Willie, Henry & Justin's SCRATCH Jump Scare Learning Story - Sept 2015

Learner: Henry, Willie & Justin                                                   Learning Coach :DWilkes Date:  Sept 2015- Week 8-10                                                      Learning Area: Technology

Learning Observed

For the past few weeks the learners have been engaged in an innovation station!  The learners were given the choice of 4 provocations which included: creating an Ormibot from scratch, designing an object in Tinkercad to print in the 3D printer, designing a Science experiment or designing a series of code using Scratch and Makey Makey each of which would develop their capabilities.  Henry, Justin and Willie enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the coding programme ‘Scratch’ and the extension kit ‘Makey Makey’ and make connections to their prior knowledge.  They watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme.  They used the Makey Makey and Scratch to create a game console successfully.  Henry also supported other learners with using the Makey Makey- great collaboration and leadership.  For Week 9 and 10 the boys worked collaboratively to design and create a jump scare game using the Scratch programme.  In order to piece together the code successfully there was a lot of trialling and prototyping which showed the tenacity and resilience of Willie, Justin and Henry.  They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve.  See their game here.  Willie even wrote a blog post about it already!

Evidence of learning

Next Learning Steps

add another few levels to the game or create another, more complicated game add more code to the game and share it on the LH1 website and/or teach another learner how to code using Scratch complete your design plan more neatly show the game to your family at home (BOO!) use Makey Makey to extend the game

Justin's Operation Big Science Learning Story

Learners:  Anjli, Katherine, Justin & Gary                            Learning Coach: DWilkes                                                                            Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Anjli, Katherine, Justin & Gary had a blast conducting Operation Big Science in Week 7.  Thanks to the New World kit of ingredients.  Lots of learning resources as well about the Types of Mixtures and Chemical Reactions in Baking.  The learners learned that cooking is scientific fun and that the science capabilities are for life.  After initially watching a short video explaining the difference between chemical and physical changes the learners were challenged to explore their curiosity by examining their materials and discuss their priori knowledge about the materials and cooking with them.  Then they collaboratively devised an experiment - a cooking experiment, using the ingredients they selected including popcorn, chocolate, almonds and butter.  First they identified a question and then a hypothesis- making connections to their prior knowledge.  As a group they needed to plan their method too.  During the cooking they made observations- noting what they notice, think and wonder.  Justin did well to lead parts of the experiment. They also practiced their capability at measuring while completing their recipe.  It was collaborative and delicious!

Evidence of learning

Operation Big Science - Video

Next Learning Steps

complete their Operation Big Science experiment plan with observations and explanations write a reflective blog post about the experience use more specific measurements when writing a recipe give detailed observations about what you noticed before, during and after tent on the LH1 blog post about Operation Big Science

Justin's Animal Habitat- Digitize it Learning Story - August 2015

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

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats.  They were fortunate enough to go on a field trip to the zoo where the animals captured the curiosity of Justin.  He has been building his language and developing his understandings of the many ways the natural world can be represented.  Justin is very able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals like the chimpanzee. He not only recognises that all living things have certain requirements so they can stay alive, he can identify and discuss these for a variety of animals. Justin used www.buildyourwildself.com to create an amazing and unusual animal.  The learners were instructed that they needed to create a habitat that would be suitable for their imaginary creature.  Justin opted for the ‘Digitize It’ option knowing that he wanted to design the habitat in Tinkercad to demonstrate his capability at using it.  Justin went through a rigorous design process that involved connecting with information through researching to create a fact file on the Scorcher, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool -which ended up being Tinkercad because Justin demonstrated perseverance and learned this new tool brilliantly. Justin collaborated very well- listening to others, supporting others with his knowledge and asking questions.  He assisted other learners who were using Tinkercad as he learned quickly.  When it was time to share his learning, he presented the ‘’scorcher’ habitat confidently to all of 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 their learning and share with parents create a product of their learning eg. iMovie to show his Minecraft to others create a more detailed diagram with labels that is represented in their final product learn more about the chimpanzee by reading books and websites about it

Zoo Learning Story - July 2015

Learner: Justin L, Henry, Willie, Rohullah and Nehaal                           Learning Coach: DWilkes                              Date: July 30, 2015

Learning Area: Science

Learning Observed

Our trip to the zoo was a learning adventure for Justin, Henry, Willie, Rohullah and Nehaal.  The boys were split into small groups while we toured the zoo visiting animals from around the world and observing their behaviour and habitats.  The boys loved seeing the red pandas, reptiles, primates and the African mammals.  While the observed the different enclosures they were prompted to ‘notice’ the animal habitats and discuss and describe the zoo habitat each animal lived in.  They all asked lots of questions and were eager to move from area to area.   Willie and Nehaal wanted to know why people poach animals? Justin and Henry were curious about the size, shape and colour of the elephant tooth and Rohullah and Peanut the Pukeko were fascinated by the colours of the flamingos.  They all thought is was very amusing that one of the elephants had the same name as their classmate “Anjli”.  The boys were attentive, collaborative and curious.and enjoyed the opportunity to talk about what they already knew about animals, their adaptations and what they need to survive.

Evidence of learning

Key Competencies/Vision Principles

During the animal encounters with the zoo keepers the boys demonstrated their curiosity when they got to touch the cheetah pelt and skull.  They wanted to know how the zoo keepers got them. All of the boys were managing self during the zoo visit by staying with their groups, buddies and listening to instructions.  They was collaborative and participated and contributed in all 3 animal encounters: flamingos, cheetahs and elephants.  Justin, Henry and Rohullah enjoyed watching Willie and Nehaal connect to their learning from school when they got to hold the elephant artefacts at the front of the encounter and because they could tell us which continent a lot of the animals came from.

Next Learning Steps

Visit the Auckland zoo website to learn more about the animals and their habitats. -share and contribute ideas and questions with the wider group -use zoo learning and wonderings in their Habitat Design learning adventure when we go back to school -make connections to their observations of the animals habitats at the zoo to their natural habitats

Justin's Maths Learning Story

Learner: Justin L     Learning Coach: T.Dillner          Date: 2.7.15

Learning Area: Mathematics - Probability

Learning Observed

Recently in Mrs Dillner’s Maths group, we have been learning about Probability and Chance. We were talking about the probability of random events like flipping a coin, rolling a dice or using a spinner. Justin chose to work with Henry and they used a spinner to find out how likely it was for the paper clip to land on different colours. There were two spinners and they had different sized sections which changed the probability of the colours being spun. The boys spun the paper clip 20 times per spinner and then discussed their results. Justin identified that red was more likely on the the second spinner as it had a larger ‘chunk’. He could also describe that the likelihood for green and blue was the same, but yellow would not be spun as much because it had a smaller area.

Evidence of learning

Justin discussed the similarities and differences of each spinner with Henry.

Key Competencies/Vision Principles

Justin completed the task and then compared the results collaboratively with Henry. They worked well together, staying on task and completing the work in the time frame (Managing Self). Justin could make sound comparisons between the two spinners and sets of data, making connections with justified evidence (Thinking).

Next Learning Steps

Develop capability by completing another Probability based learning activity. Use the language of Probability to make his justifications more formal.

Drama Learning Story - May 2015

Learner: Selestine, Rahi, Justin and Helen                                   Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Selestine, Helen, Justin L and Rahi worked together to use dramatic techniques to explore drama elements and conventions. While the group exhibited a real passion and enthusiasm for performing they had great difficulty deciding on a culture to emulate.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit time was lost while they were deciding on either the Korean or Italian culture and Learning Coach intervention was required.  The end result was entertaining.

Evidence of learning

The team works towards effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  However, they all need to work on collaboration and compromising.  Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Identify and use strategies for coming to consensus