Final Task for the year...

Welcome back from your weeks on Arts week, work experience , and Camp. I hope you had a great few weeks, learned a lot, and had some fantastic experiences.


Now to reflect on your time away from school on camp and work experience:

1. How was camp? What did you like? What didn't you like? What did you do well? What didn't you do so well? Why? What are the main benefits for attending camp?

3. What did you learn about the Ohau environment and landscape while you were on camp? 

2. How was work experience? What went well? What didn't go so well? What did you enjoy the most? 

4. Why is so important to have a week immersed in the world of work? Why is is good to go out and get work experience at your age? Do you already have a part-time job? Do you work in the summer holidays?


Answer all questions in detail. Log into the blog... copy and paste the questions into a new "comments" post and answer the questions. 
Remember - you will know if your post is all ready to be moderated and posted on the site, if you get a  message saying that your "Post will be visible once your post has been moderated".

Clifford Bay Ferry Terminal Potential...

Link to a recent article:

http://www.stuff.co.nz/the-press/business/7892852/Ferry-terminal-plan-for-Clifford-Bay

Clifford Bay Ferry Proposal...sound familiar??

Articles online about Clifford Bay Ferry proposal - just in news!!

Article #1

Article #2

Details on other two sections of the exam...

As well as the Inquiry section of the exam (which covers the topics we've studied in class this year) there are two other sections set by Mr Idour. These are:

Investigating Values:

Resource based questions looking at an issue from which you will be asked for your views and in conclusion to complete  a values continuum.  You will be assessed on your ability to answer in breadth and depth, not on whether you are right or wrong.


Social Decision Making:

Resource based questions on an actual event where you will be given depth details surrounding the pros and cons of an issue and the implications. You will be assessed on your ability to answer in breadth and depth reflection your understanding of the decision making process and the issues involved. 

Exam Revision....

Yr 10 Exams are approaching fast... you should be thinking of effective study of all the material we have covered in class during the past year.

For the Inquiry section - we will be focussing on the following units:

• Resources under pressure / Sustainability
• Natural Disasters

Here is a run down on what you should be studying for!!

 Resources Under Pressure / Sustainability




--> What is a renewable resource?  

--> Give two examples of renewable resources

--> What is a non-renewable resource?

Give two examples of non-renewable resources

--> Explain why the population explosion or overpopulation is such a problem 

--> Suggest one way in which we can control population growth in poorer countries

 

-->What is climate change and how is it affecting the planet? (Give 2 examples of the how in your paragraph answer)

A carbon footprint is the total set of greenhouse gas emissions caused by an organisation, an event, a product or a person. It is part of the larger ecological footprint.

These are some ways you as an individual can reduce your carbon footprint:

·      Buy local products

·      Take shorter showers

·      Don’t keep the water tap running when you are cleaning your teeth

·      Shower instead of taking a bath

·      Try bartering

 Suggest five more ways you can reduce your carbon footprint:

--> What is eco-tourism?  

--> Name two benefits from eco-tourism  



Natural Disasters

• Name ten different examples of a natural disaster

--> Name the natural disasters shown in the following photographs

--> What is a tornado?  

--> What makes tornadoes so deadly?  

--> Why is the United States of America so prone to tornadoes? 

--> Name two things you can do to prepare for a tornado and keep safe or minimise risk 

--> Why is it so important to be able to accurately predict tornadoes?     

• Write an essay response the following question.  Ensure you show your essay planning.
  
  
  
  
              Earthquakes in New Zealand
  
  
  Explain why earthquakes are such a risk for New Zealand, why they could do serious damage in parts of Dunedin if a major one occurs (going from evidence in Christchurch) and what things you and the community can do to prepare for such an event.
  
  
   (Write at least one A4 page for your answer.)
  
  
  Essay planning:

Earthquakes: Writing Frame

Question

Explain why earthquakes are such a risk for New Zealand, why they could do serious damage in parts of Dunedin if a major one occurs (going from evidence in Christchurch) and what things you and the community can do to prepare for such an event.

Introduction – explain briefly why earthquakes are such a risk for New Zealand, risks for Dunedin and what you can do to stay safe.

In this section of your essay you need to introduce the topic and briefly explain the three main parts of the question…

-->

Explanation 1: Why New Zealand are at risk of earthquakes.

Explain reasons for the great risk of earthquakes for New Zealand. Give a specific example(s) of some recent earthquakes in NZ and damage done etc.

-->

Explanation 2: Why if there is a large earthquake in or near Dunedin,  there will be considerable damage in certain parts of the city.

In these paragraphs you need to explain why Dunedin is at risk of similar damage to Christchurch, which areas are most likely at risk, and the liquefaction risk.

-->

A further problem associated with earthquakes is people not being prepared….

Explanation 3: Ways in which people (being you and the community) can minimise the risk from earthquakes, by being prepared and having a “plan”.

Within these paragraphs explain ways in which you can prepare for earthquakes and minimise obvious risk.

 

-->

Conclusion

In your final paragraph draw together all of your ideas to answer the set essay question. Summarise the main ideas from each paragraph in the body of your text.

In conclusion…

 

--> WORD BANK:  Make a list of important key words & ideas here…

--------------------------------------------------------

So... with some effective study and revision before the exam... there is no excuse that you can't do well ;) 

Use your time effectively. Plan ahead.  

Ten High School Study Tips for Students

The Best Way to Get Ready for Your Exams

 These high school study tips will get you in the right mindset to get prepped for your final exams.

1. Study Alone

Unless you've got a couple of friends who are super-serious about getting down to business, stay away from group study sessions because they tend to get off-topic pretty quickly. Save the social time till after you've handed in your test.

2. Create Your Perfect Study Area

The place where you study should be quiet, comfortable and free from distractions.  Go to your room, close the door and kill as many distractions as possible - like music, television, and even the internet and your phone.  If you don't have your own room that you can sneak away to, consider studying at the library instead. If you have to have music playing in the background - instrumental or classical is best. Nothing with lyrics!!

3. Get it All Out

Your study materials, that is. Before you dig in, make sure you have all your books, notes, study guides and writing utensils in front of you. Don't give yourself another excuse to get up and rummage around.

4. Turn Your Notes into Flash Cards

Now that you've got all your notes in front of you, open up a pack of index cards.  As you read through the important facts, rewrite them in Q&A form on the cards.  For instance:  to study historical facts, write the historical fact on one side of the card and the key details on the other side.  

 5. Snack Healthy While You Study

If you want to stay sharp while you study, stay away from junk food.  Instead, snack on studying-friendly foods like dark leafy greens, whole grains, peanut butter, milk and seafood.  Feeling sluggish?  Caffeine or energy drinks won't help you in the long run.  Get your energy boost instead by eating a banana, apple, some healthy nuts.

6. Narrow it Down

If you try to study every single thing your teacher's ever said, you'll go crazy. Instead, focus on the most important topics. If you're not sure what those are, read the study guide (if there is one), or ask your classmates. Once you've nailed down the important stuff, if there's still time left before the test, you can move onto the finer details.

7. Take a Break

Your brain can only take so much hard work at one time. For every hour that you study, take about 15 minutes to do something mindless, like taking a walk, listening to music or playing a computer game. (You can even take a 15-minute nap, if you're confident you can wake yourself up at the end of it.) It'll keep your stress level down and give your brain a chance to let all that information sink in.

8. Put Yourself to the Test

Once you've got your set of flash cards, test yourself with them.  If you don't trust yourself not to cheat, give the cards to your parents and have them test you.  Don't stop till you've made it through the whole stack without any mistakes.  And be sure to bring your flash cards to school with you on the day of the test:  you'll be amazed at how much more you can retain if you run through the cards right before your teacher hands out the exam.

9. Get Some Sleep

You might be tempted to pull an all-nighter, but if you do, you'll only be hurting your chances of getting an A.  Get a full 8 hours of sleep so your brain is in good shape on test day. 

10. Study All Term Long

It's tempting to hold off on studying till the last minute, especially if you tell yourself that anything you try to memorise earlier on won't really stay in your brain.  That's not true.  Take some time throughout the term to review all of your notes and re-read important passages in your notes.  It might seem tedious, but it'll really keep all those facts in your brain on test day.


Happy studying!! :)

 

NZ ShakeOut at JMC

Thursday 27th September 2012 during period #5

Earthquake drill - Drop Cover Hold

Full School Evacuation

Earthquakes in NZ - Thinking towards your exam!

Very useful information on earthquakes in NZ...

Follow the link -

http://www.gns.cri.nz/Home/Learning/Science-Topics/Earthquakes 

AND

" Dunedin residents 'should not be complacent' " - ODT Article

While the chance of a serious earthquake hitting Dunedin is one in 1000, the odds are better than winning Lotto and citizens "should not be complacent", geologist Prof Richard Norris says. 

Should such a quake occur, parts of South Dunedin, Mosgiel and the Taieri would "inevitably" be engulfed in liquefaction, the hill suburbs would suffer landslips and rockfalls and many heritage buildings would be reduced to rubble. 

Prof Norris, of the University of Otago geology department, put such images to the Mornington Probus group at a meeting yesterday. 

The city's most active fault-line, Akatore, which runs from Taieri Mouth to Dunedin, last broke about 1000 years ago, and the chance of it happening again is less than one in 1000, he said. 

Researchers knew a lot about the fault-lines around Dunedin, most of which were not highly active - the Titri Fault has not moved for 90,000 years. 

"But given Christchurch's experience, we should not be too complacent," he said.

The September 4 quake which shook Christchurch and its subsequent devastating aftershock on February 22 both occurred on an old fault-line.

"It's likely the fault had not moved for 15,000 years," Prof Norris said. 

Even if extensive, and expensive, seismic research had been carried out on the fault, it probably would not have been given a high degree of significance. 

The quake was "typical" of most in the South Island as it occurred on a fault which was not recognised. 

Once a fault like that broke, strain was released in its vicinity, but pressure built at either end of it, evident from the pattern of aftershocks Christchurch experienced after September 4.

Between January and February 22, those aftershocks were increasingly closer to Christchurch city and seismologists knew a large quake could not be discounted.

Prof Norris believed the area around the fault was "being shortened", culminating in the deadly 6.3-magnitude quake. 

"The Port Hills have been thrust over the lower-lying areas of the city," he said.

Christchurch's "seismic hazard" was "about double" Dunedin's, but should one occur, the impact would be similar, but of a different nature. 

Soil liquefaction was likely at St Kilda, parts of St Clair, Mosgiel, and the Taieri, including the airport. 

The hill suburbs, along with the Peninsula roads and parts of Kaikorai Valley, would likely suffer rockfalls and landslips, the severity of which would depend on ground moisture.

There "is virtually no chance" of liquefaction on the hill suburbs and the bulk of the city centre and North Dunedin "because there is nothing to liquefy". 

The city largely sits on solid rock, which would result in less violent shaking than experienced in Christchurch. 

However, Dunedin's higher proportion of historic brick buildings meant damage would potentially be worse. 

"A lot of the images we've had [of the Christchurch quakes] have been masses of piles of brick and that's because brick is not a very good material in an earthquake.

"I shudder every time I look around Dunedin." 

Older wooden houses fared better as they are "incredibly resilient" and "flex" in quakes.

"We should not be building with brick, in my view, in New Zealand." 

Prof Norris believed New Zealanders needed to be aware of the nation's quake susceptibility - it sits on two tectonic plates, the Pacific and Australian - and while the Christchurch earthquake decreased the probability of earthquakes in that area, the rest of the country was still at risk. 

"We live with earthquakes." 

Otago Daily Times -  Wed, 9 Mar 2011

NZ Get Thru - What to do in an earthquake

Last assessment task for the Chinese in Otago Unit

Take one of the key aspects of the Chinese Garden and investigate it further using the information from the power points or these websites:

Search the following things on google for info on Chinese Garden for example - type in as is

• Dunedin Chinese Garden on Wikipedia
• Chinese Garden on Wikipedia
• Dunedin City Council's Chinese Garden information

The final unit task is to create a A3 board game, A2 poster, or A4 fold-out informational brochure about the key aspects/symbols of the Chinese Garden and history of Chinese in Otago. This would be designed for a person who has no knowledge about the Chinese Garden or its significance to the people of Dunedin & New Zealand, and the history of Chinese in Otago. 

You are to educate them about its significance for Dunedin and about the long history Chinese people have had with Otago (including the social issues between the Chinese and Europeans especially during the early years and what Chinese have gone on to do in this area). 

Your product has to be informative, interesting, vivid and will be assessed using the inquiry and social issue strands of the curriculum.

"Illustrious Energy" - post viewing film...

     Now that the film is finished... your task is to create an A4 poster – in WORD or PUBLISHER – containing the information you have collected from viewing the film. I.E. - those six focus questions you should have been gathering information on!

     You will need to go onto the internet and find some photos/images from the film – or ones of gold mining from Central Otago etc to put some graphic interest into your poster.

    Remember :

    * Your poster needs to have impact
    * Think about a border / colour / font / style / layout
    * Think about the visual and verbal elements. Details on the film...and some pictures to back that up.
     

Illustrious Energy - Chinese Unit, film text

 
You are about to view the film "Illustrious Energy". While you are watching the film text, can you please think about the following and note down your answers in a word file or Onenote. Be sure to save your file in your Yr 10 Social Studies folder.

Questions:

1. What was life like for the Chinese miners living in Central Otago? Relationships /job etc...
2. What types of living conditions were they subject to?
3. What was their relationship with the Europeans already settled there?
4. How was there conflict between the Chinese and Europeans? 
5. Describe some of the gold mining methods used in the film.  

Cheers,

   Ms Fridd.

Chinese Unit

I hope you enjoyed your Social Studies field trip to the Dunedin Chinese Garden & Otago Settlers Museum and found it informative and interesting.

First task, now that you are back from your cultural visit... is to get out your KWL chart out and look at the left hand and middle columns.  What did you already know about the Chinese Garden and what did you what to find out?

Now we want to know What did you learn at the Dunedin Chinese Garden?

Full paragraphs, or bullet pointed details... you need at least 3 or 4 different ideas. 

Please publish your answers underneath this post. Be sure to LOG IN first ;) 

Road closed amid flood alerts | Otago Daily Times Online News : Otago, South Island, New Zealand & International News

Road closed amid flood alerts | Otago Daily Times Online News : Otago, South Island, New Zealand & International News

Natural Disaster Unit - End of Unit Reflection Questions

Year 10 Social Studies – Natural Disasters

End of Unit – Reflection Questions
Assessment of Values & Social Decision Making

1. How do natural disasters occur and what impact do they have on people and the environment?

2.   What steps do people take to protect themselves against natural disasters?

3.   What types of natural disasters can occur in your own community?

4.   What steps should people take to be ready for these kinds of natural

        disasters?

5.   How prepared are you to deal with a natural disaster?

6.   What actions have you taken?

7.   What actions do you still need to take to be better prepared for a natural

       disaster?

8.   How well did you work as a class to carry out our selected project?

9.   How well did I carry out my role/responsibility?

10. Would we do anything differently next time?

Exploring what it is to be innovative and enterprising
Generating, identifying and assessing opportunities.

•    Working with others and in teams.
•    Identifying, recruiting and managing resources.
•    Planning and organising.
•    Collecting, organising and analysing information.
•    Communicating and receiving ideas and information.

1.  What step/s were you doing when you used each of the Enterprising

       Attributes?

2.   Break each attribute  (bullet pointed words above which are underlined) into its separate words and refine your answers.

3.    How could you improve on using the Enterprising Attribute/s for next

         time?

4.    Can you transfer this learning to your other topics?

5.    This unit links knowledge and skills from Science, Social Sciences and English. How has each of these subjects contributed to your knowledge and how has that knowledge been used in this learning? How did this help you to be innovative in this unit?

Exploring further future focus issues:

1.  What else might you explore now about the risk of community disasters?

2. How has the local council been innovative and enterprising in managing

           local risks? eg: flood protection schemes?

3. How can you help manage the risk of a community disaster in the future?

4. Describe some differing viewpoints from people you surveyed on how prepared they are for a Natural Disaster. 

Task:  Copy the questions/text above and paste into an email or reply to this post on the blog with your answers. Provide full and detailed answers. The more detailed the better... as this is being assessed and you will be getting some questions on Natural Disasters in the exam at the end of the year. This is to be completed in class time only :)

 

Mitchell Sizemore's comments:

1. How do natural disasters occur and what impact do they have on people and the environment?

A Snow storm occurs when a huge lot of cold air moves away from artic areas. The cold collides with the warm air. The cold air is forced down below the warm air and all the cold air has the potential to snow a lot.

Earthquakes happen because tectonic plates collide together. When they build up too much force for the rock they snap releasing a huge amount of energy.

Floods happen when a lot of rain falls over a long period of time or tsunami.

2.   What steps do people take to protect themselves against natural disasters?

In a tornado people try to get as low as possible to the ground. In a snow storm they wrap up with clothes and rugs to keep themselves warm. In tsunami or floods they go to higher ground until the tsunami or flood passes over. In earthquakes you try to cover themselves if you are in a building by getting under desks or supported parts of the building. If you are outside you should run to open spaces like parks of fields so nothing can fall on you

3.   What types of natural disasters can occur in your own community?

Snow storms, floods, earthquakes, Tsunami, tornados, hurricanes.

4.   What steps should people take to be ready for these kinds of natural

        disasters?

Have a first aid kit. Have a meeting place outside your house encase a natural disaster caused a fire in your house and you had to evacuate. Talk to your neighbours and you can work together. If you have elderly neighbours talk to them and tell them how you could help them.

5.   How prepared are you to deal with a natural disaster?

Our family isn't prepared with the medical kits or talking to our neighbours but we do know what to do in a natural disaster (duck and cover in an earthquake.

6.   What actions have you taken?

We have spent time on knowing what to do in a disaster

7.   What actions do you still need to take to be better prepared for a natural

       disaster?

Talking to our neighbours

8.   How well did you work as a class to carry out our selected project?

I think we work alright. We didn't work as a class too much but we worked in groups, which was good.

9.   How well did I carry out my role/responsibility?

I think I did my role good but I could have spent more time researching some facts about snow storms.

10. Would we do anything differently next time?

We would work more as a group.

Exploring what it is to be innovative and enterprising

Generating, identifying and assessing opportunities.

•    Working with others and in teams.

•    Identifying, recruiting and managing resources.

•    Planning and organising.

•    Collecting, organising and analysing information.

•    Communicating and receiving ideas and information.

1.  What step/s were you doing when you used each of the Enterprising

       Attributes?

We planned out what each of us was going to do

We got a task to do each and if you got the task of researching you were going to collect and analyse information.

We took the main points from our resources and put them on a Google document so we could all access it.

We picked the important parts from our Google doc and put them into the power point .

We shared our information on a power point.

2.   Break each attribute  (bullet pointed words above which are underlined) into its separate words and refine your answers.

•    Working with others and in teams.

How we worked together to find information and organised what we were going to do.

•    Identifying, recruiting and managing resources.

Communicate with your group and sort out what each person is going to do.

•    Planning and organising.

How are you going to collect information e.g. books, internet, other people.

•    Collecting, organising and analysing information.

Taking what information you got from your books, internet or people and sorting it into important and not important.

•    Communicating and receiving ideas and information.

What tool you are going to use to put your information out into the public

3.    How could you improve on using the Enterprising Attribute/s for next

         time?

We could work together and not leave it to the last minute. Work productively in class so we don't have to do so much work in the holidays

4.    Can you transfer this learning to your other topics?

Yes. But mostly in social studies because we don't work in groups often in other subjects

5.    This unit links knowledge and skills from Science, Social Sciences and English. How has each of these subjects contributed to your knowledge and how has that knowledge been used in this learning? How did this help you to be innovative in this unit?

Science helped me by researching information on the internet because we have to research ourselves in science a lot.

Social science helps me collecting information and analysing it. Also it helps me break down big paragraphs.

English help me take the main points that I have got from the internet and put it into my own words.

This has been used in my collecting a presenting my information. Knowing the steps for collecting and presenting data makes these sort of tasks easy. The only thing you have to do other than that is putting the finishing touches on a power point.

Exploring further future focus issues:

1.  What else might you explore now about the risk of community disasters?

I would do more research so I can get extremely accurate data and should make it easier to put the data into your own words.

2. How has the local council been innovative and enterprising in managing

           local risks? eg: flood protection schemes?

They haven't done so much for snow storms but they seem to have snow plough on stand bye.

3. How can you help manage the risk of a community disaster in the future?

Talk to my neighbours because they are old and help them in a disaster (even if it's only telling them what to do in a disaster).

4. Describe some differing viewpoints from people you surveyed on how prepared they are for a Natural Disaster. For snow storms no one was fully prepared for a storm to hit. The main area I think that people should research is what to do if you are stuck in your car in a snow storm because 0/5 knew what to do

Reece Stackhouse's comments:

1. How do natural disasters occur and what impact do they have on people and the environment? Natural disasters occur naturally, a earthquake occurs when the earth's tectonics plates move together in some sort of way, a tsunami happens when a earthquake usually out at sea creates a huge wave that can come ashore and cause destruction. a flood happens when a large down pour of rain happens and the natural waterways cant handle the overflow of water floods can also occur when man made water structures collapse.

2.   What steps do people take to protect themselves against natural disasters? people prepare a survival kit, an evacuation point for each type of disaster.

3.   What types of natural disasters can occur in your own community? in Ngapara, droughts can happen, floods can also. Ngapara is no where near the sea so there is a minimal chance of a tsunami. earthquakes are a risk. so are snowstorms as sheep and other stock will die.

4.   What steps should people take to be ready for these kinds of natural

        disasters? they should prepare a survival kit which has enough supplies to last 3 days.they should have an established evacuation point.

5.   How prepared are you to deal with a natural disaster? I believe i am prepared enough, the hostel has a survival kit located outside the hostel.

6.   What actions have you taken?

i have a cellphone, a blankett, at our home we have a survival kit and a evacuation point.

7.   What actions do you still need to take to be better prepared for a natural

       disaster? Have food and water to last a long amount of time. Have a vehicle ready to leave in a hurry.

8.   How well did you work as a class to carry out our selected project? As a class we worked pretty good, I think we all had a say.

9.   How well did I carry out my role/responsibility? I think I did a very good job, Carlos and I both did quite a bit.

10. Would we do anything differently next time? Make our slideshow longer.

Exploring what it is to be innovative and enterprising

Generating, identifying and assessing opportunities.

•    Working with others and in teams.

•    Identifying, recruiting and managing resources.

•    Planning and organising.

•    Collecting, organising and analysing information.

•    Communicating and receiving ideas and information.

1.  What step/s were you doing when you used each of the Enterprising

       Attributes? I worked with my partner, Carlos. We communicated at school. We planed what each of us was going to do. We collected good information.

2.   Break each attribute  (bullet pointed words above which are underlined) into its separate words and refine your answers. Carlos and I worked well together and we were efficient. We identified the disaster we were studying and developed some questions. We searched the web and looked up books for answers. We were well organized. And we knew how to appropriately organize our information. Carlos and I communicated during school hours.

3.    How could you improve on using the Enterprising Attribute/s for next

         time? We could communicate out of school hours.

4.    Can you transfer this learning to your other topics?

 yes, I now know how to analyse information in a efficient way.

5.    This unit links knowledge and skills from Science, Social Sciences and English. How has each of these subjects contributed to your knowledge and how has that knowledge been used in this learning? How did this help you to be innovative in this unit?  I knew the basics of weather from science which helped me to learn about disasters quicker. English helped me to write my power point without many mistakes.

Exploring further future focus issues:

1.  What else might you explore now about the risk of community disasters? How likely they are to occur.

2. How has the local council been innovative and enterprising in managing

           local risks? eg: flood protection schemes? The DCC is earthquake proofing the city soon I think.

3. How can you help manage the risk of a community disaster in the future? Prepare yourself so emergency services can focus on more important stuff like flooding and damaged buildings.

4. Describe some differing viewpoints from people you surveyed on how prepared they are for a Natural Disaster.  Some people had no idea what they would do in a natural disaster while some people were well prepared. Some people think Dunedin will never be effected by a natural disaster.