'Who Gets What' in the bean to chocolate bar chain

 In ESOL, we started learning about the Chocolate Industry. We were separated into 5 groups; Growers of cocoa, buyers of cocoa, producers of other ingredients, chocolate manufacturers, and shopkeepers/retailers. Our goal was to decide how much of the $1.23 each group should get. 

Growers of cocoa Rojan, Daniel, Ace, Tristan, Sofia	The foundation. Harvest cocoa when it's in good condition to be harvested and sent to the buyers.  Physical Labor -Planting, Farming, Harvesting and Packaging.  Areas of work - Tropical land or acceptable climate conditions in a land - Africa and Euro  What do you do: Keep the plants Healthy- Depending on Rainfall the Cacao will need between 1-2 inches of water per week. Don't let it get soggy.  Make sure the plants is healthy/ taking care  Daily routine  Take care of the area  Out of the $1.23 dollar we Growers take 20% of it Which is 25 cents. Respectably, We think that us growers should atleast get that much of the total profit as we do the growing and harvesting to sell to the manufacturers and sellers. But vice versa without the manufacturers and sellers we would not be making much in return.
Buyers of cocoa from the growers Wajihah, Jhermaine, Myka	Importing to chocolate makers Pay the producers Working in a pretty cozy place Normal office clothes/delivery clothes Promote the materials Sell to rich producing countries Bring samples of the product Test product Work at least 42 hours a week Look for farms where there are cocoas.
Producers/growers of other chocolate ingredients Ian  Shawn Brielle	What does your job look like? Farm, Collect, Sell, Repeat.           What do you do? Produces and imports other ingredients for the chocolate industries. Physical labour is required producing ingredients such as sugar, milk, vegetables fats, etc. Taking care of the ingredients if they are expired or check if there’s something wrong with them…  40 hours a week Where do you work? On a farm factory with a wide area to grow ingredients. Produces: Sugar Milk  Cocoa Butter
Chocolate manufacturers (Cadbury, Nestle etc.) Matthew,Subby,Zapatista,Rusi	What do you do? manufacturing processes differ slightly due to the different species of cocoa trees, but most factories use similar machines to break down the cocoa beans into cocoa butter     What hours do you work? 40hours a week Where do you work?area in usa , inside a factory
Shopkeepers in NZ Louise, Reige & Faith	Profit Retail                Dressed nicely  The shop they sell them probably has good air conditioning. Shopkeepers buy from manufacturers Working conditions: depends, if you’re in a poor country selling it or in a rich country. In rich countries or the producer countries. Sells the product at convenience stores. Depends on where the shop is. - Working hours -

Volcano Project

Aim: To erupt a volcano using baking soda and vinegar.
Hypothesis: I think the chemical reaction will be better if we change the rations of the chemical. 
Equipment: [To make the volcano] newspaper, paint, cardboard, glue, an empty jug of milk 

 [To make the chemical reaction] vinegar, baking soda, dish soap, cold water, and food coloring

Method: 

1. Combine the vinegar, water, dish soap, and 2 drops of food coloring into the empty soda bottle.
2. Use a spoon to mix the baking soda slurry until it is all a liquid.
3. Pour the baking soda slurry into the soda bottle.

Results: 

Discussion: 

Dilute Painting

In Art, we have been working on our dilute art.

Subject matter	Form	Composition	Content
What does my painting depict? The subject matter of my painting is a mountain and river.	How did I create the different tones? I used diluted white acrylic paint to make a  thin wash.  I brushed this on the painting paper with the black gesso. This created a grey tone. To make lighter, grey tones, I added second and third layers of wash.	How did you compose your subject matter?  The mountains are centred in the picture space	Is your subject matter symbolic or does it express an idea?  It’s doesn’t really express an idea. I chose it because I think it goes with the dilute theme.
	How did you paint the highlights?  I painted the highlights by layering it.	Is the negative space important in your painting?  No

 

Learning Reflection

 This week in maths we have been learning about tree diagram. A tree diagram can be used to show the different possibilities and calculate probabilities.

Writing Introduction

 The novel Children of Blood and Bone by Tomi Adeyemi is about a teenage girl who has latent magic that tried to bring magic back with the help of her friends.

In the text, the relationship between Amari and Zelie helped me to understand the character of Amari. This is because it showed me how she became brave, courageous and loyal. 

Children of B&B Essay Practice -- Writing SEXXYY Paragraphs

I am learning to write SEXXYY Paragraphs.

Statement	Example/Evidence (include a quote)	EXplain quote	EXplain Effect on the Reader	Your link -- to another part of the text	Your link -- to the wider world
The incident of Amari stealing the scroll helped me to understand the important idea of courage because it showed me that she was just doing what she thought was right.	We see this in the text when Amari went to Kaea’s quarters; “The discovery of Father’s cloak places in comparison to the scroll sitting on Kaea’s desk...The breath I did not realize I was holding rushes out as I pick up the wrinkled parchment.”	This means that she wants to help the diviners to get their magic back before her Father destroys the scroll and kill more diviners.  After witnessing Binta getting stabbed, she felt like her father is eviler than magic.	This made the reader feel pity towards Amari because not everyone can be courageous to stand up to what’s right especially when it comes to the duty of your family.	It reminded me of another important part in the book when Amari had to kill a person to protect Zelie during the fight in Arena because this also shows the idea of courage. She felt weak at first because she didn’t want to use violence.	In the real world, this idea is important because we need to have courage to do things we don’t like to do.

Mihi

In Social Studies, we made our own mihi.

My Mihi

Ko Faith toku ingoa

Ko Dina toku mama

Ko Adelino toku papa

Ko Pavia toku whanau

Ko te huruhuru ao o horomaka te kura

Ko Otautahi te iwi

Ko Otakaro te awa iti

Ko Mount Aoraki te maunga

Learning Reflection

 In Maths, we have been learning about probability. Probability is all about using maths to predict how likely a future event is to occur.

Essay Pre-planning

 I am learning to plan an essay.

1. What is going to be my ‘key event’?

My key event is going to be Amari stealing the scroll.

2. Who is going to be my ‘important character’?

My important character is going to be Amari.

3. What are 3 ways the character changed as a result of this event? 

            - She becomes fearless and fights her father

            - She becomes more confident with her choices

            - Her point of view changes as she learned more about the side story of what really happened.

Pictogram - Treaty

In Social Studies, we started are learning about the Treaty of the Waitangi. Our task was to write a definition for each of the given word and to add pictures with it.

Word / Kupu	Definition	Picture / Pikitia
Treaty	a formally concluded and ratified agreement between states.
Mana	Highly respected person
Crown	- a circular ornamental headdress worn by a monarch as a symbol of authority, usually made of or decorated with precious metals and jewels. - royalty(king & queen)
Tangata Whenua	used to describe the Maori people of a particular locality, or as a whole as the original inhabitants of New Zealand.
Iwi	a Maori community or people.
Colony	a country or area under the full or partial political control of another country and occupied by settlers from that country.
Sovereignty	supreme power or authority.
Rangatiratanga	the right of Maori people to rule themselves; self-determination.
Governorship	the office or position of being governor of a town, region, or public institution.
Kawanatanga	governorship; the authority of a governor or government.
Taonga	(in Maori culture) an object or natural resource which is highly prized.