the kiwi a journey of survival

e-learning in a Year 2 classroom

Helen Rennie-Younger and Geeta Naran

learning@schoolRotorua New Zealand February 2009

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

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)

E-learning and pedagogy

Inquiry LearningInquiry 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

Finding Out

Action

Tuning In

Sorting Out

Going FurtherReflection

• 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)

Tuning In

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 take students beyond what they alreadyknow.

• To challenge students’ ideas, beliefs and values.• To enable students to use skills (eg thinking,

communication, cooperation, research) andknowledge to collect information.

Wilson, J., & Wing Jan, L. (2003).' Foucs on Inquiry'. Curriculum Corporation. (p. 12)

• To sort out, organise, represent and presentinformation from the Finding Out stage of theunit.

• To provide opportunities for students to use theirpreferred ways of learning to demonstrate theirlearning (knowledge, skills values).

Sorting Out

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.


We learnt about predators of the kiwi

possum

weka

stoat

ferret

wild pig

dog

wild cattraps

people

We all made a mask

Cats

Kiwis Stoats

Dogs

Pig

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 learntwhat they learnt and why.

• To identify changes in skills, knowledgeand values.

• To draw conclusions and makeconnections between ideas.


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 .

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)

Maungatautari Ecological Island Trust

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.


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

http://tvnz.co.nz/view/page/2341238

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.

We invited Michelle back to accept the money we had raised. A representative from each class shared

an interesting fact they had learnt.

Each class presented an interesting fact about the kiwi

We raised $252.70 for the BNZ Save the Kiwi Trust

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

Question key

Forced relationship key

Alphabet key

Explanation key

Picture 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.

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)

E-learning and pedagogy