REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

EDFD 220: Teaching and Managing Learning Environments Assessment Task 3: A Curriculum Unit of Work

Water: Learn it, Live it, Love it! Introduction In Water: Learn it, Live it, Love it! Students focus on discovering the importance of sustainable water practices in their society. Students will work together in groups to become advocates for being water wise in their own home and their community. This unit of work caters for our class which consists of a range of learning levels, including high achievers, below standard students and EAL students. There are a few students in the classroom who have trouble focusing on individual tasks. Some children are really creative, while others are very hands on and enjoy working with technology. Our unit of work caters for a range of learning styles including visual, kinaesthetic and auditory learners. Suggested duration: 7-9 periods (30 50 minutes per period) Assessment This unit provides opportunities for students to demonstrate achievement in elements of Level 4 standard in Science, Interpersonal Development and Communication. Students are assessed on their ability to: understand and demonstrate the importance of sustainable practice undertaken in homes and local communities collect relevant information from appropriate resources devise a short presentation based on sustainable water practices, targeting their given audience work effectively in a team demonstrating appropriate communication skills provide and respond to feedback

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Victorian Essential Learning Standards Water: Learn it, Live it, Love it! provides opportunities to access students against elements of Level 4 standards as detailed below: Strand Discipline based Learning Domain Science Dimension Science Knowledge and Understanding Element of standard ... students explain change in terms of cause and effect... they identify the characteristics of physicalchanges ...explain how sustainable practices have been developed and/or are applied in their local environment. ...provide feedback to others and evaluate their own and the teams performance ... ask clarifying
questions about ideas and information they listen to and view. ...summarise and organise ideas and information, logically and clearly in a range of presentations.

Science at Work

Physical, Personal and Social Learning

Interpersonal Development

Working in Teams

Interdisciplinary Learning

Communication

Listening, viewing and responding

Presenting

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Teaching Learning and Assessment Activities The unit focuses on understanding water conservation within their community and sharing these ideas in a short group presentation. The required prior learning is: What water is and where it comes from. The reasons for the need to be water wise in todays society. Australias climate and the situation of water in the country. The water cycle, how it works and why it is important for the environment. Students understand and can implement research skills.

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Activity 1: Introducing water wise practices In this activity the focus is on clarifying water saving practices. The students will investigate water saving techniques in their environment including home, school and the local community and why water conservation is important. This activity should allow the students to explore the school and allow students to interact with one another. Activities Individually students complete the what I know section of the KWHL chart, relating to their current knowledge on the topic for the unit. Revise why we need to be water wise and what does that mean and why Australians need to be water wise Ask students to familiarise themselves with water saving methods in place at home and in the school and local communities Supporting the activities Students write about: Water saving techniques The importance of saving water How water saving relates to their lives. Discuss and review previous lessons on the water cycle and why we need to conserve water in Australias harsh dry climate Using an interactive whiteboard students will explore an online water wise house, pausing before entering each room to suggest ways to be water wise, and pausing to review the practices introduced Students will work in small groups moving around the school identifying opportunities for water saving, focusing on how they can contribute to water conservation The groups will discuss their ideas and findings in a class discussion. Assessment

Assessment for learning: Teacher introduces water saving practices allowing students to explore how students can contribute in their own lives Assessment as learning: Students show an understanding of the term water wise and in both class and group discussions reflect on how they can conserve water within their environment

Students will be asked to reflect on how they can be water wise in their environments both at school and at home

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Activity 2: Researching information and devising presentations This activity involves working in groups of 4-5. During this activity, students research and collaborate ideas in order to develop a presentation, targeted at a specific audience. Audiences include: other grades (lower and peers) or the whole school. Activities Organise students into groups. Tell them they will be devising a short presentation on saving water. Assign each group a topic and audience. Students discuss and complete the KWHL chart on their topic. Supporting Activities Using markers and an A3 KWHL chart. Groups write down their ideas relating to their topic. They explore what they want to learn and how they will research it. Example topics: Saving water in the bathroom Use prompts to encourage discussion, for example: What can I do to save water in the bathroom? Discuss potential audiences and how students will cater for them in their presentation. Students create a research plan. Ask students to write down the concepts they want to include in their presentation. Note any further research they may need to undertake. Students us a range of mediums such as internet websites, brochures, pamphlets, books both fiction and non-fiction and videos to research for their presentation. Assessment Assessment as learning Students use their KWHL chart to reflect on and monitor their progress so far. Students determine what they need to research and how they will research for their presentations.

In their groups students research concepts i.e. water saving techniques.

Assessment of learning The teacher observes students ability to ask relevant questions to extend knowledge and interpret information gained from research. See Rubric.

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Students come up with a format for their 3 min presentation and design a plan/rough draft.

As a class, provide students with the opportunity to share their ideas and justify how their presentation will target their audience.

Provide students with format ideas such as: story book video PowerPoint posters Also provide students with an assessment rubric for the presentation, explaining the areas they will be assessed on. Encourage creativity, inventiveness and originality. Remind students to target their presentation to their audience. Encourage students to support one another as they develop their presentation.

Using their plan/rough draft students develop their presentation. Allow students time to practice their presentation.

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Activity 3: Delivering presentations and responding to feedback In this activity the emphasis is on the students delivering their presentations to their intended audience. Students focus on using verbal and non-verbal communication as well as visual representations, technology etc. to connect with their peers. Students presentations will be recorded, which allows the teacher to view their performance and provide feedback. Students will then be given the opportunity to watch their own performances, independently recognising their achievements and identifying possible areas for improvement. This allows for the students to become independent learners and successful evaluators of their learning. Activities Ask students to get into their groups where they can: discuss any final adjustments ensure they are prepared practice through their presentations give words of encouragement Supporting the activities Allow students to have their own space within the classroom. Provide an opportunity for students to discuss their presentation and respond to feedback from their teacher and peers. Provide students with encouragement and motivation by creating a sense of excitement before they go off to conduct their presentations. Remind them of the effective communication skills. Give students the opportunity to ask any questions. To ensure the students are well prepared and maintain their confidence, they will be given time to set up in the specified classroom. Assessment

Students go off to their corresponding class and share their presentations

Assessment of learning Student performance can be used to assess the knowledge they have gained, interpreted and shared from
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REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Students will give their presentations to their audience. These performances will be recorded using a video camera. In their groups students will be given the opportunity to watch their presentations on the class laptops. This allows them to evaluate their success and identify any areas in which they can improve on, as a group performance and their individual performance. The students are then asked to go off independently and write a reflection on their presentation. Provide a structure for the students to follow. Such as: How do you think your presentation went? What makes you say this? Identify and explain what aspects made your presentation a success. Identify and explain any areas that can be improved on for next time (Group and individual improvements). How can you ensure these are catered for?

Activity 1 and 2. See Assessment Rubric.

Ask students to reflect on their presentations and provide constructive feedback.

Students performances are assess in relation to the standards in the Personal Learning and Interpersonal Development domains. See Assessment Rubric.

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Write about your contribution to the group presentation.

Sit with students individually while reading their reflections to extend ideas and provide professional feedback for the groups. Students complete KWHL chart. Students use their knowledge of water saving practices to complete the what I have learned section of the KWHL chart. Assessment of Learning The teacher uses the KWHL chart as evidence for elements of science at work. See assessment rubric.

REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Assessment The Victorian Essential Learning Standards support a combination of assessment practices: Assessment of learning (summative). Assessment for learning (formative). Assessment as learning (formative).

Assessment guide When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows the assessment criteria related to the assessment task/s and relevant standards and the expected evidence to be used as the basis for assessment. The table can also be used to assist teachers to make judgments about whether students are working at the standard (achieved the standard), progressing towards the standard (have not met expectations of the standard) or progressing beyond the standard (have exceeded expectations of the standard) for specific assessment criteria. It is provided as a guide only and may be adapted or modified to suit particular classrooms and/or students reporting. Assessment tasks: Water: Learn it, Live it, Love it!

Evidence Element of standards

Progressing towards the standard Science Science knowledge and understanding Activity ... students Demonstrate Awareness of the 1 explain change through characteristics in terms of discussion and effects of cause and understanding change effect... they of why water biological, identify the conservation is earthscience characteristics important contexts use of Earth resources of

Assessment criteria

At the standard

Progressing beyond the standard Knowledge of the consequences of change in terms of cause and effect applied in biological,

Comparison of the effects of change biological, earthscience contexts

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REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

physicalchan ges

earthscience contexts global warming

Science- Science at work Activity explain how 1 and 3 sustainable practices have been developed and/or are applied in their local environment

During both class and group discussion demonstrate a knowledge of sustainable practices in homes and the local environment

knowledge of a sustainable practice undertaken in homes

knowledge of sustainable practices that may be undertaken in homes and in the local environment

knowledge of additional sustainable practices which could be undertaken at home and in the local environment

Interpersonal Development- Working in teams Activity ...provide Ability to reflect 3 feedback to on their others and learning, evaluate their identifying their own and the strengths and teams limitations, as performance well as giving support to their teams effort regarding their presentations.

Giving encouragement to their peers, while making some reflective comments in relation to their own learning.

Readiness to give and accept constructive feedback about performance, as well as identifying strengths and limitations in their learning.

Reflective behaviour that informs opinions about group performance and the quality of outcomes. Considering learning, identifying strengths and limitations while planning goals to strengthen their learning in the future. Makes strong connections between previous

Communication- Listening, viewing and responding Activity ...ask clarifying Ability to ask Willingness to ask 1 and 2 questions relevant some clarifying about ideas questions to questions, while and extend using some

Responsiveness to ideas and information in a variety of oral,

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REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

information they listen to and view.

knowledge and interpret information gained from research.

sources to extend written and knowledge visual forms. further. Asks relevant questioning to improve own understanding.

knowledge and new relevant information gained from research. Takes the initiative to use a range of sources to ask questions to further extend their knowledge. Ability to devise a presentation that connects organised information to own insights, which is engaging and clear for the intended audience. Presentations contain an introduction, body and conclusion, allowing the audience to comprehend all knowledge presented.

Communication- Presenting Activity ...summarise 2 and 3 and organise ideas and information, logically and clearly in a range of presentations.

Ability to collate information into a presentation that consists of an introduction, body and conclusion that is aimed appropriately for the intended audience.

Ability to show some summarised and organised ideas to create a presentation that is appropriate for the intended audience.

Demonstration of presenting precise and organised ideas/ information (using an introduction, body and conclusion) that is appropriate for the intended audience.

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REBECCA HOFFMANN

STANDARD 4

EVIDENCE 2

Unit Resources References: Victorian Curriculum Assessment and Authority. (2007). Victorian Essential Learning Standards. Retrieved from http://vels.vcaa.vic.edu.au/

Teacher Resources: Melbourne Water. (2011). Melbourne Water: Water Conservation. Retrieved from http://www.melbournewater.com.au/content/water_conservation/water_conservat ion.asp

Pearson, J. (2005). Where does it come from? Water. Port Melbourne, Victoria: Echidna Books.

Pyers, G. (2007). Water in Australia. Port Melbourne, Victoria: Echidna Books.

The State of Queensland, Department of Environment and Resource Management. (2011). Water: Learn it for Life! Retrieved from http://www.derm.qld.gov.au/waterwise/education/index.html

Student Resources: Savewater!. (2005) Mission H2O. Retrieved from http://www.savewater.com.au/missionh2o-game on October 10 2011.

Spilsbury, L. (2006). Running Water. Oxford, Great Britain: Raintree Publishing.

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