Written

Explanation

Throughout this unit of work students will be focusing on basic needs of survival for animals. The
classroom theme for the Year 4 class is animals and the big idea of animals needing the
environment and other species to survive will be explored. Students will build up their knowledge
on the key concept through a progression of activities to create a final summative assessment at
the end of the unit of work. This unit of work includes the curriculum of multiple subjects, which
can be integrated into other lessons.

The work in this unit of learning will cover and explore content descriptors and achievement
strands in English, Visual Art, HASS and mainly Science. The Science content descriptor from the
Australian Curriculum and SCARSA, is the focal descriptor being covered Living things depend on
each other and their environment to survive (ACSSU073) (ACARA, 2013) (SCSA, 2014). Students will
additionally be exploring food chains as a link to needing food to survive and a way to develop new
terminology. Key terminology including habitat, producers, consumers and decomposers are
explored whilst achieving the English content descriptor, ACELA1498, by building upon their
vocabulary during food chain activties and research to apply the terms in their summative
assessment (ACARA, 2013). Students are also developing their research and discussion skills whilst
developing the main idea.

HASS content descriptor, ACHGK022, is also developed through the link of sustainability as students
explore the impact the environment has on species and how we can protect it (SCSA, 2014). At the
same time learners are enhancing their research skills. The dioramas, part of the final summative
assessment, is linked to the Visual Art content descriptor, ACAVAM111. Students are required to
use materials and prior knowledge on techniques ad process to create dioramas that represent
their chosen animal and their need for survival. Learners also achieve the achievement strand as
they compare dioramas to peers and use techniques and process to communicate ideas (ACARA,
2013).

Ive used the Understanding by Design/Backward Design, produced by Grant Wiggins and Jay
McTighe to produce a unit of work. The plan heavily focused on the learning outcomes and
assessments, which display the achievement of the chosen outcomes (Mangelsdorf, 2013, p. 38).

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The process assisted me to design authentic learning opportunities that have a clear link to the
curriculum and learning outcomes. Students benefit from this design as they extend their
knowledge of the learning outcomes through given opportunities to apply their knowledge in
development (Mangelsdorf, 2013, p. 38).

The three stages of Understanding by Design required me to plan experiences once I decided the
content and assessments to use. Stage 1, Identify Desired Results, required me to decide what I
want students to achieve? Considering outcomes, standards, long-term goals and big ideas (Wiggins
& McTighe, 2011, p. 8). In the unit of learning above, the big idea was chosen first for the Year 4
class. The big idea was linked to the Science curriculum content descriptor and the desired learning
outcome was established, of understanding animals needing other species and the environment to
survive.

Stage 2, Determine Acceptable Evidence, involved me to follow on from Stage 1 by deciding
assessment tasks to assess learners performance (Wiggins & McTighe, 2011, p. 8). A strong link
between assessment and learning outcomes was something I had to consider when planning
evaluation techniques (Wiggins & McTighe, 2011, p. 8). In this unit of learning the final assessment
of a diorama and information portfolio was chosen to cater for individuals and evaluate students
knowledge authentically. Stage 3, Plan Learning Experiences and Instruction, required me to
consider the lessons and activities used to build a students understanding to achieve the outcomes
and summative assessment (Wiggins & McTighe, 2011, p. 8). Before each learning experience
students will be reminded of how the activity is relevant to achieve the big idea and summative
assessment. Lessons need to be structured to build knowledge and assessed and evaluated through
learning to keep track on their progression (Wiggins & McTighe, 2011, p. 8).

In this learning plan there is a strong alignment between learning tasks and achievement standards.
This is because the process if Understand by Design focuses on achievement strands, then learning
experiences were chosen to achieve these strands/outcomes. The first few lessons focuses on
building contextual knowledge on the topic, including becoming familiar with new use of
vocabulary. The discussions and learning experiences in lessons 2 -3 give students the opportunity
to develop a conceptual understanding of the topic and vocabulary. Once students have developed
a basic conceptual understanding they then apply this knowledge by researching an animal of their
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choice and creating a diorama. The materials used to create the diorama and information from the
given site allows students to develop a deeper understanding through applying their knowledge in
authentic ways. Students then justify and present reasons for their answers in the information
booklet. This progressive approach to developing the specific learning outcomes will create a
meaningful and effective learning experience.

When planning this unit of work a variety of assessment types and recording methods is essential
to cater for the diversity of learners. Assessments are crucial to assess, track, evaluate and rank
students development throughout learning, including learning before, during and after (Readman &
Allen, 2014, p. 5). Using a variety of assessments will evaluate all students conceptual
understandings in different ways. Formative and diagnostics assessments allow for teachers to
evaluate a students prior knowledge and skill set needed to complete the unit of work (Whitton et
al., 2010, p. 191). At the beginning of this unit of work a discussion and brainstorming is used to
assess a students current/prior understanding of the outcome. Ancedotal notes of observations of
students learning are used to track students knowledge (Whitton et al., 2010, p. 229). If students
knowledge is lacking the teacher will spend time re-visiting/reteaching the concept to a specific
group the following lesson.

Formative assessments are used throughout this unit of learning, assessing learning for and as
learning (Readman & Allen, 2014, p. xxi). I use formative assessments to evaluate and reflect on a
students learning and progression, indicating strengths and weaknesses in students development
(Readman & Allen, 2014, p. xxi). Many formative assessments are used throughout this plan
including KWL Charts, Cups exercise and Vokis. Checklists and anecdotal notes are a way to
evaluate students progression of learning. Summative assessment is the final assessment used to
evaluate students final understanding of a topic (Readman & Allen, 2014, p. xxi). The diorama and
information booklet are assessed against a rubric to evaluate the learning outcome, particularly
identifying and explaining needs for animal survival.

The unit of learning focus and big idea is extremely relevant as it deals with real life situation
According to John Dewey, students need to be prepared for life after school (Readman & Allen,
2014, p. 7). Making authentic assessments and connections to the real world students value the
learning experience more (Readman & Allen, 2014). The notion of animals relying on others and the
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environment to survive is dealing with realistic context. The summative assessment of the
information booklet is authentic as it also includes and assesses a diorama, bringing the experience
to life. This allows students to express and expand their knowledge on the topic. This assessment is
conducted at the end of the leaning experience to allow students to build upon their knowledge in
previous learning activities.

The diorama makes the assessment a rich and creative experience. Students are required to use
their creativity to visually display and represent animals needs and their habitat, through drawing
on knowledge gained in the learning experience. This caters for differentiation in the classroom, as
it provides students with additional needs the opportunity to succeed (Foreman & Arthur-Kelly,
2014, p. 88). Students who are not literate or competent in reading and writing are also given the
opportunity to express their conceptual understanding through their diorama and presentation.
Students who are less creative also have the opportunity to express their understanding through
answering the questions in the booklet. Students are not penalised by the marking criteria as they
can choose between either the booklet or presentation to present their conceptual understanding
of the learning outcome (Foreman & Arthur-Kelly, 2014).

Feedback a significant aspect of the learning process, as it indicates to students their understanding
and how they can improve (Readman & Allen, 2014, p. 22). Feedback is a valuable aspect of
assessments and the learning process, as students progress their development to achieve a given
outcome (Readman & Allen, 2014, p. 22). The vital role feedback, as non-negotiable plays in
assessment was considered during this plan for the unit of work. Feedback is given through this unit
of work, orally. The teacher is able to give positive and constructive feedback to students. Students
are given quality feedback including, You have included what your animal would eat, but have you
included its other needs? What else can you think of? students then have time to make changes
and crate a discussion based on the feedback, which are important principles of feedback
(Readman & Allen, 2014, p. 102). Learners are also given the opportunity to further achieve
learning goals, by receiving and applying feedback given.

Peer and self-evaluation is used along with teacher evaluation in this unit of work. Peer evaluation
in lesson 12 gives students the opportunity to improve their skills of presenting positive and
constructive feedback (Readman & Allen, 2014, p. 105). Providing students the experience to
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evaluate their ability to achieve the learning outcome, this is experienced through completing a
checklist. Self and peer reflection allows students to become familiar with the learning outcomes
and expectations of the learning experience, whilst developing a positive, motivated and confident
attitude towards assessment (Readman & Allen, 2014, p. 105). The information booklet gives the
teacher opportunity to give written feedback along with the rubric justifying results and indicating
to students where they can improve. This is given to students during follow up lessons allowing
them the opportunity to ask questions about their feedback.

When reporting to parents a students progression it is vital to have accurate and explanatory
material. Effective reporting to parents needs to include evidence of students learning and
progression by providing accurate and informative material (Whitton et al., 2010, p. 195). AITSL
Standard 7.3, covers collaborating with parents in a effectively and confidently way (AITSL, 2014).
The information booklet is evidence of student learning and will be displayed in an electronic
student portfolio for parents to look at. Parents are able to see the process of the childs learning as
well as the skills and knowledge developed in the rubric. Students are also able to share their
learning with their parents in this process. The rubric used to assess the summative assessment will
be another way to report learning to parents. The rubric and criteria work was marked against will
be displayed for justification and evidence on the students mark of their skills and knowledge on
the topic. The teacher can use the criteria to validate why the student got this mark and how they
can improve.

The anecdotal notes made throughout this unit of work are a way to report to parents students
progression of the learning outcomes. The teacher is able to explain the progression of the student
learning/knowledge, skills and their attitude and behaviour towards learning. This can be discussed
during parent teacher interviews. This is an effective way to justify students strengths and areas of
improvement throughout the leaning process, using informative evidence gathered through their
learning experience.

The use of diaries is also an effective way to report to parents. The teacher and parents are able to
have constant communication through writing notes. The teacher is able to inform parents of any
concerns or queries to update parents on students development, behaviour and life at school. The

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parents are also able to fill in the diary when homework is completed to notify the teacher of
progress at home.

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