Narrative Assessment - STEAM

Narrative Assessment

Learner:Asmira, Cassandra, Jasonta and Sally.    Learning Coach: Margaret Patrick            Date: 24.09.2015

Learning Area: Science Narrative Learning Story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, presenting their digital recording of their work and fielding answers to questions. They created a green lava lamp. They discovered that the separation of the oil and water relies on the scientific fact that water is more dense than oil. Ashmira accessed all the materials for the group’s experiment from home. All of the learners could field answers to questions.They managed their time well and were ready on time.They decided to present their learning in a variety of ways including a slideshow and google draw. Refer video link for background info.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

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

Learner: Ashmira                                                                       Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Ashmira has been building her language and developing her understandings of the many ways the natural world can be represented.  Ash is very able to recognise that living things are suited to their particular habitat and can discuss the adaptations of many specific animals. She used her curiosity and creativity to research adaptations for the Penguin (Habitat).  She recognises that all living things have certain requirements so they can stay alive and could identify these in detail for the penguin.   Ash was fortunate enough to go on a field trip to the zoo where many animals captured her curiosity.  She used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite.  Ash also demonstrated leadership and supported many of the other learners during the process. Ashmira  then needed to create a habitat that would be suitable for the penguin.  She opted for the ‘Digitize It’ option knowing that she wanted to design the creature habitat in Minecraft and demonstrate her capability at using it.  She went through a rigorous design process that involved connecting with information through researching to create a fact file on the penguin, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Ashmira collaborated well- listening to other learners and asking questions.  She also used Tinkercad and other tools to design her habitat on the days she was without her iPad showing great resilience and a growth mindset. Ask her to show it to you!  When it was time to share their learning, she presented her habitat with heaps of pride and confidence to all of the Learning Coaches and learners in LH1.  See her assessment here.

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents create a product of their learning eg. iMovie to show the habitat in Minecraft create a more detailed diagram with labels that is represented in the final product learn about the different species of penguins- do they have different adaptations?