Saturday, 3 November 2018

Term 4 - Week 3's learning stories


Please note that I have added links in PINK, throughout this blog, so that you can see how and where our learning links into the New Zealand Curriculum.


Room 16 have been exploring the New Zealand bush as part of our environment inquiry.  
Ecology: Recognise that living things are suited to their particular habitat.

NZ Curriculum (Science) Level 1

We looked at the native trees in our school (our school house trees).  We are learning what the word 'native' means.  We were excited to learn about the magic of trees! and how they help make dirty air, clean. 

Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.
NZ Curriculum (Science) Level 1

We made posters with written messages on them - telling people to save the trees by not chopping them down.

Purposes and audiences: Recognise how to shape texts for a purpose 
and an audience.
NZ Curriculum (English) Level 1

Ramon, Aidan and Oliver

Eva and Mia-Leigh

"stop chopping trees please"

Sasho ("help our trees") and William's ("trees clean air") posters.

 Students creating their own bush environment with natural 
materials and play dough.

Students using their imagination and knowledge, to create their own owls.

Visual arts:  explore a variety of materials and tools
and discover elements and selected principles.
NZ Curriculum (The Arts) Level 1

We played with tree cones and gum nuts from trees, 
and created some tree people using warm glue guns!

Understand that technology is purposeful intervention through design.
NZ Curriculum (Technology) Level 1

Students soon discovered that the tree people could not sit up by themselves.  We brainstormed what we could do with this problem, and came up with a design to hot glue them to our popcorn cups.

Music - sound arts: Respond to live and recorded music.
NZ Curriculum (The Arts) Level 1

We really enjoyed learning about New Zealand native birds. We loved listening to the native bird sounds and looking at all their lovely feathers.  We learned the "Pukeko Stomp" song.  Click on this link to hear the song:  Pukeko stomp song

Image result for pukeko stomp

The students then designed their own birds.  They needed to work out what size head and body they wanted for their bird by tracing around various shapes.

Identity, sensitivity, and respect: demonstrate respect 
through sharing and co-operation in groups. 

NZ Curriculum (Health & Physical Education) Level 1

Rafaella, Edwin, Eva and Rosie

Oliver and Caleb you tried really hard to keep the feathers
inside your pencil markings, to keep your bird shape.

Shape: Sort objects by their appearance. 
NZ Curriculum (Mathematics & Statistics) Level 1

Lorenzo you took your time to draw around the body shape, and you did it!
Eva, you took great care to choose the exact feathers you wanted for your bird.

Lorenzo, the bird head was tricky, because it was smaller than the large body, but you did not give up! Awesome!

 Lorenzo's bird is taking shape!

Erica, you decided to glue the body first, then add feathers. Ka pai!

We then wrote about what we liked about our own bird, 
and published them on leaves.

Playing with loose parts

In play-based learning, loose parts can be pretty much anything.  Large things, small things, man-made items, or natural items.  Children gravitate to items of interest, and involve them in their play.  By learning through play, they are making decisions, making predictions about  height/speed, and most importantly, lots of oral language about what they are doing.  This is also a time for growing social skills: turn taking, problem solving, being flexible with others ideas, and being kind to others.

Paea and Ramon you really enjoyed using the tree pod from my garden.  You were looking at how fast objects could travel down the pod - small balls, toy cars, toy skate boards.  You realised that you needed a "stop thing" at the end to stop stuff running away from you!

Interpersonal skills: express their own ideas, needs, wants, and feelings clearly and listen to those of other people.
New Zealand Curriculum (Health & Physical Education) Level 1

Mia-Leigh, Melissa, Darya and Erica, you found the tree pod later in the day and used it to house the pet shop animals and ponies, by making a new bed for them all (complete with blankets!).  A very nuturing group!

Shared reading - big book
Processes and Strategies: acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.
NZ Curriculum (English) Level 1

Image result for monkey's shoes

Room 16 students have been enjoying this week's shared "big" book.  Students decided to re-enact this book on our classroom drama stage.  

Shows are performed almost daily - some made up on the spot, others from books being read, or ideas from our inquiry.  Rosie, Caleb, Mia-Leigh and Sasho chose to be 'hungry' animals from a jungle environment (from the Monkey's Shoes book) and performed a play for us.

Drama: explore the elements of role, focus, action, tension, time, 
and space through dramatic play.
New Zealand Curriculum (The Arts) Level 1

Rosie, Caleb, Mia-Leigh and Sasho, you really got into your roles as 
sleeping animals!  

The animals wake up, and they are hungry!

I liked the way you stayed in your animal roles and moved around the room like your animals would!

They go to the 'family room' to find food,

and return to the stage for a big sleep!

Which native bird is the most popular
 in Room 16?

STATISTICAL INVESTIGATION: conduct investigations using the statistical enquiry cycle: posing and answering questions; gathering, sorting and counting, and displaying category data; and discussing the results.
NZ Curriculum (Mathematics & Statistics) Level 1

What started as a very vocal class debate, ended up as a statistical investigation!   Most students thought that 'their' bird was the best one - the most popular one.  They wrote their name on a post-it note and placed it in the column of their favourite bird.

The Kea was the most popular with 11 votes!

Thank you for taking the time to visit our classroom blog,
feel free to comment below!

Ka kite!
Mrs Taylor

Friday, 2 November 2018

Term 3 Learning Stories

Welcome to Term 3's Learning Stories! 

A part of our play-based learning program is to observe children learning through play and - where needed - to join in the play as well!   I help the children through discussion and play to enhance their language skills, and make connections to their learning, using appropriate curriculum language.

Ship ahoy!   

Oliver, Abel, Liam, Caleb and Ramon, you were all playing so responsibly together in the sandpit.

You were each building on each other’s ideas, and before you knew it, you ended up with a huge cruise ship, complete with a private pool, and an engine that required a lot of technical input – pipes for fuel, a special hole for the steam to escape, and something for the fuel (water) to be in.  There was a lot of technical design going on, and you modified your equipment to get the desired end result.

   Oliver is driving the ship.                                    Liam tells me that the 'steam' will
                                                                              escape from under this pot.

     Liam is helping Caleb put in more fuel.

Caleb and Ramon are working on the private pool that was below the main deck.

I loved the way that you all incorporated or visitor, Caleb, into your play.

We had a great discussion about where in the world your cruise ship could go – and I think Fiji was the most popular choice!

Curriculum areas: literacy – oral language, measurement, technology.
Key competencies: thinking, relating to others, managing self, participation.

Happy Birthday!
Creative imagination

Rafaella, Mia-Leigh, Rosie and Melissa had a wonderful play birthday party!  You worked so well together – making little cakes, singing the birthday song, taking turns (at being the birthday girl) and having great imagination for your present!  You were all telling each other of your own birthday parties you have had, and what you did at your party, what you ate and the presents you had received.

You all made it sound and feel like a real birthday party!

Tell me about your present Rafaella?  “It’s a lovely fluffy bunny! And it’s grey!”. You all had a great time imagining and describing your present in the empty box!  Well done!

Curriculum areas: literacy – oral language, number, arts (music).
Key competencies: thinking, relating to others, managing self, participation.

DESIGN with Edwin
Edwin, you have a real urge for design and on this day you wanted to make a car using the hot glue gun and materials made available to you.

You were so focussed on your project Edwin, and you were also very patient with adding all the parts on.  You remembered to use the extra finger (chop stick) so that you would not burn yourself with the glue.  What a great listener you are!

Your designing urge has encouraged some of your friends to all start building things using the glue gun.   Thank you Edwin!

Curriculum areas: literacy – oral language, measurement, technology.
Key competencies: thinking, relating to others, using symbols, managing self.

Pumpkin Soup! 
The best you’ve ever tasted!
Creative imagination

Image result for pumpkin sough by helen cooper

One of the most loved stories read - almost weekly - to Room 16 is Pumpkin Soup, by Helen Cooper.  The children got some inspiration from this story for their sandpit kitchen!


Paea, Eva, Rafaella and Rosie were ‘cooking’ in the sandpit kitchen.  It was lovely to see the way you were all playing together, working out the soup recipe, measuring the ingredients, and taking turns at getting the water (for mixing).  Wouldn’t it be great if the water tap was closer to the sandpit?!  A lot of measuring took place, and you were all enjoying the sensation of the wet sand, and how ‘gloopy’ it was.

    A pipkin of salt!                                    Rosie measuring and mixing.

Rosie, you were making special cup cakes of your own – but also tasted the soup and later shared your concoction with the others!

Paea, Eva and Rafaella making pumpkin soup.

Edwin's buried treasure. 

Edwin, you were super busy burying treasure for someone to find.  You marked the spot with a little shell, and you also measured it was four of your feet (end on end) from the wall to the shell spot.

Curriculum areas: Literacy – oral language, measurement, technology.
Key competencies: thinking, relating to others, managing self, participation.

Hey! Let’s make a tent house!
Design and engineering

Radeesh and Zain you made an awesome tent house!  You both work together really well, and I liked the way you took your time to secure the tent roof with the pegs.  

You have been learning about structures and you have had many times of problem solving when your tent has collapsed.  

You made the tent stronger each re-build!
I loved the way you designed a secret entry through the space that converts to a window.  Well done future designers!

Curriculum areas: literacy – oral language, number, technology.
Key competencies: thinking, relating to others, managing self, participation.

Shopping time!
Real-life experiences

Ramon, Radeesh and Edwin, you had a great shopping experience in Room 16’s Shop.  Edwin, you carefully selected your items, and took them to the check-out.  

Check-out operators Ramon and Radeesh.

Radeesh scanning the bar codes.
Radeesh, you were scanning each item, until Edwin noticed that the tuna tin did not have a bar code.  

Edwin drawing on a bar-code (missing on the tuna tin!).
Edwin, you fixed the problem!  

Radeesh did a great job adding up all the groceries on Mr Madjar’s abacus.

Ramon is writing a receipt.

Ramon carefully writes out the receipt – Edwin was a happy customer!

Curriculum areas: literacy – oral language, number, technology.
Key competencies: thinking, relating to others, using text and symbols, managing self, participation.