pialbastateschool.files.wordpress.com · Web viewIn this unit students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate

PIALBA STATE SCHOOL: SCIENCE YEAR 2 SEMESTER 2 UNIT 3 Term 3 PLAN

Deep Learning Inquiry Cycle Good to Grow

In this unit students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate and compare the changes that occur to different living things during their life stages. Students consider how Aboriginal peoples and Torres Strait Islander peoples living a traditional lifestyle use the knowledge of life stages of animals and plants in their everyday lives. They conduct investigations including exploring the growth and life stages of a class animal and plant. Students respond to questions, make predictions, use informal measurements, sort information, compare observations, and represent and communicate observations and ideas.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Ipads to record changes to plants and animals as they grow e.g.Use time delay to record the transformation of pupa to darkling beetles.

Fraser Coast Wildlife CentreOptional: Mr Charlie to answer questions about the different life stages of a plant and how he helps to provide them with what they need to survive. How do the plants in the school affect other living things in the school environment?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: Students describe and represent the changes to a living thing in its life stages. Students compare the life stages of two different living things

Term 3, Week 1 F Pre assessment on life cycle

Term 3, Week 9 S Good to Grow

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)

Lessons 1-2

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Walt: Students demonstrate knowledge about the way living things grow, change and have babies.

Wilf: Individual ideas showing knowledge of growth.

Tib: Animals and plants follow a set life cycle.

Good to Grow – Familiar Living ThingsEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Engage Year 2 Focus – ALL CLASSES

- Students are shown mealwormsIn groups of 4 record what they know about mealworms:

what they were when they were born what they will group up into what they eat how long it will take for them to group Things animals need to survive (Year 1 topic)

- make anchor chart to identify questions we would like to know the answers for- Use ‘From young to old’ resource 1 from Primary connections – Watch it Grow, students attempt to complete the phases of a mealworms life cycle and their personal life cycle.

Year 1 focus 1/2B features of living things. Use C2C resource

Unit 1 Year 1 lesson 1 Slideshow What do I belong to to focus on the different features of animals and why they have certain features.

Needs of living things (appendix 3) Students make GrassHeads – See appendix 2 Year 3 Focus 2/3T How we group animals and plants –

mammals, birds, reptiles C2C resource Unit 1 Year 3 Lesson 3/4 Slideshow Grouping Living Things

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of seasonal changes and our weather in our local environment and how it changes.

L2BAllow 'wait time' for the student to process information

Consider teamwork for task- elbow partner

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

U2B

Expose to more technical or specific Science vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Use technology to record students work

Digital Science Digital ResourceLibraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Primary Connections – Watch it Grow, Resource 1 “From Young to Old”

Send home baby note sheet and start collecting photos of students as babies. – See appendix 1

Grass Heads – Appendix 2

C2C resource Unit 1 Year 1 lesson 1 Slideshow What do I belong to

C2C resource Unit 1 Year 3 Lesson 3/4 Slideshow Grouping Living Things

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



KLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB


(The How)Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: To understand the life stages of a living thing.

Wilf:

Students describe the way a living thing changes as it grows.

Tib:

Animals and plants have different stages of growth.

Good to GrowEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explore- Revise last lessons- Show students Mealworms, discuss

where they were kept in the pet store

why they were there (temperature) how it affects their development what things they need in their

home what food they eat how much water they have how crowded they are

Show students Resource 3, explain how they are going to monitor and record changes that the Mealworms go through using the calendar.

Year 1 and 3- Revise how to group different animals using different features.Year 1 Explicit teaching of the things necessary to animals and plants – air, sunlight, warmth, shelter, food and water C2C resource Year 1 Lesson 5 Slideshow Healthy and Unhealthy Habitats

Year 3 Grouping animals using their environment C2C resource Year 3 Lesson 5 Slideshow Tracks, Scats and Signs

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of the characteristics of weather and the symbols used to represent a weather event.







U2B





Digital Science Digital ResourceLibrary

Primary Connections – Watch it Grow, Resource 3 “Mealworm Calendar”

C2C resource Year 1 Lesson 5 Slideshow Healthy and Unhealthy Habitats

Year 3 Lesson 5 Slideshow Tracks, Scats and Signs





(The How)Check for

UnderstandingInternal monitoring data




Resources

Walt: Identify similarities and differences of how you have changed over time.

Wilf: Description/labelled diagrams of similarities and differences of how their features have changed over time.

Tib: Babies do not always look like their parents.

Explore- Display class baby photos for all students to see.- Take photos of students now, work out height in cm and weight of each student- Allow students time to work out which student is which and hang their ‘now’ photo underneath their baby photo. - Ask students why they thought those photos belonged together

what features (work out what the word features means) can they see that are the same

- Do the same with staff photos, students identify features that are the same and different.- Students draw a labelled picture of themselves now

ensure students know how to draw a labelled diagram including the specific features of themselves

- Discuss why features have changed and why some features have stayed the same. - Invite students to share corresponding descriptions of one of their features and that of their baby photo or height and weight information.

For example, ‘I have lots of freckles on my nose but when I was a baby I had none.’ ‘I was only 43cm when I was a baby and I am now 120cm tall.’

- Ask students questions such as: Which features were similar

between your baby photo and your face now?

Which features were different?

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of observing and recording weather, making observations of the sky and cloud cover.

Informal monitoring-observational

This lesson also provides opportunities to monitor the development of students’ general capabilities.







U2B




Demonstrate methods to the class or small groups

Open ended questions and problem solving


C2C lesson 3 Mystery animalC2C lesson 3 Slideshow – match me to my parent


Why do you think you have different features?

What features will change when you get older?

Do you think you will ever stop growing? When? Why?

Why was your birth length recorded and not height?


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: Correctly matching images of eggs to their parents.

Wilf: Correct use of visual representation to correctly match and egg to an adult

Tib: Babies do not always look like their parents.

Review previous lesson- Focus on features of animals and how they are similar to their parents Year 1 and 3 focus on Features of animals and how they are similar to their parents, habitats of animals and their parents – frogs similar or different, platypus, birds, etc.- Ask questions such as:Do all animals have babies? Why do you think that?Where do babies of different animals come from? (from eggs or from their mothers).- Provide students with students with pictures of animals- Provide copy of ‘Whose egg?’ (Resource sheet 4) andask students questions about the eggs, such as: What animal do you think laid this egg? What do you think it looks like inside the

egg? Does an egg grow? (The outer shell of an

egg remains the same size, but the animal within grows until it becomes too large for the shell to contain)

Where did the egg(s) come from?

Year 3How can we tell if something is Living or Non Living?C2C resource Lesson 6 Slideshow The Characteristics of Living Things and worksheet What can we observe if something is Living?

Formative (Feedback)Check students Explaining understanding through elbow partner and small group discussions of scale to describe temperature and conditions as well as how a thermometer works.





Consider teamwork for task- elbow partner responsibilities within the student team: manager and speaker.

Use manipulatives, Concrete materials

Referral to anchor charts and other visual prompts

U2B





Peer teaching



C2C resources from Year 1 and 3

C2C Learning object - Part of a pattern (TLF L1472) © The Crown in Right ofTasmania, 2002

Resource sheet 4

Year 3 C2C resource Lesson 6 Slideshow The Characteristics of Living Things and worksheet What can we observe if something is Living?





(The How)Check for





Resources

Walt: Explanations of how living things grow, change and have offspring.

Wilf: Sequencing visual representations of life stages and growth.

Tib: Different types of animals grow and change in different ways.

Each lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explain- Review previous lesson- Using Resource 5 and 6 from Primary

Connections ‘Watch it Grow’ sort and order images of different life cycles of different animals.

- In groups with a Teacher/Teacher Aide, describe the different stages of the life cycles.

- Watch Year 2 C2C Lesson 5 Slideshow - The life stages of plants and discuss the changes in plants - Put Broad beans in plastic bags, cups etc around the room to watch them germinate and grow- Plant flowers

Year 3 C2C Lesson 10 Living and Non-Living Sorting Card(appendix 4)

Summative AssessmentExamining the WeatherPart A: Watch the weather change!

Part B: How does weather affect other living things?Assessment purpose

To suggest how the weather affects themselves and other living things. To share observations about the weather.






Use clear examples of assessment materials, and allow students to look at these whilst they are completing assessment tasks.

U2B







Resource sheet 5 and 6 Primary Connections ‘Watch it Grow’

Year 2 C2C Lesson 5 Slideshow - The life stages of plants

Year 2 C2C Lesson 5 Video - From seed to flower (PBS LearningMedia / © WGBH EducationalFoundation)

Broad bean seeds





(The How)Check for





Resources

Walt:The growth of Mealworms and plants under different conditions.

Wilf: Shared observations of growth of mealworms/plants/seeds using a timeline.

Tib: Animals require certain living conditions to survive.

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explain- Revise previous lessons- discuss the growth of the meal

worms/plants/seeds under different conditions

- record and share observations

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of how wind can move different materials.

L2BAllow 'wait time' for the student to process informationConsider teamwork for task- elbow partner Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.


Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use technology to record students workUse manipulativesConcrete materialsGroup and small team workReferral to anchor charts and other visual promptsWait timeTeaching specific languageBreak tasks into smaller stepsElbow partners

U2B




Peer teaching

Provide answers /questions in two or more methods /experiences








(The How)Check for





Resources

Walt:Students compare two different living things and describe changes in their life states.

Wilf: Visual representations of life stages of life cycles.

Tib:

Understanding and communicating knowledge of life cycles helps us to have a deep understand of life cycles.

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Elaborate- Observe class animal and plant- Understand the assessment- Review the Guide to making judgments and understand the standards A–E- Conduct the assessment

Formative (Feedback)ExplainCheck students understanding through elbow partner and small group discussions of their understanding of an investigation of wind around the school using a selection of materials to see strength, durability etc.

L2BAllow 'wait time' for the student to process informationConsider teamwork for task- elbow partner Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.Provide smaller number of vocabulary words and use picture clues with explanation.Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use technology to record students workUse manipulativesConcrete materialsGroup and small team workReferral to anchor charts and other visual promptsWait timeTeaching specific languageBreak tasks into smaller steps

U2B




Provide answers /questions in two or more methods /experiencesDemonstrate methods to the class or small groupsOpen ended questions and problem solving


Year 1 - Assessment task – Describing a Habitat

- Year 2- Assessment task — Exploring growth

Year 3- Assessment task – Investigating Living Things


Assessment Task:

Good to grow Year 2 Unit 3Assessment task — Exploring growth

Name Class

Teacher Date

Task

You will create a storyboard about the life stages of a living thing and compare observations between the life stages of two living things.

Instructions

1. Create a storyboard to represent the life stages of a living thing.

Use the template on the next page.

a) Choose a living thing (different to the class plant or animal you have been caring for).

b) Draw and label a picture of each life stage of your chosen living thing.

c) Describe each life stage.

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Type of living thing: __________________________________________________

1

2

3

4


2. Explain the changes your living thing goes through from young to adult.

3.

a) Describe the similarities between the life stages of your living thing and the life stages of the class animal or plant.


b) Describe the differences between the life stages of your living thing and the life stages of the class animal or plant.


Year 2 Science: Unit 3 — Good to grow: Exploring growth Name:

Purpose of assessment: To describe and represent the changes to a living thing in its life stages. To compare the life stages of two different living things.

Science Understanding Science Inquiry Skills

Biological sciences Evaluating Communicating

Describe changes to living things. Compare observations. Represent observations and communicate ideas in a variety of ways.

Explains changes to a living thing through its life stages using science understanding.

Describes comparisons in life stages, using science understanding.

Represents and communicates observations and ideas clearly, using scientific language.

A

Describes accurate detailed changes in the life stages of a living thing.

Accurately identifies a range of similarities and differences in the life stages of two living things.

Represents and communicates observations and ideas with some scientific language.

B

Describes changes to a living thing as it goes through its life stages.

Compares observations of life stages of two living things.

Represents and communicates observations and ideas in a variety of ways.

C

Makes statements about changes to a living thing. Identifies an accurate similarity or difference. Communicates observations and ideas with

guidance.D

Names a living thing. States a similarity or a difference. Communicates observations and ideas when directed.

E

Feedback:

Australian Curriculum

Science - Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.

Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS038)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

Evaluating

Compare observations with those of others (ACSIS041)

Communicating

Represent and communicate observations and ideas in a variety of ways (ACSIS042)

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)

Biological sciences

Living things grow, change and have offspring similar to themselves (ACSSU030)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Living things have a variety of external features (ACSSU017) Living things live in different places where their needs are met (ACSSU211)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) Science involves making predictions and describing patterns and relationships (ACSHE050) Science knowledge helps people to understand the effect of their actions (ACSHE051)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learning

Assessment name: Exploring growthAssessment description: Students describe and represent the changes to a living thing in its life stages. Students compare the life stages of two different living things.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Plant life stages and Comparing life stages (Lesson 5)

Activity description: Students identify the life stages of a plant. Students observe and describe life stages, including informal measurements. Students sort and represent life stages in a storyboard and share ideas with others. Students compare life stages of different plants, including the class plant, and compare with life stages of animals.Monitoring activityActivity name: Comparing life stages of different animals (Lesson 6)

Activity description: Students compare the life stages of two different animals and identify similarities and differences. Students represent these similarities and differences.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

plants are not living things. Explain that plants are living things that also exist within a habitat, as well as helping to create the habitat. humans are not included in animal groups. Explain that humans have most features in common with mammals and then more in common with animals than other living things. older people have always been old. Explain that all humans grow and develop through identifiable life stages and that everyone was once a baby and then a child before

growing into an adult. a seed is the young plant. Explain that the seed is a structure that contains the young plant and provides it with nutrients during its first stages of life. all baby animals look like their parents. Explain that while we look like our parents, and some baby animals look like their parents, there are some that don't. Display examples

of each. different life stages (e.g. caterpillar and butterfly) are distinct animals. Explain that some animals look different in each of their life's stages. plants always stay the same and do not have life stages. Explain that most plants start life as seeds and continue to grow and change until they can produce seeds of their

own. a certain living thing has the same needs (e.g. type of food) at all life stages. Explain that while all living things need food, water, shelter, air and light, some need different

types of food, shelter, or amount of air or light at different life stages. the adults always provide for the needs of their offspring. Explain that some animals do not live in family groups, so the offspring have to meet their needs independently. everyone buys all of their food from a shop, market or restaurant. Explain that not everyone buys all of their food and that some foods can be sourced from nature. Aboriginal peoples and Torres Strait Islander peoples eat animals at any life stage. Explain that Aboriginal peoples and Torres Strait Islander peoples usually wait until an

animal is fully grown, to provide more meat. They choose the males so the females can continue to breed and continue the population. they do not have a direct impact on living things in nature. Explain that by caring for the environment, students can help living things meet their needs at various life stages.

Use feedback to inform future teaching and learning.

Year 2 Semester 2 Term 3 ‘Good to Grow’ Unit 3 Science Report Card Comment Bank

A B C D E2S23A 2S23B 2S23C 2S23D 2S23E

Science: Unit 3 – Good to Grow

{Name} explained changes to a living thing through its life stages using science understanding.{She,He} described comparisons in life stages, using science understanding. {Name} represented and communicated observations and ideas clearly, using scientific language.


{Name} described accurate detailed changes in the life stages of a living thing. {She,He} accurately identified a range of similarities and differences in the life stages of two living things.{Name} represented and communicated observations and ideas with some scientific language.


{Name} described changes to a living thing as it goes through its life stages.{She,He} compared observations of life stages of two living things.{Name} represented and communicated observations and ideas in a variety of ways.


{Name} made statements about changes to a living thing. {She,He} identified an accurate similarity or difference. {Name} communicated observations and ideas with guidance.


{Name} named a living thing, and stated a similarity or a difference. {She,He} communicated observations and ideas when directed.

Note: 2S23A – Semester 2 Reporting, Science, Year 2, Unit 3, Academic Result A-E

When Reporting for Semester 2 Report Card:Include Term 3 Comment Code as well as Term 4 Code.

Science Pre-ModerationYear 2: Unit 3 Semester 2 Title: Good to Grow

Curriculum Intent for the Unit (see unit /task description)

Good to Grow

In this unit students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate and compare the changes that occur to different living things during their life stages. Students consider how Aboriginal peoples and Torres Strait Islander peoples living a traditional lifestyle use the knowledge of life stages of animals and plants in their everyday lives. They conduct investigations including exploring the growth and life stages of a class animal and plant. Students respond to questions, make predictions, use informal measurements, sort information, compare observations, and represent and communicate observations and ideas.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

plants are not living things. Explain that plants are living things that also exist within a habitat, as well as helping to create the habitat.

humans are not included in animal groups. Explain that humans have most features in common with mammals and then more in common with animals than other living things.

older people have always been old. Explain that all humans grow and develop through identifiable life stages and that everyone was once a baby and then a child before growing into an adult.

a seed is the young plant. Explain that the seed is a structure that contains the young plant and provides it with nutrients during its first stages of life.

all baby animals look like their parents. Explain that while we look like our parents, and some baby animals look like their parents, there are some that don't. Display examples of each.

different life stages (e.g. caterpillar and butterfly) are distinct animals. Explain that some animals look different in each of their life's stages.

plants always stay the same and do not have life stages. Explain that most plants start life as seeds and continue to grow and change until they can produce seeds of their own.

a certain living thing has the same needs (e.g. type of food) at all life stages. Explain that while all living things need food, water, shelter, air and light, some need different types of food, shelter, or amount of air or light at different life stages.

the adults always provide for the needs of their offspring. Explain that some animals do not live in family groups, so the offspring have to meet their needs independently.

everyone buys all of their food from a shop, market or restaurant. Explain that not everyone buys all of their food and that some foods can be sourced from nature.

Aboriginal peoples and Torres Strait Islander peoples eat animals at any life stage. Explain that Aboriginal peoples and Torres Strait Islander peoples usually wait until an animal is fully grown, to provide more meat. They choose the males so the females can continue to breed and continue the population.

they do not have a direct impact on living things in nature. Explain that by caring for the environment, students can help living things meet their needs at various life stages.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ – WW - Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Knowledge and Understanding Describes changes to a living thing as it goes through its life stages.

Science Inquiry skills Compares observations of life stages of two living things. Represents and communicates observations and ideas in a variety of ways

‘B’ – MC - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Knowledge and Understanding Describes accurate detailed changes in the life stages of a living thing.Science Inquiry skills Accurately identifies a range of similarities and differences in the life stages of two living things. Represents and communicates observations and ideas with some scientific language.

‘A’ – AP - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Knowledge and Understanding Explains changes to a living thing through its life stages using science understanding.Science Inquiry skills Describes comparisons in life stages, using science understanding. Represents and communicates observations and ideas clearly, using scientific language.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Primary Connections – Watch it Grow

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Exploring familiar living thingsExample learning sequence

Share prior knowledge of living things Investigate living things in the local environment Introduce class animal for observation

Evidence of learningCan the student:

Recognise that living things have needs, and how a habitat can meet the needs of living things?

Recognise that living things change as they grow and develop?

Lesson 2Identifying life stages of humansExample learning sequence

Record and discuss observations of class animal Observe and record own life stages to present Predict and record own future life stages Introduce class plant for observation


Identify and represent own life stages?

Lesson 3Examining life stages of offspring who resemble the adultsExample learning sequence

Record and discuss observations of class animal and plant

Match animal young with their parents (look similar)

Represent life stages of animal offspring that resemble the adults


Identify and represent the life stages of animals that resemble their parents at birth?

Lesson 4Examining life stages of offspring who look different from the adultsExample learning sequence


Observe life stages of animal offspring that don't resemble the adults

Represent life stages of animal offspring that don't resemble the adults


Draw and explain the life stages of animals that do not look like the adult when born?

Lesson 5Examining life stages of plantsExample learning sequence

Record and discuss observations of class animal Observe life stages of a plant and compare to class

plant Represent life stages of a plant Set up plant investigation


Identify and represent the life stages of a plant?

Lesson 6Comparing life stages of different living thingsExample learning sequence


Observe and record results of seed germination investigation

Compare life stages of living things


Identify a similarity and difference between the life stages of different living things?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 7Using knowledge of life stages in everyday lifeExample learning sequence


Discuss examples of how Aboriginal peoples and Torres Strait Islander peoples use knowledge of life stages

Represent life stages of a living thing and how a particular stage can be used


Represent the life stages of an animal or plant used by Aboriginal peoples or Torres Strait Islander peoples in their everyday lives?

Lessons 8-9Assessing student learningTo describe and represent the changes to a living thing in its life stages. To compare the life stages of two different living things.

Example assessment sequence Observe class animal and plant Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Lesson 10Care for living thingsExample learning sequence

Complete observations of class animal and plant Share ideas about caring for living things and the

environment Share knowledge of needs, care and life stages of a

living thing


Describe an action that can be taken to care for living things in the environment?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Science Unit within other KLA’s the ADDITIONAL TARGETED

TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

Documents

pialbastateschool.files.wordpress.com · Web viewIn this unit students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate