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Unit code and title:

Assessment #

Your name:

Faculty of Education

Assessment Task Cover Sheet

Your name: Faculty of Education Assessment Task Cover Sheet     OFFICE USE ONLY Unit Co-ord./Lecturer
   

OFFICE USE ONLY

Unit Co-ord./Lecturer

Sharon Fraser

Assessment received:

Tutor:(if applicable)

 

Student ID

082092

Student Name

Kiara Davis

Unit Code

ESH350

 

Unit Name

Planning and Assessing in Primary and Early Childhood Science

Assessment Task Title/Number

Planning a unit of work/AT2

Word Count

2,214

I declare that all material in this assessment task is my own work except where there is clear acknowledgement or reference to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at www.utas.edu.au/plagiarism *

Signed

Kiara Davis

Date 25/05/2015

*By submitting this assessment task and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above.

Assessor’s feedback:

Assessor’s Signature (optional) :

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Assessment Task:

Dated:

ESH350 Planning and Assessing in Primary and Early Childhood Science Kiara Davis: 082092

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Purpose and Importance of Planning in Science

Planning is an essential component of the teaching profession. Effective planning

is based on key principles of learning and requires teachers to be informed personally and

practically with a depth of disciplinary knowledge (Fahey, 2012). Planning effectively for

science experiences that will meet curriculum objectives and increase student skill and

knowledge occurs in a variety of ways. Long-term planning, often associated with whole-

school planning, outlines a flexible overview of projected student learning over a number

of years (Queensland Studies Authority [QSA], 2011). This type of plan caters for diverse

learning needs and changing interests providing a reference point for teachers who are

involved in mid-term and short-term planning. Mid-term planning in science refers to

planning which is outlined for a specific group of students across a year. Mid-term plans

are informed and developed with reference to long-term plans and provide varied

opportunities for students to demonstrate required learning outcomes (QSA, 2011). Short-

term plans, including the unit demonstrated in this assessment task, are those plans which

incorporate an organised and focused unit of work which is specific to addressing certain

curriculum objectives (QSA, 2011).

In reference to planning in science all three types of the aforementioned planning

behaviours are imperative. Teachers must prepare and plan to integrate the three stands of

the science curriculum and teach them in an interrelated manner (Australian Curriculum,

Assessment and Reporting Authority [ACARA], 2014a). According to the Board of

Studies in Teaching and Educational Standards New South Wales (n.d.):

Planning in

science allows teachers to engage students effectively and also assess, report and future

plan in an efficient way. Across the curriculum, but particularly in a science context,

students must be allowed input from personal experience, time to comprehend, reconstruct

ESH350 Planning and Assessing in Primary and Early Childhood Science Kiara Davis: 082092

become muddied or lost, particularly with beginning teachers

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(Gilbert & Hoepper, 2014).

Wiggins and McTighe (2005) provide an interdisciplinary planning framework which is

consistent with the outcomes based learning supported by the national curriculum. The

Understanding by Design approach incorporates ‘backwards planning 1 which, when

applied in science, allows teachers to effectively align their teaching with assessment

opportunities and therefore plan for evidence-based reporting (Churchill et al., 2011). The

below unit plan has been designed with this framework in mind.

1 Backwards planning also known as ‘backwards design’ is: “associated with the Understanding by Design framework. The teacher starts by determining what the learning outcomes will be and then plans the curriculum (unit), choosing the learning experiences and resources that will foster student learning” (Churchill et al., 2011, p. 217). Page 3 of 23

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My understandings are shown in Figure 1 as a concept map. Understandings evident in this

My understandings are shown in Figure 1 as a concept map. Understandings evident in this map have been adopted from Full Cycle (2009)

and Redman & Redman (2014).

a concept map. Understandings evident in this map have been adopted from Full Cycle (2009) and
from Full Cycle (2009) and Redman & Redman (2014). Figure 1: Map of my own understandings

Figure 1: Map of my own understandings of the concepts embedded within my unit.

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Unit key learning area: Science Unit duration: x7 lessons across 7 weeks (lessons may be

Unit key learning area: Science Unit duration: x7 lessons across 7 weeks (lessons may be split) Year level: 4

Class diversity: Lower socio-economic area, four significantly low students, three high achievers and several students are from non-English speaking backgrounds (most have sufficient knowledge of language to participate in everyday speaking and written activities).

Differentiation overview:

 

Note: Below is a brief overview of how a teacher may choose to

differentiate for this group of students, other strategies that

 

individual teachers feel appropriate may be used.

 

Contracts for individual students who need extending or simplified

work to achieve objectives. Outline what is expected of that

 

student or small group of students (Churchill et al., 2011).

 

Individual contracts may include:

- Altered assessment tasks

- Differentiated grouping/partnering (teacher discretion)

- Allocated teacher/aid time

- Extra planned work

Unit Plan Overview: Waste and Our Earth. Can We Help?

work Unit Plan Overview: Waste and Our Earth. Can We Help? Unit Outcomes taken from The

Unit Outcomes taken from The Australian Curriculum: Science (ACARA, 2014a)

By the end of this unit students can:

1. Describe common materials and explain why the properties of such materials influence waste management and can lead to pollution (ACSSU074).

2. Describe methods of waste management covered during the unit and articulate their benefit or detriment to the environment (ACSHE062).

3. Effectively communicate scientific ideas and understandings in a variety of ways including posters, answering questions and written and oral reports

4. Articulate how well predictions matched results and explain proposed reasons for findings. Explain reasoning

Underpinning cross-curricular priority: Sustainability Cross-curriculum links:

Mathematics Geography English

Resources required to effectively implement whole unit:

Interactive whiteboard or similar with internet access Computer/internet access for students

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Unit Plan Skeleton

 

Lesson one: Waste. An Introduction. Duration: 60 - 90 minutes Stage of the 5E’s: Explore

Resources:

 
 

- Collected materials ie: glass bottle/jar, plastic bag, milk carton, egg box, newspaper, aluminium can…

 

- Required collected resources for experiment (Appendix B).

Learning outcomes engaged: LO1, LO2, LO4, General capabilities and cross-curricular priorities engaged:

 
 
 
and cross-curricular priorities engaged:     Teaching/Learning Specifics:   Class brainstorm:

Teaching/Learning Specifics:

 

Class brainstorm:

 

- What is waste?

 

- What types of rubbish/waste do we create?

 

Show class rubbish items made from different materials:

 

Ask children to identify.

 

Children conduct a survey of their own personal lunch waste (Appendix A).

 

Predict what they think will show the most/least.

 

Teacher models bar graph/ students create their own regarding the whole class findings, discuss observations, finding vs predictions, reasoning. Fill out remaining part of worksheet.

Class Discussion

 

- Is rubbish really rubbish? (discuss reuse)

 

- Where does rubbish go?

 

Show Landfill from ABC’s Behind The News:

 

Discuss rubbish dumps/landfills and associated problems/benefits from video.

Class activity in pairs:

 

Create a mini landfill experiment (Appendix B)

 

Assessment of learning:

 

- Prior learning uncovered (note taking)

 

- Questioning

 

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- Active observation

- Collection of work samples

Lesson two: A Plastic Ocean. Duration: 60 minutes Stage of the 5E’s: Explore, Explain

-

Resources:

Stage of the 5E’s : Explore, Explain - Resources: Milk, Vinegar, Pan, Hot Plate, Moulds, Sink
Stage of the 5E’s : Explore, Explain - Resources: Milk, Vinegar, Pan, Hot Plate, Moulds, Sink

Milk, Vinegar, Pan, Hot Plate, Moulds, Sink

- Resources: Milk, Vinegar, Pan, Hot Plate, Moulds, Sink Learning outcomes engaged: LO1, LO3 General capabilities
- Resources: Milk, Vinegar, Pan, Hot Plate, Moulds, Sink Learning outcomes engaged: LO1, LO3 General capabilities
- Resources: Milk, Vinegar, Pan, Hot Plate, Moulds, Sink Learning outcomes engaged: LO1, LO3 General capabilities

Learning outcomes engaged: LO1, LO3 General capabilities and cross-curricular priorities engaged:

Teaching/Learning Specifics: Class discussion: “We live in a throwaway culture” Children write a few sentences
Teaching/Learning Specifics:
Class discussion:
“We live in a throwaway culture”
Children write a few sentences on their view of the statement and keep to revisit later.
Show The Majestic Plastic Bag - A Mockumentary
https://www.youtube.com/watch?v=GLgh9h2ePYw
Small group brainstorm about environmental issues conveyed in film.
Discuss plastic:
-
Is it natural or man-made?
-
What do we do with it?
-
Why do we use plastic?
-
How does plastic affect the environment?
Make your own plastic experiment:
Access experiment here: http://www.kidspot.com.au/kids-activities-and-
games/Science-experiments+10/Plastic-milk-experiment+11739.htm
Show the video Plastic Oceans from ABC’s Behind the News:
http://www.abc.net.au/btn/story/s3591476.htm
the News: http://www.abc.net.au/btn/story/s3591476.htm Students answer questions on worksheet (Appendix C)
the News: http://www.abc.net.au/btn/story/s3591476.htm Students answer questions on worksheet (Appendix C)

Students answer questions on worksheet (Appendix C)

Students answer questions on worksheet (Appendix C) Worksheet are discussed as a class/scaffolded by teacher.
Students answer questions on worksheet (Appendix C) Worksheet are discussed as a class/scaffolded by teacher.
Students answer questions on worksheet (Appendix C) Worksheet are discussed as a class/scaffolded by teacher.
Students answer questions on worksheet (Appendix C) Worksheet are discussed as a class/scaffolded by teacher.

Worksheet are discussed as a class/scaffolded by teacher.

Assessment of learning:

- Note taking

- Active observation

- Questioning

- Collection of work samples

by teacher. Assessment of learning: - Note taking - Active observation - Questioning - Collection of
by teacher. Assessment of learning: - Note taking - Active observation - Questioning - Collection of
by teacher. Assessment of learning: - Note taking - Active observation - Questioning - Collection of
by teacher. Assessment of learning: - Note taking - Active observation - Questioning - Collection of

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Lesson three: The Great Pacific Garbage Patch. Duration: 60 - 90 minutes Stage of the 5E’s: Explain, Elaborate

Learning outcomes engaged: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:

Learning outcomes engaged: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:
Learning outcomes engaged: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:
Learning outcomes engaged: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:
Learning outcomes engaged: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:

Teaching/Learning Specifics:

Introduce/scaffold concepts (multi-modal presentation of information):

 
 

-

Great Pacific Garbage Patch

 

-

Gyres

 

Note: Ask the children to recall videos/re-visit their worksheets. Re-show videos if

necessary.

 
In pairs students research aspects/answer questions of new concepts given to them by

In pairs students research aspects/answer questions of new concepts given to them by

teacher (questions should address learning outcomes sufficiently).

questions of new concepts given to them by teacher (questions should address learning outcomes sufficiently).
Multi-modal research sources to be used (internet – provide website links to save time,

Multi-modal research sources to be used (internet provide website links to save time,

books, posters, media etc)

Multi-modal research sources to be used (internet – provide website links to save time, books, posters,
Students present their findings orally to the class in short presentations, they may include

Students present their findings orally to the class in short presentations, they may include

printed images/poster if time allows.

present their findings orally to the class in short presentations, they may include printed images/poster if

Assessment of learning:

- Assessment of short presentation (take notes and question)

- Observation of group/partner work

- Questioning throughout lesson

Lesson Four: Refuse, Reduce, Reuse and Recycle! The 4R’s Duration: 60 90 minutes Stage of the 5E’s: Explore, Explain

Resources:

- 4 large boxes to decorate and 1 plastic bin

Learning outcomes engaged: LO1, LO2 General capabilities and cross-curricular priorities engaged:

plastic bin Learning outcomes engaged: LO1, LO2 General capabilities and cross-curricular priorities engaged: Page 8 of
plastic bin Learning outcomes engaged: LO1, LO2 General capabilities and cross-curricular priorities engaged: Page 8 of

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Teaching/Learning Specifics: Introduce new concept: The 4R’s (Sustainability Victoria, 2007) - Refuse - Reduce
Teaching/Learning Specifics: Introduce new concept: The 4R’s (Sustainability Victoria, 2007) - Refuse - Reduce

Teaching/Learning Specifics:

Introduce new concept: The 4R’s (Sustainability Victoria, 2007)

- Refuse

- Reduce

- Reuse

- Recycle

Students

Teacher defines each aspect on the board. Ask for examples of each scaffold ideas.

on the board. Ask for examples of each scaffold ideas. predict what each might mean. Students

predict what each might mean.

Students play ‘Clean Up and Recycle’ game in pairs. Screen shots for game seen in

Students play ‘Clean Up and Recycle’ game in pairs. Screen shots for game seen in

Figure 2. Access game from this link: http://cleanup.noco2.com.au/

game in pairs. Screen shots for game seen in Figure 2 . Access game from this
. Access game from this link: http://cleanup.noco2.com.au/ Figure 2: Clean Up and Recycle game from

Figure 2: Clean Up and Recycle game from http://www.cleanup.org.au/

Class/small group discussion, write down ways they:

- Could refuse, reduce or reuse items at home or at school?

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-

What can they do in the classroom to help reduce, reuse and recycle their waste?

The class creates/decorates own recycling bin in groups:

- Paper bin

- Plastic bin

- Let’s reuse it bin

- Just food scraps

- Other items

Note: Most schools have large bins to put different materials in outside job for class monitors or teacher.

Discuss what can go into each bin write lists as a class and attach. Expectations are set out (potential hygiene hazards).

Assessment of learning:

- Checklist used (Appendix D)

- Active observation and note taking

- Questioning

Lesson five: Worm Farms/Compost Bins and the Community Duration: 90 minutes Stage of the 5E’s: Explain, Elaborate

Resources:

-

Worm farm or compost bin

Learning outcomes: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:

 
 
 
 
and cross-curricular priorities engaged:     Teaching/Learning Specifics:   Class discussion:

Teaching/Learning Specifics:

 

Class discussion:

 

-

What can they do with the food scraps their bin?

Introduce - Worm Farm/Compost Bin:

 

- What it does

- Why it is used

- How it helps the environment

Note: Obtain permission to have a worm farm/compost bin outside.

Class discussion:

 

-

What happens to their food scraps at home?

 

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- How could they encourage people others to have a worm farm/compost bin?

Individually or in gro ups the student’s research and design posters to display in the

Individually or in groups the student’s research and design posters to display in the local community that convince others to start their own worm farm/compost bin and how it

helps the environment.

in the local community that convince others to start their own worm farm/compost bin and how

Assessment of learning:

- Active observation and note taking

- Questioning

- Assessment of posters to check for understanding

Lesson six: Paper, Paper Everywhere! Duration: 90 minutes or 2x 60 minute lessons depending on length of paper making Stage of the 5E’s: Elaborate, Evaluate

Resources:

- Collected resources required for paper making (Appendix E)

Collected resources required for paper making (Appendix E) Learning outcomes engaged: LO1, LO2, LO3 General
Collected resources required for paper making (Appendix E) Learning outcomes engaged: LO1, LO2, LO3 General
Collected resources required for paper making (Appendix E) Learning outcomes engaged: LO1, LO2, LO3 General

Learning outcomes engaged: LO1, LO2, LO3 General capabilities and cross-curricular priorities engaged:

Teaching/Learning Specifics: Introduction video: How Paper is Made see a screenshot from the video below
Teaching/Learning Specifics:
Introduction video: How Paper is Made see a screenshot from the video below in Figure
2.
Link to video: https://www.youtube.com/watch?v=7IP0Ch1Va44
Figure 2: Image taken from the video How Paper is Made.
Class discussion:
-
Where does paper come from?

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- What could we do with paper in our scrap paper bin?

- Why is it a good idea to re-cycle paper?

- How does it help the environment? (saves trees, pollution from manufacturing etc)

Ask the students for some solutions regarding each of the 4R’s.

Ask the students for some solutions regarding each of the 4R’s.

Remind/scaffold.

Ask the students for some solutions regarding each of the 4R’s. Remind/scaffold.

Class activity: Making Paper (Appendix E)

Students write a journal entry in their book:

- About the paper making process

- What they liked/disliked about it

- How recycling paper helps the environment

Students revisit and discuss their original responses to:

 

We live in a throwaway culture

 

Rewrite responses in light of their new knowledge learned in the unit.

Assessment of learning:

- Active observation and note taking

- Questioning

- Collection of work samples

Lesson seven: Let’s Convince Others Duration: Timing will vary - guide: 2x 60 minute lessons
Lesson seven: Let’s Convince Others Duration: Timing will vary - guide: 2x 60 minute lessons

Lesson seven: Let’s Convince Others Duration: Timing will vary - guide: 2x 60 minute lessons Stage of the 5E’s: Evaluate

Resources:

- Plastic gloves for looking through mini landfills

- Plastic gloves for looking through mini landfills Learning outcomes: LO1, LO2, LO3, LO4 General capabilities
- Plastic gloves for looking through mini landfills Learning outcomes: LO1, LO2, LO3, LO4 General capabilities
- Plastic gloves for looking through mini landfills Learning outcomes: LO1, LO2, LO3, LO4 General capabilities

Learning outcomes: LO1, LO2, LO3, LO4 General capabilities and cross-curricular priorities engaged:

capabilities and cross-curricular priorities engaged: Teaching/Learning Specifics: Examination of landfill
Teaching/Learning Specifics: Examination of landfill experiment from lesson one. Discuss/record: - Predictions vs
Teaching/Learning Specifics:
Examination of landfill experiment from lesson one.
Discuss/record:
-
Predictions vs results
-
How, what and why the results occurred. Explain their thinking.
-
What they predict would happen if they left their landfills alone for a whole
year? Why?

Persuasive Writing Task:

- What they predict would happen if they left their landfills alone for a whole year?
- What they predict would happen if they left their landfills alone for a whole year?

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Students create a piece of persuasive writing to convince the community to use one or
Students create a piece of persuasive writing to convince the community to use one or
more of the 4R’s in order to help the environment (Appendix F).
Teacher models a short persuasive text on a different subject.
Their final good copy is written on their recycled paper they made in class.
Note: (ACELY1671) (ACELY1682) – These codes taken from The Australian
Curriculum: English (ACARA, 2014b) demonstrate that students should have sufficient
prior knowledge about the construction of a persuasive writing piece.
Assessment of learning:
-
Final assessment rubric (Appendix G)
-
Overview of work samples
-
Observe and question.
-
Question/take notes to fill any gaps in assessment for individual students.

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References

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Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015a). The

Australian Curriculum: Science (Version 7.4). Retrieved from

ACARA. (2015b). The Australian Curriculum: English (Version 7.4). Retrieved from

Board of Studies for Teaching and Educational Standards New South Wales. (n.d.).

Planning for Effective Learning and Assessment. Retrieved from

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., … Vick,

M. (2011). Teaching: Making a Difference. Milton, QLD: John Wiley & Sons

Australia, Ltd.

Gibbs. C. (2006). To be a teacher. Journey towards authenticity. New Zealand: Pearson

Education.

Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences:

History, Geography, Economics & Citizenship (5 th ed). Southbank, VIC:

Cengage Learning.

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Fahey, C. (2012). Planning for Teaching and Learning in Geography and History. In

Taylor, T., Fahey, C., Kriewalt, J., & Boon, D. (Eds), Place and Time:

Explorations in Teaching Geography and History (pp. 165-176). Frenchs Forest,

NSW: Pearson Australia.

Full Cycle. (2009). What is waste and why is it a problem? Retrieved from

Queensland Studies Authority [QSA]. (2011). Planning for Implementing: Australian

Curriculum P-10 Draft. Retrieved from https://www.qcaa.qld.edu.a

u/downloads/p_10/ac_plan_implementing.pdf

Redman, E., & Redman, A. (2014). Transforming sustainable food and waste behaviors

by realigning domains of knowledge in our education system. Journal Of Cleaner

Production, (64) 147-157. Doi:10.1016/j.jclepro.2013.09.016

Schön, D. A. (1983). The reflective practitioner: how professionals think in action. New

York: Basic Books. Retrieved from http://smeduquedecaxias.rj.gov.br/nead

Sustainability Victoria. (2007). How to reduce, reuse and recycle waste in schools.

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Wiggins, G. & McTighe, J. (2005) Planning a unit of work: a sequence of lessons. In

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., …

Vick, M. (Eds.). Teaching: Making a Difference (pp. 216-217). Milton, QLD:

John Wiley & Sons Australia, Ltd.

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Appendix A

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This worksheet was created/adapted from Discovery Education (2009): What is in Our

This worksheet was created/adapted from Discovery Education (2009): What is in Our

Trash?

This worksheet was created/adapted from Discovery Education (2009): What is in Our Trash?
Lunch Time Trash and Graph Observations Name: What is the main type of waste you
Lunch Time Trash and Graph Observations
Name:
What is the main type of waste you think the class will make at
lunch time?
Why?
When you finish eating your lunch look at the waste left
over. Record the types of waste you have before throwing it
away.
Plastic
How many?
Paper
How many?
Glass
How many?
Other (describe)
How many?
Look at your bar graph created using everyone’s results and
answer the following questions:
What was the main type of waste created?
How do you know?
Which type of waste was seen least?
How does this compare to your prediction?

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Appendix B

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This experiment is adapted from curriculum materials at

This experiment is adapted from curriculum materials at

This experiment is adapted from curriculum materials at http://5gyres.org/education_and_exhibits/
MINI LANDFILL EXPERIMENT Using items collected by the teacher or students from home students create
MINI LANDFILL EXPERIMENT
Using items collected by the teacher or students from home students create their own
mini landfills to observe over the course of their unit on waste.
Resources required:
-
2 litre milk bottle or similar per pair/group
-
Paper bags
-
Dirt
-
Newspaper to cover the tables
-
Spray bottle with water
-
Pieces of waste (i.e. aluminum, plastic, paper, food scraps, plastic bag, straw)
Instructions:
-
Cut the tops off the bottle
-
Students layer different items and dirt in their mini landfill bottle
-
The bottle is put into a paper bag to eliminate light (just the surface gets the
sunlight)
-
Using a spray bottle spray the surface of the mini landfills to make the dirt
moist (repeat over the coming days/weeks as necessary – must not dry out)
-
Mini landfills are put in a sunny spot either inside or outside (out of the rain)
Children predict what they think will happen to the items in their mini landfills.
What might happen to the items, dirt or bottle?
What effect might the sun have?
During the unit children can observe their landfills and spray as necessary (with
teacher supervision)

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Appendix C

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Original worksheet created for students to use during lesson two.

Name Behind The News Quiz Answer these questions while watching Plastic Oceans 1. How many
Name
Behind The News Quiz
Answer these questions while watching Plastic Oceans
1.
How many new pieces plastic enter our oceans each day?
Hundreds
Thousands
Millions
2.
Almost half of the plastic used by humans is only used once and then is
thrown away
True
False
3.
Why do thousands of marine animals die each year?
They swallow or get caught in plastic
They play with plastic
They use plastic as a shelter
4.
How does plastic travel to the ocean?
5.
What are two ways shown that can reduce the amount of plastic in the
ocean?
-
-
6.
Which state in Australia is not showing as much plastic and aluminium waste?
Why not?

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Appendix D Checklist created for lesson four. Students can Students Students can Notes define the
Appendix D
Checklist created for lesson four.
Students can
Students
Students can
Notes
define the
can provide
articulate why
4R’s in their
scenarios
the 4R’s are
own language
where each
important to the
of the 4R’s
environment
would be
used
Annabelle
Solid
understanding.
Able to help
others.
Tim
Struggles to
Offers
Limited
define and
recycling
understanding
explain
scenario only
More
scaffolding
needed.
Josh
Satisfactory
understanding.
Students names
cont…

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Appendix E

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Paper making activity for lesson six sourced from

from http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/science_nature/pape r_making.pdf Page 21 of 23

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Appendix F

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Original task sheet created for final lessons persuasive writing piece. Help! People in your community
Original task sheet created for final lessons persuasive writing piece.
Help!
People in your community are throwing everything away into
the rubbish bin!
They don’t think that their rubbish has anything to do with
the health of the Earth’s environment.
It’s up to you to convince them to start using the 4R’s!
YOUR TASK:
You must create a piece of persuasive writing addressing the
editor of the local paper to convince the community to start using
one or more of the 4R’s.
Choose one of the following topics:
- Plastic in the oceans
- Landfills
- Recycling paper
You must:
1. Convince the local community to use the 4R’s (Why are
their actions effecting the environment?)
2. An argument to support (why should the community do
what you ask?)
3. Strengthen your argument by backing it up further in a
few sentences
Your final good copy will be written on the recycled paper you
made in class and displayed in the hall.

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ESH350 Planning and Assessing in Primary and Early Childhood Science
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Appendix G
Final rubric to assess unit outcomes/science knowledge and understanding.
Beginning
Consolidating
Proficient
Exemplary
Describe common
Can list a small
Can list most
Lists all materials
Lists all materials
materials and
number of
materials
addressed in unit.
addressed in unit.
explain why the
materials
addressed in unit
properties of such
addressed
Provides
Provides rounded
materials
throughout unit.
Limited
acceptable
explanations as to
influence waste
explanation of why
explanations of
why these effect
management and
Little or no
these effect waste
why these
waste
can lead to
explanation of why
management and
materials effect
management and
pollution
these effect waste
can lead to
waste
can lead to
(ACSSU074).
management can
pollution.
management and
pollution.
lead to pollution.
can lead to
pollution.
Can describe
Can recall one or
Can recall three or
Can recall all waste
Can recall all waste
methods of waste
two waste
more waste
management
management
management
management
management
methods
methods
covered during the
solutions from
methods from unit.
addressed in unit.
addressed in unit.
unit and articulate
unit.
their benefit or
Explains
Competently
Competently
detriment to the
Limited
satisfactorily some
explains their
explains their
environment
explanation as to
of their
benefits/detriment
benefits/detriment
(ACSHE062).
why these are
benefits/detriment
s to the
s to the
beneficial/detrime
s to the
environment.
environment and
ntal to the
environment.
Limited reasoning
provides
environment.
provided.
reasoning.
Can effectively
Is able to
Can communicate
Can communicate
Can communicate
communicate
communicate
scientific ideas
scientific ideas
scientific ideas
scientific ideas and
scientific ideas in a
through various
through all
through all
understandings in
limited fashion.
means.
expected means.
expected means.
a variety of ways –
including posters,
Two or more
Less than two
No work during
No work during
answering
pieces of work
pieces of work
unit incomplete
unit incomplete.
questions,
during unit
during unit
worsheets and
incomplete.
incomplete.
Extra work
written and oral
completed during
reports
unit.
(ACSIS071).
Can articulate how
Can verbalise the
Can articulate how
Can explain how
Can explain in a
well predictions
difference
well predictions
well predictions
sophisticated
matched results
between the
matched results.
matched results.
fashion how well
and explain
predictions and
predictions
proposed reasons
results.
Offers limited
Articulates
matched results.
for findings.
proposed reasons
proposed reason
Explain reasoning
Does not offer
for findings.
for findings and
Articulates more
(ACSIS216).
explanations for
backs up with
than one proposed
findings.
Reasoning
personal
reasons for
explanation limited
reasoning.
findings and backs
Explain reasoning
up with personal
(N/A).
reasoning.

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