Louisa's Animal Habitat -Digitise It Learning Story - August 2015

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

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Louisa has been building her language and developing her understandings of the many ways the natural world can be represented.  Louisa is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used her curiosity to research the adaptations for her selected animal the Bat.  She recognises that all living things have certain requirements so they can stay alive and could identify these for bats.   Louisa was fortunate enough to go on a field trip to the zoo where many animals captured her curiosity but she was especially curious about the nocturnal animals.  For fun, she used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite but decided to use the real animal for her project.  She needed to create a habitat that would be suitable for an bat  She opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool to develop her capability at using it.  She went through a rigorous design process that involved connecting with information through researching to create a fact file on the bat, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Her Google draw was a good representation of what she initially planned with some modifications.  Ask her to show it to you!   Louisa collaborated well- listening to other learners and asking questions. When it was time to share their learning, she presented her habitat with some confidence to the Learning Coaches and learners in LH1.  You can see her 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?!

Continents & Habitats Learning Story - July 2015

Learners: Sameeha, Cassandra, Louisa & Saniya                                             Date: July 2015

Learning Area: Science                                                                      Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs.  During the session the learners began to build their scientific language and develop their understandings of the many ways the natural world can be represented thus communicating in science.  In matching the animals to different continents Sameeha, Cassandra, Louisa and Saniya began to recognise that living things are suited to their particular habitat.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, the girls all sang along and could say the names of all of the continents and identify them on a world map.  They can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The girls were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and teamwork.  They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coach. During the matching activity I observed excellent questioning and problem solving strategies.  Sameeha and Cassandra thought it would be a good idea to check some of their guesses on the internet.  While some of the animals were matched incorrectly to the continents, they persevered to get it correct.  They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Yuvika, Louisa & Saniya's Maori Language Learning Story

Learners: Yuvika, Saniya & Louisa    Learning Coach: T.Dillner           Date: 27.7.15

Learning Area: iExperience - Maori Language Week

Learning Observed

During Maori Language week the learners rotated through different experiences to extend their knowledge of Maori words and phrases. Yuvika, Saniya, Louisa and Martina (who has since moved away from OrmPS) formed a group to work on looking at a range of Maori vocab booklets. They had to look at the pictures and use an iPad app called ‘Pic Collage’ to make a Glossary of new words. The four girls took time to select a text that they all agreed on and then took turns to use the iPad. They were inclusive of each other and understood what they needed to do to be successful. When needed, the group could choose a person to approach the Learning Coach to ask questions and clarify their ideas.

Evidence of learning

Key Competencies/Vision Principles

The four girls were collaborative when completing this task - they had to pool their ideas and justify their thoughts to the rest of the group members (Thinking & Relating to Others). They were openly curious, as a lot of the words they came across were new and unfamiliar. When a new word was encountered, they showed their wonder and awe by saying “Wow! I didn’t know that!” or sharing with another learner or a Learning Coach - “Did you know…?” (Using Language, Symbols and Text).

Next Learning Steps

Keep working on compiling new Maori words as part of the Daily 5 in Literacy. Teach another group (or family member) about some of the discoveries that they’ve made.

Louisa, Norah, Alysia and Katherine's Rugby Learning Story

Learners: Louisa, Norah, Katherine & Alysia     Learning Coach: T.Dillner           Date: 28.7.15

Learning Area: Physical Education - Rugby Skills

Learning Observed

Recently, the Year 3s have been learning about how to hold and pass a rugby ball. Katherine, Louisa, Norah and Alysia were in a small group working together. Firstly, they had time to practice holding the ball with their hands making a downward ‘L’ shape. Next, they had to try passing to each other. They aimed by facing the side of their bodies to the person they want to receive the ball, and passed by moving the ball in a line from hip to hip. As a challenge, all of the groups had to count how many passes they could make without dropping the ball in a period of time. Louisa, Norah, Alysia & Katherine made over 70 passes! The most out of all the groups!

Evidence of learning

Key Competencies/Vision Principles

This task required a lot of collaboration, which all four girls were able to do. They communicated to each other by calling the name of the person who would receive the pass. They were also able to encourage each other by giving tips and reminders of how to be successful (Relating to Others). Louisa, Alysia, Katherine and Norah all increased their capability when working with rugby balls. This was something new for all of them and they all had positive attitudes to ensure they would make progress in this area. They are now more confident and at ease with using a rugby ball (Managing Self).

Next Learning Steps

Remain positive in the face of difficulty, should it arise. During break times choose to play with a rugby ball and do similar drills/activities as the ones we have be doing during learning time. Use their new skills to teach or support other learners.