DIAGNOSTIC FORMATIVE SUMMATIVE FOCUS- Engage phase PRE-ASSESS WC- Brainstorm Intentional Questioning AIM- Elicit students knowledge to inform the teacher on planning meaningful learning experiences for following (Explore and Explain) lessons. FOCUS- Explore and Explain OBSERVATION Formative assessment will be carried out in each of the ten lessons through: Observation Discussion Teacher- student Student- student Demonstrations Explanations Reasoning Teacher will monitor students progress including literacies of science and everyday literacies and provide feedback to extend and deepen students learning Elaborate and Evaluate WORK SAMPLES The main summative assessment of students will be in work samples from the elaborate and evaluate stage. Students will exercise their knowledge and understandings they have learnt from the unit this will include: GRAPH Complying their knowledge of clouds and their classifications according to features and characteristics POSTER Using creative arts as a stimulus to document the “water cycle” process WORKSAMPLES Pictures of clouds Experiment- Graph; Classifying types of clouds “The Water Cycle” poster Progress will be recorded by pictures and audio of students investigating/experimenting Science journal Class blog
GRP-Group Make predictions as a class and record one in work book. Pour hot water in large bowl, then add salt and stir it. Place a smaller bowl in the larger bowl. Put glad wrap over the top to the large bowl. Then place ice on top of the glad wrap. Discuss predictions and observations at every step Discuss observations and record one of these in workbook questions: What words do we use to describe what is happening? What happens to the ice? What do we see on the glad wrap and why? glass bowls, ice, kettle Supports conclusions by explaining or demonstrating how answers were obtained MA1-17SP Gathers and organizes data, displays data in lists, tables and picture graphs, and interprets the results English EN1-12E Identifies and discusses aspects of their own and others learning EN1-3A composes using letters of consistent size and slope and uses digital technologies LESSON THREE GRP-GROUP Making puddles disappear- (Evaporation) Students are taken outside and asked to form groups of 3. In these groups person 1 makes a puddle using their water bottle, person 2 draws around it using chalk and person 3 takes a photo with the ipad to document it. Students return to class room and we discuss and record predictions. Water bottles, chalk, ipads Mathematics: MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained MA1-17SP Gathers and organizes data, displays data in lists, tables and picture graphs, and interprets the results
Students then return to their puddle and observe what they notice. English EN1-12E Identifies and discusses aspects of their own and others learning EN1-3A composes texts using letters of consistent size and slope and uses digital technologies EXPLAIN LEARNING SEQUENCE LEARNING ENGAGEMENT RESOUCES AND PREPARATION OUTCOMES OFF LESSON ONE: Key terminology consolidation: WC -Whole class Magic School bus Watch the magic school bus IWB: Create a cycle On a notebook presentation students are to organize given information (including words and images) to form the water cycle We will discuss choices of positioning This will include the classification of various clouds IWB, magic school bus video IWB Mathematics: MA1-16MG Represents and describes the positions of objects in everyday situation ELABORATE LEARNING ENGAGEMENT RESOUCES AND PREPARATION OUTCOMES OFF LESSON ONE: Working scientifically & GRP-Group Cloud Window In students create a cloud window. They use information gathered from the sky watch to identify what types of clouds they can see in the sky. Cloud window, cloud pictures, ipads Mathematics: MA1-18SP Recognizes and describe the element of chance in everyday events MA1-3WM
Note: this will take place on a chosen day with suitable weather conditions. Pic Collage Students will classify various types of clouds and record this through creating a labeled collage on the Pic Collage App. questions: What do you notice about the different clouds? e.g. colour/size What is your weather prediction? Supports conclusions by explaining or demonstrating how answers were obtained English: EN1-1A Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations EN1-12E Identifies and discusses aspects of their own and others learning LESSON TWO: Whole class Guest Speaker- cultural engagement Our local Indigenous elder will visit the classroom and explain what the water and land means to them. They will share dreamtime stories. Students will learn significant indigenous language and create posters with these words to stick on the wall. Students will ask questions and have time to share their understanding of the water cycle with the elder. Guest speaker, to make posters HSIE ENS1.6 Demonstrates an understanding of the relationship between environments and people. CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families.
Focus questions: What does the environment mean to our indigenous community? Why is it important that we respect our land? CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. Geography: ACHGK005 The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them LESSON Excursion: Students visit local recycle store e.g. reverse garbage in between lunch and recess. We will collect materials that look we can use to create a visual water cycle. Students will be given a budget of $5 for each group to buy what they wish Focus questions: Do you have ideas or a plan for your creation? Why is it important to use recycled materials? What are some ways to recycle at home? slip, hats, money, plastic bag to fill sports uniform, recess, $1 for each group member HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. Participates in activities that demonstrate personal and shared responsibilities about the care of environments ENES1 Gathers information about natural and built environments
and communicates some of the ways in which they interact with, and can care for, these environments. EVALUATE LEARNING ENGAGEMENT RESOUCES AND PREPARATION OUTCOMES OFF LESSON ONE: WC -Whole class GRP-Group Create a visual water Cycle: With materials gathered from reverse garbage, home and around the school they are asked to represent the water cycle by organizing their objects. They will be provided with word cards, arrows and empty clouds. Note: 2 students working towards will be given a scaffold piece cardboard. questions: What are you trying to represent? Why have you placed this here? What comes next? Why did you choose this material to represent e.g. rain/cloud? Materials, word cards, arrows Images for the Mathematics: MA1-16MG Represents and describes the positions of objects in everyday situation MA1-2WM Uses objects, diagrams and technology to explore mathematical problems Art: VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things English EN1-12E Identifies and discusses aspects of own and others learning
RISK ASSESSMENT Identify risk (hazard Risk (as per HML) Differentiation Control measures (who and when) 1 Musical L 3x Aboriginal and Torres Strait Islander- non verbal 1x gifted and talented- Teacher can facilitate through questioning. 8 Ways of Learning. (2012). 2x working below- students are grouped therefore peers help those working below 2x behavioral issues- if instruments incorrectly can use body percussion to make sound. Students are free to use musical instruments in a responsible manner 2 Food dye Outside L 3x Aboriginal and Torres Strait Islander- non verbal 8 Ways of Learning. (2012). 1x gifted and talented- students are grouped therefore gifted students can help extend and scaffold group’s further knowledge. Teacher facilitates through questioning. 2x working students are grouped in mixed ability therefore peers help those working below 2x behavioral issues- teacher monitors behaviour Only one at a time is allowed at the tap to fill up their snap lock bags with water Teachers facilitates if need be the application of food dye. Students must wear art aprons. Make sure students wear hats when outside and there are no hazards 3 Shaving cream Food dye Water M 3x Aboriginal and Torres Strait Islander- non verbal 8 Ways of Learning. (2012). 1x gifted and talented-Students are grouped therefore gifted students can help extend groups further knowledge. Teacher instructs at the front of the classroom and students follow step by step process. students must wear art
Teacher can facilitate through questioning. 2x working below Students are grouped therefore peers help those working below 2x behavioral Issues aprons and act responsible around the products. 4 Hot water Glass Cling wrap ice M 3x Aboriginal and Torres Strait Islander- non verbal 8 Ways of Learning. (2012). 1x gifted and talented-Students are grouped therefore gifted students can help extend their group further knowledge. Teacher can facilitate through questioning. 2x working below Students are grouped therefore peers help those working below 2x behavioral Issues- will only be given the opportunity to observe if behaving appropriately (see attached Teacher instructs and models at the front of the classroom and students follow step by step process. Students must wear art aprons and act responsible around the products. Teacher will pour hot water into each groups bowl and they are instructed not to touch the water. 5 Water outside L 3x Aboriginal and Torres Strait Islander Deconstruct Reconstruct 8 Ways of Learning. (2012). 1x gifted and talented 2x working bellow Students are grouped therefore help those working below 2x behavioral issues Make sure students wear hats when outside and there are no hazards. 6 IWB L 3x Aboriginal and Torres Strait Islander - deconstruct reconstruct 8 Ways of Learning. (2012). 1x gifted and talented 2x working bellow 2x behavioral Issues Students are individually to come up to the IWB. 7 Outside L 3x aboriginal and Torres Strait Islander- land links 8 Ways of Learning. (2012). 1x gifted and talented- students are grouped therefore gifted students can help extend groups further knowledge. Teacher can facilitate through questioning. make sure students wear hats when outside and there are no hazards