Sameeha's weekend

On Saturday I went swimming and I went in really deep water

 and my mum said that she can not swim so I had to hold her

 hand and float with her and I could float on the water and I

 told her how to swim and on Sunday I went to a birthday party

 it was a big brothers birthday and he is 21 years old

Kim, Cassandra, Sameeha, Saniya & Louisa's Trash to Flash Learning Story

Learners: Kim, Sameeha, Saniya, Louisa & Cassandra      Learning Coach: T.Dillner           Date: Term 4, Week 6-10

Learning Area: iExperience - Technology

Learning Observed and Vision Principles

In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable. All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in. Kim, Sameeha, Saniya, Louisa and Cassandra all selected Pets & Animals. They were curious about making a penguin out of an old plastic bottle. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets. The girls then took the template we used as a larger group and the personalised it to their penguin creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.

Evidence of learning

Next Learning Steps

Add some photos to your blog of your final creation in Week 10. Reflect on how successful your planning was, as well as how well you felt your final product turned out. Make another prototype showing changes and improvements to the design.

Sameeha and Saniya's Creative Writing Learning Story

Learners: Saniya & Sameeha    Learning Coach: T.Dillner           Date: 13.10.15

Learning Area: Literacy - Creative Writing

Learning Observed and Vision Principles

In Term 4, I am working with the Yoyos on a Tuesday specifically for Literacy. Today was our first session together and we started with a story called “Badjelly the Witch” by Spike Milligan. This was the inspiration for our Creative Writing - “Our Potion” - which encouraged them to show curiosity. The learners had to name their potion, explain what powers it gave people, write a set of make believe ingredients and describe which ingredient was the most important to have. Sameeha and Saniya chose to name theirs ‘Stretchy’ which can make people stretchy. They had a whole range of creative ingredients including worms, stretchy clothes, leaves and chocolate to name a few. Collaboratively, they decided that the most important ingredient to include was stretchy clothes because they would add stretching power. Sameeha and Saniya were capable of following every instruction, completing the task unassisted and handing it in before time was up. I was very impressed to see this!

Evidence of learning

Next Learning Steps

Next Tuesday the Yoyos group will be writing a set of instructions to tell the reader which order they need to add the ingredients to the potion and how long to boil it for. Think about how the name of the Potion could be more creative or exciting. Edit or change the ingredients to suit the feedback questions I have left on the bottom of the page.

Habitat Design iExperience

Learner: Sameeha                                                            Date: September 2015

Learning Area: Animal Habitat Design                             Learning Coach: John Dyer

Learning Observed

Sameeha has spent time in Term 3 researching animal habitats and adaptations. She was most interested in designing and creating an imaginary animal. Sameeha thought about the animal’s attributes and what it would need to be successful. Sameeha created a range of ways to present her learning including a sketch and an information sheet about her animal and habitat. Sameeha was able to share her learning and explain about how a habitat suits a particular purpose and how animals adapt over time to become more effective.

Evidence of learning Sameeha presents her animal and habitat to her adoring fans. It was great to see and hear Sameeha  sharing with a variety of learners and coaches.

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Sameeha should now continue to  develop confidence when presenting to others. She should apply her learning in this area and her research skills to finding out about other areas of curriculum interest.

Sameeha & Saniya's Scratch & Makey Makey Leanring Story - September 2015

Learner: Sameeha & Saniya                                             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.  Sameeha & Saniya 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.  Working with other learners, 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 ‘Piano Bow’.  Henry also supported these learners with using the Makey Makey- great collaboration.  For Week 9 and 10 the girls worked collaboratively to design and create a piano game using the Scratch programme and Makey Makey equipment.  In order to piece together the code successfully there was a lot of trialling and prototyping which showed the resilience of Sameeha and Saniya.  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 some of their learning below and here.

Evidence of learning

Next Learning Steps

add more code to the animation 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 code to your family at home keep working on it until it is perfect- use an iBreak?!

Learner: Sameeha Khan    Learning Coach: Margaret Patrick         Date:  25.09.2015

Learning Area: Technology    -  Narrative Learning Story

Learning Observed

Sameeha and  Saniya were partners during iExperience. They were using “scratchy scratchy” to animate a character using coding.  They were presenting their learning to the other students and LCs.They had selected a cat and this is what they told me as other learners and I watched them show what they had achieved. “We chose cats. We needed to watch the video 6-7 times. We practiced changing the colour of the cats and the colours of the lights (spotlights) and turning them around. We tried to make some sound but it didn’t work.  We wanted to have three cats with one in the middle at the back. We tried but we put three cats in the a row. We were thinking.  We talked together because we were having trouble. We worked at home together. Saniya visited my house on the weekend and at night after school. We have 8 colours changing when we use the spacebar and the cats spin around and the lights change colour too.”

Evidence of learning

Key Competencies/Vision Principles

Both learners were encouraging each other’s curiosity activating their thinking to learn how to use coding to animate their cat characters. They were collaborating to achieve  their finished animation and self managed their time well including using their own time for learning at home. They were able to  demonstrate their new capabilities using in Using Language, Symbols and text to animate their cats.

Next Learning Steps

Persist and work out they can add the sound. Connect with another expert learner who can help them with specific needs. Try coding new actions for their cat characters eg: walking, and jumping.

Digitise It - Animal habitat- Learning Story- August 2015

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

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Sameeha has been building her language and developing her understandings of the many ways the natural world can be represented.  Sameeha is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used hier curiosity and creativity to create adaptations for her imaginary animal the GirocodileButterfly.  She recognises that all living things have certain requirements so they can stay alive and could identify these for her creature.   Sameeha 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 create her creature using the www.buildyourwildself.com wesbite.  Sameeha needed to create a habitat that would be suitable for her creature.  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 GirocodileButterfly, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Her GOOGLE DRAWING was a good representation of what she initially planned with some modifications.  Ask her to show it to you!   Sameeha collaborated well- listening to other learners and asking questions. 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 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?!

7 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