July 31

BTN week #2

A massive earthquake shook japan! ten times worse than the one that hit new Zealand! Causing aftershocks and a ten meter tsunami.

It also caused power loss and at shops stocks were very low.

Over in japan its winter and even snowing.  So because of the power loss they could not even keep warm.

schools shut down because the roads were blocked or destroyed and  petrol stations were very crowded.

and kids like Hiroshie had to leave his friends behind and go somewhere safe with his family!

link to the BTN sight!

July 26

100wc week #2

The faries glittered like little stars flying in the sky it was amazing!

We watched as they did there daily things and then went into there little homes.

We had never imagined we would see such phenomenal. creatures  we thought they were myths for that!

They moon glimmered as a million little stars flew around.

We fell into a deep sleep. when we woke it was morning and the faries had traveled beyond.

Or was it just a very vivid dream.

But as we left i could have sworn a small light flickered passed me and into a tree.

July 24

Week one of semester 2 100wc

We were in the Antarctic the sun was high but the ice was still solid under our feet.  Then we came across a bird that flew down towards us .As it got closser we realized that it was a purple colour. We were frightend  At first. That is when the bird dropped our missing camera we called after the bird: Thank you bird of purple feathers. We were here to do a documentary on animals of the antarctic and. Then we opened up the cammera and it had amazing footage of Antarctica and. It was if the bird had flew over the whole Antarctic the thing was that the battery was dead.

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July 18

Seed bank BTN

In the arctic there is a building that you can just see the tip of this is called the doomsday vault despite its name it actually hold a lot of earth most common things: seeds!!

This vault is here to make sure that if any terrible disaster happens then they go to the doomsday  vault and regrow the specific plants that that country may need.

There are 865,000 types of crop seeds in this place its so cold that it sort of freezes them in time they are kept like that so they can grow for centenary later.

Without this place we could starve or die from lack of oxygen we rely on this place massively!

Just keeping a few of these now could lead to a much longer future on earth! And you have probably heard of this place alot recently well that is because it is such an amazing place that we are going to need alot in the future. If you are a kid then in the future  you may visit this place to save your country its amazing .

the BTN website


July 18

I.S goals for semester 2

Dimension & AusVELS Standards that could be used in student goal setting:

Science Understanding

Earth and space sciences

  • Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

Science as a Human Endeavour

Use and influence of science

  • Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)
  • Scientific knowledge is used to inform personal and community decisions (ACSHE220)

Science Inquiry Skills

Questioning and predicting

  • With guidance, pose questions to clarify practical problems or inform a scientific investigation (ACSIS232)

Planning and conducting

  • With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
  • Compare data with predictions and use evidence in developing explanations.


  • Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)


Reading and viewing


  • Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
  • Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub-pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)


  • Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)



  • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
  • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)


  • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
  • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)




  • Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)
  • Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)


  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
  • Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)




Unit Goals: Natural Disasters



As a result of this unit, I will


Unit Learning Goal 1: Science


  • I will . . . Understand that Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

I want to learn how… cyclones and hurricanes …affect Earth’s surface




Unit Learning Goal 2: Science


I will . . .

Scientific discoveries and inventions are used to solve problems that affect peoples’ lives in places that effect humans


Unit Learning Goal 3: Science


I will . . .


Scientific knowledge is used to help personal and community decisions



Unit Learning Goal 5: Reading and viewing


I will . . . Understand how texts are different in purpose, structure and topic as well as the level of formality.



Unit Learning Goal 6: Writing


I will . . . Plan, draft and publish original, informative and persuasive texts, and experimenting with text structures, language features, images and digital resources appropriate to the audience.



Personal Learning Goals: During this unit, I will . . .


With my group I will make and create an informative and entertaining speech when we have our chance to speak





July 11

BTN- who i think you should vote for!

The election is going crazy with all the voting.

Well if you are 18 and wondering who to vote for I think that you should take my advice if you like the following.

  • You think that more needs to be done about the environment.
  • And that you think same gender marriage  is fine.

Then you should vote for the greens

They help the environment and they think that same gender marriage is fine.

They care about what matters and they stand up for it.

They are clever and hard working and they probably live close to you. i have seen them out there doorknoking  and making sure you dont regret who you vote for.

Make the right choice and vote for the greens.

July 8

my science goals : after term

My science goals reflection!:

My goals for this term were:

My goals were:

I understand…

  1. Solids, liquids and gasses have different observable properties and behave in different ways.
  2. Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

I can:

  1. With guidance, pose Questions to clarify practical problems or to inform a scientific investigation and predict what the findings of an investigation might be.
  2. Decide which variable should be changed and measured in fair tests and accurately observe , measure and record data ,using digital technologies  as appropriate

Here is my science template:



Scientific Lab Report




                                                                                                                                                                                                                                                                                  .how salt effects ice in how long it takes to melt

 Charlie and Tiia!!!!




To test how fast ice compared to ice with salt can turn to liquid state (water)
to (water) vapour.


Our variable is salt ice this variable will make the ice melt slower



I think that the salt water will evaporate slower because it has salt in it witch makes it heavier                                         


2 plaits- plastic

1 blocks of normal ice

1 block of salt ice

Timer-to keep track of how long the experiment takes

A quarter of a teaspoon of salt


  1. put the salt ice and the normal ice on the plates and start the timer
  2. leave the ice and salt ice to melt
  3. After a while measure witch one has melted more!


Salt water/ice Normal water/ice
Melting frosted/shiny  started to melt shiny
Smaller  almost melted Alot smaller see through
REALLY tiny almost done Tiny almost complete
Melted Really small close to melt
Salted started evaporate Just melted completely
Both fully melted and Started to evaporate
Not much change Not much change
More evaporation No change
Both Luke warm and Evaporating
Not much change Not much change
No change No change
Both evaporated a bit More
A bit more A little
A little more More
A lot of evaporation A little
a little pool of water COMPLETE!!!

















We will show power point with the video

We found that if the water is not spread out, it takes longer than it would
if it had a bigger surface area. Surface area is the area of the surface. If
it’s spread out more it has a bigger surface. Some of our water ran down into
the dips in the sides of the bowls. This meant the water took really long to
We also found that the salt did not turn into a gas like the water. The salt
did not evaporate and stayed soggy at the bottom of the bowl. This happened
because salt doesn’t sublimate. When salt is dissolved it is still a solid but
just broken up into lots of really tiny bits. So for it to turn into a gas, it
would have to sublimate. This is why only the water evaporated leaving the
dissolved salt behind.
The science behind this experiment was the change in states. The first change
that happened was melting/solidifying. This is a change from a solid to a
liquid. It’s a reversible change because you can freeze liquid again to make a
solid again. Melting happens when you add heat. Ices melting point is 40C°



  • Our hypothesis was correct. The salt weighed down the water and it did not evaporate as easily. It had a small pool of water in the corner. We had to leave the ice overnight but the ice with the salt in it still had a bit of a puddle in the corner. The normal ice was the one which evaporated first though melted last. So you can tell that normal ice melts quicker. Next time we could put the ice in the water and then put plain ice in salt water.
  • Hello 5/6 C welcome to our presentation.

Our experiment was about ice we put salt in one ice cube and one normal ice cube

We hope you enjoy our presentation about: how salt effects the speed of change in state


The next change that occurred was evaporation. This is the change from a
liquid to a gas. It’s also reversible because it can go from a gas back to a
liquid. This is called condensation. Evaporation happens when you add heat.

Melting/solidifying and evaporation both happened in our experiment which are
both changes in state. This was the science behind our experiment

This template was for our science projects at the end of the semester we got into groups then did a small experiment (small meaning no explosions)

In the gaps of melting and evaporation we put diagrams we also made a PowerPoint I will put in a link: changed – how salt effects the change of states.pptx scientists need to make sure that they are safe in the science lab they don’t want to have an incident(such as an explosion)

They were safety equipment and are sure of their measurements they record there data and they always, always, ALWAYS


Record recording!

They could make the newest discovery of plants or find out that unicorns are real!!!!

My point is that they don’t stop they are very determined they have a chance to be like Albert Einstein they could invent the flying car they can do amazing things if they put their mind to it they record evidence and data they may need then they put it together in different ways and they create things like a microwave oven or a television or a computer things we take for granted have a lot behind them and they are important like even a chair they Could invent something new by

  1. they are safe
  2. they record
  3. and they try to be accurate

Scientists are what make the future of our world

I encourage you greatly to experiment at home but do what scientist must also do


I could improve on a lot there is sooooooo much that I don’t know about science I would like to improve on figuring out the formulas for the states of matter




Hope you liked my goals and my reflections all about how I have been going in the term!

From Tiia😃