Zoo Trip - iExperience Narrative Assessment - 18 November 2016

Learner:  Kaiariki     Learning Coach: Megan Croll - LH2       Date: 18 November 2016

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Kaiariki joined LH2 and LH4 learners to travel by bus to the Auckland Zoo.   This trip was organised as part of our learning about animals - how we can help them and how they can help us.   The learners were greeted by some zookeepers when we arrived at the zoo.  We had morning tea and then, with a zoo map in hand, began our journey around the zoo.   The map was used frequently to help guide us around the zoo and many learners used their map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text). After visiting the tortoises and reptiles, we met up with John from Auckland Zoo.   John took us into the Discovery and Learning centre where Kaiariki found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Kaiariki learned that the tiger would be able to smell her scent if she touched it (Connected). John then took us to the Vet Centre Viewing Gallery.   Kaiariki learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains.  Here we learned how humans can make life very difficult for some animals.   Our plastic bags can be very dangerous to sea animals if they are swallowed.    After lunch, it was time for more exploring (Curious).  Kaiariki enjoyed walking through the Meerkat tunnels, watching the playful orangutans and observing how gracefully the giraffes walk.  Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground!   I’m sure that Kaiariki would love to come back again with her family to share her learning with them.

Next Learning Steps

Kaiariki has learned about what Auckland Zoo do to look after the many animals that they have.  Some are even endangered.  Her next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.

Narrative Assessment - iExperience - 31 October 2016

Learners:  Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy Learning Coach:   Megan Croll                                                   Date:  31 October 2016

Learning Area:  iExperience

Learning Observed

In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity.   They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm. First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term.  In teams of 3-4, the learners were given card, straws and tape.  Then together, they had to work collaboratively to construct their cage.   They tested their cages out to see whether they had built them strong enough to support an object on top (curious).    Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.

Evidence of learning

Next Learning Steps

Independently make another structure during iExplore Create a structure at home with a brother, sister or parent Look at buildings and talk about how strong they are made

Kaiariki is Blown Away!

Narrative Assessment - 23rd May 2016

Learner: Kaiariki                    Learning Coach: T Morgan        Date: 23rd May 2016

Learning Area: iExperience - Science

Learning Observed

Kaiariki loved the BANG! And POP! That came from our science in iExperience today. She was curious about how 2 simple ingredients could cause such a reaction and what other things might react like that as well.

Evidence of learning

Kaiariki learnt how to make a chemical reaction from kitchen ingredients! What else from the kitchen causes a chemical reaction?

Key Competencies/Vision Principles

Kaiariki was developing her Curiosity about how two kitchen ingredients can react to make such an explosion. She was wanting to have a turn at putting the baking soda in the vinegar and closing the bag up so it can build up with air and explode (Participating and Contributing). Kaiariki understood that other learners also wanted a turn and that they needed to share and collaborate to make the reaction happen together (Relating to others) and was able to ask other learners to help her as well as offer the other learners a turn.

Next Learning Steps

Share this experiment with her family at home. Explore other ingredients that may cause a chemical reaction. Explore whether there are different types of chemical reactions.

Narrative Assessment - iExperience - Physical Education - 26 May 2015

Learner: Kaiariki                  Learning Coach: Miriam Kamsteeg     Date: 26 May 2015

Learning Area: iExperience - Physical Education (PE)

Learning Observed

Today in PE we were learning to throw overarm. Kaiariki had to step forward with the foot opposite to her throwing arm. Then take her throwing shoulder back and point her non throwing arm where she wanted to throw the ball. Today we were aiming at the cricket wicket.

Evidence of learning

Kaiariki was able to hit the target. I wonder if she can still hit the target from further back?

Key Competencies/Vision Principles

Kaiariki showed that she is developing her Capabilities in throwing overarm. She was working Collaboratively as she was taking turns at this activity. Kaiariki was actively participating in this task (Participating and Contributing). She was carefully aiming the ball at the target (Thinking).

Next Learning Steps

Stand up straight when throwing Try going further away from the target Practise catching a tennis ball