Narrative Assessment

Narrative Assessment - Eye on Nature

Narrative Assessment - Eye on Nature

Learner:   Toni                                                Learning Coach:  Mrs Croll                     Date:  4 April 2017                                          Learning Area:  Science

Learning Experience: On Tuesday 28th March, Toni attended the Eye on Nature event at the Auckland Botanic Gardens.   The purpose of this trip was to provide Toni with a variety of learning opportunities so that she may gain a deep understanding and appreciation of the fundamental processes that support life on the planet and to become a guardian of his living environment.

4Cs and Key Competencies: Collaborating with others to create a healthy lunchbox and solve a food-plant activity. Finding answers to his  curiosities through exploration and questions.   Toni learned how to hold a fish correctly so that it is not damaged.  Then, he may return it to the sea if he doesn’t need to keep it.   Developing his capabilities as a scientist by grouping plants, animals and other living things into science-based classifications. Toni learned about several  butterflies and their preferred habitat, as well as participating in a game to match the flower with the fruit, e.g. pea. Toni went on a bush walk and was introduced to a variety of native birds and the trees.  He learned which trees the birds  liked to feed from and live in.

Next Steps: Share his learning with an audience, e.g. blog post, hui presentation Investigate an area of interest in an iExplore Support environmental activities around the school

Narrative Assessment

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.