Académique Documents
Professionnel Documents
Culture Documents
Year Level: 5
Duration: 9 lessons
General
Level
Aboriginal
and
Numeracy
ICT
Intercultural Understanding
TSI
Asia
and
Australias
Sustainability
Year
Humanities
(HASS)
and
Social
Achievement
Standard
(HASS)
Mapping and explaining the location, frequency and
Science
N/A
By
Year
Level
Standards
the
end
of
Year
5,
about
change.
harmful effects of bushfires or flooding
have
remained
the
experiences
different
people,
events,
developments,
places,
systems
and
same.
people
in
the
of
past.
characteristics
to
national
scales.
human
and
characteristics
between
environmental
of
places,
components
environments.
and
of
Australias
democracy
and
Australias
legal
system.
choices
as
consumers
Plan, rehearse and deliver presentations for defined audiences
used
challenge.
persuasive
and
multimodal
texts,
to
purpose
and
audience (ACELY1704)
(LITERACY)
to
inform
these
choices.
views
on
for
an
relationships,
based
on
evidence.
Students sequence information about
events, the lives of individuals and
selected phenomena in chronological
order
using
timelines.
They
in
others
to
generate
alternative
propose
action,
Total fire bans: what they are and why we have them
Create a labelled map (birds eye view) of a home which is well-prepared for
environment
bushfire season
Identify aspects of an informative text as well as their purpose
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Strategies to prepare your home for bushfire season
Plan, draft and publish an informative report taking the viewpoint of a news
reporter
Create a visual text, using published reports as scripts, filming with classroom
iPads.
of human life.
Procedures to follow in the event of a bushfire, including who to
contact (emergency services)
Events that take place before, during and after a bushfire
Particular events that took place surrounding the Yarloop fires in
January 2016
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
Identify the causes of bushfires and the impacts they have on people, animals, the community and the environment.
Identify prevention and preparation strategies which people may enact to prevent bushfires.
Consider viewpoints of people who choose to stay and protect their properties in the event of a bushfire, as well as those who choose to leave.
Use effective research procedures and strategies to gain access to information on bushfires, particularly the Yarloop fires which took place earlier this
year.
Rehearse, film and create a visual text, taking the perspective of a news reporter, reporting on the Yarloop fires.
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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
Summative Assessment 1: Written Report
Students are expected to imagine they are a news reporter asked to create an informative report about the Yarloop Fires, which have recently come to an end.
Students are provided with a summary of what their report needs to include and given time to research the events that took place. These reports are to be
created individually and are due at the end of the unit of work.
Summative Assessment 2: Videoed News Report
Students are allocated time to rehearse, film and edit themselves presenting their news report (using the written report as their script). Students are provided
with the assessment rubric of which their videos are being marked on so they are aware of the marking criteria. Video editing skills are not assessed in this
activity as it is not one of the intended learning outcomes. Students film their reports in pairs using the class iPads but are required to edit these individually.
At the end of the unit of work, videos are submitted to the teacher via the class Google drive.
Assessment Criteria:
Summative Assessment 1: Written Report
Students are marked solely on the content provided in their work against a checklist (see appendix figures 6 & 7). Students do not lose marks for grammar,
punctuation and spelling mistakes.
Summative Assessment 2: Videoed News Report
Students are marked against a rubric, which assesses the oral presentation of the video as well as the content, structure and mechanics (grammar, spelling,
punctuation) of the report.
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Assessment recording template:
Summative Assessment 1: Written Report
Students are provided with a self-assessment checklist (see appendix figure 6) prior to submitting their work to the teacher. Students check they have included
all assessment criteria in their written reports and sign the checklist when they are ready to submit their work. Teacher assesses students work using the same
checklist (see appendix figure 7) with allocation of marks for each piece of criteria.
Summative Assessment 2: Videoed News Report
Students are provided with assessment rubrics (see appendix figure 8) prior to filming their news reports so they are aware of the assessment criteria of the
task. Teacher marks written reports and videos against this rubric, indicating level of achievement (below average, good, satisfactory or excellent) and
constructive feedback at the bottom of the rubric.
Feedback:
Oral feedback is provided to students throughout guided discussion activities as well as in individual working activities, where the teacher is floating around
the classroom, observing students work.
Written feedback is provided at the bottom of worksheets that are marked and collected as well as at the bottom of both summative assessment templates
(checklist and rubric).
Self-assessment:
Summative Assessment 1:
A self-assessment checklist is provided to students to complete before submitting their final written report to the teacher. This checklist encourages
students to reflect on the content and quality of their work and make changes where necessary. Providing this checklist also makes students aware of the
assessment criteria and prevents disputes where students feel they have been unfairly assessed.
Summative
Assessment
2:
Students are provided with assessment rubrics prior to filming their news reports. This allows students to be aware of assessment criteria and encourages
them to be self reflective of their work prior to submitting.
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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
What events will help students:
Learning Experiences
Assessment
For/As
Learning Resources
(Formative Assessment)
1
Introduction to Bushfires
Diagnostic Assessment:
Teacher introduces the theme of HASS for the next few lessons, being
white
markers
colours)
Whole class will discuss and brainstorm on the white board what they
know about bushfires. Teacher will be scribe, writing these ideas on the
misconceptions of bushfires.
thinking.
Focus
questions
may
include:
board
(different
Interactive
whiteboard
5 ws& 1h Mind
Map (See Appendix
Figure 1)
environment?
-When
-What
are
bushfires
might
most
cause
common
a
to
bushfire
take
place?
to
occur?
-What happens when there is a bushfire? What steps should take place
and
who
might
we
contact
in
the
event
of
bushfire?
Class
will
watch
BTN
News
report
on
Bushfires.
http://www.abc.net.au/btn/story/s3875965.htm
Sharing circle. At the end of the class, students share their answers as a
class. This activity provides students with the opportunity to learn from
their peers and provides an indication of prior knowledge,
misconceptions and things that students need to learn in coming lessons,
regarding natural disasters.
The Effects of Bushfires on People, Animals, the Community and the Formative Assessment:
Environment
Self-assessment.
Students
on
People,
Animals,
completion
of
the
lesson,
the
Page 9 of 26
project Google search drive and ask students to identify some key
Environment
Worksheet
need to learn.
Appendix Figure 2)
topic.
(See
7 home preparation
strategies
individual pieces of
Students are broken into seven groups. Each group is given a piece
Figure 3)
Any
(misinformation)
home for bushfires. These posters will be hung around the school to
Formative Assessment
misconceptions
found
on
A3 piece of paper
(one per student)
in
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raise awareness. Students are provided with a self- assessment
checklist to ensure they have included all criteria for their posters.
4
Formative Assessment
Maps
are
collected
at
lesson.
Students are required to label their maps and present these using
grid paper.
in
previous
lesson
are
Formative Assessment
Peer
assessment.
Students
Interactive
whiteboard
After
Post-
Figure 4)
viewing
discussion
did
Ella
pack
in
her
bag?
missed
and
expand
Bushfire
their
understanding.
Teacher will ask students to recall any information they may know
Formative Assessment
Teacher
will
be
making
this year.
Research Worksheet
Students will use computers to research the Yarloop fires and fill in
capabilities.
student)
Yarloop
Fires
5)
Formative Assessment
Teacher
will
be
making
lesson, students will plan and write a report about the Yarloop fires.
individual
students
understanding
of
bushfires,
Teacher will ask students to recall the previous two news broadcasts
which we have watched in previous lessons. What are the features of
these broadcasts? What is the purpose of these broadcasts?
Students are asked to revise their drafted reports from the previous
Formative Assessment
to Microsoft Word
Students will read over their work, ensuring it makes sense and is
very informative.
Checklist
Students are then asked to create a final copy of their report using
Appendix Figure 6)
Self-Assessment
(See
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Microsoft word.
Summative Assessment
Teacher Assessment
Checklist
reports
Appendix Figure 7)
provided.
are
checklist
collected
(See
and
(See
Appendix
marks
for
grammar,
or
spelling
punctuation
Broadcasting a Report
Students
final
to make them aware of the criteria of which they are being assessed
collected
for
(See
Students take turns filming each other reading their reports as if they
Summative Assessment
Appendix
videos
are
with
summative
Figure
8).
to
VidLab application.
Summative
Assessment Rubric
Page 14 of 26
person filming.
on.
Students submit their video onto the class Google Drive. Students
who wish to share their broadcasts with the class may do so using
the interactive whiteboard. This is not mandatory of all students, but
more a fun way to end the activity.
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Rationale
Central Focus, Links to the Curriculum and Achievement Standard
This unit of work is centred on the theme of bushfires, with particular reference to the causes and impacts that bushfires have on people, animals, the
community and the environment (ACHASSK114). Designed for a year five class in Western Australia, this is a very real issue which young Australians must
be aware of, living in a country which regularly experiences bushfires (Victorian Curriculum and Assessment Authority, 2016). Students explore prevention
and preparation strategies, which may be put in place prior to bushfire season, with investigation of what a bushfire plan is and why you might put one in
place (ACHASSK114). Terms including total fire bans, controlled burn, bushfire season, radiant heat, flora and fauna are all new vocabulary which students
will engage with in the unit of work. Students will consider the viewpoints of people who choose to stay and protect their property during a bushfire, with
identification of risks of doing so including the loss of human life (ACHASSI099). From the year five Humanities and Social Sciences Achievement (HASS)
standard, this unit of work examines the cause and effect of bushfires, challenges students to consider different viewpoints of people responding to an issue
or challenge (bushfires), involves students gathering data from primary and secondary sources to answer inquiry questions, representing this data in a birds
eye view map, a poster, and a report using the specific conventions of each of these text types (ACARA, 2016).
Backward Design and Understanding by Design
The main idea of backward design, also referred to as understanding by design, involves the educator determining the intending learning outcomes and
desired results for an entire unit of work at the beginning of the planning stage (Kuzich, 2016; Mctigh & Wiggins, 2012). From these learning outcomes, the
educator designs the assessment task/s of the unit, which determine evidence of achieving these (Kuzich, 2016: Mctigh & Wiggins, 2012). The teaching and
learning activities are then created in accordance to these learning outcomes and assessment tasks in order to allow for high quality learning opportunities
(Kuzich, 2016 Mctigh & Wiggins, 2012). Implementing this design framework helps to avoid the common treatment of the textbook as curriculum and
creates authentic, content-rich learning experiences (Mctigh & Wiggins, 2012). Backward design works alongside the idea of constructive alignment, which
occurs when teaching, and learning is directly aligned with assessment (Readman & Allen, 202014, p. 15). I used the backward design strategy in planning
my unit of work on Bushfires. The first step in implementing this involved unpacking the year five HASS curriculum and achievement standards, identifying
what the key understandings and focus of these were. The content descriptors and achievement standards were broken into several topics, which I would use
as my learning outcomes for the unit of work. These included the cause and impact (cause and effect), preparation and prevention strategies and viewpoints
of people in the event of a bushfire. From these learning outcomes, I decided upon two summative assessment tasks (rubric and checklist with mark
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allocation), which I would use to assess the degree to which students achieved these learning outcomes. These assessment tasks allowed me to deconstruct
the direct topics and criteria, which needed to be addressed within my learning activities for learning outcomes to be addressed.
How and Why I will use the Different Assessment Types and Recording Formats
Within my unit of work, there are several forms of diagnostic, formative and summative assessment, which I have embedded into my plan. Diagnostic
assessment takes place at the beginning of the unit to gauge prior understanding and shape the instruction around what the students already know, we call this
assessment for learning (Readman & Allen, 2014). Formative assessment takes place to measure how effectively learning outcomes are being achieved
throughout the teaching and learning process, we call this assessment as learning (Readman & Allen, 2014). Summative assessment takes place at the end of
the unit to measure achievement against learning outcomes; we call this assessment of learning (Readman & Allen, 2014).
The main form of diagnostic assessment, which takes place in my unit of work is through teacher observations in the first learning activity. The teacher
observes and establishes students prior knowledge from the initial discussion and poses wide questioning to the class to get a finer understanding. These
questions will range in difficulty, where a teacher will pose questions to the class, which is assumed they already know as well as more difficult questions,
which is assumed they do not know. Having this range of difficulty also allows the teacher to identify students with a higher level of understanding of the
topic as well as those with little to no understanding of the topic. The teacher is then able to cater for this wide range of learning needs throughout the unit of
work.
Several forms of formative assessment are used in my unit of work to efficiently measure how substantially learning outcomes are being achieved throughout
the learning process including self assessment checklists, peer assessment procedures, the collection of completed work marked against checklists, teacher
observations and anecdotal notes.
Two separate summative assessment tasks are included in the unit of work, as they assess different criteria in each. The teacher marks students reports
against a checklist with clear allocation of marks distributed. These checklists are provided to students prior to them submitting their final reports for them to
self assess their work against. This allows students to be aware of marking criteria and allocation of marks, and encourages students to be self reflective of
their work standard. These checklists solely assess the content included in the report and do not deduct marks for spelling, grammar or punctuation errors. A
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summative rubric is used to assess students level of achievement and marked against the finished video as well as the final report. This rubric assess the oral
presentation of the video as well as the content, structure and mechanics (grammar, spelling, punctuation) of the report. Students editing skills are not
assessed in either of these summative assessments, as they are not an intended learning outcome of the unit of work, but more an intrinsically motivating
aspect of the activity which students gain interest and enjoyment from. Both of these summative assessment-recording formats are designed to meet specific
purposes (SCASA Principles of Assessment) and assess student learning (AITSL Std. 5.1) in a fair, consistent, equitable and reliable way (AITSL Std. 5. 3).
From these assessment formats, the teacher is able to refer back to the intended learning outcomes designed at the beginning of the Backward Design
Template and interpret the results (AITSL Std. 5.4) to create an informed, accurate and reliable report on student achievement (AITSL Std. 5.5) (SCASA
Principles of Assessment). Allocation of marks and learning capability criteria is explicit in both assessments to ensure that assessment is fair and all students
are given the chance to succeed in the classroom (AITSL Std. 7.1) (SCASA Principles of Assessment).
Connecting and Applying Knowledge to the Real World
Assessment tasks must always be authentic and applicable to the real world, for students to recognise the purpose of the activity and be motivated to take
part. Throughout my unit of work, I have included a range of authentic assessments (both formative and summative), which are applicable to the real world.
In learning activity four, students are required to apply their knowledge of bushfire preparation strategies to design and label a map of a house, which is
prepared for bushfire season. This activity allows students to apply the strategies learnt in the previous lesson to their designs and reflects on whether their
own homes are prepared for bushfire season. Using authentic summative assessment tasks including the written and videoed news report also allowed
students to connect and apply their knowledge to the real world. Students were asked to put themselves into the position of a news reporter asked to create a
report on the tragic events, which occurred surrounding the Yarloop fires at the beginning of this year. These assessment tasks allowed the students to apply
their understandings of bushfires including the causes, effects, prevention and preparation and the viewpoints of others, to a real life event (Yarloop Fires)
which took place at the beginning of this year. Throughout the unit of work, students viewed several BTN news reports, to model the conventions and
purpose in a fun and interactive way. Allowing students to use technology to film and edit their videoed news reports aims to be an intrinsically motivating,
rich and creative assessment.
Feedback to Promote and Support Students Further Learning
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Constructive feedback is constantly provided to students throughout this unit of work, not only from the teacher but from peers as well. This feedback is
both written and oral and aims to communicate with the learner on their progress to achieving the desired learning outcomes. Written feedback is provided at
the bottom of posters and maps, with the teacher commending the students work and suggestions for improvement, missed content and correction of any
misinformation/misconceptions. Marks are not provided in these activities as students learning is still forming. Oral feedback is provided in discussions and
sharing activities where students share their work and ideas with the class. This feedback is always constructive and promotes an active learning process.
Alignment
Each of the learning tasks objectives and outcomes are constructively aligned with the planned assessments for this unit of work. Taking into consideration
the idea of constructive alignment, taken from the constructivist view of learning, I have been able to embed the teaching, learning and assessment
experience into one (Readman & Allen, 2014, p. 15). I have done this by implementing a range of diagnostic, formative summative assessments, using these
frequently in a formal and informal way in the classroom.
Reporting Justification
According to the SCASA Principles of Assessment, assessments must lead informative reporting of student outcomes. Parents/guardians of students must be
regularly involved in the teaching and learning process of their child and reporting is an excellent way at doing this. Throughout the unit of work, the teacher
will report to parents about the achievement of their child three times. The first of these is a very informal reporting strategy which involves sending students
home with their finished birds eye view maps (with teacher feedback at the bottom) for their parents to look at and read the feedback provided. The parent is
required to put their signature at the bottom of the students work as well as in their diary to acknowledge that they have seen this work and read the teachers
feedback. The next reporting takes place in a more formal environment, where the parent attends a parent teacher interview. The teacher shows the parent
their childs completed written report and the rubric, which aligns with the students level of achievement and written feedback. Providing both the
assessment artefact along with the assessment tool together allows the parent to understand the justification of academic achievement. Additionally, the most
formal of the three parent reporting procedures is within the grades and comments provided in an end of semester report. The written report is used as an
artefact, which reports on students HASS levels of achievement.
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Appendix
When?
Who?
Why?
Bushfires
Name: ____________
Date: _____________
What?
Where? \
How?
Page 20 of 26
Figure 2. Bushfires and their Effect on People, Animals, the Community and the Environment Worksheet
Bushfires and their Effect on People, Animals, the Community and the Environment
Name: ____________________________________________________ Date: ________________________________
People
Animals
Community
Environment
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Figure 4. Before, During and After a Bonfire Table
Figure 5. Yarloop Fires Research Worksheet
Yarloop Fires Research Questions
Name:
When did they take place?
Date:
Animals?
The community:
Self-Assessment Checklist
The Environment:
Assessment Checklist
Student Name:
The students report should include the
following:
An introduction of who you are.
(1 mark)
A statement outlining what actually
happened.
(1 mark)
An explanation including:
-How the fire started
-How long the fires took place
-How much land it spread over
-How many properties were
damaged. (4 marks)
-How many lives were lost
An explanation of why people may
have chosen to stay and protect their
properties and how they may have
done so.
(2 marks)
An explanation of how the fires may
have affected people, animals, the
community and the environment.
(4 marks)
An explanation of how to prevent
fires in the future. (1 mark)
Total Score:
/13
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