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Teacher: Miss F
Duration: 3 Weeks
PRELIMINARY STAGE: Finding what the desired result should be (What do we want students to learn? From the Australian/SCASA
Curriculum)
General
Capabilities
(GP)
Ethical Behaviour
ICT
Intercultural
Crosscurriculum
Priorities
(CCP)
Sustainability
Literacy
Histories and
Culture
Numeracy
SUBJECTS
Understanding
Humanities
English
Science
and experimenting with text structures, language features, images and digital
resources appropriate to purpose and audience (ACELY1714)
x Biological Sciences
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations
and contribute actively to class and group discussions, using a variety of strategies for effect. They describe and predict
the effect of environmental changes on individual living things. Students develop their understanding and application of
skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills
to their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and
contemporary.
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LEARNING OUTCOMES:
Knowledge and Understanding: (What are students
Students will be able to independently......
expected to learn?)
Research organisms that live in extreme conditions.
Organisms that live in extreme conditions have their
Participate in discussions while interrogating ideas, creating informed
growth and survival effected by the environment.
arguments, as well as sharing and evaluating information including
Inquiry skills help to organise a process that allows us
experiences and opinions.
to explore concepts, analyse information, inform our
Use inquiry skills to identify current understandings,develop in quiry
decisions and promotes effective communication with
questions, locate and collect information, use ethical protocols,
others.
determine relevancy of information, justify conclusions and present
findings.
Multi-modal informative texts have structures that
Plan, draft and publish an informative text including experimenting
indicate our purpose, and this is also specific to our
with text structure, language features, images and digital resources
audience.
appropriate to purpose and audience.
Reflect on learning and consider future action based on findings.
Skills: (What are students expected to be able to do?)
DEEP UNDERSTANDINGS:
Sustainability and environment.
ESSENTIAL QUESTIONS:
How does the environment manipulate the organisms living within it?
How does the understanding of adaptation effect the quality of
human life?
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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE (How will we know what students have learned?
Performance Task(s):
In groups of 3-4 students are required to collaboratively create a multi-modal presentation based on guidelines [See Appendix A] and
marked on a rubric [See Appendix B]. The creation of this presentation will be facilitated by the use of Kath Murdochs Inquiry Process
(Kath Murdoch, 2010) and the use of Miss Fs Extreme Conditions Weebly site for guidance and inspiration. Students are also being
marked on their ability to reflect on peers, and their own performance.
Other Evidence of Learning: (may include major formative learning tasks, rubrics, formal and informal feedback, student selfassessment)
[Diagnostic] Discussion post excursion and video viewing.
[Diagnostic] Creation of the K and W section of a KWL chart.
[Formative] Creation of individual Voki describing initial understandings of extreme environments.
[Formative] Creation of inquiry questions with the use of Blooms Taxonomy.
[Formative] Level of inquiry skills through questioning students about their process, questions and current findings and resources.
[Formative] Creation of the L section of the KWL chart.
[Formative] Creation of their persuasive action literature.
Feedback: (What sort of feedback will students receive?)
During the initial stages the use of prompting and questioning will work as feedback to guide students in the direction they need to take.
Verbal formative comments will be used during the inquiry process to prompt students to consider they questioning, resources,
information retrieval and presentation format.
A rubric will be used as feedback for the students to see how they have achieved with their summative assessment. A comment will also
be given about the strengths of the presentation and what could be improved next time.
Self-assessment: (How will students reect upon and self-assess their learning?)
Students will be involved in many discussions over the course of the unit of inquiry so they are able to reflect on their current
understandings, issues with the process of ICT, direction of work or choices for presentation. Students will have a copy of the
guidelines and marking rubric to self-assess their progress and make sure they are meeting the requirements.
After their summative presentation students will be given the opportunity to assess themselves through reflection to decide on their
own strengths and weaknesses of the presentation.
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Differentiations
Verbal communication is a requirement for the summative assessment, however students are given the option of recording themselves
over the presentation for students who get nervous when presenting orally in front of the class. As this is not being specifically marked
there is no need to force students to present this way if they are not comfortable.
Weebly.com is set up to assist students who are struggling with some of the inquiry skills. If students are having a hard time finding
reliable information they are able to gather some information from the links provided within the Weebly.
Groupmap.com allows students to participate anonymously so that they do not feel pressured to give a correct or acceptable answer.
Brain Breaks are used to maintain student engagement and interest. These get students moving and thinking about simple things so that
they do not get bored and disengage.
Learning Environment
The classroom has been set up in a collaborative seating arrangement since the start of the year. Students have moved desks, but
generally work in groups unless there is individual testing. This project will be completed between the members of their current group for
ease.
A Blooms Taxonomy poster is displayed in the room for student reference, as well as a safe use of ICT guide.
How will you engage students at the beginning of the unit? (motivational set)
Students will engage with a short video on plant adaptations to get an idea of the future learning. They will then be
engaged by walking around a local bushland that is adjoined to the school. They will see and feel plant adaptations to the
natural harsh Australian environment.
Students will then watch a short clip on extreme planetary conditions. This engages students with the concept of these
areas, and the interesting creatures that manage to survive in these regions. Students will be given the option of
learning through other videos on the Weebly site.
What events will help students experience and explore the
N.B. You can list the questions in order or create a Daily
enduring understandings and essential questions in the
Work Pad style of presentation in a table format with the
unit? How will you equip them with needed skills and
days across the top and lessons spread across the three
knowledge?
weeks.
#
Lesson
Lesson Activities
Time
Resources
Title
Kath Murdochs Inquiry Cycle (Kath Murdoch, 2010)
Learning
Area
1
Tuning In
Students watch a YouTube video about plant adaptations.
30 Minutes https://www.youtube
The Hook
Students walk to the local bushland to investigate properties of native plants
.com/watch?
that have adapted to survive in Australias dry climate. Students draw
v=XZCbLgf6gCc
labelled images and/or take pictures with the camera. Students return to
Hats
class and discuss their findings.
Clipboards, Paper,
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Pens
Cameras
2
Tuning In
The Hook
The
Discussion
(Literacy)
Finding
Out
Finding
Out
Sorting
Out
Going
Further
30 Minutes
Students Access Extreme Conditions Weebly site Tuning In. Students watch
videos and access websites to explore the idea of extreme conditions and
animal that survives within them.
http://mentalfloss.com/article/57204/20-amazing-animal-adaptations-livingdesert
https://www.newscientist.com/round-up/extreme-survival/
https://www.youtube.com/watch?v=Oown6k_iSmw
https://www.youtube.com/watch?v=fRX2JtKFUzk
Students create a Voki describing what they think Extreme Conditions are.
60 Minutes
http://missfextremeconditi
ons.weebly.com/
https://www.youtube
.com/watch?
v=OczG8v-vJXw
Interactive
Whiteboard
Groupmap.com
Student Laptops
http://missfextremeconditi
ons.weebly.com
Student Laptops
Interactive
Whiteboard
Voki.com
60 Minutes
Introductor
y Lesson
(extra time
if required)
30 Minutes
http://missfextremeconditi
ons.weebly.com/
Student Laptops
http://missfextremeconditi
ons.weebly.com/
Student Laptops
60 Minutes
Introductor
y Lesson
http://missfextremeconditi
ons.weebly.com/
Student Laptops
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Synthesisi
ng and
Reflecting
Acting and
Applying
(extra time
if required)
60 Minutes
Introductor
y Lesson
(extra time
if required)
45 Minute
Introductor
y Lesson
(extra time
if required)
Student Laptops
Interactive
Whiteboard
Peer-Reflection
Sheets
Self-Reflection
Sheets
Groupmap.com
Student Laptops
Interactive
Whiteboard
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References
Hook Education Ltd. (2011). HookED SOLO functioning knowledge rubric generator.
Retrieved from http://pamhook.com/solo-apps/functioning-knowledgerubric-generator/
Kath Murdoch. (2010). Phases of inquiry. Retrieved from https://www.google.com.au/url
?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCIQFjABahUKEwjzlfKw3fHIAhVH_WM
KHfZ
BC4c&url=http%3A%2F%2Fwww.kathmurdoch.com.au%2Fs
%2Fphasesofinquiry.pdf&usg=AFQjCNG
ZKU28nlwJ7mW5qje1HBJZo4vzbw&sig2=OnyQtHJcB3eIlrktrUdNw&bvm=bv.106379543,d.cGU&cad=rja
School Curriculum and Standards Authority. (2014). English: Curriculum. Retrieved from
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/english
School Curriculum and Standards Authority. (2014). Humanities and social sciences:
Curriculum. Retrieved from
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculumbrowser/humanities-and-socialsciences
School Curriculum and Standards Authority. (2014). Science: Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level6
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Appendix A
Summative Assessment Guidelines
Surviving the Extreme
In groups of 4 you are required to create a multimodal presentation that informs other
members of the classroom about an EXTREME CONDITION of the world, and ONE organism
that survives within it. This presentation should include written and verbal information as
well as imagery.
The information must include:
Key features of your extreme condition.
Location including diagrammatic maps.
Your chosen organism
What it eats and examine if it has adapted to find this food (giraffes neck, trees that
grow tall with canopies).
Where it lives and analyse why (does it have a den, does it grow under rocks).
Evaluate the dangers it faces in its extreme condition (starvation, the cold,
predators).
Other forms of adaptation (dense fur, defence mechanisms, seed pods).
Examine how it reproduce in these extreme environments (seed pods).
Other interesting facts or features.
Extension Activities include information on:
Critically examine how humans have changed their quality of life based on
adaptations (warmer clothes based on the idea of dense polar bear fur).
Can you determine any connections between your natural ways of living and
adaptations that your chosen animal has done to thrive in its environment? Analyse
and explain. (Living in a house for shelter = Finding a cave for shelter)
Evaluate your extreme condition. Could you live there? What would you need to do
to survive?
Within your groups you may choose your style of presentation. This may include but not
limit to:
Piktochart.com [2-3 pages max]
Windows Movie Maker [7 minutes]
Prezi.com [7 minutes]
PowerPoint [the usual rules apply: no unnecessary sound effects or movements]. [12
slides plus introduction and bibliography]
YouTube.com for publishing if desired.
Please note that verbal information must be included in this assignment. Students have
the option of creating a speech while presenting, or recording their speech over their
presentation. A bibliography of sources is required.
Please refer to the rubric for specific marking criteria.
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Appendix B
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Performance
Criteria
Excelling
Advancing
Improving
Emerging
(I seek feedback of
how to improve)
(strategic or
purposeful use of
strategies knows
why and when ).
(needs
prompting and
directing)
Student identifies an
organism that lives in an
extreme environments such
as Antarctica or a desert
(ACSSU094)
Location, food,
dangers,
reproduction,
adaptations.
I use several
strategies to
identify all required
features of an
organism that lives
in extreme
conditions,
including at least
one extension
question.
I use several
strategies to
identify most
features of an
organism that lives
in extreme
conditions.
I use several
strategies to locate
and collect
information and
data from primary
and secondary
resources and I
know when and
why to use them. I
can teach others.
I use several
strategies when
using ethical
protocols to gather
information
including a
bibliography. I know
when and why to
use them. I can
teach others.
I use several
strategies to
consider accuracy
and reliability of
information, and
then ordering this
into logical
sequences, and I
know when and
why to use them. I
can teach others.
I use several
strategies to locate
and collect
information and
data from primary
and secondary
resources and I
know when and
why to use them.
Student considers
accuracy and
reliability of
information and
orders this into
logical sequences
and makes
connections.
Student presents
arguments, findings
and conclusions in a
way that is
appropriate to
audience and
purpose. Plan, draft
and publish
informative texts,
choosing and
experimenting with
text structures,
language features,
images and digital
resources
appropriate to
purpose and
audience
(ACELY1714)
Student reflects on
learning and creates
action to inform
others.
I need help to
identify features
of an organism
that lives in
extreme
conditions, or I
have only
included some
features.
I use several
strategies to locate
and collect
information and
data from primary
and secondary
resources but I am
not sure when and
or why to use
them.
I use several
strategies to use
ethical protocol
while gathering
information but I
am not sure when
and or why to use
them.
I need help to
locate and
collect
information and
data from
primary and
secondary
resources.
I use several
strategies to
consider accuracy
and reliability of
information, and
then ordering this
into logical
sequences, and I
know when and
why to use them.
I use several
strategies to
consider accuracy
and reliability of
information, and
then ordering this
into logical
sequences, but I
am not sure when
and or why to use
them.
I need help to
consider
accuracy and
reliability of
information and
ordering this
into logical
sequences.
I use several
strategies to
present arguments,
findings and
conclusions that is
appropriate to
audience and
context and I know
when and why to
use them. I can
teach others.
I use several
strategies to
present
arguments,
findings and
conclusions that
are appropriate to
audience and
context, and I
know when and
why to use them.
I use several
strategies to
present
arguments,
findings and
conclusions that
are appropriate to
audience and
context, but I am
not sure when and
or why to use
them.
I need help to
present
arguments,
findings and
conclusions that
are appropriate
to audience and
context.
I use several
strategies to reflect
learning and create
action to inform
others, and I know
when and why to
use them. I can
teach others.
I use several
strategies to reflect
learning and create
action to inform
others, and I know
when and why to
use them.
I use several
strategies to reflect
learning and create
action to inform
others, but I am
not sure when and
or why to use
them.
I need help to
reflect learning
and create
action to inform
others.
I use several
strategies to use
ethical protocol
while gathering
information
including a
bibliography and I
know when and
why to use them.
I need help to
use ethical
protocol while
gathering
information.
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