Colony Collapse Disorder

WALT

We are learning to write an information report.

 Success Criteria:

 We will plan and then write an information report on a topic
of our choice related to bees.

Our report will:

• Be interesting!
• Give information about a topic of our choice related to bees.
• Show a clear link to our planning.
• Start with an opening statement about our topic.
• Have at least 3 paragraphs.  Each paragraph will have an opening
• statement and a series of facts related to that statement.Include
• some complex or compound sentence structures.
• Include at least one diagram, photograph, illustration or
• map to go with the text.
• Finish with a general statement about the topic.
• Use information from at least 3 different sources.  This
• information will be written in our own words and we will
• write down our sources at the end of our report.

What Is Colony Collapse Disorder?

What is colony collapse disorder?
Colony collapse disorder (CCD)
is when a colony of worker bees
leave the hive leaving behind
plenty of food and few nurse bees
to look after the queen bee and the
immature bees. Often if a bee gets
colony collapse disorder they will
fly away and never return so after
about a day they eventually die. 

In six years leading to 2013 over 10 million colonies were lost
often to CCD. The lifespan of a healthy worker bee that is going
well is 4-6 weeks. But if a worker bee gets colony collapse disorder
then it could be a lot shorter lifespan. In the foraging season alone,
about 800-1200 bees die per day.

Some possible causes of CCD are Varroa mites because they are
the world’s most destructive honey bee killer and the viruses they
carry have the chemical treatment that is considered a cause of
CCD. Nutrition is also one because malnutrition stresses bees out
and that weakens their immune systems and it would make it easier
for them to get CCD. Undiscovered disease is considered a possible
cause. 

Colony Collapse Disorder affects
humans because it threatens our
food supply. Bees pollinate 70% of
our food and pollinate 90% of our
wild plants. Crops like cherries and
blueberries are 90% dependent on
honey bee pollination. As the
number of bees are dying, the
number of food crops is decreasing.
That means there would be less
fruits, vegetables and less honey for us.

My source’s were Wikipedia, IFAS Extension and Quora.

How Bees Pollinate Paragraph

Learning Intentions

We are learning to understand the importance of bees in nature
through learning about pollination and interdependence.

We are learning to take key information from an information report
and write it in our own words. 

Writing task: Bee experts

Write a paragraph about how bees pollinate flowers.  

The paragraph should:

• Have a heading.
• Have a minimum of four sentences.
• Explain how bees pollinate flowers.
• Tell us why this is important.
• Be aimed for Miss Ireland’s class so they can understand this.
• Be written in your own words.
• Use your photo of your flower cut in half.
• Use an additional photo or diagram if you wish.

How Bees Pollinate Flowers? 

Flowers and plants depend on bees to pollinate them so they
can stay alive just as bees depend on flowers and plants to
feed off. This is an example of interdependence. If bees went
extinct, many flowers would die and there would be no honey,
no fruit, no vegetables and most food would be gone. Bees
pollinate flowers by flying onto a flower and then eating the
pollen and nectar. At the same time, they brush against the
male part of the flower so pollen sticks to them. They then go
to another flower and brush on the female part so they produce
seeds that drop and make more flowers/plants.

Lake Daniell

Lake Daniell

On The 12th of June,  rooms one and eight, Ms Kemp,
Mrs Robins and eight other parents went to Lake Daniell
near Springs Junction.

First we got into our car groups and then headed off. I
was in Ms Kemp’s car with Billie. We stopped in Reefton
to catch up with the group and to go to the toilet and to
stretch our legs.

When we finally got there we got together and had a talk,
then Ms Kemp gave us all a number to number off. After
the number off we started walking. We did a few stops to
get the group all together. My legs were getting sore from
some hills.

By the time we got to the lake I was really hungry but before
I had some lunch I went to look at the lake. The water was
really cold but I expected it to be because it is winter. After
we had lunch we
started walking back. I walked back with Mackenzie and
Sasha.

By now my legs were really sore and I just wanted to sit
down but I powered through. When I knew we were near
the Sluice Box I collected a few rocks so I could chuck them
in.

After the Sluice Box I was so excited because I knew the end
was near so I started walking faster. When we could see the
cars we started running, and when we made it I sat down
straight away,it felt so good.

We waited for the group to make it to the end. After we had a
talk we got back into the car and headed back home. By the
time we got back to Greymouth it was 5:45. Ms Kemp dropped
Billie off first and then me. I was so glad to be home.

The Umbles

The Umbles

These are some early signs of hyperthermia

Grumbles - they will have a change in behaviour and will
be acting negative.

Fumbles - they will be reacting slow and will be acting in
a poor condition.

Mumbles - slurred and slow speech and will be acting
sleepy and confused.

Stumbles - they will have loss of control in movement/
slow motion and they will be stiff.

Callaghan's Ridge

On 11th of April room 1+8, Ms Kemp, Mrs Truman and some parents went to Callaghan's Ridge
for a day tramp. The first thing we did in the morning ws a check for raincoats and beanies.
After that we got into the cars groups in my car group was Hannah, Nathan.K, Korban and the
driver was Nathan and Hannah’s dad Wayne.

When we first got there we had to wait for a while because the parents had to drop there cars
at the end of the track and then walk back. While we waited we found some of the items on
the scavenger hunt list. For the scavenger hunt we were in groups my group was Korban and
Wairini. The items we found were Lancewood (Horoeka), Crown Fern, Fantail (Piwakawaka),
Sandfly (Te Ngamu), Bracket Fungi, Bellbird (Koromoko), Button Fern, Kidney Fern, Mountain
Beech Tree, Hochsteller Entoloma and Tomtit (Miromiro).

When we got to about half way we found a good place to stop and build our bivy and have
lunch. In my group was Clem, Billy, Jack, Brighid and me our adult with us was Lee Clem’s
Dad. How we built our bivy was we had a tarpaulin and rope we put the rope through the
holes in the tarpaulin and then tied it to the 4 closest trees to us. After lunch we packed up
the rope and the tarpaulin then started walking again. As we were near the end I started
slipping a lot and getting really tired. When we finally got to the end I felt so happy because
Callaghan’s Ridge was only my 3rd tramp and I had finished it.

After the tramp we got back into a group talk about how well we did, then got back into our
car groups and went back to school and by then the bell rang and we went home. In conclusion,
I would definitely go back and do Callaghan’s Ridge again because it was fun and I enjoyed
getting outdoors. Next time if I ever went I would want to go on a sunny day instead of a rainy
day.

Bully Free Week

WALT: Identity, sensitivity, and respect. We are learning to Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people.

Word Cline

In class we were learning about persuasive writing and we did a word cline. We did the word cline because we were trying to have stronger persuasive words for a better piece of writing.