Learners: Helen & Samantha Learning Coach: T.Dillner Date: 21.9.15
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Learning Area: Technology - 3D Printing
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Learner: Samantha Learning Coach: DWilkes
Date: August 2015 Learning Area: Science
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Learning Observed
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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.
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Evidence of learning
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Next Learning Steps
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