Narrative Assessment - Eye on Nature

Narrative Assessment - Eye on Nature

Learner:  Samantha                      Learning Coach:  Mrs Croll                      Date:  4 April 2017                       Learning Area:  Science

Learning Experience: On Tuesday 28th March, Samantha attended the Eye on Nature event at the Auckland Botanic Gardens.   The purpose of this trip was to provide Samantha with a variety of learning opportunities so that she may gain a deeper understanding and appreciation of the fundamental processes that support life on the planet and to become a guardian of her living environment. Samantha and her peers participated in a range of activities to promote an understand the relationships between people and the environment.

4Cs and Key Competencies: Collaborating with others to decide which food product came from which plant.   She also worked with a team to create a healthy lunchbox. Finding answers to her  curiosities through exploration, listening to experts and asking questions.   Samantha learned how to safely hold a fish, without causing it too much stress. Developing her capabilities as a scientist by grouping plants, animals and other living things into science-based classifications. Samantha learned about several  butterflies and their preferred habitat, as well as participating in a game to match the flower with the fruit, e.g. pea. Samantha learned how to make a ‘bug in the log’.  Through this, she was making  connections between healthy food and healthy bodies. Samantha went on a bush walk and was introduced to a variety of native birds and the trees.  She learned which trees the birds  liked to feed from and live in.

Next Steps: Share her learning with an audience, e.g. blog post, hui presentation Investigate an area of interest in an iExplore Support environmental activities around the school

iExperience-MOTAT simple machines

Recycling Plastic

Learner: Samantha A                                  Date: 29th August, 2016 Learning Coach: Margaret Patrick                            Narrative Learning story

Learning Area:  iExplore-Recycling Plastic Rubbish

Learning Observed

We started Term 3 co-constructing an iExplore with the whole of Hopscotch Hapu.  A provocation including lots of objects and  images were displayed and the learners discussed possible connections.  They discovered they were all made of plastic or alternate products  that would normally be made of plastic. This sparked the learners curiosity about the problem plastic causes in our world. All the learners completed a KWL sheet writing what they knew about plastic rubbish and Samantha became curious about how she could recycle plastic and so her question was “ How can we use plastic in art?” She found that Sally was really interested too, so they collaborated  to decide on something they could make together. They started connecting with what other people had done with recycled plastic using google search. They decided to construct a wine glass using old plastic bottles. Samantha was a really positive role model for Sally demonstrating how she could use the OrmPS Learning Model iExplore sheets. Samantha  managed her time well and encouraged Sally along with Mrs Ben to record her evidence of learning in her Learning Model documents and in her pathway.  Samantha was a very competent, caring role model. Together their outcome was to come up with some really effective practical ways to reduce plastic in their homes and at school and they did that really well. (see link below).  Samantha was chosen to accompany Sally on a trip to the local warehouse to purchase some special art and stationery supplies. Sally was really excited about it. This came from them getting know oneanother while collaborating during this iExplore.

Evidence of learning

Outcome: How I can reduce plastic rubbish link

Next Learning Steps

*be able to complete first 2 sections of a  KWL more comprehensively. *feel confident to ask to collaborate with other learners if they share the same curiosity. *Seek out a really authentic outcome for your next inquiry.

Helen and Samantha's 3D Printing Learning Story

Learners: Helen & Samantha    Learning Coach: T.Dillner           Date: 21.9.15

Learning Area: Technology - 3D Printing

Learning Observed

Helen and Samantha chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Helen and Samantha decided to make a new version of the iPads we have at school. Samantha and Helen had to use the website TinkerCad to design their new and improved iPad. They had to use the pre-existing shapes to form their 3D model which was then printed out by our LH1 3D printer. After analysing their printed model, the girls were able to write a description about who would use it, why they designed it and what its features were. They also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.

Evidence of learning

Helen and Samantha’s explanation of their iPad.

Key Competencies/Vision Principles

Helen and Samantha were collaborative during this process by sharing ideas and coming up with other ways to show creativity (Thinking, Participating & Contributing). They demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. Helen and Samantha were connected as they were able to show their learning in three different mediums (paper, digital and printed model).

Next Learning Steps

Complete the second design on TinkerCad and print if time allows. Use the 3D printer as a component of an iExplore.

Animal Habitat, Digitise It Learning Story - August 2015

Learner: Samantha                                                                   Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Samantha has been building her language and developing her understandings of the many ways the natural world can be represented.  Samantha is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of some specific animals.  Samantha makes connections that all living things have certain requirements so they can stay alive and could identify these for her animal, the white lion.  Samantha was fortunate enough to go on a field trip to the zoo where many animals captured her curiosity.  She used the learning from the zoo trip to try to create her creature using the www.buildyourwildself.com wesbite.  She used her curiosity to learn about the adaptations of the white lion.  She needed to create a habitat that would be suitable for his creature.  He opted for the ‘Digitize It’ option knowing that she wanted to develop her capability at using a new digital tool.  She went through a rigorous design process that involved connecting with information through researching to create a fact file on the white lion, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of her choosing.  Samantha collaborated well- listening to other learners and asking questions.  Her GOOGLE DRAWING was a good representation of what she initially planned with some modifications.  Ask her to show it to you!  When it was time to share their learning, she presented her habitat with some confidence and lots of enthusiasm to the Learning Coaches and learners in LH1.  You can see his assessment here.

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents create a product of their learning eg. google presentation to show all of the steps create a more detailed diagram with labels that is represented in the final product practice presenting so you are prepared- why don’t you present to your family?! check your research so you are not presenting false facts