Harry's Animal Habitat - Digitise It Learning Story - August 2015

Learner: Harry & Shenmin                                                       Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Harry and Shenmin have been building their language and developing their understandings of the many ways the natural world can be represented.  They are able to recognise that living things are suited to their particular habitat and can discuss some of the adaptations of many specific animals.  They  used their curiosity and creativity to research adaptations for the Horse and Gorilla.  They recognise that all living things have certain requirements so they can stay alive and can identify some of these their animals.   Shenmin and Harry were fortunate enough to go on a field trip to the zoo where many animals captured their curiosity.  They used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite.  Then, they needed to create a habitat that would be suitable for their chosen animal.  They opted for the ‘Digitize It’ option knowing that they wanted to design the creature habitat in Gamefroot and demonstrate capability at using it.  They went through a rigorous design process that involved connecting with information through researching to create a fact file on the animals, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Harry’s assessment, Shenmin’s assessment. They collaborated well with each other- listening to other learners and asking questions.  Harry also helped another learner who needed help and translated for us.  When it was time to share their learning, they presented their habitat to some of the Learning Coaches and some of the learners in LH1.

Evidence of learning

Next Learning Steps

challenge themselves!  both boys selected an animal they already knew a great deal about and need to do deeper research and thinking write a reflective blog post about the learning and share with parents create a more detailed diagram with labels that is represented in the final product practice presenting so you are prepared- why don’t you present to your family?!

Harry's Speech Learning Story - August 2015

Learner:   Harry Li                                                                        Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all Year 5-6 learners in LH1 wrote a speech on a topic of their choosing.  Oral language is an important skill and Harry refined his knowledge of some language features to enhance both the speaking and writing of his oral presentation after consultation with his sister and mother.  Harry’s speech about ‘Homework’ demonstrated his growing ability to be persuasive through the conten.. Harry is learning about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, and lists of three; and varied sentence structures.  He learned about the structure of a speech including introductions, endings, sequencing words and how to make his point clear. This was based around the ‘hamburger method’ of speech writing.  It was wonderful to see Harry get up to read his speech after his initial difficulties.

Evidence of learning

Harry Presenting his Speech                              Oral Language Rubric Here Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

Harry cultivated the curiosity of others with his speech about Why Kids shouldn’t have homework- he clearly believed in his own reasons! He prompted everyone to wonderwhy home learning is needed.  He attempted to connect with the audience using emotive language in our hapu group.  His public speaking capability has grown as a result of this experience.

Next Learning Steps

practice speech with use of cue cards embed the oral rubric into your learning pathway practice reading aloud daily write what you think your next steps are in the comment section future speeches will be strengthened by adding more detail to validate what your opinion is

Harry, Aaron & Karis' 3D Shapes Learning Story

Learner: Aaron, Harry & Karis    Learning Coach: T.Dillner            Date: 5.8.15

Learning Area: Mathematics - 3D Shapes

Learning Observed

Aaron, Harry and Karis all opted into a Curiosity Workshop (Teaching Session) about the features of 3D shapes. The workshop looked at the three main aspects of 3D shapes - edges, faces and vertices. Aaron, Harry and Karis had to select a shape at random from the box, and within their group, had to discuss how many edges, faces and vertices each of their shapes had. We compared the different shapes as a large group after everyone had had the chance to discuss with their buddies. The three of them were able to share their learning confidently with everyone. Afterwards, the learners had to complete this online task to collaboratively launch the rocket. This was only possible if they applied all of their 3D shape knowledge.

Evidence of learning

Aaron, Karis and Harry describe the faces, edges and vertices of their shapes.

Key Competencies/Vision Principles

Harry, Karis and Aaron shared their ideas to their group, displaying their capability of using the correct terminology of faces, edges and vertices to describe shapes (Using Language, Symbols and Texts). As well as this, they were able to apply this knowledge to the Follow Up task to successfully apply this knowledge by collaboratively solving problems and puzzles, and organising, ordering and categorising various three dimensional shapes (Thinking).

Next Learning Steps

Teach another learner this information. Look at more complex shapes like hexagonal prisms, spheres, cones or pentagonal spheres.