Science Fair, Evan

I went to science fair for year five to eight students.  

I had two weeks to finish the poster and models.

I had a chosen  to do it about petroleum or fossils; I chose fossils because it seemed more interesting.

Dad helped me chose and make a poster and models.

Fossils can tell you the habitat which might help find oil and gas

This is a cast of a fossil.

This is a t-Rex leg reconstruction.

This is my poster it tells you how people find oil and gas.

Greek/Latin Words, Jayden, Oscar

Greek & Latin Words

Greek Words:

Astro-a star: astronomy, astronaut

Auto-self: automatic, autopilot

Biblio-a book: bibliography, bible

Geo-the earth: geology, geography

Hydro-water: hydroslide, hydronamic, hydrate, hydration

Micro-small: microscopic, microscope

Photo-light: photograph, photographic, photography

Penta-five: pentagon, pentagonal

Latin Words:

Audio-I hear: radio, audible, audience

Centum-a hundred: century, centurian

Finis-the end: finish, finale, final

Navis-a ship: navy, navigate, navigation

Octa-eight: octopus, octagon

Rota-a wheel: rotate, rotation, rotary

Specto-I watch: spectate, spectacle, inspect

Greek and Latin words Corban and Cody

Greek and latin words

 

 

 

Here are some Greek words that you might of thought were english.

 

 

Photo,Hydro,Hyper,Micro,Mega,Auto.

 

 

Alot of Greek words end in IC  like

 

Authentic,Acrostic,Cosmetic,Drastic and Frantic.

 

 

 

 

 

 

Here are some latin words that you might of thought were english.

 

 

 

Aqua,Audio,Navis (meaning ship),octo(meaning eight) and Primus (meaning First)

 

 

 

These Latin Phrases are still used to day

 

Anno domini(ad),Et Cetera(ECT.),Nota Bene(NB),Post Script(P.S),

 

Ante Meridiem(A.M), Post Meridiem(P.M)

  

How to play Anderson ball

Anderson Ball:

equipment: you need 16 cones , 4 rugby balls 

Instructions & how to play:

1.put 2 rugby balls on each side put 4 cones in each corner they are used for the jail.

2. get the teacher to put into 2 teams

3. To get a point you have to get all four balls on your side.

4.to go to jail you have to be taged you can only be taged if you go on the other side.

5.to be saved someone from your team has to rescue you by running over to the other side with out getting taged.to get back you have to link your arms but you can't get taged on the way back.

6.you can`t pass the ball to one side to the other because if you do you go to jail.

7. you have to be 2 meters from the balls.

The Goal:

To get four rugby balls on to your side. 
tip:
trie to get all the players from the other side in to jail so you can easily get the ball.

Hope you enjoy the game!!!

how to play anderson ball

ANDERSON BALL

 there are two teames on a feild.
 there are two balls on each side of the feild.
 once you cross the line of you opponents you can be taged by them on go to jail on the opponents
side but your team mates can save you by running to jail with out being taged and take you back
to your side and be safe when you came back.
if you take a ball from the opponents side and get all four balls you win.
you have to be 2 meters oway from your teames balls if you what to guard them

Anderson ball

                                            ANDERSON BALL



 

HOW TO PLAY:

 

 

FIRST OF ALL SPLIT A BIG GROUP OF PEOPLE INTO EVEN TEAMS.

THEN GET THEM ON DIFFERENT SIDES OF THE FIELD

THERE ARE 2 BALLS ON EVERY SIDE OF THE FIELD. ALSO TWO BOXS IN THE FAR CORNER WHICH IS THE JAIL. WHEN YOU GET TAGGED YOU GO TO THE JAIL. THE AIM OF THE GAME IS TO GET ALL FOUR BALLS ON YOUR SIDE. IF YOU TRY AND GET A BALL ON THE OPPISTIONS TEAM AND GET TAGGED YOU GO TO JAIL AND THE BALL STAYS WHERE IT IS. TO GET YOUR TEAM OUT OF THE JAIL YOU HAVE TO RUN DOWN AND LINK ARMS AND COME BACK UP YOU CAN NOT GET TAGGED. THEN YOU ARE SAFE . WHEN YOU GET ALL FOUR BALLS ON YOUR SIDE YOU GET ONE POINT. 

Mr. Andersons Anger issues, Bonnie

 "Aw man someone has crashed my car" Mr. Anderson half shouted and his voice was gruff. It was like we weren't even there. Then he slammed his chair on the ground. His face was redder than ever. The whole class was silent. He slammed his phone down with rage. After that he stomped his way around the mat then said "I'll be out for a minute" then slammed the door frame. Then we started filling the class with heaps
of questions.

Continental Plates

Continental plates are made of a rocky substance. They move across the mantel of the earth, the mantel is a liquidy rock layer under the earth crust.   The Plates are what cause earthquakes.  On faults the plates grind together untill pressure becomes unbearable for the plates and they suddenly move or they push up and make mountains.  Also they can push down and make valleys.

Plates affect us by the earthquakes they cause. A magnitude 7-9 earthquake, (7 will destroy well built buildings. 9 wide spread destruction) will destroy practically everything.

 

Cross Country Training Programmes

Sometimes it's tough finding the information we want to answer our inquiry questions...and what we have found out is there doesn't seem to be a lot of information on kids training programmes for Cross Country running.

What could we do? Could we look somewhere else or use another source of information?

I'll give you a hand. I've managed to find some information on kids running programmes. Some of it is not for cross country but just running. So you will need to think about what you have learnt so far and how it might apply to cross country running.

Here is the info...

Weetbix Tryathlon - This has a running programme in it.

Kids Rock - ING Running - This is a great resource that I think might answer many of our questions.

And here is some information I foudn on the Athletics Southland website.

Warming Up – Warming Down
Warming up and stretching should be a part of every athletic activity, practise as well as competition. A proper warm up will take 10 to 40 minutes and the time needs to be structured into the event or session planning. (Senior athletes can take an hour or more in their warm up and event preparation.)
First, have the children jog easily for 3 to 10 minutes (depending on age and time available). Make sure it is an easy jog – youngsters tend to turn this into a race that defeats the purpose of pre-race preparation. Walking is better than running too fast – you don’t want the athletes to be puffing at any stage. Purpose is to raise the body temperature slightly and warm up the muscles (including the heart, which of course, is a muscle.)

Active Stretches for Warm Up.
Examples of activities that can be incorporated into a pre-competition or training active stretch routine. Start with easier activities and increase the intensity as you go.
Toe and heel walks
Lunges
Backward runs
Skips – gentle, fast and for height.
Sideways runs, both to left and right.
Bouncing up on down on the spot using the ankles.
Leg swings, both side to side and forward-back.
Fast but relaxed 20 to 30m stride out sprints.
Sprint technique drills (high knee walk, high knee run, butt kicks). Running over mini hurdles.
Arm drives. (Arm running action while the athlete is standing still making sure effort drives arm back, not forward, and arm kept close to 90 degree angle at elbow with pivot at shoulder, not elbow. Can be done standing and sitting
Arm windmills.
Games such as soccer, frisbee chasing or touch football to add variety. (bring required equipment with you or encourage children to bring a ball or Frisbee).

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You can even devise a warm up routine and do to music.
Whatever you do, try to make it fun, make it varied and make as much of the activities specific to the event to be done (i.e. emphasise running activities prior to running races, skips and bounds before jumping etc.) A fun way to warm up is play “snake” or follow the leader – the group lines up single file behind the leader who does series of warm up type activities on the run with everyone else copying as they run behind like a “big snake”. Activities are limited only by the imagination of the leader and the teacher. Children take turns in being leader. Any activity that prepares the muscles for what is ahead, warms the children up and is fun is good.


Warm Down
Make time for a warm down – a gentle jog or walk after training or racing will help recovery. It’s important that the warm down is gentle – don’t let the kids race their warm down.
While static stretches have been proven counter-productive prior to activity they still have a place post activity. This is the time to improve flexibility by incorporating static stretches into the warm down. And as stretches need to be done when the muscles are warm, straight after the warm down jog is ideal. Stretches should be held for at least 15 seconds (ideally longer) and each stretch performed 3 times.
The following stretches are from George Blough Dintiman from his book “Speed Improvement for Young Athletes” (National Association of Speed and Explosion, 2002).
Neck: bend forward at waist with hands on knees and gently roll head. (Important – gently!) Hamstring: stand with knees slightly bent and bend over to touch ground or as far as possible. Hold to 30 seconds.
Quads: stand on right leg, holding left ankle with right hand. Try to straighten right leg (as opposed to pulling leg up with hand.)
Calf: stand about 50cm from a wall or fence and lean forward with the front leg bent. Move hips forward keeping heel on ground until stretch is felt in calf.
Achilles: Stand as for calf, but have both legs bent. Keep both heels on the ground and lean forward to stretch lower part of leg.
The following stretches are from Brian McDonald, a noted British coach.
Biceps: Stand tall, feet slightly wider than shoulder-width apart, knees slightly bent. Hold arms out to the side parallel with the ground and the palms of the hand facing forward. Rotate the hands so the palms face to the rear. Stretch the arms back as far as possible. You should feel the stretch across your chest and in the biceps
Upper Back: Stand tall, feet slightly wider than shoulder-width apart, knees slightly bent. Interlock fingers and push hands as far away from chest as possible, allowing upper back to relax. Stretch should be felt between shoulder blades.
Shoulder: Stand tall, feet slightly wider than shoulder-width apart, knees slightly bent. Place right arm, parallel with the ground across the front of your chest. Bend the left arm up and use the left forearm to ease the right arm closer to you chest. Stretch should be felt in the shoulder
Shoulder and Triceps: Stand tall, feet slightly wider than shoulder-width apart, knees slightly bent. Place both hands above head and then slide both hands down the middle of spine. Stretch is felt in shoulders and the triceps
Adductor: Stand tall with you feet approximately two shoulder widths apart. Bend the right leg and lower the body. Keep you back straight and use the arms to balance. The stretch is felt in the left leg adductor.

Running Skills

9

The key to distance running is efficiency – using as little energy as possible to run as fast as possible for the distance. Wasted energy slows the runner, and as in sprinting, tension wastes energy. Efficient running and good running technique go together.
“Good technique won’t guarantee you’ll be a good runner but bad technique guarantees you won’t be”.
This is a quote from Peter Coe, father and coach of Seb. Whereas teachers/grade managers will not have much influence on young runner’s training, they are in the best position to help on running technique every training session.
Things to look for.

1. Head looking straight ahead, not up or down.
   
2. Jaw relaxed, not clenched.
   
3. Shoulders low and loose, not hunched.
   
4. Elbows greater than 45o, i.e. not tight or the arms at an acute angle – hands should swing through
   at around hip height. Arms swing from the shoulders, not the elbows.
   
5. Hands and wrists totally relaxed, no clenching of fists.
   
6. No bouncing – if an athlete bobs get them to think about gliding along.
   
7. Hips forward – no bottom sticking out or bending at the waist. Hips, shoulders and head should
   be in a straight line – runners in the picture are showing good form. Note straight line of head,
   shoulders, hips and relaxed angle of arms. See also picture page 3.
   
8. No over-striding – foot must land under hips and not ahead of centre of mass, which provides a
   braking action
   

Starting.
Make sure front arm is opposite side to forward leg, i.e. if left foot is the front one, right arm is forward.

Tactics
During warm ups athletes should be focussing on the event ahead. They should think about tactics, the opposition, their and the opposition’s strengths and weaknesses. Focus must also include the course. If possible, the warm up should include a jog over the course or as much of it that can be covered. Most events have a map of the course. Encourage your athletes to familiarise themselves with it.

Get them to take note of the best places to run as they go around on the warm up. For example, it may be better to take a corner wide where the distance may be further but they can run faster or not be caught up in heavy traffic. Note the best ways to approach an obstacle such as a jump or bank. Check where the ground is firm and where the soft muddy patches are. Sometimes going through a puddle gives firmer

underfoot conditions than going around it – so get them to check it out before the race. And have them imagine the course with other runners on it. The shortest way could also be the most congested. You don’t want them held up by a bottle neck at a jump or narrow track where passing is impossible.

Course knowledge helps set tactics. Knowing there’s a downhill coming might allow a runner to surge then get their breath back on the slope. Or a strong uphill runner could put a surge in prior to a hill, confident of ability to maintain the pace while other runners who also surged are wiped out by the climb.
A runner must need to know where they are in relation to the finish. Putting in a big effort at the end is of little use if too early and they run out of everything before the line. Or conversely, go too late and finish feeling too fresh, knowing that with a bit more effort they could have improved a number of places.
Work out these aspects with your athletes while they are getting ready to race. Have them do their thinking and planning before the gun goes off, including possible options should things change. Once the race has started the mind should be on the race – on tactics, the opposition, holding form – not on wondering where they are, which is the best way to go or what’s around the corner.


Starting.
It often pays to start fast to avoid the risk of being boxed in, getting tripped or to get a good position. As covered in The Running Machine chapter we have enough ATP for 10 – 15 seconds of activity so a fast start can be sustained for a few seconds without going into oxygen debt.


Drafting.
Two runners side by side create more than twice the air resistance than a lone runner. Running just behind someone else saves energy, particularly into a head wind.


Concentrate.
A loss of concentration, even for a brief period, can be critical. We have all seen races where someone loses concentration for a moment and finds themselves 100m or so behind the people they were running with. And at the end of the race
are still 100m behind, so they ran
the bulk of the race at the same
pace as the others but were beaten
by 100m. Concentration also
includes focussing on running
technique and running relaxed.
When the mind wanders off the
body often does likewise.
Hills.
Have your athletes learn to push
over a hill – many runners ease up
at the top, but a runner who keeps
the effort up over the top can often
get a jump on opponents and still
regain their breath on the downhill.
three metre advantage that opponents will have to get back on the uphill. The increase in speed means a slight increase in effort on the flat, but for the others trying to close the gap on the uphill it means a big increase in effort.

A slight surge on the flat approaching a hill will often give a two or

Passing.
When passing, always make it aggressive and determined. Passing slowly only allows an opponent to tuck in behind and get dragged along. Passing should be done with a quick acceleration that opens a gap opponents won’t be able to make up.
Finishing.
Over the last 500 metres or so, many runners are thinking of the future rather than the here and now – they have their mind on the finish line, not on the race around them. This is when they can be taken by surprise. All too often they are trying to save some strength for the finish and don’t want to put in extra effort at this stage. A surge now could have them not reacting, opening up a gap that they may never make up. Runners need to be aware and react should someone increases effort or better still, put the surge in themselves. It can tell the rest who is calling the shots, which may give a psychological edge.
Make sure your athletes do not slow down as they approach the finish. Have them always run through the finish line, imagining the line is 5 metres further back than it really is and keep driving for it. And as they go for the line, they should not look around or to the side. Concentration must be on that finish line. 

Training for Crosscountry
Children are generally naturally fit. They are aerobic creatures with light body weight and a higher maximal heart rate than adults. This means their capacity to utilise oxygen in relation to bodyweight is higher than an adult’s which makes aerobic training worthwhile. But they do not have a high anaerobic capacity (see page 15) so it is pointless developing the anaerobic system.
On the other hand the nervous system is highly sensitive. Coordination is not developed, limbs are often disproportionate and muscle strength is relatively speaking considerable less than an adults. This adds up to reduced biomechanical efficiency – most kids are inefficient runners.
The outcome of all this is aerobic training will make gains in fitness but not the same as it would in an adult, anaerobic training will be of minimal benefit but skill training will be worthwhile. (See page 9)
What’s aerobic? Page 15 explains the terms and how they work but for teacher or coach it’s simply a matter of applying the “conversation test” – if a runner can’t carry out an ongoing conversation he or she is running too fast. Once talking stops the pace becomes anaerobic.
Training therefore should be slower than race pace (but can be longer than race distance) and faster than race pace but only for minimal distances. So if the children are simply going for a run, whether 5 minutes or 45 minutes, keep the pace at conversational level. This means making sure they do not turn a training run into a race (which is what some will definitely try and do). You may need to ensure they all go at the pace of the slowest for at least some of the time.
However, to develop running skills a certain amount of faster running is required. But keep this to very short distances – 30 to 60m – which is as far as most people (children and adults) can sprint before starting to puff (run anaerobically).
With a little imagination training sessions can meet these objectives and still be fun. Some thoughts -
 Group run - the entire class runs around a field or open spaces but slower children cut the corners, keeping everyone mostly together. You may have an area or if lapping a field some of the laps

12

where everyone runs together at the pace of the slowest – and to ensure it is aerobic, get them to sing as a group.
 Fish – write out a series of activities – from the serious to the frivolous - onto a small scrap of paper and put them in a box or hat. Each child picks out (fishes out) a piece of paper and the entire group or the child must follow the instructions. Examples of group activities:

•   Everyone runs fast to the fence
  
•   Everyone does 4 push ups
  
•   Everyone does 6 star jumps
  
•   Everyone runs easily around the field together
  
•   All jog to the nearest tree (or building or whatever) and sprint back here.
  
•   Everyone skips to when I blow the whistle then jogs back
  
•   Everyone does 2 laps of the football field
  
•   Everyone does 6 hops on the left foot, 6 on the right, turns around and comes back here by doing 2-
  footed hops.
  Some of the instructions can be for the drawer only – e.g.
  

•   Whoever fishes this has to sing a song
  
•   Whoever fishes this races me (the teacher) to the fence
  
•   Who fishes this can rest for the next activity
  
•   Whoever fishes this wins a chocolate fish
  ... etc etc etc. Activities are limited only by imagination and need not be all running or crosscountry orientated – but by mixing in running with other activities a training effect is achieved while the kids have fun.
   Whistle fartlek – fartlek is Swedish for “speed play” where training is unstructured. For this, children run slowly as a group and on a whistle change the activity. You may have them sprint when they hear one short blast and go back to easy jogging on two short blasts (making sure the sprint period is just a few seconds or up to 60 metres). Or you may have them turn left on one whistle, right on two whistles and about turn on three.
   Flag to flag fartlek - place flags on the four corners of a large
  square – say around half a football field or similar area.
  Runners run right around the field outside the flags a total of
  seven times. First time around they sprint the first side then
  jog slowly the other three sides to arrive back at the start.
  Next lap they sprint 2 sides and jog 2 sides, next it’s 3 sides
  hard and 1 side slow jog then they push hard right around.
  Next lap they start with 1 side slow jog and go hard for 3
  sides, then it’s 2 sides hard 2 easy then the final lap is 3 sides
  easy and the last side a fast sprint. There is no stopping
  between laps. You can of course, make the square as large or
  as small as is suitable to the age of the children. This allows a
  fartlek session in a confined space where you can see and be close to all the children and allows them to do the effort sections at their own pace. Some may want to walk the recovery sections rather than jog. Make sure the recoveries are a recovery, as some kids will want to push all seven laps which is not what the session is about.
  

Thinking Running

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•   Go where the coin tells us - everyone runs together until the group reaches a natural obstacle (fence, building, row of trees) when a designated leader or teacher tosses a coin. Heads everyone goes right, tails all go left until another barrier is met and the coin is tossed again. Make a game by asking everyone to guess where we will finish up after 10, 20 or whatever number of minutes allocated. Nearest gets a prize. Stops for coin toss allows slower runners to catch up or get a little rest thereby keeping the group together.
  
•   Guess the pace – determine a course (lap or laps or to a landmark and back) then give a time. Everyone starts together and the person who runs the course closest to the announced time gets a prize. No one to wear a watch. Make sure the time you select is well within everyone’s capability.
  
•   Lucky spot – choose a spot in the training area without revealing it to anyone then have the children run around the area totally at random for a pre-determined time. When time is up the whistle goes and the child nearest the lucky spot receives a reward.
  
•   Relay sprints – divide class into two even teams and run them against each other as a relay. Runner can sprint to a cone and back then tag next member or you can split the teams in two and have them go back and forth. Run as many times through as appropriate. A relay ensures adequate recovery from fast sprint while children wait their turn.
  
•   Jumps – most crosscountry events have jumps so include obstacles in your activities. Can be a hay bale, bamboo stick suspended between two chairs, log or low fence.
  
•   Line fartlek - entire group jogs in a long line. Person at the back sprints to the front – as soon as he or she reaches the front the next one at the back goes to the front, etc etc.
  
•   Hills or stairs - strength is best developed on hills or if no hill is around, on stairs. So if you have access to a bank, grandstand or small hill, introduce short (10 – 30 metre of 10 – 20 stair flights) reps into your activities. Ensure the children walk back down and do not start the next rep until they have their breath back. 
  

aaaaaaaaaahhhhhhhhhh

''Aw man'', Mr Anderson shouted in rage, the class was clueless of why he was in such anger.
He told us why he was so angry, somebody crashed into his car. no one believed him we were all frozen with the look on our faces, even Mr Andersons face screwed up!. most people put their
hands up not knowing why he was like that. I thought he was just kidding, he standed there terrified of what somebody had done. The next thing I heard, was I can't believe it, he was so frustrated he.......

Slamed his hand on the white board the same with his phone. Then he walked

foreign words isaiah and corban

 we have been learning to say and find foreign words. for example Italian words are to do with music and arts Spanish words are to do with exploration activitees. See if you can find which ones are which.

piano

tobacco

galleon

violin

hurricane

tempo

there are over 7300 languages in the world English is the biggest because it steals other languages
  

Kaelyn's, Kate's and Maeghan's Production opinions

Kaelyn:

What was my favourite part?: my favourite part was when I got to speak in front of a LOT of people
and do our class dance!.

Who was my favourite character?: my favourite character was Zoe, because she used a lot of face and
was happy through out the WHOLE production.

What were the best costume?: I think our costumes were the best because we got to make our t-shirts and then keep them as a keepsake from our production.


Kate:

Who was my favourite character?: my favourite was Zoe.

What was my favourite song?: Yakety yak.

Who stood out the most?: Zoe did.


Maeghan:

What were the best costumes?: I think room8 costumes were the best.

Who was your favourite character?: My favourite was is Zoe because she is so great.

What was my favourite song?: fireflies because room2 so great.

Foreign words Olivia

 

our group have been learning about foreign words we have learnt that
the english language stole. Here are some of the words they have stolen

 

French words

Ballet

cricket 

crepe

souvenir

moustache

Italian words

Alot of Italian words are do to with music and the arts

pizza

tempo

opera

piano

oratorio



Spanish words

chocolate

banana

tornado

hurricane

tobacco

potato

 

Here are the meanings of some french words

Dessert: Food eaten at the end of a meal

crepe:   A crepe is a flat pancake

souvenir: A piece offering

Bon bon: sweet/candy

silhouette: shape/ profile













 

English the theif of Words Cody,Oscar

Foreign Words that are stolen

Our Reading Group Has Been Studying Foreign Words That The English Languge Stole.

 SPANISH

Alot of SPANISH words are with to do with adventure and explores or foods for instance

Tabacco
PawPaw
Potato
Banana
Galleon
Chocolate

ITALIAN

Alot of ITALIAN words are to do with music and the arts

Piano
Soprano
tempo
Opera
Area
Violin
Prema Donna
Ballirena

FRENCH

Trumpet        Blanket            Duvet 
Picket            Ticket              Croquet
Cricket           Ballet               Buffet

Foreign Words, Jayden

The Red SPLT group have been learning about languages and how english has stolen so many words off a variety of different countries. Pretty much english is a thief language!!! For example:

French Words

Alot of French words end in ''et'' and are pronounced ''it'' or ''ay'' for example:
Blanket
Gourmet
Douvet
Cricket
Picket
bouquet

Spanish Words

Alot of Spanish words are to do with adventure and explores or foods for example:
Hurricane
Tornado
Tomato
Potatoes
Chocolate
Tobacco

Italian Words

Alot of Italian words are to do with music and the arts or also food for example:
Piano
Opera
Tempo
Violin
Prema Donna
Ballerina

Earthquake Proof Buildings, Jeven

Buildings on normal foundations bend and break up during an earthqake. They break because the tops are moving but the bottoms aren't. Buildings on special rubber springs can move with the earthquake and the top and bottom move together so it doesn't break. Another way is to inject cement into sandy area's where they are building structures, without cement the building can tilt and sink in an earthquake.

 

The other side of Mr Anderson Alana

                                                                       

The other side of Mr Anderson  mr Andorson stood there terrifed mouth right open like atunnel to darkness with a raisedhigh voice he told us his car just got crashed and to sit on the mat.Then silince stole the air.In rage he explouded with fear. then choked the chair like he was incredible halk andslammed it on the ground."I can't belive this, someone just crashed my car"As he slammed he slammed his hand on the whiteboard. "sigh"as he crashed his hand on top."I need some air"as he stomped to the door muttering to his self  As he stomped to the door muttering to his self, then a foot came back in with his body following. than laghed to his self "Im a good actor".

 

  

 

Mad Man Mr A , Bryn

     Mad Man Mr A

“I can’t believe it”

Mr Anderson shouted in a rage. “Someone crashed my car”. He picked up his chair like he was a monster, rising out of the ground from a dark place. He dropped the chair in a clatter and smacked his hand furiously into the centre of the white board. Mr Anderson stomped his way out the door, banged his hand hard on the frame of the door and slammed it shut! All of us began to chatter about it. After a couple of seconds he came back in, sweating he asked “what just happened” he began to sigh a little. He was still furious about it trust me we could tell.          

            A unexpected fright

" Oh man I can't believe it "
Mr anderson picked up his chair and slammed it down like a grizzly bear. He called us down to the mat we came puzzled. There was silence his mouth wide like a dark hollow tunnel. He slammed his hand on the whiteboard it shook like a mini earthquake and stomped out the door and smshed his hand against the door frame like incredible holk.

exploding with anger. Hannah

The teacher shouted "OH MAN , MY CAR I CAN`T BELIEVE he  in a deep voice
then he said to come on the mat then mr Anderson slammed his hand on the white board like a
gorilla. I need a break so mr Anderson went out for a little bit. Then he came back in side
he was breathing rapidly & loud and still see him shacking when he heard about the terrible news. He
was furious he looked like he was going to explode with burning lava from an erupting mountain.

Car Crash Freak Out,Cody

"AW MAN" The teacher shouted " someone crashed my into car"!!!! His face started to change,his eyebrows tilted like a mountain slop.He squinted and hit the white board thunderously,the white shook like and electric pulse went through it.He started to breath heavily and pace back and forth.He said "I need some fresh air i'll be back in a minute.When he left chatter broke out questions and laughing.As soon as he got back silence nobody said anything.Then he asked "What just happened to me"

Mr Andersons Balistic moment. Julian

"Aw man someone crashed my car!!" Mr Anderson yelled. His eyebrows went diagonaly down.His face was screwed up,red faced and tensed up to a level of madness that no one has ever seen in there whole entire life! Then he slammed his phone on the tippy top of the whiteboard. And of course he sighed like everyone else does when there balalistcly mad. And then said "I will go outside and calm down." Then he slammed then frame with his palm and off he went. it was a moment of Mr A being balalisticly mad!

Mr Andersons hissy fit. Maia

"Oh man someone has crashed my car "
Mr Anderson shouted as he was stomping through the door . We are all sitting on the mat puzzled with questions . As he picks up his chair and slams it on the ground, shaking with anger slamming his phone and hand on the white bord and said
" I need some fresh air for a minute "
stomping back out of the class again smacking his hand on the door frame . All the kids are turning to a friend sharing there puzzled questions.Mr Anderson stomps back in and said "what just happend to me"  he was still shaking with anger.

car crash smash, ben

Owe no something really bad has happened when I say bad I mean bad.Mr a just herd someone crashed into his car err!!!!! He was slamming things every wherein the class he was not happy!!!! his face was getting redder and redder it was nearly as red as a tomato his eyes where nearly touching the ground. owe no I thought to myself or teacher is turning into a angry monster ahhhhh.if that was me I would hope I had insurance.          

Mr Andersons rage Corban

           Mr Andersons rage

“Aw man someone crashed my car!” Mr Anderson boomed in rage. Erie silence as Mr Anderson

 Stamped outside. Then the class flooded him with questions as soon as he came inside, his face was screwed and raged. Not knowing what he’s been doing. I thought “I’ve never seen enraged!”

Mr Andersons face began change , his eye brows pointed downwards he clenched his shaking hands till they were pale, his hand slammed into the white board as he drove his phone into the violently shaking object. “now what did I look like”?