design and create a boat that could achieve the following two functions:
1. Float
2. Keep a tea-bag dry.
The only equipment we could use was :
– 20 popsicle sticks
– 4 rubberbands
– paper straws
– craft glue
Watch our video to see if we achieved the 2 specific functions!
As part of our inquiry topic “Our Whenua” – LS1 has completed lots of research and discussion on Mokoikahikuwaru, a taniwha known as the guardian of Panmure. One of the key features of Mokoikahikuwaru, was that it would appear as if it were a large log floating in the water. From this, we’ve branched off into science to learn more about buoyancy – which has to do with floating. This is part two of our create task.
Week 8 Wednesday of Term 4 saw Panmure Bridge School’s 2023 Market Day! This term for Inquiry, we have all been learning about the topic ‘Enterprise.’ This has to do with the economy, managing money, and especially running a business. Each class at PBS had the task of designing different products we think other students would like to purchase.
LS1 designed and produced bookmarks and pencil holders. We had lots of fun throughout the design process and especially on the actual market day where students could purchase our products for only 1 token! Everyone had 5 tokens to spend, so lots of the products sold out quite fast.
Here is what some of our pencil holder designs look like.
One of our favourite stalls was LS2’s Ika Aniwaniwa – where they sold harakeke keyrings, and customisable bracelets! Here is Kane and Darius modeling their purchases. Thank you to everyone who purchased one of our products!
Original post by David @ Panmure Bridge School
This week I was learning about the car timeline.
First I was starting to search up the Benz Patent MotorWagon and it was made in 1769. That car was the first Gasoline powered car. The Benz Patent MotorWagon can only travel for 20 minutes.
Original post for more information.
The Original post is by Lisea @ Panmure Bridge School
This week I learned about rail transportation.
First I needed to find 3 people to make a group of 4. The people in my group were Ane, Siniva, Jaylee, And Lisea. We needed to go to a table and wait for Miss White to give us a paper to write down what we think a stakeholder is. A stakeholder is when someone gets money for technology. Then we needed technology to get more money.
To find out more about the information you will need to go to the original post.
