Static Electricity iExperience

Learner:  Ameerah      Learning Coach: M Lennon - LH2       Date:   24 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Physical inquiry and physics concepts:  explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Learning Observed

In iExperience Ameerah has been learning about static electricity.  She was given a balloon and some tissue paper and was given the task of making the paper jump onto the balloon using static electricity. Ameerah demonstrated her curiosity by rubbing the balloon onto many different surfaces to charge the balloon full of static and successfully picked up many pieces of tissue paper.  She showed collaboration by working with others to share her findings. Through her active participation in learning conversations Ameerah demonstrated that she was connected to the current learning.

Evidence of learning

Ameerah made the tissue paper stick to the balloon with static electricity.

Next Learning Steps

Find out what other objects make, store, or hold static electricity. Share your findings with other learners.

Diamante Poem - Elephants

Learner:  Ameerah      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.

Elephants

elephants

big, fat

stomping, splashing, eating

toes, tail, ears, trunk

playing, swinging, splashing

fat, slow

elephants

Learning Observed

Ameerah has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Ameerah had to brainstorm different nouns, adjectives and verbs about elephants.  Then she had to choose which ones she would use to make her poem make sense. Ameerah 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, Ameerah 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.

Chickens

Learner:  Ameerah      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 Ameerah has been learning about Chickens and their habitats. Ameerah 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 Ameerah was able to hold the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Ameerah furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Ameerah thought that the chicks were soft and fluffy with prickly feet.

Key Competencies/Vision Principles

During this learning, Ameerah 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.

iExperience Narrative Assessment - 23 August 2016

Learner:  Ameerah                       Learning Coach: Michelle Lennon - LH2       Date:   23 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand how the past is important to people.

Learning Observed

As part of our iExperience Ameerah participated in a school trip to the Howick Historical Village. Before going to the Howick Historical Village Ameerah learnt all about the clothes that children wore, the games they played, songs they sung and the, slightly, different language they used.  Ameerah has taken this knowledge and designed her own costume, to represent what children wore in historic times, for her trip. While she was there she participated in activities involving Victorian games (outdoor games) and Parlour games (indoor games) that were played by children in the late 18th Century. Ameerah also enjoyed looking around the village seeing all the old things that people had, but her favourite thing was the Victorian games.

Evidence of learning

Ameerah has been practising using stilts at the Howick Historical Village.

Key Competencies/Vision Principles

During this learning, Ameerah demonstrated that she was: Connected - actively taking part in all learning activities. Capable - attempting all activities and putting in her best effort. Curious - seeing how many different ways she can play Victorian games. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Victorian games with others. Design and play your own games that are based on these Victorian games.

Word Work Narrative Assessment - 17 August 2016

Learner:  Ameerah         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 Ameerah has been working on being able to read, write and spell her high frequency words. Ameerah has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Ameerah was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Ameerah has made the words bed and car from memory.

Key Competencies/Vision Principles

During this learning, Ameerah 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

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

Ameerah goes for Gold!

Maths Narrative Assessment - 8 August 2016

Learner:  Ameerah                  Learning Coach: Michelle Lennon - LH2     Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Ameerah has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Ameerah has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in her head while she adds on the smaller number. After rolling the two dice, Ameerah identifies the biggest number shown.  Then she puts this into her head and holds it there while she works out what number is on the other dice.  Ameerah is using her fingers to help track how many more she needs to count on before moving her counter on the game board.

Evidence of learning

Here Ameerah is putting the bigger number into her head and counting on using her fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, Ameerah demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.