Deborah March 0061024029 EDC3100 Semester 2 2016 Assignment 2

Unit Topic: Science Private eye, Reef inspectors Length of Unit: 5 weeks Year Level: 3 Commented [H1]: Unit plan and sequence of lessons
demonstrating a variety of teaching and learning activities.
CONTEXT Evidence of lesson sequences that engage students and
promotes learning. Focus area 3.2
School: St Patricks is located on the darling downs and is classed as a rural school. The school consists of middle to low socio-economic families largely from farmin backgrounds. The school employees 8 staff
members and has 70 students enrolled. St Patricks School believes in nurturing students academia and takes a holistic approach the students education. The schools curriculum is utilizes the Australian
Curriculum and in the key learnings areas of English, Maths, Geography, Science, History, and Technology. Student success is within the program is credited to the modifications used within the subject, content
descriptors and elaborations. Individual learning styles and the cultural and diversity of the students backgrounds are all recognised. The School has recently employed a specialist ICT teacher and have recently
purchased 20 new IPads allowing each class of P-6 has a class set. Each year level has access to an IWB, coloured printers, 5 cameras and access to the internet via WIFI.

Students: The school has a large diverse range of students from Farming families. The classes consist of a co-educational cohort from P-6. Students are actively involved in the You Can Do It program which
encourages positive lifelong learning habits and supports the social and emotional growth of the students. The grade 3 class consists of 5 girls and 4 boys. The class caters for one ADHD student. These students
have individual adjustments made to the program through a range of ICT, visual and tactile aids throughout the room and adjustments have been combined with the assistance of a teacher aide via one on one
interaction to assist with learning.

Staff: The grade 3 class consists of 1 teacher and a part time teacher aide, additional support staff assist with tasks regularly throughout the day. The year 3 teacher is highly qualified in special needs and
teaching ICT. The teacher aide is highly qualified holding a range of certificates and is trained in special needs. Commented [A2]: Good overview of the chosen context.

Stage 1 Desired results

At the beginning of the unit students will order their observations by classifying and grouping living and non-living things. They will engage with a variety of ICTs to analyse, evaluate and record accurate information. They will active prior knowledge to group living
things on the basis of observable features. Students will learn more modern ways of identifying and representing data, students will use tables and graphs along with blogging.

By the end of the unit students should be able to collect and present data in a way that answers their inquiry questions and using their prior knowledge and experiences to make predictions. Student should be able to classify and describe common features of living
things. Students will be able to construct, edit and publish a visual text, using software to create front page of a newspaper report to show their understanding of observable characteristics of living things.

Students will know that (Constructing Knowledge objectives/SELECTED content descriptors from
the syllabus)
Living things can be grouped on the basis ofobservable features and can be distinguished from non-
living things (ACSSU044)
Students will be able to (Transforming objectives / SELECTED content descriptors from the syllabus)
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
Consider the elements of fair tests and use formal measurements and technologies as appropriate, to make and record observations
accurately (ACSIS055)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and
equipment (ACSIS054)
Deborah March 0061024029 EDC3100 Semester 2 2016 Assignment 2

Stage 2 Assessment evidence

Assessment Tasks Criteria (from the syllabus)
Formative: Understanding dimension/ Science Understanding
Task Name: Monitoring students understanding: Students will receive feedback in the form of a blog
review at the end of each week.
Task Name: Self reporting. Students answer the questions.
1. What I have learned today?.
2. What did I find interesting?.
3. What questions I still have?.
Task Name: Student Drafts Students will hand in copies of their drafts of their final assessment.
Students will receive written feedback on their drafts.

Summative: Skills dimension/ Questioning and predicting/ Processing and analysing data and information Commented [A3]: Well identified.
Task Name: REEF REPORTERS Investigations of the Deep Students create a front page for a
newspaper using a website. Students publish their work and add the link on to their blog site.

Stage 3 Learning plan

Learning Experience 1
ACTIVITY (S):
What will the students learn?
2 lessons: 45 minutes each
1 Lesson
Students will investigate and learn
where and what the Great Barrier Reef
is, through watching a YouTube clip and
looking at the wall map.
Students learn new information through
group discussions and questioning and
research about the Great Barrier Reef
using the iPad.
Students will learn how to record their
information onto an investigation planner
to guide their investigation.
Students will learn how to blog using
the blog site WordPress.
Length: 1 week
TEACHING STRATEGIES aligned General Capabilities Focus: Written in terms of what teachers
to activities:
What will the teachers do? ICT
Teacher will explain what the Great
Barrier Reef is and where it is situated
using a wall map.
Teacher will encourage students to talk
about any experience they have had or
what they may already know about the
Great Barrier Reef provoking prior
knowledge.
Teacher will develop a TWHL chart
and record students comments on the
chart.
Teacher will guide the questioning and
discussions of the Great barrier reefs
living and non-living things to expand
student knowledge.
Teacher will instruct students how to
Topic: Great Barrier Reef Discovery
Resources
will do
Optional Other
The teacher will further students . YouTube link http://video.nationalgeographic.com.au/video/oceans-narrated-
interests by using a YouTube clip to by-sylvia-earle/oceans-barrier-reef.
develop a sense of wonder about the Critical and Creative
Great Barrier Reef, using ICT to promote Thinking- the teacher will
Wall world map
guide students to identify
inquiry. questions about the Great
Teacher will assist students to Locate, Barrier Reef that can be Student Blog site
generate and access data and investigated scientifically.
information through the use of IPad and The teacher encourages Investigation planner
computers. students to make
Teacher will use the iPad or computer to predictions based on prior
assist the student to safely engage with knowledge.
new hardware and software.
Teacher will guide student learning with
the iPad so they are confident in being Literacy- the teacher
able to Manage digital data. guides, and assists
Teacher will guide students through the students to plan and
conduct scientific
process of blogging and recording their
investigations to find
Deborah March 0061024029
Students will learn how to use blogging
to record their findings and information
found for their assignment.
Students will learn how to safely use
ICT
Learning Experience 2
ACTIVITY (S):
What will the students learn?
3 lessons: 45 minutes each
1 lesson
Students will explore through
discussion what the needs are of living
things.
Students will create a word wall to
assist them with their inquiry.
Students will draw a Venn diagram in
their science book to identify the
differences and similarities between
living and non-living things.
Students will explore the meaning of
habitat is, through group discussions and
by watching a YouTube clip Science
Video for Kids: What Is a Habitat?
Students will explore the meaning of
threats to the Great Barrier Reef. By
watching Urgent: Great Barrier Reef
under Threat!
Students will develop inquiry questions
1. What is a habitat for living
things on the reef?
2. What type of habitat do the
living things on the reef need
in order to survive?
3. What would threaten the life
of the living things on the
reef?
Student will choose two inquiry
questions they would like to
use an investigation planner to guide
their investigation.
Teacher will models how to use a blog
student learning through guiding them
through the creation of their blog and
how to use it safely.
Teacher will use formative assessment
in order to modify teaching and learning
activities.
Length: 2 week
TEACHING STRATEGIES aligned General Capabilities Focus: Written in terms of what teachers
to activities:
What will the teachers do? ICT
The teacher will provoke prior
knowledge of students by
introducing the book Is it living or
non-living By Sheila Rivera
Teacher will create a word wall
on a piece of IWB using power
point with the headings Living and
non-living.
Teacher will model constructing
a Venn diagraph and identifying 2
living things from the reef to
compare.
Teacher will assist students to
take ownership of their learning
through group discussion about
the reef and the characteristics of
the living things on the reef.
Teacher will assist students with
inquiry questions and monitor
their use of the IPad and
computers.
Teacher will assist with any
students that may need help.
Teacher will provide students will
feed back on their inquiry
questions.
Teacher will monitor students
use of the IPad and the
computers
EDC3100 Semester 2 2016 Assignment 2
information such as photos and facts answers to questions,
about what they have learnt. considering the safe use of
Teacher will assist and guide students appropriate materials and
equipment.
use of the IPad monitoring their learning.
Topic: Wild connections (habitats)
Resources
will do
Optional Other
Numeracy -The teacher Is it living or non-living By Sheila Rivera
The teacher will use the IWB uses a Venn diagram and IWB board
board to create a power point word tables to represent data
wall where words can be added as PowerPoint program
and to identify patterns
the lesson progresses. and trends Science books
The teacher will use butchers YoutTube clip https://www.youtube.com/watch?v=CxrlEajA398
paper and coloured pencils to Critical and Creative
Thinking The teacher YoutTube clip https://www.youtube.com/watch?v=tYd5_u6ehlA
create a Venn diagram, modelling
how to identify and records the
models and assists the Student blog site
student to organise and
similarities and differences of living process information about
and non-living things. living things.
Personal and Social
Teacher uses IWB to create a Capability- The teacher
power point display of a Venn expects student to be able
Diagraph. This power point serves
to Work independently and
as a visual for students learning show initiative
.
Teacher uses pieces of butchers
paper to record the 3 inquiry
questions and the students
responses to the questions these
are added to the Great Barrier reef
display
Teacher will use science clips via
the IWB on YouTube to generate
students inquiry thinking.
Teacher uses investigation
planner to as a planning process to
Deborah March 0061024029
research more and add them to
their investigation planner.
Students will research as a group
and then individually using the
IPad or computers.
Students will blog about their
inquiry questions and what
information they found and
anything they would like to
investigate more.
2 Lesson
Students will revisit the word wall.
Students will conduct a science
investigation by creating a
aquarium
Students will develop a check list
in their science journal of what
they will need in order to create a
habitat in which a fish could
survive.
Students will develop a check list
in their science journal of what the
animals need to survive and place
them next to the fish tank.
Students will create a fish habitat
in a tank
Students will predict what will
happen to the fish and if the
environment will change.
Students will blog about their
prediction
Students will observe and care
for fish in a tank in the classroom.
Students will blog about the fish
tank and what equipment is
needed in order to keep the fish
alive.
Students will add to their blogs
throughout the week if they notice
any changes in the fish habitat and
or behaviour predicting what may
be affecting it.
1 Lesson.
Students will learn about their
Teacher will direct the students
learning to the word wall drawing
on prior knowledge of living
things.
Teacher will assist students in
the investigation provoking their
inquiry by asking questions
throughout the lesson.
Teacher will supervise students
investigation of creating a fish
habitat.
Teacher will assist student
predictions by questioning what
they have learnt.
Teacher will use students blog
as formative assessment
providing written feedback.
Teacher will deconstruct the
EDC3100 Semester 2 2016 Assignment 2
assist students to keep them on
task.
Teacher uses IPad/google for
students to locate information
about the reef and conducting
information finding techniques.\
Teacher will use students blog as
formative assessment providing
feedback on the students learning
Literacy - Teacher will Word Wall
assist the student to Fish tank
compose texts using Water
information found from
Teacher uses the Word Wall to Rocks
the investigation with the
access students prior knowledge use of the iPad. Sand
about living things. Teacher will assist Tank plants
Teacher uses blog to monitor students to Compose Fish
students understanding of the spoken, written, visual Science Journal
investigation. and multimodal learning
area texts
Critical and Creative
Thinking Teacher will
guides student to seek
solutions and put ideas into
action.
IWB
Personal and Social
Capability- The teacher iPad
Deborah March 0061024029
final assessment piece.
Students will about the steps that
they will need to take in order to
successfully complete the
assessment.
Students will learn how to access
the newspaper web site through a
URL via the computers Ipad.
Students will learn how to create
a front page of the newspaper.
Students will learn how to use the
digital cameras.
Students will experiment with the
cameras within the school
grounds.
Learning Experience 3
ACTIVITY (S):
What will the students learn?
3 lessons: 45 minutes each
1 lesson
Excursion
Students will how to work
collaboratively within a small
group.
Students will learn to take photos
of 6 living and 6 non-living things
at an aquarium.
Students will use pencil and
paper to record information they
discover about the living and non-
living things at the aquarium.
Students will reflect on their
discoveries in their science journal
about the day
1lesson
Student will upload the photos
taken during the excursion and
classify the living and non-living
things on to a table using the IPad
or classroom computer.
assessment task using step by
step instruction.
Teacher will model how to
access the web site on the IPad
and the computer.
Teacher will model and
deconstruct the creation of the
front page of the paper
Teacher will discuss with
students what is expected of
them in regards to fonts,
photographs and report.
Length: 2 weeks
TEACHING STRATEGIES aligned General Capabilities Focus: Written in terms of what teachers
to activities:
What will the teachers do?
Teacher will place students into
groups.
Teacher will explain safety rules
of an excursion
Teacher will designate a
adult/parent to each group.
Teacher will reiterate the
purpose of the excursion and the
tasks need to be completed for
the day.
Teacher will assist student to
upload their images into their
blogs
Teacher will draw on students
prior knowledge of classification
using the word wall on the IWB.
EDC3100 Semester 2 2016
Teacher use IWB as a visual for
students to understand the
assessment task in steps.
Teacher gives students the URL to
access the website in order to
design their front page of the
newspaper report.
Teacher models use of website for
student understanding.
Teacher models responsible use of
the camera for students.
Teacher encourages students to
experiment with a digital camera to
independently.
Topic: Putting it all together
will do
ICT Optional Other
Teacher supplies groups of
students with cameras
Teacher expects student to collect
visual images for their assessment
through the use of the camera.
Teacher requires students to
record information via pencil and
paper about living and non-living
things they found at the aquarium.
Teacher requires students to
manage digital data
Teacher uses IWB board to draw
on students prior knowledge.
Teacher models how to upload
images for students.
Assignment 2
expects student to be able Computer
to Work independently and Access to WIFI
show initiative
Printing press web site for newspaper
http://www.readwritethink.org/files/resources/interactives/Printing_Press/
Resources
Personal and social capability Cameras
Teacher designates students a Pencil and paper
role each within the group Adult helpers
ensure effective group work. Bus
Critical and Creative Aquarium
Thinking The teacher
asks student to Reflect on
what has happened during
their excursion and what
they have learnt.
Cameras
Critical and Creative
Thinking The teacher iPad
asks student to organise Computer
and process the IWB
information and images
collected during the
Deborah March 0061024029
Students will learn how to
classify according to
characteristics of living and non-
living things.
Student will save and add the
table to their blog along with
reasons they choose these things
and why they classified them as
living or non-living.
Students will learn how upload
their photos they took during the
excursion to their newspaper.
Student will work on their draft of
their assignment reflecting on the
comments from the teacher and
addressing areas that need
attention.
1 lesson
Students will apply their
knowledge of living and non-living
things to create a front page of
their newspaper using the
assessment page and
investigation planner to finalise
their report.
Students will add final touches to
their newspaper article and publish
their findings onto the school web
site.
Teacher will use the IWB board
to display the table for the
students to create.
Teacher will monitor students
work on their draft and assist with
any concerns they have.
Teacher will display the steps to
adding photos into student
newspaper by using the IWB as a
visual aid.
Teacher will monitor students
work on their draft as formative
assessment.
Teacher will monitor students
work and assist with any
concerns.
EDC3100 Semester 2 2016 Assignment 2
Teacher expects student to upload excursion.
and publish their photos on their Teacher asks student
blog site for ease of access for the identify and clarify why
assessment. they choose the 6 things
they photographed
Teacher models steps on IWB as
a visual aid for the students.
Teacher assists students with the iPad
completion of their assessment
Literacy - Composing
texts through Computers
using the iPad. speaking, writing and
creating - Understand
how visual elements
create meaning
Use knowledge of
sentence structures
Compose spoken,
written, visual and
multimodal learning
area texts Commented [A4]: Well planned unit, while including a range of
interesting and engaging activities.
Deborah March 0061024029 EDC3100 Semester 2 2016

Assignment 2

Task Sheet
SEMESTER 2, 2016 Commented [H5]: Assessment task I designed to measure
student achievement of stated outcomes. Evidence for focus
area 3.3

REEF REPORTERS

STUDENT NAME: ___________________________________________________

TEACHER: _________________________________________________________

Due Date: ___________________

Your Task is to:

Create a Front page newspaper report on the living and non-living things and symbiotic relationships found on the Great Barrier Reef.

Your Front page of the paper will need

1. Choose 2 living things from the reef.

2. Compare and label what characteristics are the same and what makes them different.
3. Visual colourful Pictures of the 2 living things you discovered on the reef.
4. Interesting and Varied font to make the brochure look attractive to the eye of the reader.
5. Label your pictures with their characteristics (What it eats, lives and what is its role on the reef).

Your report will include:

1. Compare 2 living animals and the features which are the same and what characteristics are different
2. What do they need in order to survive?.
3. Identify any threats that may be affecting its habitat.
4. How can the threat be fixed?

HOW, WHEN, WHERE:

1. You will be able to store your images and information you have found on you blog site.
You will be using the web site Printing Press to create your newspaper page.
http://www.readwritethink.org/files/resources/interactives/Printing_Press/

2. You will find the link in favourites on your Ipad.

Result (overall mark) _______________

Teachers comments
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Deborah March 0061024029
Task: REEF REPORTERS
Criteria Applying
Constructing Knowledge: Knowledge and Understanding
Your blog contained excellent
Science Understanding
knowledge of the features of living and
non-living Things. Your use of tables
and graphs to group living and non-
living things on observable features
was described in detail. Your blog
contained detailed images and
evaluations of living and non-living
things.
Application of Knowledge: Skills and Processes
Processing and analysing Your newspaper report described in
detail the observable features between
data and information 2 living things found on the reef. Your
newspaper displayed colourful detailed
photographs of living things found on
the Great Barrier Reef. Your front page
newspaper displayed attractive
headings and was ordered in a way
that was easily followed.
Total
EDC3100 Semester 2 2016
Student:
Making Connections
Your blog contained good knowledge
of the features of living and non-living
Things. Your used of some tables and
graphs to group living and non-living
things on observable features was
described with some detail. Your blog
contained images and some
evaluations of living and non-living
things.
Your newspaper report described
some detail the observable features
between 2 living things found on the
reef. Your newspaper displayed some
detailed photographs of living things
found on the Great Barrier Reef. Your
front page newspaper displayed
appropriate headings and was ordered
in a way that was able to be read.
Working With
Your blog contained sound knowledge
of the features of living and non-living
Things. You used of some tables to
group living and non-living things on
observable features was described.
Your blog contained limited images
and some evaluations of living and
non-living things.
Your newspaper report described the
observable features between 2 living
things found on the reef. Your
newspaper displayed photographs of
living things found on the Great Barrier
Reef. Your front page newspaper
displayed headings and was ordered in
a way that was able to be read.
Exploring
Your blog contained information of the
features of living and non-living Things.
You used were able to group living and
non-living things on observable
features was described. Your blog
contained evaluations of living and
non-living things.
Your newspaper report described
limited observable features between 2
living things found on the reef. Your
newspaper displayed a photograph of
living things found on the Great Barrier
Reef. Your front page newspaper was
ordered in a way that was able to be
read.
Assignment 2
Commented [A6]: Overall, good effort in this, however, when
altering the SEs they could have been made closer to their generic
structure and terms.
Becoming Aware
Your blog contained little to no
information of the features of living and
non-living Things. You used were
unable to group living and non-living
things on observable features was
described. Your blog contained no
images or evaluations of living and
non-living things.
Your newspaper report did not
described observable features between
2 living things found on the reef. Your
newspaper displayed a photograph of
living things found on the Great Barrier
Reef. Your front page newspaper was
not easily read.
/100
Deborah March 0061024029 EDC3100 Semester 2 2016 Assignment 2