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EDP 373: Inquiry in the Humanities classroom.Assessment 2: Lesson plan portfolioComplied by: Sarah BattagleneStudent ID: 15793227Due Date: Sunday the 20th of August 2017Year 4 Geography Unit: Tree conservation and creating a sustainable environmentWhat students will learn, rationale and pedagogiesIn the unit,” Tree Conservation And Creating A Sustainable Environment”, students learn about geographical concepts such as the importance of the environment, use of natural resources and sustainability. Students then focus on inquiry questions involved with paper conservation at school. They use their critical and creative inquiry thinking to find solutions to reduce, reuse and recycle paper to foster a sustainable environment at school.By the end of this unit students will be able to recognise the importance of the environment and how to conserve our natural resources with the focus on trees (Australian Curriculum Assessment and Reporting Authority [ACARA], 2017). They will identify the interconnection between the environment and people and analyse its importance (ACARA, 2017). Students pose inquiry questions to investigate about tree conservation and how to minimise paper wastage at school. They locate and collect information and data from diverse websites (ACARA, 2017). Students sort, record and present information and data on how to minimise paper usage and waste at school by presenting their findings in a power point presentation (ACARA, 2017). Students reflect on their learning by completing a THWL chart.It is critical that students develop their understanding, knowledge and skills on how to preserve our environment and why it is important for our survival. It is important that students learn about our environment and conservation because it exposes them to real life issues. This inquiry learning immerses students in real life problems and enables students to acquire skills to be real life problem solvers (Sustainable Forestry Initiatives, 2017). This unit provides learning experience that motivate students to explore, analyse and inquire about their environment and build their understanding of how to preserve it.This unit is based on Inquiry learning and the Learn by Design Framework. The Learn by Design Framework is based on 8 knowledge processes: Experiencing the known and the new, conceptualising by name and by theorising, analysing functionally and critically and applying creatively and appropriately (Kalantzis, n.d). Each lesson uses a wide variety of inquiry hands on pedagogies to ensure all students are engaged and motivated. This includes a field trip to the local dam to immerse students in their known environment and connect new concepts to their real life experiences (Reynolds, 2014). This unit is student- centred and the students develop solutions to reduce, reuse and recycle paper in their school.2. Knowledge objectives Geography Content Descriptions Year 4ACHASSK088- The importance of environments, including?natural vegetation, to animals and people?(ACARA, 2017).ACHASSK090- The use and management of natural?resources?and waste, and the different views on how to do this sustainably (ACARA, 2017).Inquiry and skills - Years 4QuestioningACHASSI073- Pose questions to investigate people, events, places and issuesResearchingACHASSI074- Locate and collect information and?data?from different sources, including observations.?Evaluating and Reflecting ACHASSI080- Interact with others with respect to share points of view?3. Knowledge processes - WeekMajor learning experience / content – “Tree conservation: Is recycling important and why?”How can we reduce, reuse and recycle of at school?Knowledge process Learning by design 2 main Gen Cap used in lesson1-L1Trees- Engage students and capture their interest in the topic. Use a think/pair/share activity to focus on the purpose of trees, what we need them for and who needs them.Students identify their known vocabulary of trees, recycling, habitats, conservation and paper. Experiencing the known – Identify students’ prior knowledge and support engagement in the topic of natural environment.Personal and socialLiteracy2 Excursion to Manly Dam- Students explore their local area and identify the importance of the environment for people and animals. Student discuss how we treat our environment.Students exploring how vegetation has an important role in sustaining the environment (ACARA, 2017, ACHASSK088). Attached worksheet below. Students are experiencing their known environment and are analysing trees’ purpose.Are they providing shade, homes and food for animals and people?ICTCritical and creative thinking3Tree conservation- How we can help the trees? We have established that we need to preserve trees for people and animals. Now we inquiry and natural resources and how we can preserve them focusing in paper conservation. Look at data on wastage (Attached below)Introduce inquiry to recycling and how we can reduce paper waste at school. Use questions from THWL charts. Students discover data/statistics on paper wastage and recycling.Start a class word bank with all terms and concepts for the inquiry unit.Experiencing the new- conceptsStudents are introduced to the new concept of tree conservation, natural resources and recycling.NumeracyCritical and creative thinking4- L2Natural resources- Students explore the meaning of natural resources and identify renewable and non-renewable resources. What is recycling? What are natural resources? Students create a concept map.Students add their learnt concepts to the class word bankConceptualising by nameStudents learn about technical names attached to the concepts within the unit. Sustainability, natural resources, renewable and non-renewable. LiteracyCritical and creative thinking5- Sustainability and the importance of recycling. How do we recycle? Using the natural resources concept plan students explore the ways that they can recycle and sustain natural resources.Conceptualising with theoryStudents explore ways to general ways to conserve paper.Ethical understandingLiteracy6- L3Reduce, Reuse, And Recycle!Students analyse how we could reduce, reuse and recycle things in the school rubbish bin.Students create a cause and effect chart for reduce, reuse and recycling paper at school.Analysing- FunctionallyStudents analyse the cause and effect of reducing, reusing and recycling paper at schoolCritical and creative thinkingEthical understanding7Power point creation- Students (in groups) record, sort and represent data on internal or external recycling of paper and advice schools on how to conserve paper wastage.Students start to locate and collect information and data for their group power point presentation on their views of how to conserve paper at school.Analysing- criticallyStudents critically analyse ways to conserve paper at schoolICTPersonal and Social8 Power point creation- Students (in groups) record, sort and represent data on internal or external recycling of paper and advice schools on how to conserve paper wastage.Students consolidate their information and ideas into a power point presentation.Applying creativelyStudents create and present creative ways on how we should conserve paper at school.ICTPersonal and Social9Power point presentation- Students demonstrate their knowledge and understanding by presenting their findings in a power point presentation to the class.Teacher use rubric to assess students presentation (Attached below)Applying creativelyStudents create and present creative ways on how we should conserve paper at schoolICTPersonal and Social10Trees and sustainably test (Attached below)Students complete their test. Then fill out individually THWL chart from lesson 1 (see lesson 1 plan).Applying appropriatelyStudents apply their new learnt knowledge in practical ways.LiteracyNumeracy4. Knowledge outcomes – assessment processesThe Australian achievement standards are assessed by students applying their learnt knowledge that they have acquired throughout the unit creatively and appropriately (ACARA, 2017; Kalantzis, n.d). The summative assessments analyse students’ knowledge and understanding through a rubric and a knowledge test. Students’ knowledge is applied creatively by creating and presenting a power point presentation on why students should conserve paper at school and how. Students’ creative knowledge is assessed through a rubric which outlines the Australian curriculum outcomes and links to the achievement standards. Students’ knowledge is applied appropriately by completing a test on their learnt knowledge. Students’ knowledge is assessed by marking the test which determines if they can apply their knowledge in practical ways. Formative assessment is conducted throughout the entire unit to ensure students are achieving their learning goals and standards during each lesson (Reynolds, 2014). A variety of assessment processes are apply within the unit to provide all students with equal opportunities to achieve the learning outcomes and achievement standards. Summative assessments are attached below.Tree conservation and creating a sustainable environmentUnit assessment rubric for power point presentationName:Learning outcomeBeginnerCapableAccomplishedExpertContent:ACHASSK088- The importance of environments, including?natural vegetation, to animals and people (ACARA, 2017).ACHASSK090- The use and management of natural?resources?and waste, and the different views on how to do this sustainably (ACARA, 2017).I can describe basic reasons why trees are important.I can analyse basic ways on how to reduce paper usage at school.I can describe reasons why trees are important.I can analyse and present ways to reduce paper wastage at school using a simple example.I can describe in great detail reasons why trees and important and use examples to accompany my description. I can analyse and synthesise diverse ways to reduce paper at school using the 3R’s.I can provide diverse examples.I can describe in great detail, depth and sophistication the importance of trees and use detailed examples to accompany by description.I can analyse and synthesise different information to present diverse ways to reduce paper at school using the 3R’s. I provide detailed diverse examples.Inquiry Skills:ACHASSI074- Locate and collect information and?data?from different sources, including observations?Students establish creative ideas to problem solve (ACARA, 2017).I can locate information from one website. I can apply an idea to conserve paper at school with assistance.I can locate and collect information and data from more than one website.I can create and apply an idea to conserve paper at school.I can locate and collect information data from many diverse websites.I include at least one graph of data to support my argument.I can create and apply diverse ideas to conserve paper at school.I am efficient in locating and collecting information and data from diverse sources.I use detailed statistics and graphs to support my augments from different sources.I can in great detail create and apply diverse ideas and implement them into my community to conserve paper at school.Collaboration andACHASSI080- Interact with others with respect to share points of view.I need support to work cooperatively with my peers to create our power point presentation. I contribute and work cooperatively with my peers to create and present our power point presentation.I contribute and work cooperatively with my peers to create and present our power point presentation.I support and respect my peers’ points of views.I contribute and work cooperatively with my peers to create and present our power point presentation.I support and respect my peers’ points of views. I help any members of my team when they need it.Teacher comments:Name:Tree conservation and creating a sustainable environment Assessment testAre trees important? Why? (2 marks).....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................List all the features and functions you know about trees (3 marks) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Using this pie chart, list the items that are have largest waste streams from biggest to smallest (2 marks).……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………What are natural resources? (1 mark) .........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................5. List 2 non-renewable resources and 2 renewable resources (4 marks)……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………6. What are the 3R’s (3 marks) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….7. Describe 3 ways using the 3’Rs that we can conserve paper at school (3 marks)-4127501218565………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………-32702565405Teacher comments Mark: /18Teacher comments Mark: /18Excursion activityOur local environment: Manly DamManly Dam is under threat!!! A big company wants to clear all the bushland and replace it with a massive shopping mall. You and your film crew need to compile a 10 minute documentary on the native trees and why we need to conserve them.Remember you must convince people why we should keep Manly Dam and the trees!!!! You must include:Pictures of the native animals and treesImportant features of the environment.What the trees do? (provide shade, homes, food)Why the animals need the trees?Why we need trees in Manly DamHelp save Manly Dam!!!!Data and statistics:Lesson PlanLesson 1: Are trees important?Date: Monday, 15 August 2016Class: 4BLesson objectives: Student willDiscuss and record their prior knowledge of trees. Record known vocabulary on trees and associated concepts.Describe the importance of trees. Pose inquiry questions to investigate in a THWL chart.Content Descriptor:ACHASSK088- The importance of environments, including?natural vegetation, to animals and people?(ACARA, 2017).ACHASSI073- Pose questions to investigate people, events, places and issuesAsking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) (ACARA, 2017).General Capabilities:Literacy: understand HASS vocabulary (ACARA, 2017).Personal and social: effective communication with their peers and teacher (ACARA, 2017)Cross curriculum priorities:Sustainability- OI.2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.Achievement Standards:Students will describe the significant role that trees play in sustaining our environment (ACARA, 2017).Students will pose inquiry questions to investigate about the environment and how to sustain natural resources (ACARA, 2017).Resources: Book, THWL charts, Self-assessment checklists, HASS workbooks. ProcedureTime(60 mins)Content/StageTeaching StrategyScaffolding (fine tuning)Link to ILResourcesFormative Assessment10mins5 mins20 mins15 mins 10minLesson introduction and engagement: Teacher reads “Our Tree Named Steve” By Adam ZweibelIntroduction of lesson objectives:Identify what they already know about trees.Describe why trees are important.What technical language do they know about trees? For example trunk, canopy etc Questions we want answered about trees and the environment. Introduce the activity: Think/pair/share (International literacy association, 2017) (explanation of the activity below)The teacher writes the question on the board:Do we need trees?What are trees’ purpose?Are they important and why?Students think about the question.The teacher divides students into groups to discuss their thoughts and then students discuss their thoughts with the classTHWL charts: The teacher sends the students to their desks. Students must fill out what they think they know and pose question on what they would like to inquiry about during the topic.Teacher uses vocabulary: conservation, recycling natural resources.Discussion and reflection on their THWL charts in pairs and tick off on the student check listStimulating prior knowledgeTeacher directedBrainstorming and opened questions(Reynolds, 2014)Teacher monitoredReflective practice in pairs (Reynolds, 2014).Lower level: Show pictures to supportMixed ability groupsShare part of the activity: Class sits in a circle and they all contribute one piece of information from their think/pair/share activityLower level:Teacher provides sentence beginnings for students who are haven’t difficulty.Students can draw pictures to support represent their understanding.Engage: Gaining students’ interest through a story.Experiencing the known: The activities expose the teacher to students knowledge on the topicBrainstorming exposes students to multiple points of views which is essential in IL (Reynolds, 2014)Students posing questions is a key aspect of inquiry learning (Reynolds, 2014).Reflecting on learning is essential in IL because students think about how they are improve their inquiry process (Kalantzis, n.d).BookTeacher’s whiteboard and HASS workbooks to brain stormTHWL charts for each studentStudent’s self-assessment checklist.Teacher’s feedback and questioning to consolidate learning (Reynolds, 2014).Anecdotal notes and reading THWL charts and checklists (Marsh, 2010). Student’s self-assessment checklist (Marsh, 2010).Formative Assessment overview: There are a diverse range of formative assessment practices implemented to ensure all students are provided with the opportunity to achieve their learning outcomes. The teacher provides constructive feedback and questioning to consolidate students’ understanding (Marsh, 2010). This lesson implements student self-assessment which promotes their understanding of goals and learning criteria (Reynold, 2014). The lesson provides many opportunities for formative assessment to ensure all students achieve their learning goals.Student differentiation overview: This lesson focuses on group work which provides students with the opportunity to learn and effectively communicate with their peers. Students are grouped in mix ability to enable the access of their higher order thinking skills and problem solving (Marsh, 2010). Students of lower level ability are provided with sentence beginners to complete their THWL. This lesson targets inquiry learning by providing open ended questions in students’ think/pair/share activity and fostering their creative ability to develop questions to explore during the unit (Reynolds, 2014).Think/Pair/share Sourced from: International literacy association (2017)Before introducing the Think-Pair-Share strategy to the students, decide on your target for this lesson.? You may choose to use a new text that the class will be reading, or you might want to develop a set of questions or prompts that target key content concepts that you have been studying.Describe the strategy and its purpose with your students, and provide guidelines for discussions that will take place.? Explain to students that they will (1) think individually about a topic or answer to a question ;( 2) pair with a partner and discuss the topic or question; and (3) share ideas with the rest of the class.Using a student or student(s) from your classroom, model the procedure to ensure that students understand how to use the strategy. Allow time for students to ask questions that clarify their use of the technique.Once students have a firm understanding of the expectations surrounding the strategy, monitor and support students as they work through the steps below.? Teachers may also ask students to write or diagram their responses while doing the Think-Pair-Share activity.Think:? Teachers begin by asking a specific higher-level question about the text or topic students will be discussing. Students "think" about what they know or have learned about the topic for a given amount of time (usually 1-3 minutes).Pair:? Each student should be paired with another student. Teachers may choose whether to assign pairs or let students pick their own partner.? Remember to be sensitive to learners' needs (reading skills, attention skills, language skills) when creating pairs.? Students share their thinking with their partner, discuss ideas, and ask questions of their partner about their thoughts on the topic (2-5 minutes).Share:? Once partners have had ample time to share their thoughts and have a discussion, teachers expand the "share" into a whole-class discussion. Allow each group to choose who will present their thoughts, ideas, and questions they had to the rest of the class.? After the class “share,” you may choose to have pairs reconvene to talk about how their thinking perhaps changed as a result of the “share” element.Trees: THWL ChartWhat I Think I knowabout:I think I know that….What I want to knowQuestions I would like to answer:What I learnt Things I found:Vocabulary: Name: Name of person completing check list: Self- assessment Check listLearning objectiveCompleteIncompleteI have written what I think I know about trees in my THWL chartI describe why trees are important.I have identified my known vocabulary about trees in my THWL chartI have written the questions I would like to explore in this unit in my THWL chartComments:Lesson PlanLesson 4 : Natural resourcesDate: Monday, 15 August 2016Class: 4BLesson objectives:Students will be able to:Explain what natural resources are and which are reusable and non-reusable.Define natural resources.Create a concept map on natural resources using information from different web sources.Content Descriptor:ACHASSK090- The use and management of natural?resources?and waste, and the different views on how to do this sustainablyIdentifying renewable and non-renewable resources (ARACRA, 2017).ACHASSI074- Locate and collect information and?data?from different sources, including observations.?General Capabilities:Literacy- Students will be able to listen and respond to visual, audio and written information on natural resources (ACARA, 2017).ICT- Students will be able to locate, generate and access data and information (ACARA, 2017).Cross curriculum priorities:Sustainability- OI.2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.Achievement Standards:Students identify and define natural resources and their importance to the environment (ACARA, 2017). Students will collect and locate information and data from diverse websites (ACARA, 2017).Resources: Whiteboards, Smartboard, Internet, Concept map sheets, word bank (differentiation), I pads, word wallProcedureTime(60 mins)Content/StageTeaching StrategyScaffolding (fine tuning)Link to ILResourcesFormative Assessment10 mins15 mins20 mins15 minsIntroductionGather all the class on the floorQuestions to class: What are natural resources?Show pictures of natural resources and man-made resources (Appendix A). Students write on the white board if they think the pictures are natural resources or manmade.MiddleThe teacher defines natural resources:Natural resources are raw materials we receive from the earth (eschooltoday, 2017).Students watch: (Literacy)The teacher explains the natural resource concept map (See appendix B) to the students:Using the video information and the website listed on the white board, students complete their concept map. (ICT) Students should collect information to do with renewable and non-renewable resources and use it to complete their concept map.Websites endStudents gather on the floor. The teacher reinforces the natural resources concepts and vocabulary.Class discusses their understanding of renewable and non-renewable resources. Class add learnt concepts and terms on the word wall.Teacher ends lesson with an opened questions:How can use conserve natural resources?Think about the terms sustainability and recycling?What do they mean to you? Questioning and establishing student’s prior knowledge.Explicit teaching.Self-directed learning: Students are provided with a structure but they have room in the activity to direct their learning through the option of picking their own websites (Reynolds, 2014).Reflective thinking and practice (Reynolds, 2014).Questioning to stimulate thinking for the next lesson.Students use whiteboards to identify if the pictures are man-made or natural resources Low level pictures: Trees, water and a carHigher orderNylon, Rayon, Plastic, coal and oilLower level: Provide students with a Word bank sheet to accompany concept map Higher level: can also expand their concept map beyond the provided template.Conceptualising by name-Introducing students to terms within the broader topic: Natural resource, renewable/non-renewable (Kalantzis, n.d).Open ended activities enable students to use their creative and critical thinking skills which are essential to inquiry learning (Reynolds, 2014). Reflective practices are key aspects in IL. This stimulates creative thinking for the next lesson (Reynolds, 2014)SmartboardWhiteboardsSmartboard and internet accessI pads with internet access.Concept map.Word bank for lower level studentsWord wallTeacher observation of students answer on whiteboards.The whiteboards allow the teacher to provide students with immediate constructive feedback (Marsh, 2010)Teacher walks around the room providing students with immediate constructive feedback.The teacher marks student’s level of understanding from developing, competent and highly competent in their marking book.Observation and anecdotal notes added in marking bookFormative Assessment overview: This lesson implements a variety of formative assessment to ensure all students have the opportunity to achieve the learning outcomes. The teacher uses whiteboards to immediately access students’ understanding (Marsh, 2010). Students are provided with immediate constructive feedback to keep them on track to successfully achieve their learning goals (Reynolds, 2014). The teacher records students’ understanding through observation and anecdotal notes.Student differentiation overview: This lesson differentiates content and skills to ensure that every student has equal opportunity to access the learning outcomes. It provides diverse information in the audio, visual and written content (Reynolds, 2014). The teacher’s questioning uses basic questions and ranges to high order thinking questions. The lesson content scaffolds for students who need extra support by providing them with a word bank sheet to complete the concept map (State of New South Wales, 2015). It extends students who are gifted by providing them with student directed activities which enables them to discover their own information to complete their concept map (Reynolds, 2014).Word bankRenewable and non-renewable resources.Being replaced from time to timeSun, water, rocks and soilTake a long time to be replacedResources that we need to conserveCoal, fossil fuels, oil4546793-593394Natural ResourcesNatural Resources60852065016500236092910731400651465910519 00 105517711154003418205153225520942302751455-391795176085500 6654027149832Non-renewable resources00Non-renewable resources150243774295Renewable resources00Renewable resources8218012844530034518051909970015931861858070026566752454410059365875659900875052129431006741437311150077765973550500right766970048612849326200727124730584900511398684496400Lesson PlanLesson 6: Reduce, Reuse, And Recycle!Date: Monday, 15 August 2016Class: 4BLesson objectives: Students will be able toIdentify materials that we can reuse, recycle and reduce.Explain the cause and effect of reduce, reuse and pare strategies on the best practices to reduce, reuse and recycle paper in the classroom.Content Descriptor: ACHASSK090- The use and management of natural?resources?and waste, and the different views on how to do this sustainably.Investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees).ACHASSI079- Draw simple conclusions based on analysis of information and?data.General Capabilities:Ethical understanding- Students will explore ethical concepts in context. Student will explore rights and responsibilities (ACARA, 2017).Critical and Creative Thinking- Students seek solutions and put ideas into action. Students will draw conclusions and design a course of action (ACARA, 2017).Cross curriculum priorities:Sustainability- OI.2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival (ACARA, 2017).Achievement Standards:1. Students identify the interconnection between people and the environment (ACARA, 2017).2. Students explain the impact that people have on the environment and ways to create a sustainable future (ACARA, 2017).Resources: Bin filled with rubbish- Scrap paper, coke cans, toilet paper roll, tissue box, newspaper (Make sure there is an item for every student), A class set of the cause and effect sheets, IWB with internet connection.ProcedureTime(60 mins)Content/StageTeaching StrategyScaffolding (fine tuning)Link to ILResourcesFormative Assessment5 mins20minsIntroduction:Students come and sit in a circle on the floor.Teacher introduces the topic:Does anyone know what the 3R’s represent to conserve of trees?Reduce- Make less rubbishReuse- use an item more than onceRecycle- turn an item (DLTK, 2017)Body:Class stay in their circle with a rubbish bin in the middle. Each student goes and picks piece of rubbish. Students have time to think which R they would apply to their rubbish and how.Teacher give example: I would reuse this piece of scrap paper and turn it into a paper crane mobile for my child.The class go around the circle and share their ideas.Class discuss and look at on different ways to reuse, reduce and recycle rubbish.Class discuss the cause and effect of the 3’rs and how we could use them to conserve paper at school.Students go back and complete their cause and effect Sheet. Cause: Recycling-What products can we recycle?Reuse what are the items we can reuse?Reduce- how can we reduce our usage of paper?Reflection/end Questions:Students pack up their things and the teacher poses these questions to the students:What have I learnt today?What did I find easy?What did I find difficult?What more do I want to discover?(Reynolds, 2014).Discussion/ Introducing topicTeacher directedStudent- centredReflective practiceThere are many options which caters for all students (Reynolds, 2014).Providing an example scaffolds the lesson for the students because they know what is expected (Marsh, 2010). Lower level:Students can draw pictures if they have literacy difficulties.Analysing- Functionally: Students analyse the 3R’s functions, roles and purposes within paper conservation at school (Kalantzis, n.d).Connection to real life situations.There is no one correct any, only many options for a solution which is the key to IL (Reynolds, 2014).Students develop solutions to their inquiry questions.WhiteboardBin with rubbish on itInteractive white board.Cause and effect sheets.Students identify what 3R’scategory the rubbish would fall into and the process.Assessed by teacher observation, Feedback and questioning. QuestioningObservational and anecdotal notes.Formative Assessment overview: Formative assessment is apply frequently and effectively to ensure all student have the opportunity to access the learning curriculum. Effective Questioning, conservative feedback, teacher observation and anecdotal notes are implemented assessment techniques to ensure students are in the right direction to achieve their learning goals (Marsh, 2010).Student differentiation overview: A differentiation lesson is critical to ensure all students have equal access to the learning goals. This lesson ensures students have choice in order to add depth to their learning. The lesson implements hands on activities for supporting students in their acquisition of new ideas (State of New South Wales, 2015). The lesson provides scaffolding to ensure students with learning difficulties can complete the activity. The examples are provided to cement students’ understanding (Marsh, 2010). Reflection of the planning My planning progress began with choosing a meaningful topic to inquire about. I believed that an interesting topic on which to base an inquiry unit would be conservation of our environment and how to create a sustainable future. It is my personal belief that all students should have sound understanding of the importance of our environment and why we need to preserve it. In my mind the key question was,” how can we minimise waste?” I knew this would link to sustainability, geography and the environment. I thought that it would be relevant for Year 4 students if we inquired about minimizing waste from paper or plastic at school. My term plan inquiry question was: How can we minimise waste at school? I then went to the Australian curriculum and revised Year Four achievement standards and outcomes. I agree with ACARA (2017) that it is important to educate students on the interconnections between the environment and people. I identified two key geography content descriptors and inquiry skills that I needed to implement into my unit plan. I read over the Learn by design process which provided me with a clear structure for my unit plan (Kalantzis, n.d). This design process ensured that all stages of students’ inquiry learning were covered. I broke down my learning outcomes, distributed them throughout the unit and analysed how I was going to achieve them. I narrowed my focus down to the lessons. I also narrowed my inquiry questions, focusing on trees and their conservation, because this topic aligned with my outcomes and the diverse data, statistics and resources. For me, I found creating the lesson the most rewarding task of the assessment. There were many resources to source ideas from and I made sure to use different pedagogies to ensure my lessons catered to all students. I implemented formative assessment tasks throughout the lessons to ensure the students were on the right track. I found the summative assessment difficult because it is hard to produce assessments that assess students’ understanding and higher order learning. I created a rubric to assess the students’ power point presentation and a test to assess students’ knowledge. It had not occurred to me that my test might not have assessed all students fairly especially the students who have literacy difficulties. On reflection, perhaps the addition of some multiple choice questions and pictures would give provide a more accurate assessment of all students’ learning. ReferencesAustralian Curriculum Assessment and Reporting Authority [ACARA]. (2017). Australian Curriculum V8.3. Retrieved from: . (2017). Reduce, Reuse and Recycle (before we run out of space at the dump!). Retrieved from: . (2017). Natural resources. Retrieved from: , M. (n.d). Learning by Design. Retrieved from: , C. (2010). Becoming a teacher: Knowledge, skills & issues (5th edition). French Forrest: Pearson Education Australia.Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd edition). South Melbourne, Australia: Oxford PressState of New South Wales. (2015). Differentiating content, process, product, learning environment. Retrieved from: Forestry Initiative. (2017). Why environmental education is important. Retrieved from: ................
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