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The unit plan consists of six lessons over four weeks. The first lesson
consists of an introduction to scientific report writing and the explanation
of the structure of the report. After looking at and deconstructing
examples of scientific reports as a class, the students and teacher write
the necessary elements of a report. In the subsequent two lessons, the
students and the teacher construct a scientific report about a living thing.
Students then are asked to work in pairs to construct their own scientific
report. During the fourth lesson, the teacher reads over the students
report and gives them individualised feedback. After taking feedback into
consideration, students start editing their writing and choosing a form of
presentation. Students have the choice to pick a creative tool to present
their report to their peers in class. They are aware of the marking criteria
and they are encouraged to check their report against it. This unit of work
is planned using the backward design which is an instructional design that
start from the final assessment and works towards learning experiences.
According to Culatta (2013), there are three stages required to adapt this
plan: identifying desired results, determining acceptable evidence of
learning and designing learning experiences and instruction. The lesson
plan attached under task three on Weebly is based on the intention to get
the students in year 3 to write a scientific report. The students reports will
be evaluated and marked according to marking criteria which serve as an
evidence of learning. The learning experiences were planned to match the
evidence of learning and the assessment task.
The summative task planned tackles two learning areas: English and
Digital Technologies.
different
text
structures
align
with
their
purpose
(Australian
the unit of works lessons and the summative assessment task, students
experience
class
and
group
discussions
which
enhance
their
understanding of the content and the task. Discussions give students the
opportunity to ask questions, receive and give feedback. Providing and
receiving feedback build on their motivation and enable them to learn
through discovery (Kluger & DeNisi (1996). Additionally, the many steps
that lead to the final assessment product enable students to edit their
writing and to check their work for appropriate vocabulary, structure and
meaning
(ACARA,
2016).
As
result
of
the
previously
learning
The assessment types used within the unit of work are formative as they
assess students as they are learning before completing the summative
assessment. Observations, questioning, discussions, peer/self-assessment
and practice writing reports are all strategies used within the unit of work.
When the teacher observes the students as they discuss and question
each other, they record their notes and comments about students
learning and performance on a chart that they keep as learning evidence.
The result of the observation will determine if there is a need for further
expansion
on
learning
experiences
and
modification
of
teaching