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The Kiwi A Journey Of Survival
 

The Kiwi A Journey Of Survival

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    The Kiwi A Journey Of Survival The Kiwi A Journey Of Survival Presentation Transcript

    • learning@school Rotorua New Zealand February 2009 e-learning in a Year 2 classroom Helen Rennie-Younger and Geeta Naran
    • Class management of students through set tasks
    • Teacher - collection of tasks
    • Tracking of ICT integration
    • The Kiwi - A Journey of Survival created in wordle.net
    • Long Term planning
    • E-learning and pedagogy Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning MInistry of Education, (2007) The New Zealand Curriculum. Learning Media Ltd (p36)
    • Inquiry Learning Inquiry learning involves students forming their own questions about a topic and having time to explore the answers. There are 6 stages: • Tuning In • Finding Out • Sorting Out • Going Further • Reflection • Action Wilson, J., & Wing Jan, L. (2003).' Focus on Inquiry'. Curriculum Corporation. (p. 12)
    • Inquiry Learning Tuning In Finding Out Action Sorting Out Reflection Going Further
    • Tuning In • To engage students in the topic. • To gauge student interest and attitudes. • To find out what students believe. • To provide opportunities for students to share what they already know and believe. • To introduce/clarify language. • To identify gaps in their knowledge and misconceptions. • To assist with teacher planning of the unit. Wilson, J., & Wing Jan, L. (2003).' Focus on Inquiry'. Curriculum Corporation. (p. 12)
    • Here we recorded facts we already knew about the Kiwi In this section we wrote some questions ...... Here we wrote down what others things were like this
    • From our initial activity came a number of questions......
    • We drew pictures of the kiwi on Kid Pix and put our questions on it.
    • We organised our facts using a Y chart and drew pictures to accompany our facts We reflected on our knowledge and decided we needed to find out more about what a Kiwi ate and where it lived.
    • Finding Out • To sort out, organise, represent and present information from the Finding Out stage of the unit. • To provide opportunities for students to use their preferred ways of learning to demonstrate their learning (knowledge, skills values). Sorting Out • To take students beyond what they already know. • To challenge students’ ideas, beliefs and values. • To enable students to use skills (eg thinking, communication, cooperation, research) and knowledge to collect information. Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
    • We looked online and found out how the parts of the kiwi help the kiwi in its environment.
    • We used the classroom computers to record the facts we knew.
    • Every student photographed a ‘kiwi’ On Kid Pix each student placed labels on their image. The image was placed at the bottom of the information report written by the student.
    • We displayed our information reports about the kiwi in our classroom.
    • Going Further • To extend/broaden the unit if appropriate. • To allow students to investigate areas of personal interest. • To use their preferred learning style. • To present another perspective on, or dimension to, the topic. Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
    • weka ferret dog possum We learnt about predators of the kiwi wild pig stoat people traps wild cat
    • We all made a mask Pig Dogs Kiwis Stoats Cats
    • We discovered what was killing the kiwi, kiwi chicks and sorted them into groups We decided to show our learning using a class Venn Diagram.
    • We used an Inspiration document to show our new understanding.
    • We sent Sonny B on a virtual field trip through LEARNZ
    • We watched ‘Storm’ a 3 year old male kiwi have a health check.
    • We took part in a audio conference.
    • We saw a video of Claire at Kiwi Encounter at Rainbow Springs
    • We watched our favourite video clips on our classroom computers.
    • We went on to the BNZ save the kiwi website and listened to Sniff the kiwi. We sent e cards.
    • Mrs Stewart sent us an e card.
    • Our librarian Mrs Sutherland found us a book she thought she should read. Cat on the Island by Gary Crew Our understanding of how predators can be so devastating to native birds is developing.
    • Reflection • To provide opportunities for students to think about their learning – how they learnt what they learnt and why. • To identify changes in skills, knowledge and values. • To draw conclusions and make connections between ideas. Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
    • We made a PMI chart.
    • Michelle from the BNZ save the kiwi trust came and spoke to us about the kiwi and what the trust is doing to help save the kiwi.
    • A lot of people are helping to save the kiwi. We don’t want the kiwi to die out like the Stephen Island wren X
    • Maria Gill the author of Operation Nest Egg came and spoke to us about her book and how people are helping the kiwi
    • We got to compare a kiwi’s egg with that of a hen and an ostrich .
    • Maungatautari Ecological Island Trust We viewed a clip from u tube about a farmer who has put up a predator free fence to help save the Kiwi. (Warrenheip Kiwi Sanctuary)
    • Michelle gave Robin this poster - it got us thinking how could we help save the kiwi We did a brainstorm
    • Action • To identify what students have learnt and the implications for personal actions. • To enable students to make choices and apply their ideas. • To relate their learning to real-life situations. Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)
    • Ciaran was so excited about his kiwi card. Dylan captured his enthusiasm on video
    • We began making posters to highlight the need to save the ‘Kiwi’ We worked in pairs using the mimio board
    • We read about Mohua a kiwi who had been looked after by the Willowbank Wildlife Reserve We wanted to help too and it was decided we should have a coin trail
    • Ellisha and Lata made a sign to advertise our coin collection. We decided to photocopy Ellisha and Lata’s sign to put up in classrooms We painted large Kiwi’s to put coins on to
    • We delivered the posters to each of the classrooms
    • The posters were delivered and Shyan used the class camera to capture how Robin felt about it.
    • We described how we felt to be helping the kiwi We used wordle and as a class picked the one we liked
    • We continued to make posters showing ways to help save the kiwi
    • Hupai the 1000th kiwi chick has been released back to the wild We saw Michelle from the BNZ Kiwi Trust on the TV one news clip. http://tvnz.co.nz/view/page/2341238
    • We invited Michelle back to accept the money we had raised. A representative from each class shared an interesting fact they had learnt.
    • We raised $252.70 for the BNZ Save the Kiwi Trust Each class presented an interesting fact about the kiwi
    • We read an article about the wrybill. This got us thinking - how could we show our understanding Jude and Juwon suggested using a Y chart - on Kid Pix
    • Sam and Patrick suggested using a Venn diagram
    • Linda’s Venn diagram demonstrates the effective use of using visuals.
    • We talked a lot about the statement - “I wish the wrybill was famous like the kiwi” said Fergus. “Then everyone would want to help save it. Tomorrow I’m going to tell my whole class at school about the wrybill.” www.youtube.com/watch?v=2_LoHjtd200
    • Children continued to bring in coins so we sent off another kiwi to Michelle that we had covered before the end of the term
    • Michelle sent us a certificate
    • We finished the inquiry with all the children placing their kiwi’s in the bush in our school grounds One of the students commented on how nice it would be to see this many real kiwi’s in the bush
    • Weekly entries were made on the class blog as a way to share our learning with the wider community.
    • Thinkers keys Alphabet key Question key Picture key Forced relationship key Explanation key
    • Alphabet key
    • Alphabet Key
    • Explanation key Explain how people can find their way in the dark without a torch to find a known kiwi burrow. You can use words, diagrams and labels.
    • Picture Key
    • Student voices were recorded on GarageBand and a movie was made.
    • E-learning and pedagogy Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning MInistry of Education, (2007) The New Zealand Curriculum. Learning Media Ltd (p36)