Unit Outline



Task 3Year 5 Unit of Work: Antarctica’s Food ChainUnit Outline….…………………………………………………………….……………...p. 2Unit of Work: Antarctica’s Food Chain……………………………….……… p. 4AssessmentTeacher Rubic……………………………………………………………..……………. p. 6Observation Checklist…………………………………………………………………p. 8Positive Report Editing: Peer and Self-Assessment Rubic………..…p. 9References…………………………………………………………………………………p. 10AppendicesAppendix A: Animal Report Outline……………………………………………p. 12Unit OutlineThe central focus of the unit is for students to apply the writing process to develop a report of Antarctic Animals and the Food Chain. Wiggins & McTighe?(2011) state learning by design allows students understanding to be indicated as their ability to explain, interpret, apply, shift perspective, empathize, and self-assess. Further, student achievement is more likely “when teachers teach for understanding of transferable concepts and processes while giving learners multiple opportunities to apply their learning in meaningful… contexts” (p. 4). Therefore, implementing the writing process in the unit of work and giving students many opportunities to develop these authentic strategies through the variety of Learning Activities, are more likely to promote student success. The Learning Activity sequence is designed with the writing process and compliments Bloom’s taxonomy, where knowledge is built upon as activities and learning progresses. Learning Activities begin with students recalling information and naming, moving to discussions and demonstrations, to applying, designing and organising ideas, to composing and assessing. Constructivist alignment drove the development of the unit of work. Readman and Allen (2013) explain constructivist alignment to be based on a constructivist view of learning, where students build on knowledge, have clear learning outcomes and can demonstrate the skills, knowledge and understandings attained. Learning Goals were determined in alignment with the Australian Curriculum Assessment and Reporting Agency [ACARA] (2016) standards, and were developed to outline what skills, knowledge and understandings students will be able to demonstrate, during and at the conclusion of the unit. The Learning Goals and ACARA standards are embedded in the assessment criteria used to measure and guide student learning. Assessment includes a range of formative strategies (assessment for learning), as well as summative assessment (assessment of learning) for evidence of learning; a balanced approach to assessment; and to promote learning in the classroom. These include Student Peer and Self-Assessment Rubic, Student Portfolio, Teacher Rubic and checklist, Teacher Observation and Anecdotal notes are used to evaluate student learning, provide feedback to students and guide practice.Feedback plays a crucial role in the unit of work, as a means to promote learning. Hattie & Timperley (2007) contend feedback is most effective when students receive “feedback about a task and how to do it more effectively” (p. 84). Further, effective feedback relates to the learning goals. The unit of learning has a strong focus on feedback in the form of formative assessment. Furthermore, Extensions, such as Minilessons have been included in the Assessment section, for two reasons. The first is that the concept of the Minilesson relates directly to the Learning Activity and is included as a means to be implemented after the Learning Activity. The second is need for the Minilesson is dependent on the teacher’s decisions and reflections after observations of students understanding during the Learning Activity. The unit has a strong literacy focus on developing students writing through writing process strategies. Although this is the main focus of the unit, the Minilessons incorporate language convections (spelling, text cohesion, punctuation and concepts of print), which are the intertwined in developing students writing abilities. Feedback for assessment is listed in the unit, such as from Learning Activity 4 “Observe and monitor students’ spoken language. Take anecdotal notes of students’ questions, strategies and skills they use and those they do not understand (Tompkins, Campbell, Green and Smith, 2015)”. This assessment relates to the Learning Goal of “Students to consistently and actively work in groups, contributing knowledge, opinions, and skills on the Topic” and aligns with the ACARA standard “Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (2016, ACELY1699)”. This iterates the point of Learning Goals and Assessment to be closely linked to promote student learning. Constructivism is evident throughout the unit by encouraging social learning opportunities. Many of the Learning Activities involve discussions and group learning. Westwood (2013) believes an inclusive classroom environment promotes understanding, respect and acceptance of diversity. Further, disadvantaged children can benefit from peers modelling good behaviour and social skills. Learner diversity is considered by establishing mixed ability groups. The teacher’s role in the group is to circulate, actively attend groups and sit in with groups having difficulty, supporting students by modelling constructive feedback and reflective listening. Differentiated instruction is considered by creating different learning experiences that supports learning through teacher modelling, shared, guided and independent writing activities. Hall (2009) contends differentiated instruction has specific learning outcomes established, with multiple learning activities provided to reach those outcomes. Further, providing variety in assessment is of importance. Peer assessment is utilised as a means for students to take autonomy of their learning, as well as a strategy for editing work within the writing process. ICT is incorporated through English and Arts, with students creating a PowerPoint presentation and a Media artwork of their Antarctic Animal. The unit integrates curriculum by connecting English, Science and Art learning areas and then creating meaningful activities that allow students to be engaged in learning that is relevant to their lives. Topic: Antarctica’s Food ChainYear Level: 5Time: 3 WeeksLearning GoalsStudents can plan, draft, edit a report on Antarctica’s food chain to publish using PowerPoint Students create an oral accompaniment for their presentation Students create a food chain mobile Students can recognise and compare varying text types (Reports and Narrative) by creating a Venn DiagramStudents to consistently and actively work in groups, contributing knowledge, opinions, and skills on the TopicStudents can peer edit using the Positive Report Editing: Peer and Self-Assessment RubicAustralian Curriculum LinksEnglishPurpose and audience Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)Reading processesNavigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)Comprehension strategiesUse comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digitalsources (ACELY1703)Creating textsPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures,language features, images and sound appropriate to purpose and audience (ACELY1704)EditingRe-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)Oral presentations Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Use of softwareUse a range of software including word processing programs with fluency toconstruct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)Listening and speaking interactions Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ ownexperiences and present and justify a point of view (ACELY1699)ScienceBiological sciencesLiving things have structural features and adaptations that help them to survive in their environment (ACSSU043)The Arts Media ArtsPlan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)Learning ActivityAssessment Strategy and Extension1. Teacher verbally introduces Antarctica to students and asks students to share their knowledge. Teacher fosters discussion through questioning and encourages every student to share something they know. *Focus: Geological location, climate, population, living things.Diagnostic: Teacher examines students understanding of Antarctica, through students’ discussions and responses.2. Teacher gives each student an Antarctic animal to research to find out and record the animal’s basic facts. Students use a range of resources for research- internet and a range of texts (school library or teacher provided). *Focus: Provide ‘Basic Fact’ worksheet with sections for research on Habitat, Appearance, Breeding Habits, Eating Habits, and Predators. Formative: Observe students as they research the animals of Antarctica.Summative: Add drafts to Portfolio of learning at the completion of the unit.Extension: Review students completed ‘Basic Fact’ worksheets. Discuss with individual student their progress, errors or misinformation (provide specific feedback to students in individual conferences).3. Students create an animal mobile.Students create a 3D cube with facts and a picture (drawn or printed) that is based on their researched animal, to be attached to a mobile to be displayed in the classroom (or alternatively, hang students animals from the ceiling in the classroom). *Focus: Teacher demonstrates how to create the cube before students attempt it.Formative: Provide specific feedback as students work to create their cubes.Extension: Minilesson on spelling for new and difficult words students’ encounter (ACELA1513). 4. Introduce the term ‘Food chain’ to students and discuss as a class.Students make a label of their researched Antarctic animal to wear.Group students in pairs and ask them to decide who would be at the top of the food chain, and why?Repeat this activity by gradually grouping students in larger numbers. Once students have done this up to groups of 5, ask students to line themselves up as a whole class, from top of the food chain (Killer whale) to bottom (Krill). Discuss their reasoning.Formative: Observe and monitor students’ spoken language. Take anecdotal notes of students’ questions, strategies and skills they use and those they do not understand (Tompkins, Campbell, Green and Smith, 2015). Summative: Take pictures of students when lined up in their food chain order, to add to their Portfolios.5. Introduce examples of Reports to students. Explain their structure, giving examples of various (simple) reports for students to read.Ask students to compare the structure of a report to that of a popular narrative, by creating a Venn Diagram to illustrate their understanding. Students are to list at least 3 differences and similarities for each text form. *Focus: Structure (Introduction, headings, conclusion) and language (formal, succinct) used in the reports.Formative: ObservationSummative: Rubic. Venn Diagram for the PortfolioExtension: Minilesson on text structure (ACELA1504).6. Model how to write a report using ‘Animal Report Outline’ (Appendix A). Students may design Report template*Focus: Hand out Report Rubic and go through the criteria with students. Formative: Observation. Self-Assessment Rating Scale for students understanding of a report.Summative: Report templates for PortfolioExtension: Minilesson on report drafting (ACELA1797). 7. Group students into mixed-ability groups of 5-6. Students will draft a Antarctic Animal Food Chain Report (in their work books) that includes the information of all of their groups researched animals, listed in order of the food chain.Formative: Observe students, what they do as they work in groups and write.Extension: Minilesson on sentence structure and topic sentences (ACELA1505). 8. Students will share their work with their group and revise their work, based on the rubic. Formative: Peer feedbackExtension: Minilesson to show students how to revise specific aspects of their writing to make it more coherent and clear (Read Write Think, 2016). 9. Students will rewrite their work, based on peer feedback and their own reflections, in preparation for their final drafts.Formative: Self-assessment and evaluation.10. Students will work together to create a PowerPoint presentation of their Antarctic Animal Food Chain Reports. They will work together to appoint roles to each team member in contributing to the PP.Formative: Observation of students as they create their presentations. Summative: PowerPoint presentation to be added to Portfolio11. Each student will create a Media Art slide for the introduction for their animal in the PP Report.Formative: Observe students as they plan and produce their art works.Summative: PowerPoint presentation to be added to Portfolio12. .Students will create a short oral description to accompany their PP presentation. Each team member will tell the class three ‘Fun Facts’ about their animal, during their time of the PowerPoint presentation.Summative: Rubic to be completed by the teacher.Teacher RubicStudent Name:Australian Curriculum Content DescriptorActivity12345Purpose and audienceIdentify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)Venn Diagram/5Incomplete Venn Diagram with 1 to no attempts at distinguishing the similarities and differences of narrative and report texts.Partially completed Venn Diagram with attempts of distinguishing the similarities and differences of narrative and report texts. Some missing pletes Venn Diagram with 2 features of the similarities and differences of narrative and report textsProduces a completed Venn Diagram that outlines at least 2-3 features of the similarities and differences of narrative and report textsProduces a completed Venn Diagram that outlines at least 3 features of the similarities and differences of narrative and report textsCreating textsPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures,language features, images and sound appropriate to purpose and audience (ACELY1704)Report Writing Draft/5Student did not plan or draft their report. No evidence of report structure, or appropriate language used.Student planned and /or drafted their report. Presentation attempts a report structure and appropriate language, with many errors throughout.Student planned and drafted report. Presentation attempts a report structure and appropriate language, with errors throughout.Student planned and drafted report. Presentation mostly has the appropriate report structure and appropriate language, with a few errors throughout. Student planned and drafted report. Presentation has the appropriate report structure and appropriate language used throughout.Use of softwareUse a range of software including word processing programs with fluency toconstruct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)PowerPoint Presentation/5Student did not plan, draft or publish their report using PowerPoint. Student attempted to publish their report on Antarctic animals using PowerPoint. Many errors with slide order and/or structure.Student published their report on Antarctic animals using PowerPoint. Few errors with slide order and structure. Student published their report on Antarctic animals using PowerPoint. Mostly appropriate with slide order and structure, minor errors.Student published their report on Antarctic animals using PowerPoint. Appropriate slide order and structure. Oral presentations Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)Oral Presentation /51 or no ‘Fun Facts’ presented. Information missing or irrelevant for the presentation.Recites up to 2 ‘Fun Facts’ about researched Antarctic animal. Some information irrelevant for the Presentation.Recites 2-3 ‘Fun Facts’ about Antarctic animal. Information mostly coincides with PP Presentation, some irrelevant information.Recites 3 ‘Fun Facts’ about their researched Antarctic rmation mostly coincides with PP PresentationRecites 3 ‘Fun Facts’ about their researched Antarctic rmation coincides with PP PresentationBiological sciencesLiving things have structural features and adaptations that help them to survive in their environment (ACSSU043)Antarctic Animal Research and Report Draft/5Students do not complete Basic Fact Worksheet or cube.Students identify some of their Antarctic animals Basic Facts. Worksheet and/or cube is incomplete.Students identify most of their Antarctic animals Habitat, Appearance, Breeding Habits, Eating Habits, and Predators. Worksheet and/or cube has missing information.Students identify their Antarctic animals Habitat, Appearance, Breeding Habits, Eating Habits, and Predators, by completing the Worksheet and animal cube, with few errors.Student is able to identify their Antarctic animals Habitat, Appearance, Breeding Habits, Eating Habits, and Predators, by completing the Worksheet and Animal cube.Media ArtsPlan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)Image of Antarctic Animal for PowerPoint Presentation/5No image was created.Attempted to create an image. Image is unsuitable or unfinished.Suitable image created for the researched animal. Image is unfinished or lacking.Suitable image created for the researched animal. Image is visually fair.Appropriate image created for the researched animal. Image is visually pleasing.SCORE/30Teacher Comments:Student Name: ChecklistListening and speaking interactionsClarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ ownexperiences and present and justify a point of view (ACELY1699)ObservationsDiscussions and Group Work67945-57157747091821077470651510 Student speaks clearly774703746500 Student practices reflective listening Student offers constructive feedback to group or peers Student uses problem solving strategies to resolve issues on their own67945120015 Student stays on taskReading processesNavigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)Observation, Checklist 163195177800 Student is able to explore appropriate sources when researching their topic182245222250 Student is able to use the information researched to complete the basic facts worksheet 163195111760 Student is able to link their researched information (basic facts) to Report writing, from print and digital texts. Comprehension strategiesUse comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digitalsources (ACELY1703)Observation, ChecklistPositive Report Editing: Peer and Self-Assessment RubicStudent Name:Peer Name:Australian Curriculum StandardsWhat is being assessed:EditingRe-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)Criteria from MinilessonsText cohesion (ACELA1505)Concepts of print and screen (ACELA1797) Purpose audience andstructures of different types of texts (ACELA1504)Spelling (ACELA1513)Peer and Self- Assessment RubicMany spelling, grammar,and punctuation errors;sentence fragments;incorrect use ofcapitalizationSome spelling andgrammar errors; mostsentences havepunctuation and arecomplete; uses upper- andlowercaseFew spelling and grammarerrors; correctpunctuation; completesentencesCorrect spelling, grammar,and punctuation; completesentences; correct use ofcapitalizationCOMPLIMENTSWhat the writer did wellI liked the way you __________My favourite part was ________SUGGESTIONSSpecific ideas on how to make the writing betterWord choice:Organisation:Sentences:Topic:CORRECTIONSSpelling mistakes:Grammar mistakes:Missing punctuation:Incomplete or run-on sentences:ReferencesAnimal Report Outline. (n.d.). [Image]. Retrieved from Curriculum Assessment and Reporting Agency [ACARA]. (2016). The Australian curriculum v8.1. Retrieved from , B. (2009). Research into Practice: Mathematics. Pearson. Retrieved from Hattie, J. & Timperley, H.(2007). The power of feedback. Review of Educational Research, Vol. 77 (1), p. 81 - 112). Retrieved from , K. & Allen, B. (2013). Practical planning and assessment. Oxford University Press, Australia.ReadWriteThink (2016). Implementing the writing process. Retrieved from , G., Cambell, R., Green, D. & Smith, C. (2015). Literacy for the 21st century: A balanced approach. (2nd Ed). Australia: Pearson.Wiggins & McTighe?(2011) The understanding by design guide to creating high-quality units. ASCD. Retrieved from , P. (2013). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Hoboken: Taylor and Francis. Retrieved from A ................
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