Rahi, Arnav and Shivran's Antarctica Learning Story

Learners: Arnav, Rahi & Shivran    Learning Coach: T.Dillner           Date: 2.11.15

Learning Area: iExperience - Antarctica

Learning Observed and Vision Principles

The learners in LH1 were given the opportunity to opt into a Virtual Field Trip to Antarctica. Arnav, Rahi and Shivran all chose to participate in this via the education providers LEARNZ. The sessions were run either once or twice daily for five consecutive school days and learners connected using audio conferences, chats, Twitter and video diaries. Arnav, Rahi and Shivran all participated in the audio conferences and showed curiosity by asking questions and adding their opinions during discussions. Most of the time they were attentive and wanted to talk about things that they noticed while watching video diaries or listening to the conferences. As a follow up to our daily conferences, the boys had to create a Kahoot quiz to demonstrate their learning and teach it to others. Shivran and Rahi worked collaboratively on sourcing the answers that Arnav was thinking up.

Evidence of learning

Next Learning Steps

Share their Kahoot quizzes with some buddies from their Hapu Groups. Listen to the final Audio Conference at their own convenience as we had a School Wide Assembly when it was held. See (or email) Mrs Dillner for the log in details.

Shivran's 3D Printing Learning Story

Learner: Shivran    Learning Coach: T.Dillner           Date: 21.9.15

Learning Area: Technology - 3D Printing

Learning Observed

Shivran chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Shivran decided to make a chair. Shivran had to use the website TinkerCad to design his new and improved chair. He had to use the pre-existing shapes to form the 3D model which was then printed out by our LH1 3D printer. After analysing his printed model, Shivran was able to write a description about who would use it, why he designed it and what its features were. Shivran also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.

Evidence of learning

Shivran’s explanation of his chair.

Key Competencies/Vision Principles

Shivran demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. He was connected as he was able to show his learning in three different mediums (paper, digital and printed model). Shivran was also capable by presenting his learning to other people in the 3D printing group, as well as learners who participated in other Technology groups.

Next Learning Steps

Complete the second design on TinkerCad and print if time allows. Use the 3D printer as a component of an iExplore. Make a tutorial video to teach other learners how to use TinkerCad.

Shivran & Aniq's Moon Madness Learning Story

Learner: Shivran & Aniq     Learning Coach: T.Dillner            Date: 1.9.15

Learning Area: Science - Planet Earth & Beyond

Learning Observed

In Week 7, some learners chose to attend an iExperience session called Moon Madness. During this time we used Oreo cookies to represent the phases of the moon. Aniq and Shivran chose to work together for this learning and together they researched, drew and created a model of the path the moon takes in a month. They were able to locate information online and transfer this to a sketch which was completed on a paper plate. They needed to have a labelled diagram including all eight phases of the moon, as well as the sun and planet Earth. Following this, Aniq and Shivran had to use four Oreos to use their science capability of interpreting representations to create their own model. The biscuit part showed the night sky and the icing showed the size of the moon. There was some problem solving involved e.g. how can we best split the icing between two biscuits and make an accurate representation?

Evidence of learning

Key Competencies/Vision Principles

To begin with Aniq and Shivran were curious to see how they could use a type of food to represent something from outer space! Their curiosity allowed them to remain focused and on task for the research part of their afternoon (Thinking & Managing Self). Shivran and Aniq were capable of locating accurate information and applying it to the learning expected of them (Interpreting Language, Symbols and Text). They worked as a team to complete their model, showing collaboration (Participating & Contributing).

Next Learning Steps

Demonstrate this learning at home with a sibling, friend or family member. Discuss the difference between a waxing moon and a waning moon. Create a video to add to our Learning Habitat 1 YouTube account - this means learners who didn’t attend the session will be able to participate in the learning at another time.