CLIP TITLE: Clip 4 - Year 7 / 8 Science Focus
CLIP DURATION: 24 minutes 36 seconds

TIMECODE	TRANSCRIPT	
00:08	I’ve got a very diverse range of students. I think there are something like 7 different nationalities represented, and within those nationalities they’ve all been here for different lengths of time, and even within the different lengths of time some of the students have learnt English far more quickly than others. And others need and require a lot more support.
	
00:31	My name is Fajita and I come from Afghanistan, I have been in New Zealand for 3 and a half years. And I speak 2 languages, Farsi and English and I have been in Pakistan class 3 years and I been learnt Urdu. And the thing that I found difficult in English is the big word that I can’t I don't know in English and my other language.
	
00:57	My name is Emma and I was born in New Zealand. I speak English but my parents speak Fijian, but I can also understand what they’re saying. In the kiwi forever unit I think that the activities like speaking in front of the class and working in groups really helps, and also helpful the teacher and classmates.
	
01:29	In this unit as well as focusing on the scientific vocabulary and the support that they would require, I also had to look at specific tasks they were being asked to do in science. And then look at what support they’d be needed to um carry that through in terms of the literacy requirements.
	
01:47	Okay this morning we’re going to be continuing on with our science topic. And our inquiry obviously is all about kiwi forever and today in particular we’re looking at threats to kiwi. And so what are we going to be learning? We’re going to be learning about the threats to kiwi from predators where we’re going to go over some things that you’ve already touched on in previous lessons just to see how well you have recalled information that we have already covered. 
	
2:18	I chose the hot potato activity as the lead in to the new part of the learning in their unit. I just felt it was going to be a nice fun way for students to um firstly have to draw on their own understanding of previous learning. But also because that activity they get the question, they write their response and they pass it to. They eventually get to see what everybody else has written as well. So that’s a good prompter where they perhaps have lacked recall for themselves, they then get to see, have the opportunity to see what other people have written which then stimulates their own memory.
	
02:55	It’s really important people that before you start recording your own ideas on the sheet that you read carefully what people have written on the sheet before you.
	
03:04	The hot potato activity helped us remember what we’ve already learnt and just kind of growed in the, like write it down on the piece of paper. AD like achievement different topic we got made us think more, and more deeply about the question.	
03:23	Let me see Eli what has your group got for the third one?
	
03:26	What are the predators of a kiwi. Um stoats, rats, hedgehogs.
	
03:34	Right our next activity today is to do with words, and the meanings of words. And if I was on from the glossary activities that we’ve been doing already in out unit, each group is going to get a different set of 2 words. And we’re going to look at the meanings and then we’re going to have an opportunity to go round and share with other groups. And as we’ve learnt as well, some words can have like a common meaning or an everyday meaning, but they can also have a more scientific or technical meaning. So if you know both then feel free to put both.
	
04:15	…. Is a place and survival means if you’re driving you get survived
	
04.25	Sometimes I use dictionary in my own language and sometimes I use English dictionary.
	
04:31	I like the use of the word here, destructive, what were you meaning by that?
	
4:37	For the word survival you’ve got a definition or a meaning that is really to do with the common or everyday usage of the word survival. And you’ve picked up on the meaning in terms of how it relates to you as a person or as to people in general. What I’d like you to do now, cos you did a really good job of that, I’d like you to now to think of that of that and extend it out. In terms of what it might mean for an animal. So in particular what does it mean in relation to kiwi? Survival of kiwi. And what you need to take with you is your sheet where you’ve got your definitions. Because when you get to the new group they don’t have your words and so your job is to educate them as to what your group thought your words meant.
	
05:27	I think that extinct means that there’s no more of like a particular animal or thing. And like they no longer exist, yeah. 
	
05:41	I think vulnerable is being attacked by something and being fragile, yeah.

05:48	I will bring around a little bag that has got 10 words in it, and some of the words you have heard from your interaction this morning. And some of them maybe new to you. So the first job is to see if you can match up the definitions please. You’ll find that in your bag there were 2 extra definitions. The reason being that that will make you think a lot harder and be a lot more discerning about the choices you’re making and your matching up.
	
06:28	Very interesting site for our next activity. What is likely to disappear?
	
06:38	And then you need to write a statement. We predict that when is introduced that, and you need to list what you think will disappear. Now really importantly you need then also give your reason, because …
	
06:56	I think that the kiwi would disappear because the rat would feed on it or eat it. Or the Weta would disappear because the rat would eat it. It will kill it.
	
07:19	Thank you there’s been some people doing some really good thinking this morning, and using lots of prior knowledge also, to make their predictions, well done.
	
07:31	I want you to be looking at your sheet and comparing what you see happen up here with what you had predicted on your sheet.
	
07:40	(laughing)	
07:50	The egg is broken and his feathers on the trees.  
	
07:55	Indicating what?
	
07:57	Um struggle.
	
07:58	And June you can now introduce the possum. So the group particularly that have got the possum have a good close look.
	
08:10	The egg is out of its nest, we capture pest, no first the egg is in its nest. And look the nest is broken and the egg is eaten.
	
08:21	One of your key tasks for this unit is to produce a report, a written report in the style of an information scientific report about our kiwi. And today we are going to put together a section of that report, and we’re going to put it under a sub heading. Things that put kiwi at risk. So what would be a suitable heading for that?
	
08:50	Um dangers to kiwis.
	
08:54	So dangers to kiwi. There are many dangers to kiwi. Kiwi are under threat from predators. And now going to come round the groups and each group is going to get a different predator to work on.
	
09:07	Like plants and leaves flax. They kill kiwis, the kiwi. Oh they frighten to kiwi to steal its egg. Yeah. 
	
09:23	Thank you for contributing to your group’s piece of writing, we’ll collect those in shortly and we will use for when you construct your reports fully.
	
09:37	Right what we’ve got up here is an activity called a cline, based on the idea that we’ve got a line in front of us. And the purpose of this is for you people to think along that line, where would you place these key words here that are describing how endangered kiwi are. 
	
10:02	Does it go downwards or does it go upwards?	
10:04	Now that’s a really good question. And in your group you’re going to have to make that decision and then you’ll have to be able to give your reasoning as to which end you put it at and why.
	
10:18	So what line do you think is gonna come next? I think this one, yeah. So do I. Cos that’s already like gone, like that means it’s really like doesn’t exist anymore. 
	
10:33	Um … means that it’s still in a good state so as it gets more endangered it will go down until I guess extinct, which means that it’s hit rock bottom. 
	
10:43	Right what’s hit rock bottom?
	
10:45	Um - They all died out from the species.
	
10:49	So the species yep. Okay thank you.
	
10:55	The cline that we started off was only goes to extinct to vulnerable and we had to place it in a certain order. Like from vulnerable, endangered, critically endangered to extinct. 
	
11.16	So having a look here, the little spotted kiwi. You have a look at your um book, where should this be placed on the line? Vulnerable right so you’d like to go and place that one. Nearly endangered so you’re getting those ideas of degree of how endangered.
	
11:36	When I asked my Dad for the word he didn’t tell the meaning straight away. He tells me to look in the dictionary first so that I can be good at looking at the dictionary. I look in the dictionary, if I can’t find it in the dictionary so I go into computer.
	
11:54	Particularly the successful activity that look at um perhaps more degrees of difference that there can be between words and make them think a lot more clearly. They also enjoyed going and looking up thesauruses to find out alternative words that mean the same or similar to. And they also enjoyed looking for words that perhaps came off the cline, so how we could actually carry on and how there are other words that are close in meaning as you progress on, on the cline.
	
12:24	Right this morning we’re going to start off with a really fun word game, designed to get you thinking about those definitions and those special topic words that we’ve got in our glossary. And what will happen is I’m going to read out definitions and you people in your groups of 3, have to find the words that matches and put them in the order in which I call the definitions. Fourth word, a species that is at risk of dying out. A species that is at risk of dying out.
	
13:02	Right we’ve spent some time over the last few days with our report looking at the threats and the dangers to kiwi. We’re now going to be moving on and looking at what is happening out there amongst scientists. 
	
13:21	I know what I’m going to learn today cos our teacher puts up what’s in success, what our success is.
	
13:29	What we’re going to be looking for is how humans are intervening in a positive way to help the species of kiwis survive. There are going to be some people who receive a viewing guide that has got pictures that match what you will see on the screen and a brief description of what happens in that slide. Others of you are going to receive a viewing guide which lists the page or slide number that’s going to be on the screen, and it has a box empty for you to take notes in.
	
14:05	Different scaffolds would perhaps need to be provided for different groups of students. For example in viewing the um Operation Nest Egg.
	
14:18	Please also pay attention to any conjunctions of time, remember back to our learning intentions at the start.
	
14:31	Right those of you who have got the note-taking guide will need to make a sketch and/or put some notes in the first box. Those of you with the other viewing guide need to reread the sheet.
	
14:53	So we’ve got this star in the process what do you think the scientists are now going to do to continue the process from here. So would you discuss that with your partner and then write a prediction.
	
15:06	Yeah probably to a predator free island so that there can be no predators. And after they have to … and help themselves.
	
15:23	You’ll need to open your envelopes. What you will find inside is a process that scientists use in operation Nest Egg to rescue kiwi from Okarito. Take turns to read the segments of the process. When you have finished then you need to decide what order you’re going to put them in on your flowchart of the process.
	
15:50	 	For one of the activities um there was a far more complex piece of text for the more fluent users of English, and the less fluent students had a much more simplified task, that to all intent and purposes looked the same.
	
16:06	As you’re completing this process one of the things you need to be looking for from the texts are hints about when things are taking place. And that’s what we refer to as conjunctions of time.
	
16:22	…. Where you need to …. I think this one goes there first cos it kind of explains Operation Nest Egg, and the system to it. And then that’s what, then it starts the process.
	
16:38	The words that help put it in order were like firstly and it kind of connected a bit, and like with then and after.
	
16:48	They will go first, and then it must be after, no not later on. Later. And then after that later, it must be, no it can’t be later, must be after or something, after 90 days, nah it can’t be. We just put into a chilli-bin and taken by car to Hokitika and then on after 90 days, after 90 days, the kiwi is able to crack a small hole in the shell. No this ones not it, this ones not it. This ones after days, after 90 days the kiwi is heard. Oh yeah. And then after it hatches, and this one is the title. And we’re done. Finished.
	
17:44	And I want you to then go through all of the segments of this process and highlight any words which are giving you information about time or the order of the process.	
17:59	The first one I put um then and until, yeah for the first one that was oh um. After that I put the one that said firstly because it’s got first in it so like it could be near the beginning. After so after 90 minutes, 90 days and then after again, and …. doesn’t have any…
	
18:29	It’s really, it’s been really important in the unit to plan equal opportunities for students to listen and read, and equally then to write and speak. Um in order that they can be receptive learners. So take things in receptively but then to show their understanding of that by transferring it into doing something active or productive.
	
18:56	We have had lots of scientific terms that have helped us understand the information that we have been covering in our unit, Kiwi Forever. So we’re coming back to those special words that we’ve had in our glossary and we’re going to have a fun game called Loopy.
	
19:13	Loopy works where um everybody in the class gets a card and the first person starts off, and we just have to keep carrying on as in answering the questions. And asking like whoever has the next card, like um, who has unique.
	
19:33	Who has two degrees? I have two becomes smaller in number and amounts all degree. Who has endangered. I have a species that is at risk of dying out, who has to eradicate. 
	
19:50	Hearing the words over and over again has helped me understand and know the meanings of the word.
	
19:59	Now to be successful today you’re going to be able to identify and write the steps in the process that you are reading about, about um a New Zealand native recovery program. And you’re looking at the conjunctions of tie again. So those words that identified last lesson in Operation Nest Egg that told you about the order, we’re revisiting those sorts of words again today, and you’re going to use those types of words when you write the process for yourself. 
	
20:35	So the first task is to read 2 young kiwi found near Arthur’s Pass village, and read it paying great attention to the process that scientists are using to ensure the survival of kiwi.
	
20:53	Now I’ve put up on the whiteboard the conjunctions of time, I want you to remember that each of your boxes should start with a conjunction of time.
	
21:03	The scientists in, they study about weta and how’s the best to help them to survive.
	
21:13	I noticed that with some students who um in their reading task are using selection texts. They um hadn’t grasped the conjunctions of time so as I was walking around the groups and noticed that they hadn’t grasped the language required. I prompted children on an individual basis.
	
21:35	Firstly the scientists, the scientists can track off a weta by sticking a tiny radio to it’s back. Next it looks as if the giant weta is wearing a backpack. Eventually after about 3 weeks the scientists will take the radio back.
	
21:56	I’m now going to split you up into a new group that will have a mixture of people from the different reading groups, that were reading about different species. And as an expert you are then going to share what you found out about what the scientists are doing to help those endangered species.
	
22:16	So I’m going to be study about Weta and they are endangered. So they help them, they, the scientists help them to keep and they put a little, little tiny radio on their back. And um they are helping them by putting back detectors around the forest and the roads, to see um which one they use the most.
	
22:42	I want you to look through the 3 different species and look for things that are common, what have you noticed Rihana?
	
22:50
	I noticed that they all use transmitters.	
22:55	Or special machines. Got a machine there, we’ve got radio here, transmitters, all right. Do we have, yes we’ve got it in there. 
	
23:11	Another good way to actually assess whether or not they have taken on board the intention of the lesson is when we reflect back over the WALTs and the success criteria at the end of the lesson and getting them to work in their learning journals or to discuss in a group their learning.
	
23:32	My opinion on what I learnt today is that um just should be more people trying to help endangered animals in New Zealand than just a little group of scientists.
	
23:44	You can see very quickly the ones that actually didn’t grasp the overall big picture of the lesson.
	
23:50	I think it’s important to think about our own learning, it’s kind of evaluating ourselves and it kind of takes us back through what we learnt and you like, remember each step you did.
	
24:06	I think it’s really important for students to have an opportunity to reflect on their learning. It helps them take onboard and it gives them another chance to reflect on what it was that they were supposed to be doing. But equally it gives them an opportunity to actually make a judgement about how they feel they are doing for themselves. And therefore it gives them an opportunity to think about what they might want to do better next time, and set themselves some new goals, for the next lessons, as to what they need to be doing as a learner. 
	
24:36	ENDS