Tuesday 25 June 2019

Interpreting Rivers

I'm working with a school in the south of Taranaki where it is VERY cold! I do like being away from data and wi-fi and TV although I'm ready to head home for my creature comforts!!!
The school is doing a great job with involving scientists (the students are monitoring pH, clarity and river flow), DT experts (students are flying drones weekly to take photos of their local river) and the regional council. The mission is monitoring their local river that flows straight past their school. I'm really impressed with their efforts (and it is a lot of work for the school) and then the principal showed me these fantastic graphics their scientist had emailed them and I fell in love!
They're showing catchments of different rivers in the Taranaki region and just look spectacular. We were talking yesterday about how to use these images (I'm wondering if students could even work out what these images are showing!) and thought about older children modelling their river and valley with clay. The images also show the mountains, hills and obviously valleys -can children spot these?

Looking through these images, I have lots of questions! This one above which shows an interesting view of Taranaki -it does look like a flower! Does this also show lava flows? I also wonder how accurate the images are, especially the tiny branches -are they just a representation or accurate? Could children identify particular rivers? I'm working in a school along the green river lower right corner!
I know these images are a little blurry but I was really showing them more as an idea than 'use these!'. The focus here is the capability Interpreting Representations. If you click on the link, it'll take you to the TKI website where there's a lot of information and activities to support teachers learning about this capability. It's one I like as it links nicely into the Writing and Reading components of literacy so I can tick off a couple of boxes at once! It's an important skill to have, to read information shown in different ways as well as critique these representations.
From the TKI site, these are good focus questions to share with the children:

  • What does this representation tell us?
  • What is left out?
  • How does this representation get the message across?
  • Why is it presented in this particular way?

And here's my own thinking about what we could expect to see from students -I've also used Rose Hipkins' Coherent Pathways and the TKI site for ideas too. Remember, it's just my thinking, not a standardised assessment tool! I'm really not sure why it's blurry but it's sort of legible! The first column is Y1-3, second column Y4-6 and the last one is Y7-8.
Do have a play with students interpreting representations but also get them to make their own! What do they want to share? How well have they shared that information? Can others understand it?

Have a great rest of the week, keep on sciencing... and now in literacy time!
Paul




Thursday 13 June 2019

Assessing Diagrams

Playing with desk-bubbles... my own term, I think!
Almost the end of another term! I have had a lovely time this past week exploring junior concepts at Level 3 and 4, for example, floating and sinking, bubbles, etc. I really like the idea of this so we can ensure that at least some concepts can be extended and developed further. Of course there is space for topics to be introduced at a senior level only but children will have all the processes and skills in place to grab hold of brand new concepts! I had to share a lovely diagram one of the students created to show how a bubble snake is 'made'... it fits with today, as the topic is diagrams!
A junior student's diagram of how to form a bubble snake -nice labelling!
This week's post is a little different. I've written it all as a google slides presentation (click the link) as I could add photos and ideas a little easier. I'm also curious as to whether this is helpful as I'm hoping that schools could use these in a staff or team meeting, or at least some of the slides! I think we need to be discussing ideas like this to be able to collaborate and extend their thinking.

Anyway, do tell me if this is useful. This is the second slides document I've done -the first was on cicadas or kihikihi, and I'd love to hear if you have used it, or topics for another one, or even improvements! As always, if you do use it, please acknowledge the author... me!

Keep sciencing
Paul