Clever Cookie

Today I've been able to see the start of a new investigation.
Using the robin fledglings, we're going to look at their cognitive development by putting them through a series of tests to see how clever they are!

What really struck me today was the science thinking that went on before we even went into the bush to start the tests.  It really made me think about how careful you need to be when planning any kind of science investigation.  The protocol (or at school we call it the method) was very detailed and carefully thought through.  The importance of fairness and working consistently and systematically was obvious.  It was great to have the opportunity to talk through setting up an experiment and the importance of getting it right.
Latu started by weighing the bird (she was just checking to see they were healthy).

Then she put out a little wooden box with six holes drilled into the box.  She laid one mealworm into four holes - she did all of this while the little robin was close by watching.  The lid to each hole was placed next to the hole.  Then we stepped back and timed.  The robin had three minutes to get at least 3 out of the 4 mealworms.  This is the first level of the tests which get progressively more difficult.  To pass a level, they have to do the level correctly three out of the five trials each day.

The next level, sees worms going into four different holes (always make sure you mix up the order otherwise the robin might just learn to always go to the same holes) and the lid partially covering the hole.  Once agin, the robin has three minutes to get at least three of the worms.  Then they get a total of five chances to do this and they must do it correctly at least three times to then move on.

There was a lot to think about and it was great to be there to see the first robin giving it a go.  It will be interesting to compare results.

 Another useful technique was to film what happened.  We don't often do this at school but it is such a useful tool to look back on if we missed something or were unsure about what happened.  I'll be encouraging students back at school to do this.

Tracking and Trapping

I was fortunate to go along with two of the Zealandia educators to Glenview School in Porirua.

The students had already spent some time in Zealandia getting to learn all about the birds around the valley and what had happened in order for them to flourish within the predator proof fence.

 The school's wonderful surroundings

The school's vege patch!

When we arrived, it was wonderful to see the kids come out to greet Anne and Kerry.  They were very proud of their school and were excited to show us around and point out their amazing vege garden and incredible school grounds.  They were a lovely bunch of kids.

Once the bell rang, Anne and Kerry were teaching the students all about tracking pests within their school grounds and why we should first monitor what pests they have.  The students then got to help construct the tracking tunnels and ink up the sheet of paper.

The next stage was to learn that rats and stoats love food like peanut butter so the students then placed some peanut butter in the tunnels to attracts the pests.

Then, using their new knowledge, in groups, the class worked out where they were going to put their tunnels.

We then gathered back together and Anne showed everyone a simple trap to use in their school grounds.  Once they had gathered some data about what types of pests they have, there were then going to put the traps around the school grounds.  We talked about where might be the best place, how often to check them and what to do if the trap caught a rat or stoat!

I'm looking forward to going back to see how the students are getting on.

Thank you Glenview School for having me to visit.

A Week at the Royal Society

Last week we had three days all together spending some time unpacking some of the science capabilities and looking at the Nature of Science.
Our Wellesley science programme has been largely content driven and so it's been really great to have a look at the capabilities and focus on what we want our kids to be able to do to think and act like scientists.  What skills do our students need to be able to make critical and informed decisions about their world around them?

The first capability we focused on was Gather and Interpret Data.
What is the difference between observations and inferences?  With a range of practical tasks and lots of discussion we all had fun getting to grips with understanding the capability and how to use it  in our classes.

 A simple little experiment using Skittles - watch what happens to the colours when you put them into water?  What questions can you ask to help your students make observations?  What questions will lead to inferences?

One of my favourite activities; a rubberband catapult that is held back by plastic string.  Light a match, melt the string and the marble is fired forward (use the wooden cotton reels under the board).  What modifications can you make to get your marble to fire even further?  What did you observe happening as you made one change at a time?

The second capability is Use Evidence.
By working through a series of experiments all based around fizzing and foaming, we begun to explore this capability - how do we know that?  What can we see that tells us this?  By having a number of experiments we were able to use a range of information to help us to make inferences and think critically about what we were seeing.

We each had to take some photos of anything to do with science.  Then the next day we were asked to create a list of questions that get you to make observations.Then we made up a second set of questions which would allow students to make inferences.

On our last day we all went to Hampton Hill Primary School in Tawa to see the amazing Carol Brieseman.  She participated in this programme two years ago and has led some amazing changes in her schools science programme.

We also got to join in on a science session.  Carol was based at NIWA so she got to learn all about Argo Floats - things that are dropped into our oceans all around the world and then send back data about currents, temperature etc.  We got to make little cartesian divers with her class as an introductory activity to lead into looking at the ocean.  She had lots of great ideas to share with us so it was wonderful to have the opportunity to talk with someone who has gone through what we will be doing later in the year!

Week Three at Zealandia

It’s been another wonderful week at Zealandia.

Having spent a few days watching the robins and following certain ones in particular I’m beginning to pick up on their behaviours and what they mean.  It’s been interesting to watch the parents looking after their fledglings and the interactions that go on and change as the fledgling gets older.  They are territorial and so eventually the young robin gets kicked out of the territory and so has to go and find their own. Once they find a mate they pair up and share a territory, they both look after their young, usually taking one each to look after and feed, then once the young move on, the parents go back to their own territories but will usually meet up the following season to mate together again.

One of the very friendly robins!

Feeding a robin a mealworm

Working with Latu who is writing her thesis on the robins, it’s been great to hear how she goes about gathering her data.  What we teach the boys about fair testing, writing observations and repeat testing is exactly the same as what she does.  It has reinforced to me about what we do when we work like a scientist.  Hopefully at school we can start to integrate using our technology such as tablets and cameras in our data gathering.

Latu using her video camera to record behaviour. 

Today one of the other STLP's (Science Teaching Leadership Programme) came to visit from Taranaki. Shakira is based at Rotokare Scenic Reserve. It was great to show her around and we got to share our experiences as her's is also a fenced sanctuary. Once again it was another beautiful day in Wellington, perfect for walking around the valley. She loved seeing the Kaka and we even managed to spot a couple of the new, recently released skinks.

There’s so much going on here and I’ve barely scratched the surface.  I’m looking forward to the annual mice audit and tracking what’s actually out there along, helping to feed the tuatara and geckos that are in the display areas (they get fed locusts every couple of weeks!) and all the other interesting things that are going on.

A rather large weta I found (dead thankfully!)

Porokaiwhiri / pigeonwood

slightly oval orange-red berries found on female tree attractive to kereru

Neil, our tour guide today

US students getting up close to a tuatara

Someone spotted a tuatara!

One of the two takahe who have retired here.

Busy at work!

Science Teaching Leadership Programme

It's been a busy but amazing two weeks.
I'm really fortunate to be out of school for two terms as part of the Royal Society Science Teaching and Leadership Programme.  Basically it gives me an opportunity to experience real science, develop my leadership skills and curriculum knowledge and have the time to think about the sort of science programme we would like to have at school.

I am being hosted by Zealandia, an incredible fenced ecosanctuary just ten minutes from Wellington city.

Please continue to check back as I intend to make regular updates about all of my different experiences.

My first day was spent going for a day walk, I walked almost the length of the valley and wandered up to the Brooklyn wind turbine, then back down a different track, along the Fault Line track and back.  It was wonderful.  I even got a huge fright as tuatara scuttled across the track in front of me!