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Backward Design -
Title: Classifying animals and other living things.
Year Level: Year 3

Teacher: Josh Amato

Focus Curriculum Area (s): Science, English, Mathematics

Duration: 4 Weeks

STAGE 1: Curriculum Links

Literacy

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI

Histories and Culture

Asia and Australias

Engagement with Asia

Sustainability

General Capabilities
(GP)
Cross-curriculum
Priorities (CCP)

Year Level
Content
Descriptors

Critical and Creative Thinking

SCIENCE
Living things can be grouped on the basis of observable features and
can be distinguished from non-living things (ACSSU044)
Science involves making predictions and describing patterns and
relationships (ACSHE050)
With guidance, identify questions in familiar contexts that can be
investigated scientifically and make predictions based on prior
knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find answers
to questions, considering the safe use of appropriate materials and
equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements and
digital technologies as appropriate, to make and record observations
accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for
findings (ACSIS215)
Reflect on investigations, including whether a test was fair or not
(ACSIS058)
Represent and communicate observations, ideas and findings using
formal and informal representations (ACSIS060)
ENGLISH
Create imaginative texts based on characters, settings and events from
students own and other cultures using visual features, for example
perspective, distance and angle (ACELT1601)

Year Level Achievement

Standards

SCIENCE
They group living things based on
observable features and distinguish
them from non-living things.
They describe how they can use
science investigations to respond to
questions.
Students use their experiences to
identify questions and make
predictions about scientific
investigations.
They follow procedures to collect and
record observations and suggest
possible reasons for their findings,
based on patterns in their data.
ENGLISH
Students create a range of texts for
familiar and unfamiliar audiences.
They contribute actively to class and
group discussions, asking questions,
providing useful feedback and
making presentations.
They listen to others views and
respond appropriately using
interaction skills.

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Listen to and contribute to conversations and discussions to share

information and ideas and negotiate in collaborative situations
(ACELY1676)
Plan and deliver short presentations, providing some key details in
logical sequence (ACELY1677)
MATHEMATICS
Collect data, organise into categories and create displays using lists,
tables, picture graphs and simple column graphs, with and without the
use of digital technologies (ACMSP069)
Interpret and compare data displays (ACMSP070)
THE ARTS
Exploration of artworks from other cultures, such as styles and symbols
of Indigenous Australian and Asian cultures (ACAVAM110)
Reflection of the elements, materials and mediums used to enhance
artworks and present an idea to an audience (ACAVAM112)

MATHEMATICS
- They interpret and compare data
displays.
THE ARTS
- Students describe and discuss
similarities and differences between
artworks they make.
- They discuss how they and others
use visual conventions in artworks.
- Students collaborate to plan and
make artworks that are inspired by
artworks they experience.

Knowledge

Skills

How to classify whether something is living or non-living.

Create questions for scientific inquiry investigations.

How animals can be grouped together based on their observable features.

Conduct scientific experiments and investigations in order to reach conclusions.

How certain animals have adaptations that they have developed over time and what
how these adaptions benefit the animal.

Create tables and graphs to represent their data findings.

How there are different animals that live in different environments depending on their
environmental surroundings.

Produce an imaginative written text using their understanding of animal adaptations.

Create a unique artwork using their knowledge of Aboriginal dot paintings.

LEARNING OUTCOMES:

Students will be able to classify and group objects as either living or non-living things using their visible features. Students will pose scientific questions in order conduct their own
research experiments and investigations to determine the classification of different objects. Once students have grasped the concept of classifying objects as either living or non-living,
students will develop critirea for classifying animals into their different groups based on observable features. They will investigate the reasons as to why animals have different
adaptations and the reasons behind these adaptations. They will then use this knowledge and understanding to create an imiginative text as to why a certain animal has a feature.
Students will conduct experiments to determine what area of soil in their school contains the most insects. Students will then create and represent their findings in tables and graphs.

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:
Over the course of the unit of work, students will be continuously contributing to a Scientific Explorer Journal, which will be a portfolio consisting of their work and experiences from the
unit. This personalised portfolio will be a collection of their work throughout the course and demonstrate their growth of understanding as they progress through the unit. Whilst a
collection of these tasks will be completed as a class/group/individually, there will be a range of tasks that will allow the student to demonstrate their own ideas and understandings. The
overall portfolio will be submitted at the conclusion of the unit of work, however, some of the tasks included within the portfolio will be submitted after they are completed in order to
receive feedback. Prior to students beginning this rich assessment task, they will receive a rubric and a checklist so that they are aware of what they are required to demonstrate in this
portfolio and to ensure that they have included all necessary items. This portfolio is designed with the intention of allowing students to demonstrate their own ideas and understandings on
the topic of classifying living and non-living things.

Assessment Criteria:
Students will be assessed on their understanding of how certain features of different objects determine whether it is classified as either living or non-living. As students progress through
the unit they will then begin to understand that classifications can be broken down even further based on the animals visible features. Students will be required to plan, draft, edit and
publish a narrative writing piece about a chosen animal and an adaptation that has evolved over time. In addition to the narrative writing, students will also be assessed on their ability to
produce a scientific procedural text, an animal report and a reflective writing piece on their learning experiences throughout the unit of work. At the conclusion of a scientific investigation,
students will be required to interpret the data from their findings and represent this information in the form of a graph. Students will be given the opportunity to summarise their information
from their animal report, and create a short 2-minute oral presentation for the class. Finally, students will be required to create a dot painting of their chosen animal, based off the skills
and techniques of traditional Aboriginal dot paintings.

Assessment recording template:

Students will be presented with a checklist and rubric when they are introduced to the assessment and unit of work. During this time the class will look over the checklist and rubric so that
all the expectations are made clear to them. Students will therefore be assessed on their ability to include all necessary items, and the quality of work for certain formative assessment
items within the overall summative assessment.

*All recording and assessment templates can be found in the appendix section.

Feedback:
Over the course of the unit of work, students will receive ongoing feedback about their portfolio as a whole, and the individual tasks included within. One task that students will complete
throughout the four weeks is an explorer journal, where students will be classifying objects that they encounter and posing investigative questions. The feedback received during the initial
stages of this unit of work will ensure that students constantly progress and improve their work. All formative assessment tasks such as the written imaginative text will receive feedback
through a rubric as they are completed. The Scientific Explorer Journal will have a rubric and checklist associated with it and the students will receive feedback at the conclusion of the
unit of work along with a grade.

Self-assessment:
Students will be continuously reflecting on their learning as they complete tasks throughout this unit of work. The portfolio structure of this assessment will allow for students to
reflect back on their learning as their understanding and skills develop. The purpose of students completing a KWL chart throughout this unit of work is for them to be continuously
assessing their understanding, which in turn will allow them to push their learning further. Students will complete a reflective journal entry at the conclusion of this unit of work in
order for them to completely reflect on their learning and think back on some of their highlights from the unit.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION


1

Learning Experiences

Assessment For/As Learning (Formative

Assessment)

To begin the unit, students will complete a KWL chart on the topic,
completing the K and W sections. Students will gather around a selection of
living and non-living things and be asked to think about the observable
features. In groups, students will discuss these features and observations
before coming back as a class to share their group discussions. Direct
class discussion towards the topic of what makes an object living or nonliving.
Students will complete their very first explorer journal after a class
discussion on the key aspects of what is required of them. Students will be
walked onto the oval and complete their journal entry. They will be required
to complete a journal entry at home for the next lesson.
In pairs, students will review their home explorer journal entries. As a class,
discuss some of the journal entries and show students examples of objects
that will be difficult to classify. Introduce a pre-made classification table to
students and discuss key features of the table. Students will now be
handed a scrapbook and introduced to the rich assessment task, their
Explorer Scrapbook.

Diagnostic:
Students observations and participation will be
recorded through the use of anecdotal notes as they
contribute to discussions and activities. The KWL
charts will also be collected up and students
information placed on this chart will be recorded on
the tasks checklist.

After students are placed in a small group, they will receive a set of cards
with a picture and name of a living or non-living thing that they will have to
classify. Encourage students to think about the features that these objects
have and create a brainstorming chart for the features of living and nonliving things.
Reviewing the classifying cards from the previous lesson, students will
create a unique T-chart with some of their key features from the brainstorm.
As a class, create a classification table based of the features that students
brainstormed and attempt to classify a range of objects.
As a class, introduce the classification branching tree to students and
explain how living things can now be classified even further. Students will
be given a list of living things that they will then need to classify. Students
will be given some time to research on iPads an animal of their choice for a
report.
Students will be shown an aboriginal dreamtime video Why Koala has a
Stumpy Tail and explain the important features and concepts of this story
telling as well an overview of animal adaptations. Students use the animal
from their computer research and draft their storytelling.

Resources
KWL chart
2 types of flowers/plants
2 small insects
2 different rocks
Small plastic containers
A3 paper for brainstorming
Home explorer journal template
Example home explorer journal

Formative:
Students home explorer journals will be collected
and assessed in accordance with the home
explorer journal rubric to provide students feedback.
Record the observations of students discussions
with anecdotal notes.
Summative:
Students will be handed their Explorer Scrapbook
rubric and checklist so they are aware of what
needs to be included in their final assessment.
Formative:
As students complete the classifying cards activity,
their responses and group discussions will be
recorded in the tasks checklist to determine their
level of understanding.
Formative:
Observe all students as they complete the T-chart
activity and record their responses as an anecdotal
notes entry to assess their level of understanding.
Formative:
Students will be required to complete a short
number of classifications using the branching tree.
Record the results of this activity in the tasks
checklist based on their success.
Formative/Summative:
Students will be walked through the rubric for this
narrative writing assessment and receive feedback
at the end. However, the results of this will be

Classification table
Home explorer journal template
Blank Scrapbooks
Explorer Scrapbook rubric
Explorer Scrapbook checklist
A4 paper for cover pages

Classifying cards
A3 paper for brainstorming

Classifying cards
T-Chart template
Blank Classification table
Classification branching tree
List of objects for classifying
iPads/Computers
Research planner sheet
YouTube Video
A3 paper for class brainstorming
A4 narrative planning sheet
A4 lined paper
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recorded for their final summative portfolio
assessment.

Display examples of traditional Aboriginal dot paintings and discuss the key
features of the artwork. The students will then complete their own
Aboriginal Dot painting on their chosen animal from the previous lesson.

Students will be walked around the school to different locations to collect a

sample of soil. Back in the classroom, students will then sort through the
soil and record their data in the form of a tally.

10

Students will use the information from the soil collection lesson to produce
graphs that appropriately represent the data. The students will then sit with
their group and discuss their findings and attempt to draw some
conclusions from the data.

11

Remind students of the key features of procedural texts and model

appropriate language that they should be using. The students will then
create a procedural text for collecting soil and examining their samples.

12

On computers, students will collect any further research they need for their
animal report. Students will have this session to write a brief report of their
animal and include any visual aids. Students will need to plan for their oral
presentation on their chosen animal for the following session.

13

In this session, students will be presenting their animal reports for the
class. Students will be assigned a partner who will be providing some peerreviewed feedback for the students.

14

Students will conclude the unit of work with a class discussion on some of
the key points that were covered in the unit. Students will then write a short
recount journal on their experiences from the unit. They will have some
time to complete their KWL chart and prepare everything for their portfolio
for submission.

Formative/Summative:
Students will be shown the rubric for this art
assessment piece and receive feedback. However,
the results for this assessment contribute towards
their final summative portfolio assessment.

A4 coloured card
A4 paper
Pencils/Crayons/Paint
Example artwork
Small spade for soil collecting
Soil collection containers
Large plastic tubs

Formative/Summative:
Students will be shown the rubric for this
mathematics assessment item, however the results
will contribute towards their final summative portfolio
assessment.
Formative/Summative:
Students will be shown the rubric for this procedural
text assessment prior to commencing. The results of
this activity will be collected in the final summative
portfolio assessment rubric.
Formative/Summative:
Students will be walked through the rubric for this
report writing assessment. The results of this
assessment will contribute to their final summative
portfolio assessment rubric.
Summative:
The students will be shown the Oral presentation
rubric teacher rubric so that they are clear on all the
requirements. During the presentation, a fellow
classmate will have a peer-evaluation rubric to peer
assess the student. At the conclusion of their oral
presentation, the presenter will have to self assess
their learning.
Summative:
The Explorer Scrapbook will be submitted and
assessed in accordance with the final Explorer
Scrapbook Portfolio Rubric that will assess all their
individual tasks and portfolio as a whole.

A4 graph paper

A3 paper for class planning

A4 lined paper
A4 paper for diagrams
iPads/Computers
Research planner sheet
Palm Cards
Self-assessment rubric
Peer-assessment rubric
Camera

A4 lined paper for reflection

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Appendix A: Unit of Work Tasks Checklist

Appendix B: Unit of Work Anecdotal Notes

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Appendix C: Home Explorer Journal Feedback

Appendix D: Explorer Portfolio Tasks Checklist

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Appendix E: Oral Presentation Self Assessment Rubric

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Appendix F: Oral Presentation Peer Reviewed Assessment Rubric

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Appendix G: Oral Presentation Teacher Rubric

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Appendix H: Explorer Journal Portfolio Rubric

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Explanation of Plan

The central focus to this 4-week unit of work revolves around the inquiry question of How can we
classify animals based on their observable features?. Throughout this unit of work students will
develop on their pre-existing knowledge of living and non-living things, to a much deeper
understanding of how to identify and classify living things based on their features. This unit has been
developed as a unit of inquiry that follows the structure of the 5 Es inquiry learning program. Over
the course of the four weeks, students will be exposed to a range of activities and learning
experiences that will allow them to develop their basic understanding of living and non-living things,
to a much deeper and broad understanding of this concept. Students will gain an understanding of
not only how to classify a living or non-living thing, but a deeper conceptual understanding of why
and how these things are classified. This unit of work has been designed as in integrated program
where science, English, mathematics and the arts are all used in conjunction with one another to
develop this unit of work.
This unit of work has been developed in line with the Year 3 biological sciences strand of the
Western Australian Curriculum. The central idea and inquiry question for this unit was developed to
meet the content descriptor Living things can be grouped on the basis of observable features and
can be distinguished from non-living things (SCSA, 2014). The science inquiry skills have also been
implemented in this unit of work to develop their ability to question, plan and conduct, analyse and
evaluate and communicate (SCSA, 2014). In English, students will be creating a variety of texts and
conclude the unit with an oral presentation so achievement standards have been chosen that focus
on students ability to plan, edit, produce written and spoken texts (SCSA, 2014). During the unit of
work, students will have the opportunity to participate in some experiments where they will need to
represent their data and findings. Therefore, mathematics achievements standards reflect the
students ability to interpret and represent data (SCSA, 2014). Students will also have the
opportunity to express their newfound knowledge in the form of an art project, where students will
be creating an original artwork based on their research into traditional Aboriginal dot paintings.
Students will be assessed on their ability to interpret the understanding and skills of artwork from
another culture, and their ability to present these skills and understandings in their own artwork
(SCSA, 2014).

The Understanding by Design (UBD) framework was used when creating this unit of work. The UBD
framework is an approach to developing a unit of work that begins with identifying the desired
outcomes of the unit and then working backwards to creating the individual learning experiences
(McTighe & Wiggins, 2012). As McTighe and Wiggins (2012) explain, the UBD framework allows
educators to create the unit of work purpose and produce more effective and creative learning
environments due to the fact that that the end result has already been established. For this unit of
work, the final summative assessment (Explorer Scrapbook) was the starting point, and thus the
learning experiences were created around this summative assessment. The unit was developed
alongside the 5 Es inquiry model, which is an approach to inquiry based learning where students
progress through five different stages of learning. This approach to inquiry learning allows students
are exposed to activities and learning experiences that allow them to establish a connection and
build on this prior knowledge (Enhancing Education, 2002; Woolfolk & Margetts, 2013).

As Woolfolk and Margetts (2012) explain, assessment is the act of analysing and reflecting on
students work as evidence to make a conclusion on student learning. In order to gain a clear
understanding of student learning within this unit of work, a range of assessments will be used
throughout this unit of work. A varied combination of diagnostic and formative assessments will be

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used in conjunction with one another, leading up to the final summative assessment. Diagnostic
assessment is crucial in a unit of work such as this as it effectively assesses students knowledge
prior to commencing the unit (Department of Education and Training Victoria, 2013). These findings
can then be used to make any adjustments to the unit of work to meet the needs of every student
and set a baseline for students understanding (Department of Education and Training Victoria,
2013). Formative assessment also provides valuable information about students understanding and
can be effectively used for feedback and self evaluation (Woolfolk & Margetts, 2012). Formative
assessments should not contribute to the students final grade as a reflection of their learning but
rather be used as ongoing practice before they begin their summative assessment (Dodge, 2016).
Throughout the unit of work, students participation, contributions and a general assessment of their
understandings will be recorded to keep track of their learning throughout the unit. Throughout this
unit anecdotal records will be kept to track students learning, as they can provide a clear overview of
a students understanding on a particular topic and demonstrate the progression over the course of
the unit (Doyle, n.d.).

Throughout the unit of work, students will be exposed to authentic learning that provides them with
skills and understandings that they can use in the real world (Woolfolk & Margetts, 2012). This will
engage the students and allow them to connect and relate the information they learn in the
classroom to real-life applications (Lombardi, 2007). The final summative assessment has students
presenting their Explorer Scrapbook which they have developed over the course of this unit.
Therefore, the final summative assessment is a contribution of all the work that they have
completed over the course of the unit. These activities and learning experiences require students to
interact with their environment and surroundings in order to complete certain activities. The
collection of their data and responsibility associated with maintaining a portfolio in accordance with
the portfolio checklist will provide students an opportunity in Year 3 to act as responsible students
and take control of their learning. In addition to the portfolio, students will deliver an oral
presentation of their portfolio and animal report. The skills required for this activity will prepare
students for public speaking, confidence and their presentation skills.

Effective feedback is crucial in a unit of work such as this as it provides students with valuable
information on their learning and can be used by the teacher in order to alter future learning
experiences (Woolfolk & Margetts, 2012). As Hattie and Timperley (2007) suggest, feedback can be
one of the most influential outcomes on student learning in the classroom, however, the way
feedback is enacted has the most significance on its effectiveness. Feedback must be relevant,
constructive and positive in order for students to be able to relate to their feedback and use the
advice for future learning (Brookhart, 2007). Within this unit of work, feedback will be used as an
evaluation tool for the student as well as an evaluation for the teacher in order to develop effective
future learning experiences. The feedback will be provided as both oral and written feedback for
students as often as possible so that they can constantly be reflecting on their learning in order to
constantly improve. As the summative assessment for this unit of work is a portfolio, students will
constantly be contributing work to their portfolio, of which, there are tasks that will be repeated
throughout the course of this unit. This is where effective feedback can be effective as the
progression of student understanding can be demonstrated through the portfolio. For example,
students will be tasked with completing home explorer journals throughout the course of this unit,
so a rubric was created for the very first home explorer journal to provide the students with
feedback on how to improve their learning.

Not only is assessment and feedback an important consideration throughout this unit of work,
reporting to parents on the childs learning is an important aspect of this unit of work. As stated by
the Department of Education Tasmania (2006), effective reporting to parents should provide the
parents with answers to three important questions: how is my child going, is everything OK or

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should I be concerned and how can my child learn better. Throughout this unit of work, parents will
be kept up to date on their childs learning and be provided with regular updates on what it is their
child can do in order to improve. Prior to the commencement of this unit, parents will be informed
via email, about the unit of work and what it is their child will be doing during this unit. This will
inform parents about the expectations of their child during this unit and the desired outcomes of
what they will achieve. This process aims to keep parents updated on what it is their child is doing if
they have any concerns or interests. At the end of the third week of this unit of work, a parent night
will be held in the classroom where students can walk their parents around the classroom and
display their work proudly to the parents. Students will have work displayed around the room and
will have their portfolios on their desk ready to present to their parents. This will also allow the
parents some time to talk to the teacher about how their child is progressing and if there are any
concerns about their childs work. At the conclusion of the unit, students will submit their portfolio
to the teacher for their summative assessment and their portfolio will be assessed in accordance
with the rubric for evaluation. When students receive their assignment and feedback from the
teacher, they will take their portfolio and feedback home to their parents to display their work. The
parents will be required to sign the students rubric and write a brief comment about their childs
work and portfolio. This will allow parents to see the progression of the child over the unit of work.

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