HEC1 (Home Economics) Group 1

Savory Bread Cases

Ingredients:

• 2 slices of wholegrain bread
• 1t margarine
• 2T grated cheese
• 2T baked beans or creamed corn
• 1T finely diced celery or onion
• 1 slice of ham

Method:

1. Trim crusts off the bread
2. Spread margarine thinly onto one side of bread
3. Press into muffin tins margarine side down
4. Fill each case with fillings (baked beans or corn, celery, onion, ham, and cheese)
5. Bake in oven until lightly brown and cheese is bubbling.

Safety and Hygiene

Hygiene- 

1. hands must be washed and clean before touching any food.

2. apron must be worn at all times during practical

Safety-

1. hair must be up or else hair will go into food

2. you must have the correct shoe wear and shoes tied up

Science - Tennis ball graph

Aim:

measuring of how the ball bounces from different heights.

 Hypothesis:

the higher you drop the ball, the higher the bounce will be.

Method:

1. put a ruler on the wall where it can stand.

2. with the tennis ball drop the ball from different heights.

3. while you're dropping it, get another person to watch where it's dropping from.

4. Once you have finished scaling, draw a graph to show.

Key Variables

Dependent: The thing we measured

Independent: The thing that you changed

Control: The same type of measurement

Results:
1m - 32, 19, 21
2m - 34, 29, 27
3m - 41, 39, 37
54cm - 21, 24, 15

The Whale Rider

The Valdes Peninsula, Patagonia. Te Whiti Te Ra. The nursery, the cetacean crib. The giant whales had migrated four months earlier from their Antarctica feeding range to mate, calve and rear their young in two large, calm bays. Their leader, the ancient bull whale, together with the elderly female whales, fluted whalesongs of being magnificent as they watched over the rest of the heard.

Maths - week 3

1. What were the main mathematical concepts or ideas that you learned or that we discussed in class?
- That there were many types of mathematical situations that I found interesting.

2. What questions do you still have about maths?
- Will maths help me in the future?

Stone Carving

Chantae -Group B

Today in stone carving and I have some information on my stone. when we go into the workshop, we have to put on some old clothes or pe gear and get our stone. Mister then tells us our next step. Some tools that we used are the cheese grater, sandpaper, files, and the saw. We first used a pencil to sketch out our design then we outline it. The saw helped us cut the bits that we didn't need. Then we used the cheese grater to scrape the rest of the pieces. The sandpaper was used to make our stone soft and not rough. Once we finished, we moved it into the girls changing rooms where mister can add on the finishing touches.

After that, we could move onto our next design. My other design was a harakeke. My mates designed a bigger piece for the school.

These designs are cultural, and some can represent the school by making it into an H for Hornby. Christchurch was built under a lake and is now Otautahi.

Stone Carving

Today we had to get into groups and make a big design. We searched around the internet looking for a cool design that involves the culture. We have some sketches of each one that we found interesting.
Although we have some mistakes we can fix them up in the workshop

Stone Carving

Today I finished the last of my stone. We had to use sandpaper to make it soft. Scrapping the edges to define the texture. And adding the curve in the middle. At first, we got a fat piece of rock looking stone. Then we had to grab a pencil and outline our design. We then used a saw to cut the outline, but it turned out hakatere. We used the cheese grater to make it better. The next step was to sandpaper the design. making it smooth and not rough.