Fun Science Experiments iExperience Term4

Experiment 1

Question:Can We Make water with music

Hypothesis: I think the sound on the least watered cup is the highest pitch because hitting the glass makes a sound but with water the sound will be stopped by the water to make less of a sound.

Experiment:We used a glass cup and put different levels of water.

Observe:the least water made the most sound and the full one made the least sound

Analyse:My hypothesis was correct the as the water stopped the sound
Experiment 2

Question:What side is my dominant

Hypothesis: I think that my dominant side is my right

Experiment:We did writing to test our dominant hand, winking to test our dominant eye, and kicking to test our dominant leg

Observe:I noticed my dominant side is right because i used my right side to do each thing

Analyse: my hypothesis was correct

Experiment 3

Question:Can we transfer energy with balls

Hypothesis:I think the big ball with the little ball on top it stops the 
ball from bouncing the big ball stops because the big ball hits the small ball hitting it high up.

Experiment: you would need a Big ball and a small ball/a basket ball and a tennis ball.Put the tennis ball on top of the basket ball and let go of them both the tennis ball will go flying

Observe:I noticed that a tennis ball alone wouldn't be able to reach that high to there would probably be a boost

Analyze: My hypothesis was correct

Pulley System Narrative

Learner: William, Rudi and Toni    Learning Coach: Mr Hattie            Date: 13 October 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

Term 4 started off with a ‘Bang’ as we had our trip to MOTAT - Museum of Transport and Technology. For the trip our iExperience have been based around simple machines and Da Vinci. William, Rudi and Toni chose to do the Pulley System iExperience. Their task was to create a pulley system out of the material provided for them. They watched a video about the way pulley’s work and then they applied the knowledge in a practice way. There was a lot of discussion around their initial ideas. They tried to just hold each of the pulleys that they made and Rudi asked “Can we get some cardboard boxes?” This allowed them to have more pulleys and a stronger base. Toni and William went on sticking pulleys at the top of the box and the bottom of the box. This gave them a 3 pulley system.  This will allow the pulley  to use more force. This was great to hear as they were Connecting the knowledge they gained from the video to the practical task. William, Rudi and Toni showed the Vision Principles of Curious and Collaboration.

Evidence of learning

The during and after of the pulley system. The end rope was tied down which allows an equal amount of force as the pulling side.

Next Learning Steps

William, Rudi and Toni’s next steps are: Explore the science behind force of a pulley system. Make this pulley system have multiple actions. Write a reflection about their learning on Da Vinci.

STEAM Narrative

Learner: Aryan, Aksh, Aarav, Christian, Toni and Carlo Learning Coach: Mr Hattie          Date:2 Sept 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

Aryan, Aksh, Aarav, Christian, Toni and Carlo have had an experience at Ormiston Senior College. They went over to learn about to show change in nature using art. Aryan, Aksh, Aarav, Christian, Toni and Carlo had to brainstorm, plan, draft and create three black and white pictures that show change. For example, an egg, a chick and a rooster or matches, camp fire, bush fire. This was a hard task to complete within 1 hour. The learners first saw some examples and drafted their “Thumbnail” pictures. This is a new skill they learnt from the educator. Next they got started with drawing and cutting out of their 3 pictures. While they were working I noticed the different ideas and level of Capabilities they showed. When they started off Aryan, Toni and Christian were off super fast ready with their ideas. Their thumbnails had great detail. Aksh started out unsure about his ideas and we discussed some examples that might work. He was happy with a dragon and the three stages of growth. Aarav spent a lot of time making sure that his 3 pictures were perfect. He did 3 fish eating each other. Carlo made many different ideas he was Curious a few ideas.

Evidence of learning

Next Learning Steps

Aryan, Aksh, Aarav, Christian, Toni and Carlo’s next learning steps are to: Write a procedural piece about what they did. Reflect on how they went. Try the task again and focus on what they want to improve on.

Computer iExplore Narrative

Learner:Toni, Ricky and Christian      Learning Coach: Mr Hattie          Date: 1 Sept 2016

Learning Area: Learning Habitat 1 - iExplore

Learning Observed

For iExplore Toni, Christian and Ricky are researching about how to make computers. They have been interested in what makes a computer work. Some of their questions are What parts are in a computer? What the parts do? How do you assemble a computer? Mr Hattie brought in an old computer that they have been able to disassemble. “I am enjoying taking the computer apart. The different pieces of computer is interesting.” Toni said. Christian and Ricky have been discussing about how many screws there are that hold a computer together. They have been trying to figure out which part does what in the computer. Our next steps is to picture and label the parts we found. Our understanding of our learning Ricky - We learnt it is hard to take apart a computer and pieces are protected because they are sensitive. Toni - I learnt how to take apart a computer. It was interesting to see the different parts. Christian - I am learning that there many computer parts that look like the motherboard. The green one looked like the motherboard, but we found out it wasn’t

Evidence of learning

The boys disassembling the computer.

Next Learning Steps

Christian, Ricky and Toni’s next learning steps are to: Take photos of the different parts. Research names and label the different parts on their slide. Reflect on their learning.

Thursday 18 August 2016 iReflect

Today I finished my second paragraph on my speech i need one more paragraph to finish my speech.My speech is about why math is better than literacy.I have also finished one of my math challenges today and started the next challenge the challenge I started was called Deep Sea Diving.

Learner:  Stephan, Tristan, Seline, Toni                 Date: July T3- Wk 1, 2016 Learning Coach: Margaret Patrick                         Narrative Learning story

Learning Area: iExperience  Developing our capabilities

Learning Observed

During iExperience Week 1 Term 3 we were exploring what “being capable” means for us as learners and how we can develop our capabilities. The groups of learners experienced a range of fun tasks and their challenge was to participate and collaborate to improve their skills. This led to talking about setting goals to help us improve our capabilities. This group of learners set a goal to build the highest tower of cups. After their rotation of different fun tasks the learners gathered together to think and discuss what being a capable learner would look like. They came up with these ideas: being independent; having an attitude of “I can do it”; being confident; being persistent and not giving up; trying things in different ways and self managing themselves. They also made the connections with ways they could develop your capabilities:  by training your brain by practicing and  remembering, trying your best, working hard, having an open mindset to try and learn new things and setting goals. They were  introduced to the SMART acronym to help with setting goals. The learners had time to think about the things they were capable at and then consider the areas they need to develop their capabilities in. The learners were then asked to think of 4 goals for themselves . An academic goal,a social goal, a physical goal and a #oresome goal.

Evidence of learning

Next Learning Steps

*complete writing an academic goal, social goal, physical goal and #oresome goal. *discuss these with their parents/whanau and caregivers. *publish them in their Learning Pathways. *present them on the art shapes they created.

iExperience (iReflect)

Today my iExperience was about what sports were in the Olympics the sports we didn't know were the modern pentathlon, handball, and equestrian dressage.We got asked what sport would we be in if we could get in my answer was Soccer.We also researched about the sport we didn't know.

Puzzle Art for Writing Goals

Learner: Toni                    Learning coach: Margaret Patrick         Date: June, 2016

Learning Area:   Swimming                                                           Narrative Learning story

Learning Observed

Toni has been attending swimming lessons at the Otara Community pool over the last 8 weeks. Over the 8 weeks he connected with his tutor Tui and built a trusting relationship with her. He collaborated and cooperated with her requests consistently.  Toni was able to propel himself forward independently at the start of his first class and was grouped accordingly. His first goal was to focus on creating rocket arms and swimming kicking while blowing bubbles into the water.  He progressed to using a kickboard and being capable of using over arm stroking with his face into the water and rolling to breathe. At the same time Toni was learning to float on his back. During his last class Toni was able to collaborate with the others in his group and float on his back, arms outstretched linked to make a star shape and float for 40secs. At his evaluation session Toni demonstrated that he was capable of swimming using overarm freestyle and kicking for 10 meters. During the Water Safety week he enjoyed the sensation of floating using a life jacket and joined in and contributed to his group forming a ladder and huddle replicating what a group of survivors would do in the ocean to keep warm. It was unfortunate that Pranjal missed some lessons as he needed to rebuild confidence in his previous learnt skills but when he attended he used his self managing skills organising his swimming gear.

Evidence of learning

Next Learning Steps

Using a kickboard rolling onto his side, breathing then stroking arms high and touching his ears and kicking face in the water for 3 strokes and repeating. Floating on his back with a kickboard on his front and using backstroke arms high and touching his ears then grasping his kickboard. Swimming freestyle with rolling and breathing 15 meters. Swimming  backstroke independently using arm strokes every 5 kicks.   Family taking him to the local pools so he can keep up skills and enjoy the water.

Writing Narrative

Learner: Toni                           Learning Coach: Mr Hattie          Date: 4 July 2016

Learning Area: Learning Habitat 1 - Writing

Learning Observed

For writing this term Toni have been focusing on persuasive writing. He has been developing his Capabilities about this type of writing by learning what the idea of persuasive writing is and how to give points and examples that help persuade their readers. Toni has a good handle on the points that he writing about. He is able to provide sufficient examples to provide to help explain his ideas. Toni has been enjoy Collaborating with his/her peers when writing by discussing his points of view and why he thinks this.

Evidence of learning

Toni’s Quickwrite about why learner should have to wear uniform.

Next Learning Steps

Toni’s next learning steps are: Describe the writing so that it paints a picture in the reader's head. Use a variety of different sentence types e.g. simple, compound and complex sentences. Use paragraphs to show new ideas.

Podcast Narrative Assessment

Learner: William L, Toni, Karis, Kim   Learning Coach: Mr Hattie        Date: 16 June 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExperience William, Toni, Karis, Kim are working writing and creating Podcasts. A Podcast is an audio story, interview or informative talk for entertainment purpose. These are downloadable on iTunes or various sites on the internet. William, Toni, Karis, Kim have been put into a group to practice talking about an issue around at school. The issue that they chose is on Ormiston Primary should/should not have unisex toilets. They are arguing for that we should not have unisex toilets. For this issue they had to discuss their talking points and plan out what their reasons Collaboratively using evidence and examples. Each of these learners showed their Capabilities with this task. They all have something to offer in terms of the reasons why they agree. Learners understanding of their learning: William L: Once you make a statement you need to have an example. Toni:A podcast can be about an issue that you want to discuss. Karis:I planned for my 3 main issues. Kim: You start with the problem or issue and you discuss the main points.

Evidence of learning

The learners Collaborating about the issues in their argument.

Next Learning Steps

William L, Toni, Karis and Kim’s next learning steps are: To speak with fluency and expression during their podcast Write in their own words their argument to practice.

iReflect Friday 20 May what does the 3gs mean to me?

  what does the 3gs mean to me?
it means if I want to be kind to someone I can do one of the 3gs

I learnt how to say dog and finger spell dog in NZ Sign Language.

My goal is to learn how to say all the different school blocks in Sign Language.

The Feather On A Stick and The Feather On A Spring

The Feather On A Stick! Two things that this feather on a stick can do which is poke people and tickle people in a further range when broken can be fixed only in problems of the feather falling off the stick or the line around the stick falls off BUT the only problem (I think) that cannot be fixed is when the stick breaks.

The Feather On A Spring!this final invention can bounce can break cannot fly and can stand and stick onto things like fingers, sticks, pens, etc. You could put it by a window put it anywhere even tickle people with the feather part.And if your a teacher you can point at things with it.(this item does not have a real spring).

Reading Reading Reading!!!

Toni's Honey Bee Learning Story

Learner: Toni 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. Toni chose to learn more about Honey Bees and why it is necessary to care for them on a global scale. He 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. Toni had to cover a frozen banana with honey and then roll it in Rice Bubbles and sprinkles. Afterwards, he gave his 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.