Narrative Assessment

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

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

Samantha's Food Chain Learning Story

Learners: Christian, Sadeen, Samantha, Richard, Divya, Shreya     Learning Coach: T.Dillner           Date: 22.7.15

Learning Area: iExperience - Science (Food Chain)

Learning Observed

At the moment, the learners in LH1 are looking at Animals and their various features. Today’s session was looking at the Food Chains that are formed by NZ plants and animals - both native and pests. The learners had to examine a set of animal pictures and come up with a system of organising them according to who would eat what. They had to transfer the name of the animal to a strip of paper and connect them to the animal/tree that would eat them, eventually forming a chain. Christian, Sadeen, Samantha, Richard, Divya and Shreya worked collaboratively to strategise a way of organisation. They assigned each animal a strip and laid the photo on the top. When they had established the bottom of the food chain (invertebrates), they matched up the rest. When a tree/animal had been incorporated, they removed the photo to eliminate it from those that remained. Their final food chain was showing the relationship between invertebrates at the bottom of the food chain to feral cats at the top.

Evidence of learning

Working together to create a method to classify the animals in the food chain.

Key Competencies/Vision Principles

Collaboration was the main focus of this task. The learners in this group worked well for a majority of the time they were given. They did work together to figure out how to group the animals, and mostly worked together to create the chain. There was some stress at the end to get it finished on time though. (Participating & Contributing and Managing Self). To complete the links in the chain, the group had to work out the connections between the animals by thinking about their needs, physical size/shape, and diets (Thinking).Their chain showed some of these connections as it was not completely straight, it had extra links added in on the sides.

Next Learning Steps

Continue to independently focus on collaborative behaviour: How do we speak to one another? How do we make sure everyone has a turn? How can we involve people who could contribute more? Find reading material/research that could inform them of different food chains e.g. marine food chains.