3D Constructions -iExperience Learning Narrative

Sameeha's Honey Bee Learning Story

Learner: Sameeha Learning Coach: T.Dillner           Date: 3.3.16

Learning Area: iExperience - Science          Key Competency: Participating & Contributing

Learning Observed

During iExperience in Week 5, the learners were able to opt in to Sustainability related sessions. Sameeha chose to learn more about Honey Bees and why it is necessary to care for them on a global scale. She learned about reasons why global bee populations are decreasing and how this connects to the foods we eat. We also looked at the products that bees provide for us e.g. honey. There were 10 bee related challenges that the learners could choose from. All of the activities required them to demonstrate curiosity. One challenge was to use a recipe that included honey as an ingredient. We made Crunchy Banana Pops. Sameeha had to cover a frozen banana with honey and then roll it in Rice Bubbles and sprinkles. Afterwards, she gave her Crunchy Banana Pop a rating out of 10 and discussed reasons for this.

Evidence of learning

Next Learning Steps

Consider undertaking an iExplore to do with planting a bee friendly garden to help increase the number of bees in our school environment. Alternatively, look at how you could plant bee friendly plants at home. Make Crunchy Banana Pops at home using different toppings - describe how bees helped make the ingredients.

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.

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?!

Sameeha's Maths Learning Story

Learner: Sameeha    Learning Coach: T.Dillner           Date: 21.5.15

Learning Area: Mathematics

Learning Observed

During Numeracy time, the learners in Mrs Remington’s groups have been learning about subtracting. On this particular occasion, Mrs Dillner was lucky enough to spend some time looking at how Sameeha could subtract. All of the learners had to subtract and use the string to match the number on the left with its answer on the right (see photos below). Sameeha was subtracting 4 each time. When she was finished, Sameeha could check if she was correct by looking on the back to see if the string matched the answer pattern. When Sameeha was not right, she had to undo the string and fix her answers. The other learners were working in pairs, but as there was an odd number, Sameeha chose to work on her own. She did this quickly and accurately and then proceeded to be a great help to other learners who needed it.

Evidence of learning

Key Competencies/Vision Principles

Sameeha worked collaboratively when assisting other learners. She helped them to see where they could improve without doing the task for them. Sameeha used her curiosity to drive her learning - she wanted to use this new learning tool and find out if she was correct or not. She was capable of successfully completing this task on her own and then describe what she did. Sameeha worked well with others by sharing the equipment, speaking clearly and respectfully and being helpful (Participating and Contributing). She also used the correct mathematical language of ‘subtract’ instead of ‘take away’ (Using Symbols, Language and Text).

Next Learning Steps

Progressively move onto more complex subtraction equations that are two-digit minus two-digit e.g. 21-12 = During Numeracy time, work together to complete all of the orange subtraction cards.