iExperience : Science : Space

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.

Aditi, Sameeha, Alysia, Nishita & Melissa's Connected Challenge Learning Story

Learners: Aditi, Sameeha, Alysia, Nishita & Melissa     Learning Coach: T.Dillner           Date: 5.2.16

Learning Area: iExperience - Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. To introduce this, the Learning Coaches set up a series of challenges for the learners to complete. Each challenge was worth a different amount of points and the teams had to work together to get the highest amount to win. One task was to get all team members to cross the ‘Nile River’ (the width of one netball court) using only three hoops. Aditi, Sameeha, Alysia, Nishita & Melissa had to discuss ways to make this work before attempting it. They needed to think about how their words, actions, attitudes and ideas impacting the success of the team. Each learner was able to act in a collaborative way in order to achieve the joint goal of crossing the ‘river’. They were capable of devising a method to connect their strengths and remain safe from the Nile Crocodiles!

Evidence of learning

Next Learning Steps

Swap roles so other members of the team retrieve or replace the hoops. Make a point to do some iDevelop learning with one of their team members and build this relationship.

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.