Documente Academic
Documente Profesional
Documente Cultură
Green
Student ID: 17685818
Duration: 3 Weeks
Knowledge
HASS:
HASS:
Summative
Task
One:
Advertisement
The
difference
between
natural
and
human
features.
human
landforms in a brainstorm.
Task description:
What is sustainability?
Students are required to choose a main natural or human feature of Australia. A variety of sources are to be used to search and
Use
- agree
Use and
a variety of print and digital resources. correct text structure and language features for persuasive
withcorrectly
the viewreference
presented.
attractions/activities
touriststext
can in
dothe
at the
and informative texts.
- ListHow
to create an informative
formlandform.
of a
- brochure/pamphlet.
Use correct text structure and language features of persuasive
texts.
Locate and collect information from a variety of sources.
- Use images to persuade audience.
Create a brochure.
Create an advertisement.
audience.
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the
achievement standards.
Students will be able to:
1. Differentiate, locate and label each states capital city and Australias main natural and human features of Australia on a
Assessment
recording template:
map.
Natural or
Manmade Feature
of Australia
Persuasive
Posteran
Marking
Key
2. Search, select and reference
information
from a variety
of sources
to design
advertisement
to persuade a targeted
Student Name:
Date:
audience to visit a main natural or human feature of Australia..
Crawling
Walking
Jogging to inform the targeted
Running
3. Search, select and reference
information from a variety
of sources to create a brochure
audience
Page 1 of 14
about a chosen natural or human feature of Australia.
4. Identify and use appropriate text structure and langauge features of persuasive and informative texts.
5. List actions humans can take to sustain and preserve Australias natural and human features.
E. Green
Student ID: 17685818
Title
Content
Content
Text Structure
Attractiveness
References
Visual Images
Comments:
Feedback:
Informal - Throughout the construction of the students posters, the teacher will provide immediate feedback to the students based on
their product so far, offering guidance and suggestions where necessary.
Formal - At the end of the unit, students will receive their poster back with a completed rubric by the teacher attached. On the bottom of
the rubric the teacher will include a constructive comment about their overall performance.
Self-assessment:
Before students start their assessment task they will receive a copy of the rubric. As they develop their poster they are able to refer
back to their copy of the rubric as they please, allowing them to determine if they are happy with what they have got or if they need
to include more to achieve the grade they are aiming for. Before they hand their final product to the teacher everyone will sit down
with a rubric and highlight where they think they have achieved on the rubric based on what they see on their poster.
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E. Green
Student ID: 17685818
Title.
Description of the landform.
Interesting facts.
Location including map.
Weather.
Transportation (How to get there).
Recreation (Outdoor and indoor activities).
Actions tourists need to take to help protect and preserve their feature.
Pictures.
Information should be organised under headings for Interesting Facts, Location, Weather, Transport, Recreation and Sustainability.
This task is to be completed individually. The brochure is due at the end of the unit of work.
Assessment criteria:
-
The main natural or human feature of Australia is the same as the one on their poster or has changed to an Australian
landform if the one on their poster was not in Australia.
Use and correctly reference a variety of print and digital resources.
Includes information for each heading.
Lists action tourists need to take to protect the landform.
List and describe attractions/activities tourists can do at the landform.
Use correct text structure and language features for informative texts/brochures.
Include appropriate images.
Date:
Boarding
Headings
On the Runway
Some headings have been
included, but you have forgotten
Take Off!
Soaring
E. Green
Student ID: 17685818
Writing - Mechanics
Text Structure
Content - Accuracy
underneath.
underneath.
Actions to Take
References
Visual Images
Comments:
Feedback:
Peer Assessment/Feedback - Students will receive feedback not only from the teacher but also from their peers. Students will assess two
other peers work using the rubric provided by the teacher. Afterwards the students will write a positive comment for their two peers on
the bottom of the rubric.
Informal - Students will also receive verbal feedback and over the shoulder marking from the teacher throughout the writing components
Page 4 of 14
E. Green
Student ID: 17685818
Page 5 of 14
E. Green
Student ID: 17685818
Assessment For/As
Learning (Formative
Assessment)
Resources
Week One
Lesson 1
English
Lesson 2
English
Lesson 3
Geograp
hy
Persuasive Texts
What is a persuasive text? Conduct a teacher-led, whole
class brainstorm about what the students already know
about persuasive texts (including text and language
features).
Modelled Reading Read My Favourite Animal using the
stages of pre-reading, reading, and after reading.
As a class, create a word wall using emotive and technical
words from the text. Discuss how the words make the
children feel.
Modelled Reading Read The worlds best animal isusing
the stages of pre-reading, reading and after reading.
What is the text structure of a persuasive text? Refer back
to the class brainstorm about persuasive texts. Ask the
students what text structures (if any) are listed on the
brainstorm. As a class identify these text features in the text
you just read.
Modelled Writing Using the persuasive planning map,
model how to complete it by using the ideas in the text you
read.
Using the persuasive planning map, students plan their own
persuasive text using the same prompt as the class text:
The worlds best animal is Encourage the use of emotive
language.
Main Natural and Manmade Features of Australia
Define Natural and Manmade Features in groups of 3
students write down a definition for natural features and
manmade features. After 3 minutes come together and
share each definition. Create one whole class definition for
Brainstorm is used as
a diagnostic
assessment to
determine what the
students already
know about the
elements of
persuasive texts.
Butcher paper
Interactive Whiteboard
(IWB)
Cardboard strips for word
wall
My Favourite Animal https://www.qcaa.qld.edu
.au/downloads/p_10/napl
an_lit_sample_favouritea
nimal.pdf
The worlds best animal
is https://www.qcaa.qld.edu
.au/downloads/p_10/napl
an_lit_sample_bestanimal
.pdf
Persuasive Planning Map
for IWB http://www.readwritethink
.org/files/resources/intera
ctives/persuasion_map/
A4 print out of persuasive
planning map for
students.
HASS Workbooks
Copy of outline of
Australia map for each
student
Butcher paper
Page 6 of 14
E. Green
Student ID: 17685818
Lesson 4
English
Lesson 5
English
Lesson 6
Geograp
hy
2 x Cardboard strips
Group student
conferences.
Make anecdotal notes
using Confer app
sort of understands
but not too sure, and
who does not
understand at all.
Observations
Anecdotal Notes
Observations during
whole class.
E. Green
Student ID: 17685818
Lesson 7
English
Lesson 8
English
Lesson 9
English
Lesson
10
English
Student conferences.
Natural or Manmade
Feature of Australia
Persuasive Poster
Marking Key
A3 paper
English Books
English Books
A3 poster card
Scissors, glue textas,
pencils
Natural or Manmade
Feature of Australia
Persuasive Poster
Marking Key
Informative text teacher
has created
Cardboard strips for word
wall
Butcher paper
IWB
Self-Assessment of
Persuasive Poster
Summative
Assessment for
Persuasive Poster
Diagnostic
Brainstorm of
informative texts to
determine current
level of knowledge
and understanding
Page 8 of 14
E. Green
Student ID: 17685818
Lesson
11
Geograp
hy
text word wall using technical and scientific words from the
text.
Students use dictionary to define the technical and scientific
term sin their English books.
Sustainability
What is Sustainability? - Conduct a teacher-led, whole class
brainstorm about what the students already know about
sustainability.
What can we do to be more sustainable/help protect our
country? add to the brainstorm any ideas students come
up with.
Take a scenario and in groups of three students are to
discuss what actions they can take to be sustainable in their
scenario.
of the concept.
Lesson
12
English
Lesson
13
English
Lesson
14
Geograp
hy
The brainstorm
activity is used as a
diagnostic
assessment to
determine what
students already
know about
sustainability and
the actions they
can take to be
sustainable.
Group conferences
Anecdotal notes on
Confer
Butcher paper
Scenarios
IWB
Informative text
Intact brochures
Books
Magazines
iPads
Page 9 of 14
E. Green
Student ID: 17685818
Lesson
15
Geograp
hy
Lesson
16
English
Lesson
17
Geograp
hy
Lesson
18
English
Lesson
19
English
Lesson
20
English
Lesson
Student conference
Student conference
Books
Magazines
iPads
A4 coloured paper
Books
Magazines
iPads
Students Travel
Brochures
Students Travel
Brochures.
Natural or Manmade
Feature of Australia
Persuasive Poster
Marking Key
Travel Brochure Rubric
Self-Assessment of
Travel Brochure
Peer Assessment
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E. Green
Student ID: 17685818
21
English
Summative
Assessment for
Travel Brochure
This unit of work for English and humanities and social sciences (HASS), has been designed for a Year Three classroom. The duration of
this unit of work has been designed to be implemented over three weeks, based on the length of each lesson to be roughly 50 minutes.
Throughout each week of learning, students are to participate in at least five English lessons and two geography lessons, totaling twenty-one
lessons. The big idea of this unit of work is for students to explore the main natural and human features of Australia through inquiry and to record
their learning by creatively constructing a persuasive poster and an informative brochure. Persuasive and Informative texts are also key concepts
students explore throughout the unit of work.
During the three-week block students explore a variety of aspects incorporated in the Year Three English and HASS curriculum. Through a
series of English lessons students will develop a deeper understanding and knowledge of how to organise content using the appropriate text
structure and language features to persuade and inform familiar and unfamiliar audiences. Students will also plan, edit and publish their own
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E. Green
Student ID: 17685818
persuasive poster and informative brochure. Students will experience giving and receiving feedback to and from their peers, while also providing
feedback to themselves through self-assessment.
Meanwhile, students will also explore, locate and map main natural and human features of Australia, including the capital cities. Students
will acquire a number of skills associated with the HASS curriculum, including selecting, interpreting and translating information from a variety of
sources. Using the information the students find, they will learn how to present the information in both written and visual forms. Students will also
explore the actions people can take to sustain a specific place.
Throughout the entire course of the unit of work, students are expected to actively contribute in all class and group discussions.
The three-week unit of work was created using the increasingly popular approach to planning, Understanding by Design (UbD). The UbD
approach to planning for student learning encourages teachers to plan from the bottom, up. The experts who created the UbD approach, Wiggins
and McTighe (as cited in Readman & Allen, 2013), believe educators should firstly, decide the intended learning outcomes based on the
appropriate curriculum documents for the year level. After the intended learning outcomes have been identified, the assessment tasks are then
created and designed, reflecting the intended learning outcomes (Readman & Allen, 2013). Once the teacher has designed the assessment tasks,
they can continue to plan their teaching and learning activities to align and support the progression of student achievement towards the learning
outcomes and develop a deeper understanding and knowledge that will prepare students for the assessment tasks (Readman & Allen, 2013). By
following the UbD approach, it is almost certain that everything will align correctly and effectively, ensuring students are learning exactly what they
need to and each learning activity will reflect the criteria assessed in the summative assessment tasks. Therefore, the UbD approach is extremely
beneficial for effective student and teacher learning if completed correctly.
A number of diagnostic and formative assessments have been included throughout the unit of work. Diagnostic assessments have been
used as assessments for learning to assess what students already know about certain topics, to be able to modify and adapt the learning activities
to suit the students current knowledge of the task. Diagnostic assessments allow the teacher to move ahead in the unit if the students show a
deeper understanding that what the teacher was expecting, or to go back and create new lessons that better suit the level of knowledge students
have.
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E. Green
Student ID: 17685818
Formative assessments have been used throughout the entire unit of work. The formative assessments have been used to help determine
how the students are progressing and what I can do to help them continue building a deeper understanding of the key concepts. The formative
assessments also allow myself to reflect on my teaching practices and whether they are effectively enhancing student learning or not.
Using a variety of assessments and recording formats creates more reliable evidence. By including a range of different types and formats of
assessments and records, a range of evidence about students understanding, knowledge and skills is able to be collected and used for reporting.
Both summative assessment tasks allow students to delve into the real world and draw knowledge and context from a variety of sources
about real world issues. The knowledge and key concepts students have explored throughout the learning activities are able to be connected and
applied to the real world of tourism and Australia. Students will be able to walk away from the assessment tasks with a deeper understanding of the
multiple purposes persuasive and informative texts serve and how it helps them in the real world. The assessment tasks are rich with content and
ways for students to showcase their knowledge they have acquired over the three weeks. The poster allows students to express their creativity as
they get to decide how they can capture their audiences attention and how to persuade them to visit their chosen landform.
The feedback I plan to give my students throughout the unit of work allows me to focus on each individual students needs and allow us to
work collaboratively to create learning goals to be reached throughout the unit of work. Student conferences allow me to meet with individual
students and determine their strengths and weaknesses and how we can work together to improve them.
The feedback students receive at the end of the assessment tasks provides students with an understanding of their overall achievement.
The key learning tasks included within the unit of work have each been designed to reflect the intended learning outcomes and assessment
criteria in some way. The idea of the unit of work was to move forward the level of student thinking and understanding they have. Each lesson
reflects on the previous and the HASS and English lessons come together to create summative assessment tasks reflecting the deep learning that
has taken place over the three weeks. Students will read a variety of texts both at their level of reading and at a higher level of reading through
shared/modelled reading. Students will work as a class, in groups and individually to develop ideas and understandings on their own, but also by
bouncing their ideas off one another in order to develop their higher order thinking skills and a deeper understanding of the key concepts.
Reporting student achievement or lack thereof, can be a difficult task. However, according to Readman and Allen (2013), steps can be taken
to achieve an effective approach to reporting to parents. Firstly, providing evidence to support comments is an important principle. Secondly, the
audience of whom you are reporting to is essential to consider. Thirdly, the purpose of reporting must be considered. Lastly, teachers must think
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E. Green
Student ID: 17685818
about the three lines of communication and how they wish to report back to parents and carers. The three lines of communication being; one-way,
teacher-parent conference, or teacher-student-parent conference.
The information collected throughout the three-week block unit of work will be kept and assembled as work examples for students individual
portfolios. The portfolios will be used to help conduct a teacher-student-parent conference. Through a student-led conversation between them,
their teacher and the parent, students can explain the two summative pieces of work and what they did to achieve their final products. The marking
process can also be explained by the student with necessary guidance by the teacher. Together the teacher and student work together to discuss
and explain the evidence that support the students progression of learning to the childs parent/s.
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