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Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
AO L4: Understand how exploration and innovation create opportunities and challenges for people, places, and environments
AO L5: Understand how people’s management of resources impacts on environmental and social sustainability.
Specific Learning Outcomes:
Purposes and audiences
Earth and beyond: Interacting systems
Investigate the water cycle and its effect on climate, landforms, and life.
Students will:
(What do I need to know and do?)
(What is the impact of my teaching and learning?)
Literacy learning Outcomes:
Social Studies Outcomes:
Within this unit there are numerous opportunities for formative assessment. The final assignment along with the essay should be used for summative assessment and reporting on. This can be assessed for botht the literacy and specific Social Studies learning outcomes.
It is important that teachers use formative assessment to inform teaching practice.
Effective formative assessment should be used to inform the learning and teaching process. Teachers should be using formative assessment to guide the next steps in a teaching and learning sequence and to assess where students’ are achieving.
https://arbs.nzcer.org.nz/arbs-and-assessment-learning
Written feedback should be provided to students for the essay tasks (both in the Population study and individual inquiry) in order for them to identify the next steps and what they have done well.
Teachers should be conducting formative assessment by asking themselves the highlighted questions (in blue throughout the unit) each time a strategy is used. Is it working? Are the students actively engaged? Are they progressing as expected? Are students acting on feedback to improve their learning? Do I need to review this strategy and use it again?
Teachers should also be regularly monitoring the students learning logs to identify specific areas of need and to gauge interest.
Students are provided with choice in the selection of :
By giving students choice they are able to choose topics and presentation formats that interest them and utilise their individual strengths. By providing students with an opportunity to present their findings to an audience they develop in confidence and it also provides a meaningful sharing of knowledge.
Self assessment is also crucial through the regular completion of learning logs and also the self assessment matrices attached to both the essays and the inquiry assignment. Self assessment allows the students to critically reflect on their own learning.
ARBs can also be used as diagnostic assessment. For example, if students are already skilled at finding information relevant to the question then less time can be devoted to developing this skill in class and more devoted to another area for development. Diagnostic testing enables teachers to make decisions relating to the specific learning needs of the class.
Provision for identifying next learning steps for students who need:
Tools or ideas which, for example might be used to evaluate:
Learning logs – These enable students to reflect on a regular basis on their own learning and understanding. Teachers are able to use these logs to identify next learning steps, reteaching points or ways in which the teaching and learning process could be modified.
Writing samples can be used to assess where the students are achieving and next learning steps. For example, an essay may show that the students are able to write in paragraphs but that they are unable to link their thoughts and ideas.
Throughout the course of this topic there may be areas which particularly interest students. For example in the ‘Pressure on Living Things” section students may display a desire to learn more about endangered species and the threats they face. This may provide an opportunity for greater learning and progress as it is driven by student interest.
It is important for students to have the opportunity to revisit strategies and ideas that they found interesting or particularly useful. This also enables students to develop a greater understanding of when and where they can use a particular strategy to assist them and in a cross curricular context.
It is important to ask the following questions as found in Using Inquiry to Plan Secondary English Programmes as they are relevant in any subject or curriculum area. They enable the teacher to reflect on the teaching and learning process and ways in which it could be improved/changed to improve student success.
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Language and literacy intention(s)
Opportunities for Key competencies development
Principles and values coherence
Big Idea – The size, shape and direction of the shadow changes during the day The teacher reviews with the class the concepts, definitions, word banks and experiences explored to date. Students will write an explanation as a result of the investigative activity My Shifting Shadow.
Resources for teacher modelling, scaffolding and student participation in understanding the structure of an explanation can be found at:
MY SHIFTING SHADOW
What you need
What You Do
Go out at 9 a.m. and with a partner stand in one spot and have your partner trace your shadow. Repeat this in a different place and trace your partner’s shadow. Measure the length of both shadows.
Repeat this on the hour until 3 p.m.
Take a digital photo of each set of outlines at the end of the day.
Each child can graph their set of shadow lengths.
Why do the shadow lengths change during the day?
What To Look For
That the student understands that it is the relationship of position of the Sun and the angle of the Sun’s rays striking the Earth that causes changes in the shadow.
The position of the Sun changes as the Earth spins.
Opportunities to explore
Could we use this information to tell the time?
What is a sundial? Assessment of learning in this unit
The assessment task for this unit will require the students to apply the scientific concepts and vocabulary used over the series of investigations.
Each student will be required to apply their knowledge to use the Before Before After After framework to sequence the photographs of shadows over the course of a day matching the shadow position and length to times during a day.
Teddy Bear Shadow Template (PDF 1MB) Teddy Bear Shadow Assessment Teacher Notes (PDF 221KB)
Students will then write an explanation that will require them to explain the movement of shadows in relation to an object over a day. It is expected they will use vocabulary and science specific vocabulary tin their explanation. To confirm their conceptual understanding of the light source’s (the sun’s movement) they will position the sun in relation to each shadow on their poster.
Assessment opportunities by the teacher using the teaching as inquiry framework
Observation of students’ conversations and working in groups
When the students have completed the outside tracing, have them draw their partner, their partner's shadow, and the location of the sun.
Model writing a caption for the shadow tracing. Have the students write a caption for their drawing.
NB Throughout the unit take digital photos of the students and shadows to use later for discussion and motivation for writing. Make into a book or a wall story "Our Book Of Shadows".
Have students discuss the information they have discovered about their shadows' lengths and other observations on shadows made by the sun at various times during the day. Teacher and students work together to complete a table for this information and then write some concluding sentences. Read and display these in the class.
Using different objects encourage students to create, trace, and manipulate shadows.
Encourage students to question:
In pairs, students discuss their experiences with spiders. Share with another group. Encourage active listening and questioning.
Role play. Students act out some of their spider experiences/feelings. Talk about what to look for when someone is scared eg How do they stand? How do they breathe? What do their eyes look like?
Construct two graphs to depict students' ideas and feelings toward spiders before and again at the end of the unit. Discuss why some people are afraid of spiders.
As a class discuss:
Chart responses, eg.
Facts about spiders:
Spider Facts
Features of insects and spidersStudents match features to spiders or insects.
Read and discuss the life cycle of a spider.
Use models of explanation (see The Best Nest and Why Does Earth Need the Atmosphere?) writing to share with the class. Read the explanation with the students. Talk about the explanation - How do we know this is an explanation? What impact does the explanation have on us as the readers? How would the author have gathered this information?
Features of a spider
Close read instructional/procedural texts to the students.
Assessment Resource Bank activity: How to Make a Plaster MaskProvide opportunities to discover the differences and the similarities between explanations and instructions:
Focus attention on the need to add reasons when writing an explanation. Together list the language and text features that will be the focus for later writing.
Set up a vivarium for student observation. Students use a magnifying glass to observe spiders and write a brief explanation of their observations. Discuss how the vivarium may help to find answers to our questions: What we want to find out about spiders.Collect, observe and make notes on changes for several days.
Outside the Classroom (this could be a homework activity for a week). The students keep a record of the number of different spiders they see.
Shared reading - read and discuss how the spider uses a web to catch prey.
Discuss different types of webs and how different spiders catch their prey. Discuss how camouflage helps spiders catch their prey and also helps them hide from their enemies.
Teacher models writing an explanation: "How a spider catches its prey". Teacher introduces the explanation_checklist (RTF 16KB) Students identify the checklist points using the teacher modelled writing.Teacher models how to use a flowchart or cluster diagram, organising ideas into sequential order, thinking carefully how to start and end the explanation. Model how to select the best and most relevant ideas. Ask students for ideas, encouraging them to participate in the modelling process. Talk about the audience for their writing. Who will read it? How will this affect your planning?
Read How does a spider use its venom?Discuss:
Students complete venom activity.
Using the explanation model students brainstorm and plan an explanation: "How a spider uses its venom"Students plan and write their draft explanation and with a peer use the explanation checklist. Students peer_conferencing (RTF 21KB) with each other, commenting on and questioning each other's explanation.
Students will be able to:
a) The following visual exposition exemplar is based on the Shakespeare play, Romeo and Juliet. The visual exposition focuses on specific themes from the play and has been created without sound effects, voiceover or music.
While reading the exposition for the first time, consider the ideas it communicates and record the pressures that were faced by Romeo and Juliet.
NOTE: This should be viewed in 1080p for maximum clarity of text.
Record the colours and images that were associated with these pressures.
b) Read over the annotation for the exemplar (Word 33KB) and discuss the techniques that stood out.
c) This exemplar has no sound effects, music or voice-over to create effects and communicate further meaning. There are a number of ways these techniques could be incorporated into the text.
Explain how you could use voice-over, music and/or sound effects to further communicate the ideas from “Romeo and Juliet.”
a) An effective way to communicate complex ideas is to start off simple and add detail and explanation as you go. Your audience or readers are more likely to understand complex ideas if they are communicated in a progression - starting out simple and adding necessary detail as the text progresses. Visual expositions are particularly good for this as you are able to show a progression of shots or panels (one after another) to build up the audience’s understanding of your reading of the ideas from the source text.
Each panel may be composed of a number of images and text and can be divided into distinct parts. Within these parts you can plan the progression of a number of different ideas which all contribute to your thematic focus. NOTE: refer back to the exemplar and its annotation for more on its four main parts: background, foreground, sky and text.
b) Part of the challenge with communicating complex ideas is to figure out what simple idea to start with and then how you can compose your panels and use visual language techniques to fully communicate the various meanings and ideas.
Consider what progression of images from panel to panel you could use to best develop meaning. Don’t worry too much about how you will produce these images, just imagine the most ideal images you would have in it.
Consider how the “Romeo and Juliet” exemplar uses the following techniques and decide how you will use:
Complete the tutorial and planning template on “ Planning for a progression of ideas (Word 49KB) .”
a) Now you should consider which tools will be the best for developing your visual exposition. There are some tools listed below to help you with this. Some are open source software, others are websites that provide tools that are usable online.
Whichever tools you use, it is likely you will need to manipulate graphic files by cutting out images and combining them with other images and using text and colour on your visual exposition.
b) When converting images to film and editing video, most tools are fairly similar to use. Windows Movie Maker and imovie in particular are simple to use for stringing together images and/or video and for adding sound.
If you are working in a group, you should aim to use the existing expertise within your group and build further expertise individually. You may decide to assign roles to each group member depending on which tool they wish to use. All group members should be involved in the planning and understand how the ideas are being developed and communicated in your visual exposition.
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