Narrative Assessment: Samara and Ancient Egypt

Learner: Samara
Date: 20.09.18 
Social Studies Level 2
Understand how places influence people and people influences places

During iExperience, Mr Morrow taught the learners about Ancient Egypt. In particular, he focused on pyramids, how and why they were built. They also learned about what was inside pyramids and why they were so important to the Egyptian people at the time.

In this activity Samara is learning to discover new cultures and why people did what they did during this era. She shows she is capable by listening carefully to instructions and thinking about her ideas. Samara has been developing her curiosity by listening carefully during discussions and ask questions that she is curious about. She is able to make connections by using what she learned previously with Mr Morrow during iExperience. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 

Continue developing your curiosity around other cultures

Continue asking questions when you are unsure

Share your learning with someone else

how a spider makes a WEB

First the spider makes a string.it waits for the string to attach to a branch.Next the spider goes to the outer end.It makes another web and goes down.Then it starts to make the web.The spider uses its hooks to get the threads to attach.After a while the spider’s web is done.Now the spider waits for food to come in to the web.

the life cycle of a caterpiller

The female adult butterfly lays a small egg.usually on the underside of a leave.after a few weeks it hatch’s and out a caterpillar.When it comes out it eats its own shell and eats milkweed leaves too. The caterpillar is an eating machine.once it is bigger the caterpillar sheds its skin 7 times.It finds a twig and makes a chrysalis. After a few weeks the caterpillar turns into a butterfly.it takes a few hours for the butterfly to come out.the butterfly takes its time to pump fluids inside its wings.

Narrative: Samara and the Human Digestive System

Learner: Samara
Date: 20.08.18 
Science Level 2
Living World: Recognise that all living things have certain requirements so they can stay alive

As part of our iExperience, we have been learning about 'How the Human Digestive System works'. We looked at the process of food and what happens when we eat. We learned about the organs and their functions. Through Kahoot and multichoice questions as well as a cut and paste activity we were able to learn about what our human bodies does to food and what we need to keep it healthy.

In this activity Samara is learning to develop her capabilities by cutting out pictures of the organs and pasting them in the right place. She develops her curiosity by listening carefully to the instructions and thinks carefully about her ideas. Samara is beginning to make connections by relating what happens when she eats certain foods and what it does to our bodies. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 

Continue developing your curiosity
Think about what other Science areas you would like to explore

narrative girl

Once there was a girl.her name was viola stardust.she had rainbow hair and wore a dress that was purple and sparkly .viola had pink bows in her hair too.she liked to draw pictures and play with her besties.one day they were at the animal kingdom zoo.viola and her friend fleur were looking at the tasmanian devil.when fleur fell in. “HELP”said fleur.she hopped up tasmanian devils couldn't reach .fleur was in there for 2 full minets.when viola went to get a zoo keeper to help.after fleur was rescued and they went back home.

Narrative: Samara and Writing

Learner: Samara
Area:Writing Level 2
Date: 28.06.18 
In Writing, we have been learning to plan our writing carefully and build sentences into paragraphs. We know that paragraphs have one main idea and the following sentences add more detail or ideas to the main idea and previous sentences.

Samara is able to build sentences into paragraphs. She has been learning to add more detail and ideas into her writing. Samara is beginning to order her ideas carefully into paragraphs.
She is developing her curiosity by asking questions and is slowly making connections by using ideas discussed in a larger group. Samara is beginning to think carefully about her ideas and the audience she is writing for.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue using detailed ideas in your writing
Reflect on your learning and think of how you can improve
Keep practising your writing at home

Narrative: Samara at Swimming

Learner: Samara
Date: 04.06.18 
Area: Health and Education Level 2
Regular Physical Activity - Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

In swimming, group three have been learning to use different techniques such as freestyle, backstroke and gliding in the pool. Other skills include: floating, breathing, kicking and arms.

Samara has been developing her capabilities in swimming. She has been learning to float on her back and kick at the same time. Samara is developing her curiosity by listening carefully to her instructor and observing the other learners in her group. She collaborates with others in the pool by taking turns. Samara enjoys swimming.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue developing your capabilities in swimming

Use the same attitude in swimming inside the habitat