Narrative Assessment

Google Document

Learner: Justin V, Mohammed and Tristan     Learning Coach: Margaret Patrick            Date: 24.09..2015

Learning Area: Science Narrative Learning story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready on time. Their experiment was about creating a shock using static electricity from a balloon, transferred to a plastic spoon wrapped in foil as a conductor. They were not prepared with materials for the day of their experiment. They relied on Mrs Patrick for the balloon and plastic fork. Mohammed brought the foil from home and Justin brought the plastic gloves. When they first tried the experiment, it appeared it wasn’t working but they had missed an important step. I asked them to read the procedure again and they realaised that they needed to touch the fork with the other hand’s finger. They were trying to rub the balloon on their hair and when I suggested rubbing faster on my top the reaction was a lot stronger. During the demonstration apparently they could get any shock. They probably needed a new balloon as the the original one was slightly soft and deflated. They didn’t try rubbing on their clothes. They called their experiment “Shocking Lightning”. Refer their slide show presentation.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Digitise It, Animal Habitat- August 2015

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

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Tristan has been building his language and developing his understandings of the many ways the natural world can be represented.  Tristan is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used his curiosity to do some basic research on his animal, the jaguar.  Tristan is beginning to recognise that all living things have certain requirements so they can stay alive and could identify some of these for the jaguar.   Tristan was fortunate enough to go on a field trip to the zoo where many animals captured this curiosity.  He used the learning from the zoo trip to create his creature using the www.buildyourwildself.com wesbite.  Tristan then needed to create a habitat that would be suitable for his creature.  He opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in Minecraft and demonstrate his capability at using it.   He went through a rigorous design process that involved connecting with information through researching to create a fact file on the jaguar, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Tristan couldn’t use Minecraft in the end and created his habitat by drawing it.  Ask him to show it to you!

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents treat online spaces with respect follow through on your designs- finish the minecraft habitat at home practice presenting so you are prepared- why don’t you present to your family?!