Science: Catapults

Motat Trip

Chickens - iExperience Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Jolin has been learning about Chickens and their habitats. Jolin has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Jolin was able to hold the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Jolin furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Jolin thought that the chicks were very cute, soft and fluffy.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Diamante Poem - Giraffes Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

long, tall

licking, running, eating

baby, tall, tail, neck

twitching drinking, walking

spotty, slow

giraffes

Learning Observed

Jolin has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Jolin had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Jolin was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Machines that Build - iExperience Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience Jolin has been learning about machines that build things.  She has been showing her curiosities about the purposes behind different machines and why they were invented. During this iExperience Jolin learned some background about different machines that build things.  Her favourites were the machines that could move or chop trees. After learning about different machines and their purposes, Jolin built her own machine and was able to explain the reasons behind, and purpose of, this machine. Jolin’s machine was used to fell trees.  Her machine had a very strong base that was heavy so the top of the machine doesn’t fall down.  It also had a hook that can carry the trees to where they needed to be.

Evidence of learning

Jolin has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for her machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.

Word Work Narrative Assessment - 17 August 2016

Learner:  Jolin      Learning Coach: Michelle Lennon - LH2   Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Jolin has been working on being able to read, write and spell new and interesting words. Jolin has been reading a range of stories that spark her interests.  From these stories she has been finding new and interesting words, then spell them using whiteboards and pipe cleaners. Initially, to spell her new words, Jolin was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory. Jolin has shown that she is reflective when writing as she is able to identify when words aren’t quite right and is able to self-correct them.

Evidence of learning

Here Jolin has made the word ‘shopping’.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Transfer word work and spelling into daily writing. Play games like I-Spy to see how many interest words can be found in other texts.

Jolin's Marble Run Blog

Narrative Assessment - iExperience - Term 4, 2015

Learner:  Marcus and Jolin   Learning Coach:  Miriam Kamsteeg            Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

iExplore- Cubism

Learner:   Jolin      Learning Coach:   Luisa Maloni        Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Jolin used the elements of shape and fracture to create a study of a tree and a painting. Jolin used colour and shape to define the different areas of her tree study i.e. the trunk, the leaves and the background. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Jolin experimented with a number of ideas based on her artistic exemplar but in the end chose to use a heart as the subject for her final work.

Evidence of learning

Jolin uses an artistic exemplar to explore ideas about Cubism.She created multiple studies in the cubist style to refine her ideas- that’s what professional artists do!  I can’t wait to see her final work!

Key Competencies/Vision Principles

Jolin demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

Learner: James, Jolin and Raymond      Learning Coach: Miriam Kamsteeg        Date:  19 March 2015

Learning Area: Literacy - Reading

Learning Observed

During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on the small whiteboard. After we had looked at some more basic words we all started to read our books. James, Jolin and Raymond needed guidance to put their fingers under the first word of their stories. Jolin recognised that she had “I” as the first word in her story. Jolin, James and Raymond read their first and second sentences along with me pointing to the words. They had to look at the pictures for clues of what words might be on the page. They then read the rest of their books to themselves.

Evidence of learning

This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?

Key Competencies/Vision Principles

These Learners have completed a Letter Identification Assessment just after they started at Ormiston James (48), Jolin (51) and Raymond (0). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).

Next Learning Steps

More discussion of the pictures - this will help develop their vocab better Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.