Talofa lava! Malo le Soifua!Atonu o loo saogalemu pea fuafuaga e talafeagai ai mo lenei kuata. Faafetai i le Atua, ua maua mai se tala i le fanau, o loo manuia uma tamaiti ma aiga i Samoa.Ae avea ia lenei avanoa e momoli atu ai le faafetai tele lava i le mamalu i le paia i aiga ma uo o Matua Atinae i le lagolago malosi mai i le faataunuuina maea o galuega ma faamoemeoga o lenei tausaga. Faafetai lava le agaalofa. Atonu ua silifia e le toatele o le mamalu o le tausaga lea ou te malolo ai e faauma au pepa i le University. O lenei la ua faasalalau le avanoa mo le sui e taitaiina Mua I Malae i le tausaga 2010. Ia o le siva lenei a si fanau i le Production.   This term, we are learning about the Solar System. The children will learn about the Sun, the Planets, the Moons of the Solar System, the Astroids and Comets. We will also look at how Global Warming is affecting us and how we can help save our environment. Topic Words The Sun and the planets/O le la ma ona paneta Heaven and Earth/Lagi ma le Lalolagi Universe/Vaninimo The sky and the universe/Lagi ma Vateatea Stars/Fetu Moon/Masina Sun/La comets/kometi planets/paneta satellite/satelite shooting star/fetu lele Mercury/Mekuri Venus/Venusi Earth/Lalolagi Mars/Masi Jupiter/Iupita Saturn/Satana Uranus/Uranusi Neptune/Nepetune Pluto/Puluto Fesili e faatatau i lenei mataupu o le Paneta
Talaaga o le lenei tagata sueseu o Galileo Galilei • Tagata su’esu’e faasainitisi o lona igoa Galileo Galilei (Kalileio) • Fanau i le tausaga 1564. • Tupuga mai i le aiga aloia o le aai o Felolini (Florence) atunuu o Italia. • O se alii faioloa ma se tagata fatu pese. • Na aoga i Aristotle (tagata Eleni- Greece) • O tusitusiga a Achimedes na tosina mai ai suesuega a Galileo. • Na talitonu e le ogatotonu le paneta Earth (Lalolagi) ae taamilo foi ia, i le la. I le tausaga 1609 o le tausaga lea na vaai faasolo ai Galileo i le malamalama uigaese o le manimonimo. Na muamua lava faatu le meavaai i le masina ma sa tonu ai lona manatu e tele uiga e tai tutusa ai le masina ma le tatou paneta. Sa feasia’i pea le meavaai ma ua mafai ai ona ia faavasega fetu taitasi i le vasa femunia’i o fetu ia e ta’u faaperetania o le Milkyway ae ta’u o tagata Samoa o Leaniva. WHAT IS THE SOLAR SYSTEM? What Is The Solar System?The Solar System is made up of all the planets that orbit our Sun. In addition to planets, the Solar System also consists of moons, comets, asteroids, minor planets, and dust and gas. Everything in the Solar System orbits or revolves around the Sun. The Sun contains around 98% of all the material in the Solar System. The larger an object is, the more gravity it has. Because the Sun is so large, its powerful gravity attracts all the other objects in the Solar System towards it. At the same time, these objects, which are moving very rapidly, try to fly away from the Sun, outward into the emptiness of outer space. The result of the planets trying to fly away, at the same time that the Sun is trying to pull them inward is that they become trapped half-way in between. Balanced between flying towards the Sun, and escaping into space, they spend eternity orbiting around their parent star. HOW DID THE SOLAR SYSTEM FORMED? How Did The Solar System form?This is an important question, and one that is difficult for scientists to understand. After all, the creation of our Solar System took place billions of years before there were any people around to witness it. Our own evolution is tied closely to the evolution of the Solar System. Thus, without understanding from where the Solar System came from, it is difficult to comprehend how mankind came to be. Scientists believe that the Solar System evolved from a giant cloud of dust and gas. They believe that this dust and gas began to collapse under the weight of its own gravity. As it did so, the matter in this could begin moving in a giant circle, much like the water in a drain moves around the center of the drain in a circle. At the center of this spinning cloud, a small star begin to form. This star grew larger and larger, as it collected more of the dust and gas that were collapsing into it. Further away from the star that was forming in the center were smaller clumps of dust and gas that were also collapsing. The star in the center eventually ignited forming our Sun, while the smaller clumps became the planets, minor planets, moons, comets, and asteroids. A Great StormOnce ignited, the Sun's powerful solar winds began to blow. These winds, which are made up of atomic particles being blown outward away from the Sun, slowly pushed the remaining gas and dust out of the Solar System. http://www.kidsastronomy.com/solar_system.htm The Planets. A planet is a natural satellite of a star. The planets themselves do not give out light. The orbit of a planet is almost circular. The picture below shows the solar system.
Our solar neighborhood is an exciting place. The Solar System is full of planets, moons, asteroids, comets, minor planets, and many other exciting objects. Learn about Io, the explosive moon that orbits the planet Jupiter, or explore the gigantic canyons and deserts on Mars. Mercury means: In astronomy mythology,Mercury was the Roman version of the god Hermes. He was the messenger for the other gods, and for this reason Mercury is often depicted in pictures with winged sandals. In addition to delivering messages, he was also the protector of travelers, and merchants. Venus means: In astronomy mythology, Venus was the Roman goddess of love and beauty.In Greek her name was Aphrodite. Earth means: In astronomy mythology, Her Greek name was Gaea. Earth was the mother of the mountains, valleys, streams and all other land formations. She was married to Uranus. Mars means: Mars was the Roman god of war and agriculture. It may not seem like these two things go together, but they do. Mars protected those who fought for their communities, and stayed home to raise crops for food. Jupiter means: Jupiter known as Zeus in Greece over threw his father Saturn to become king of the gods. He then split the Universe with his brothers Neptune and Pluto. Saturn means: Saturn was the god of agriculture, he was called Cronus by the Greeks. He is the son of Uranus, and father of Jupiter. Saturn over threw his father to become king of the gods, but was then over thrown himself by his son Jupiter. Uranus means: In astronomy mythology, Uranus was the lord of the skies and husband of Earth. He was also the king of the gods until his son Saturn overthrew him. Neptune means: Neptune was originally only the god of water, but was later extended to the ocean when he became associated with the Greek god Poseidon. Pluto means: Pluto was thought to be the god to whom all men must eventually go. Romans believed him to be the god of the underworld. His name in Greece was Hades. Solar System Individual Project: Science: Form questions. Research for information. Collect data and present in class. Technology: Create a pop-up book (using recycling materials) about the solar system in the HL (Samoa). _________________________________________________ Dear Parents/CaregiversIn Term 3, we are learning about what life was like back in the 1950s to 1970s. Please see below 'Our Project' for individual and group tasks relating to this topic. For the school production, we are telling stories through dance and music from the 1960s. Topic Words o le faigamala umi - a long journey tatou tuua - our ancestors vasa mamao - wide ocean vaa faila - sailing boat afa na fau mai i pulu o niu - string were made from coconut husks sua o laau o le ulu e fai ma mea faapipii- sticky juice from a breadfruit tree were used a glue lalaga e fafine la o le vaa - the women wove the sail out of pandanus leaves tila o le vaa - mast la faatafa tolu - triangular mast aumalaga - passengers meaai na ave i le vaa - food for the long journey ulu, fai, talo, ufi, umala ma masoa - breadfruit, banana, taro, yam, kumara and starch e faaaoga le matagi e tulei le vaa - the wind is used to push the boat e faaaoga fetu e fasinoa le ala - they used the stars to guide them to north, east, west and south fishing - fagota ua lata i le motu pe a iloa atu ni manulele - they can tell they are near land when they see birds lelavava - tired faigamalaga -trip or a journey aau - reef vaafolau - boat Our ProjectIdeas to conduct interview with Grandparents/Parents are from this website:http://www.livingheritage.org.nz/Schools-Stories/What-life-was-likeWeek 1 Our project is about our parents/grandparents. We decided to find out about what it was like being a child in our parents/grandparents' time. Ideas for exploration: our parents/grandparents and their childhood. Our grandparents are all different ages, so our information is quite general and not about an exact time. Week 2 1. Conduct a parent/ grandparent interviews. Letter of permission for them to be part of the project. 2. Topics of interest eg. jobs, school, shops etc. 3. Ask parents/ grandparents to comment the topics. 4. Ideas to be collected and write about it. 5. Project to be presented on Power Point: Living Heritage story. 6. What else can we add to our Living Heritage. Weeks 3 to Week 5 Have set questions for interviews. What? Who? Where? When? Why? How? Brainstorm ideas Miss Salu Miss Teresa Tu our Caretaker Aoga Faa'Samoa teachers and parents Miss Ramona Miss Judith Copies of our grandparents' photos Who is Miss Salu? Miss Salu is a teacher at RRS and she has been a teacher here for how many years.... She has lots of children and we thought she'd make a great guest speaker. How did Miss Salu help us? What was life like when you were young? Children to devise their own questions. 'Is it better to be young now or when you were young?' Do you have any photos to show us? What did we remember from Miss Salu's talk? What questions would you ask Mr Tu? Kids helped with jobs inside the house and helped with cooking. Many would have had to put the empty milk bottles out each night as the fresh bottles were delivered each morning. One grandad said that he would go to the bakers to get the fresh bread and mow the lawns. Some grandparents did things like help feed the cows and clean the cowshed when they were young. It was easy to get jobs back then. Our grandparents did jobs like being a cabinet maker or a farmer. One grandad said that they got the milk delivered to their house each morning. It would be poured into a billy at the gate. There was lots of cleaning and washing to do. One grandparent did bookeeping using a bookeeping machine. Bread, meat and groceries were delivered by horse and cart. By Liam and Roberto In the old days there were no $2 Shops or Warehouses. People didn't have lots of money or credit cards. The shopkeepers would make you stand at the counter while they made your orders. They didn't use dollars and cents but instead they used pounds, shillings and pence. They had no supermarkets and malls but there were lots of small businesses like butchers, green grocers, material shops and woolshops. The main department store was Woolworths (it didn't sell groceries back then). There were no cafes then. by Bryce and Andrew What questions would you ask about Ramona about schools? Instead of pencils, kids used ink and pens and their hands got all blue. There were 40 or more children in each class. They worked on long wooden benches. Instead of whiteboards they had blackboards. There were no computers and adding machines. Back then there weren't many school trips. There were no blocks and games to play with. If you were naughty you might get caned or strapped. Some teachers used a mirror to see behind them and carried the belt with them. The kids had lots of homework. One grandad said that one day he was hit with a yardstick (a long ruler) and it broke. Every day the children in schools drank milk. Some people even came to school in milk trucks. You started school in February after you turned 5. They often didn't have shoes to wear. The schools were cold, and sometimes there were no heaters. Their assembly's were outside with the New Zealand flag and they sang New Zealand's anthem. To get to school they travelled by bus, horse and cart and milk cart. By Morgan and Bryce. Special Treats What questions would you ask your grandparents/parents? In those days it cost a penny to buy an ice block and ice creams weren't available everywhere like they are now, because only some shops had freezers. Fish and chips were a real treat - not something you had regularly. Fizzy drinks were only for parties and real special treats. One grandparent said that there were not many lollies during World War 2. Another grandparent said that they had Jaffas, Snifters, Jet airplanes and Wine Gums. There were crackers and cookies kept in jars in the shop and most would get smashed up. It would be a big treat to get a trip to the seaside in those days. By Madison and Victoria One family had new clothes only at Christmas and Easter. They still had uniforms at school back then. They didn't have synthetic fabrics like polypropelene so they wore lots of knitted clothes and tops. The woollen shirts were scratchy! One grandad said that they had barefeet all summer. There wasn't much choice of clothes to wear and they wore mostly handmade clothes. Shoes were black or brown and plain. The girls had no make up and they wore gathered dresses and skirts. Girls didn't wear jeans or trousers much, men wore trousers and jerseys. The clothes in the shops were lots more expensive than nowadays. Lots of kids wore second hand clothes and had patches on their knees. By Bryce and Andrew In the olden days there could be houses joined together and they were quite small. One Grandma's Dad built their house. Back then most house's were made of tree wood. There were no cat doors, they could only come in human doors. The toilets were often outside. Most houses were small and not very flash. There wasn't much electricity around. Instead of heaters they used fires. By Morgan and Bryce. For entertainment they went to the beach and also the movies.They had board games. In the olden days they also had printing. They listened to the radio or played cards and read a lot. They used plasticine and played with skipping ropes. Many grandparents talked about going on adventures with friends to places like drainage ditches, fields and orchards. They used their imagination a lot and did drawing and playing house. One grandad said that on Saturday they would leave the house in the morning and not come back until it was dark. They swam in rivers and rode bikes around the countryside, played at friend's places and so on. There weren't many toys. Girls only had dolls and dolls' prams. There were no electronic, battery and plastic toys. The games were quite basic. Some, just for fun went fishing! Others went to the movies. Some went biking but not many people had bikes. Some girls preferred tea sets but other girls played war games with the boys. Many people played cards with their families. There was no TV or laptops or computers for them to have fun on. They played lots of sports such as netball or rugby, soccer or bullrush. Some went where they wanted in the holidays. Boys had sticks for bats. There were lots of toys made from wood and metal. There was lots of good fun. By Anahera One grandparent said that they only got lollies every second week. Sweets were too expensive for most families. They ate vegetables with meat and no takeaways except for pies and chips. There were not many restaurants. Another grandparent said that there was lots of good food and no McDonalds. There wasn't much frozen food because not may people had freezers. Freezers were very expensive back then. Most families had veges from the vege garden. There were not many choices just plain home cooked meals. At the shops, cheese would be cut off the block for you. The grocer would package flour, rice etc. into paper bags. Bacon and ham would be sliced in front of you. By Alani and Anahera Cars were small and cold and slow. They had no seatbelts and many didn't have number plates. most of them were black and a lot of people didn't have cars. Cutes were little wee cars with the top cut off. People travelled by buses and trains. They had trams in Wellington and other cities. One grandparent had a horse and cart and a grandmother had a motorbike rather than a car. Many kids walked to school or biked and you would often see two or more kids on one bike. One grandad went to school on the milk cart. People went by ship to other countries instead of flying. Milk carts delivered milk to houses. Essential Learning Areas/Strands:Social Studies: Place and Environment - Level 2, Time, Continuity and Change. Technology: Technological Knowledge and Understanding and Technological Capability - Level 2, Information and Communication Technology. Skills:Research and Enquiry - collecting information through investigation Social and Cooperative - working cooperatively with others on a group project Communication - making our findings and recommendations known to others. children to send thank cards to participants. ************************************************************************************************************************************************************************************************************ Our Environment Term 2, 2009   For ART, we would like to learn about Photography. We are hoping to showcase our students' photographs at the ART FESTIVAL in week 8.  Knowing that we have great talent in our community, we would love to hear from anyone who is skillful in weaving, photograph framing and pottery. If you are a native speaker of Samoan and can teach a small group of children a siva, faataupati, sasa or mauluulu, please let me know.  Samoan Language week is on May 24th to May 29th in week 5. The children would like to use this opportunity to celebrate our culture by having a umu at school. (Samoan Day programme will be sent home in week 3). Everyone is welcome! On Friday, 29th of May, we are having a umu at school to celebrate Samoan Week and learn about how Samoan people use stoned oven (umu) to cook their food. A letter is coming home this week about the Umu at School. We will need parent helpers on the day with cooking and preparation of food. Please let your teacher know if you can help out.  wwwhttp://epa.gov/climatechange/kids/difference.html
Science Theme: "Our Environment"   Literacy News In Reading, we focus in reading fluently and with expressions as well as asking questions, discovering thoughts and feelings and exploring topics. Your child will learn poetry is meant to read aloud and so we practice reading and re-reading in a variety of ways. This not only builds oral language but also helps deepen comprehension. In Writing,we practice playing with words and looking at the world through the eyes of a writer. We encourage our students to write for an audience and think hard about grabbing the readers attention with their choice of words. You can help your child at home by writing together with SHARKY, OUR ENVIRONMENT PET and SPIKE our Classroom Pet. The children love sharing their stories in class.  Term 2. wk 1 This term we are learning about our environment and Madalena was very excited about taking Sharky home to learn about her home environment. Ruma 6 Term 2 Timetable Please note that this timetable is consistent only from Monday to Wednesday. Ms Sarah is our new English teacher. She will be in class on Thursdays. Friday is always changing because of other extra curricular activities (assemblies, houses, sports, culture clubs and community singing). Ruma 6 Daily Programme 8.50-9.15 Roll call/Lotu 9.15-9.30 Speaking/Listening/Storywriting 9.30-10.00 Sharing Writing/Jump Jam 10.00-10.30 Spelling/Handwriting/Fitness 10.30 Morning Interval 10.55-11.10 Buddy Reading 11.10-11.45 Shared Reading/Guided Reading 11.45-12.30 Maths 12.30-1.30 Lunch Interval 1.30-3.00 Teachnology/Science/Topic/Art Rotation ___________________________________________________ Homework wk 1-10 Term 3
Aso Gafua e oo i le Aso Faraile Reading:
Spelling: Topic List (Our Environment: Sowing a Seed, Eating a Seed) Ao le supelaina o upu se sefulu i aso uma lava. (Highlight learnt words) Spelling words 1. 6. 2. 7. 3. 8. 4. 9. 5. 10.
Vocabulary Learn your spelling words daily. Write them in your workbook. Complete vocabulary tasks.
(Faataitaiga:
Na o anataeao le matou vasega e taeele i le vaitaele Mathematics:
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Ruma 6's Newsletter Year 2, 3 & 4 Term 4, 2009 |
Planting trees is fun and a great way to reduce greenhouse gases. Trees absorb carbon dioxide, a greenhouse gas, from the air.