Big Picture: Our Big World.

Stage One Unit lesson plan

Unit: Antarctica Another
Duration: Four weeks Continent.
Stage

Year Level: One Date: October 2017 Students Prior Knowledge:

Students have studied the continent of Australia. They
are familiar with landscapes and features.
Students have been looking at the impact humans can
have.
Students have been learning about 2D to 3D shapes.
Students are familiar with design.
Students have learned about aspects of writing
imaginative texts: (characters, setting, plot)
General Capabilities
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Learning Areas:
(ACARA,
HASS: LA1
ACHASSK031 - The natural, managed and constructed features of places, their location, how they
change and how they can be cared for.
Elaboration : using observations of the local place to identify and describe natural features
(for example, hills, rivers, native vegetation), managed features (for example, farms, parks,
gardens, plantation forests) and constructed features (for example, roads, buildings) and
locating them on a map

ACHASS019 - Collect data and information from observations and identify information
and data from sources provided
Elaboration: using geographical tools (for example, photographs taken from the air, Google
Earth or digital image searches) to locate and identify the different features of places and
how they have changed over time, including places with largely natural features and those
with largely constructed features

Science: LA2
ACSHE021: Science involves observing, asking questions about, and describing changes in, objects and events

English: LA3
Literacy

ACELY 1657 Make short presentations using some introduced text structures and language, for example opening
statements
Elaboration:
Giving short oral presentations

ACELY 1661 Create short imaginative and informative texts showing emerging use of text structure, sentence-level
grammar, word choice, spelling, punctuation and appropriate multi-modal elements, for example illustrations and
diagrams
Elaboration
Applying new vocabulary appropriately in creating text

ACELY1656 - Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions
Art: LA4
Visual Art
ACAVAM108 - Create and display artworks to communicate ideas to an audience.
Elaboration:
- Sharing ideas with their classmates about the representational choices they made in their
artwork.
- Talking about ideas such as themes when displaying artworks, for example, at the local
gallery or in their classroom.

Mathematics: LA5
Measurement & Geometry
Shape
ACMMG022 Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious
features
Elaboration:
Focusing on geometric features and describing shapes and objects using everyday words
such as 'corners', 'edges' and 'faces'.

OLOS
English:
Links to Literature
ACELT 1582 Character and events: make connection to own experiences
ACELT1584 features of plot, setting orientation, complication, resolution, character
Links to Language
ACELA 1449 punctuation: full stop, capital letter
ACELA 1451 Simple sentence: verb, who, what

KNOWLEDGE
Throughout the unit students are expected to know;
- Where Antarctica is.
- What features it has natural and man-made.
- Who lives there and why?
- What the climate is like.
- What animals live in or around Antarctica.
- What plants grow in Antarctica.
- Know that the size of the continent changes in certain months.
- Similarities and differences between Antarctica and Australia.
- What countries are close to Antarctica.
- What clothes you would need to wear in Antarctica.
- Understand the difference between 2D and 3D.
- Recognise 3D shapes and know faces, corners and edges.
- Understand that you can use a 2D representation to create a 3D model.
- Understand the best way to present their artwork.
- Understands that different texts can be used to provide information.
- Understand that some changes to the continent occur because of human impact (beginning).
- Understand the place your artwork has within the theme.

SKILLS
Upon completion of the unit students are expected to be able to;
- Identify and explain where Antarctica is on a variety of maps or globes.
- Identify and explain natural or man-made features in Antarctica.
- Research, take notes and report on Antarctica using multi-modal resources.
- Learn about the animals that live on and around Antarctica.
- Use Google maps to get a birds-eye view of the continent.
- Use 2D maps to transfer and create a 3D representation.
- Use a range of materials with 3D features faces, vertices and edges to represent man-made features on
Antarctica.
 - Discuss displaying their artwork and come to a conclusion.
- Use a variety of resources to learn about Antarctica.
- Use speaking and listening skills in small group discussions.
- Use knowledge of Antarctica to create a short imaginative text (email) using the required grammar and
punctuation..
- Write a report on Antarctica.
- Use reflective skills to self-assess.
- Observe, question and describe changes happening to Antarctica (beginning).
- Present Antarctica report to an audience.

HASS Unit Objectives

As a result of this unit, students will be able to:
Recognise and record current knowledge about Antarctica using the KWHL chart.
Recognise that world maps, globes and Google maps can be used to locate Antarctica.
Describe the features of the continent Antarctica and compare it to where they live in Australia.
Discover and list the animals that live on or around Antarctica.
Identify the natural and man-made features on Antarctica.
Identify and explain the impact humans may have on Antarctica.(Sustainability).
Begin to give a basic explanation of why Antarctica is important to our life on Earth. (Sustainability).

ENGLISH Unit Objectives

As a result of this unit, students will be able to:
Use email to send information.
Write a report on Antarctica.
Make short oral presentations.
Use appropriate thematic vocabulary.
Use diagrams to support text.
Engage in dialogue with a range of participants.
Use active listening skills.
Speak fluently and with control.
Contribute ideas, information and questions

Science Unit Objectives

As a result of this unit, students will be able to:
Observe and record the features of Antarctica.
Ask questions about changes to Antarctica.
Describe changes to Antarctica.

Mathematics Unit Objectives

As a result of this unit, students will be able to
Use 2D shapes to represent a birds-eye view perspective - map of Antarctica.
Transfer 2D knowledge to create a 3D model.
Recognise features corners, faces, edges.

Art Unit Objectives

As a result of this unit, students will be able to
Create a 3D model from 2D representation.
Discuss with peers materials chosen.
Discuss with peers layout.
Discuss with peers how the artwork fits in with the theme.

Stage Two
Assessment Evidence:
Diagnostic beginning, middle, end of unit
KWHLAQ (Appendix One) charts recording input from student keeping notes on individual input

Formative throughout unit

Self-Assessment; Students will reflect on their speaking and listening skills (Appendix Three). This
assessment addresses the English Learning Area and competence in communicating as well as identifying
effective communication as stated in the General Capabilities: Personal and Social criteria.
Teacher assessment checklist: English criteria
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas,
information and questions (ACELY1656)

Peer-Assessment: Speaking Peer Assessment; Students will consider the feedback from their peers. The
assessment aims to target resilience which is part of the General Capabilities: Personal and Social criteria.

Anecdotal notes will be cross-referenced with the student outcome checklists as per teacher assessment
checklist and learning area outcomes..

Fact Sheets
T charts
Compare & Contrast
Cluster Web Appendix Four)

Design process for Antarctica model use Math/ Art rubric.

Mathematics/ Art Rubric

Am I there yet? Havent On my Got it!

started. way
I know how to
draw a 2D map
of Antarctica
I know how to
create a 3D
model of
Antarctica from
a 2D drawing
I recognise
corners, faces
and edges on
a 3D shapes
I can follow my
2D design to
make my 3D
model
I can discuss
with peers why
I chose my
 materials
I can discuss
with peers why
the model fits
in with the
theme of
Antarctica
I can discuss
ideas about
where we can
display our
models
1-3 are model representational // 4-5 are oral responses with teacher obsewrvation and note-taking
Feedback
Teacher to give appropriate feedback both orally and written.

Summative End of unit

Students will prepare a report on Antarctica. The report will include the following;

- A description of what are natural features.

- A description of what are man-made features
- A labelled diagram of at least three of each.
- A description of how the continent changes size.
- Identify a current problem on or for Antarctica.
- Suggest what can be done to improve, care for and protect Antarctica.
- Use critical thinking skills to recognise and solve a problem.

Assessment criteria

Students will be assessed using the criteria on the following rubric

Criteria No evidence Some basic Some good Great information

information information
No mark 1-3 marks 4-7 marks 8-10 marks
Identifies natural
features
Identifies man-
made features
Includes a labelled
diagram
representing these
features
Identifies and
describes the
changing size of
 the continent
Shows evidence of
collecting data
from a variety of
resources
Records and uses
data appropriately
Identifies a
problem on
Antarctica
Suggests a
possible solution

Feedback
Students will be given comprehensive feedback both written and orally to improve learning - relevant to
the criteria requirements and attained marks.
Self-evaluation Blooms (Appendix Two)

The reporting rubric is set out using specific criteria set out to assess and the level at which it is being attained. For
recording purposes there is a numerical value attached to determine exactly where the student lies within each
level of attainment.

A portfolio will be used as the desired method of reporting to parents. It will contain work samples,
formative assessment tasks and evaluations and the summative assessment rubric.

Reporting
https://mslwheeler.files.wordpress.com/2014/04/mpm2d-assessment-plan-2012-rev.pdf

Stage Three
Resources:
ICT Worksheets: Artifacts: Books: Film
Equipment:
Computers KWHLAQ World World Atlases YouTube
chart globe
Video Cluster Webs Talking
cameras Circle
rod
Interactive Mind-maps
whiteboard
Internet Task Cards
connectivity
PowerPoint Paper for
note-taking

T-Charts

Teachers Prior Preparation/Organisation:

The teacher will create a learning environment conducive to the topic Antarctica by having books,
pamphlets, maps, artifacts, web addresses etc.
iPads will be booked for the four weeks.
Class intranet and blog to be utilised for sharing of information or resource ideas.
Large world map on back wall for student to use pins allocated to the places that we locate. As it is
laminated they are able to draw-in areas.
Globe of the World (Allowing students to acknowledge the 2D to 3D representation).
Have all art supplies available.
Contact guest speaker and have legislative criteria addressed.

Provision for students at educational risk:

Difficulties: Much of the written work can be completed using pictures to demonstrate understanding.Questions can
be simplified. iPads can be used to record answers with ESL students.

Extension: More elaborate critical thinking and questioning to be addressed as required. Research questions can be
manipulated to be comprehensive

Lesson One
Where in the World is Antarctica?
Class has been set-up with the theme of Antarctica. There are many books, a table of artefacts, wall maps on the
continent.
Teacher explains the use of the diary as a tool which students will use to write at least one thing they learned in the
lesson, how they felt about the lesson and what would have made the lesson better. Also write any other personal
feelings.
Teacher will lead group in discussion and using the interactive Smartboard - write down brainstormed information on
KW of KWHLAQ chart. (Appendix One)
Students will then use maps from books and internet, globes, world wall map to discover where Antarctica is
and consider key questions; Where is Antarctica? Which countries and cities are closest to Antarctica? How do people
get to Antarctica? (Think about air, sea, travel).
Teacher models/explains the use of multiple resources.
Create a word-wall in classroom.
Resources are set up at stations (Rotate after 3-4 minutes). 1: Internet
http://www.youtube.com/watch?v=5u4sPCT3vdE ; Station 2: websites: http://www.coolantarctica.com/Antarctica%20fact
%20file/antarctica%20fact%20file%20index.htm and http://www.antarctica.gov.au/about-antarctica/fact-files Station3: images:
http://www.aad.gov.au/default.asp?casid=5587 ; Station 4: Class atlases and world globes.
Record key words and findings on Cluster Web worksheet. (Appendix)
Students regroup. Using Talking Circles (Brace, Brockhoff, Sparkes & Tuckey, 2010. p. 60) Discuss and explain findings
and add to Cluster.
Teacher clarifies any misconceptions.
Presentation: Join with another group and share findings. Groups create a summary of learning and practice by giving oral
report one fact each.
Explicit instruction on completing self-assessment.
Complete self-assessment.
Write or draw a picture or diagram (with explanation) in your Reflective Antarctica Diary.
Reflection: Add to KWHLAQ chart and reflect on learning. Collect Self-assessments.

ASSESSMENT
Speaking & Listening self-assessment (attached)
Teacher: anecdotal records,
Cluster Web.

Lesson Two

Engagement/ Exploration: Brainstorm using the key question What do you know about the size, shape and
neighbours of Antarctica? Discuss using think-pair-share and record what they know and need to find out (add to
class KWHLAQ chart from Lesson One.
Use multi-modal resources to research the following questions.
1. What shape is it?
2. How big is it? Compare that to the size of Australia. Use maps, globes and pre-cut continent shapes to make
comparisons.
Teacher lead discussion.
 Use birds-eye-view maps provided to think critically about the size difference and compare the land size in Feb and
Sept .
https://www.windows2universe.org/earth/polar/sea_ice/sea_ice_compare_south.html
3. How do you think the land changes? Would it impact the people and animals in Antarctica?
Using provided aerial maps of Antarctica twenty years ago and aerial maps from today identify the differences in
both natural and man-made changes. Use the T graphic organiser.
Word bank update.
Diary entry.
Review and discuss findings as a whole class. Add to KWHLAQ.

ASSESSMENT
Peer assessment of T Chart
Anecdotal
HASS Checklists

Lesson Three

Teacher models how students will record key words and phrases (teacher will give example) using a mind-
map - with words or images.
Students work in groups of four. Teacher introduces Jigsaw home groups, giving each student a task card with a
number 1-4.
- 1. What is the climate like in Antarctica?
- 2. Who lives in Antarctica? What do they do with their rubbish or old buildings?
- 3. What animals live in Antarctica?
- 4. Who or what lives in the surrounding seas?
Students break into expert groups.
Brainstorm and record what students know about key question on individual mind-map.
Present a selection of video clips on iPads
http://www.youtube.com/watch?v=if6XYjzrbbU
http://www.youtube.com/watch?v=E5XCS1-79P0
https://www.youtube.com/watch?v=VwADGPfjerI
Teacher read extract: http://www.globalclassroom.org/antarct6.html
(Simplified version)
Students listen only.
Students listen to texts again one by one -recording key information on mind-map.
Students work in expert group and discuss information.
Students return to home group to give oral report on their task. Each student is filmed while presenting their
findings to the group by another group member. Each student has a turn at filming using a digital video camera.
Two groups join to watch each others recordings (camera to computer). These can be stored on class blog.
Work bank update.
Diary entry.
Revise learning from key questions.
(Carter, 2012).
ASSESSMENT
English Assessment checklist
Teacher checklist about working and contributing to group work / social skills

Lesson Four

Teacher reads The Emporers Egg by Martin Jenkins.

Discuss animals on and around Antarctica.

- Choose on of the animals you have discovered living on or around Antarctica.

- Discuss how well these animals get on or which ones might have the other as prey.
- Explicit instruction on recording on fact sheet.
- Research facts and record on the fact sheet provided.
- Create a Big Book on animals in Antarctica.
- Draw a picture of your animal.
- Compare and contrast animals from Australia in groups of four.
- Record your information. Go to another group to declare your findings.
- Word bank
 - Diary writing
- Create a class chart on the different animals and children add information (Teacher scribe).
- Discuss the compare and contrast.
NOTE: May extend in to next lesson.

Differentiated learning:
Difficulties: Use pictures/ diagrams / cut-out pictures
- Extension: Put work on to PowerPoint. Create a 3D model of your animal.

ASSESSMENT
Fact Sheet
Report
Teacher notes
Lesson Five

- Read the storybook Sophie Scott Goes South by Alsion Lester. Discuss.
- Class visitor one of the Uncles has lived and worked in Antarctica as a scientist - and tells the children about his life
there.
- Students ask informal questions.
- Explain to the children that they are going to be pretend to be a scientist in Antarctica and they will be sending an
email to their family. Explain how you got there; what clothes you had to take; all the things you have seen so far and
what you might expect to see. Explain what life is like in Antarctica. Attach some pictures of what you have seen.
- Focus on using capital letters, full-stops, your Antarctica vocabulary from the word-bank; one idea one sentence.
- Word bank
- Diary writing.
- Discuss what you wrote in your emails and what kind of response you think your family will have.
- Revise and update KWHLAQ chart.

ASSESSMENT
Email

Lesson Six
- Discuss everything we have learned about Antarctica so far update KWHLAQ

- Revise 2D and 3D shapes using the computer task 2D and 3D Shapes.

- Review the birds-eye-view pictures and identify 3D shape features: faces, vertices and edges.
- Explain to students that they are going to design and make the continent of Antarctica using materials provided.
- Design your continent of Antarctica 2D focusing on including at least three man-made and three natural features.
Decide what materials you will use for the land and what other significant features that should be included.
- Gather materials with a focus on using 3D shapes teacher to have checklist when walking around room asking
students about the 3D shapes they have chosen and ask them to show faces, edges and vertices..
- Apply your design
- Use the prepared template to write the processes and procedures you took to design and create your continent.

ASSESSMENT
Design
Model

Lesson Seven

Continue with Lesson Six

Students will convene and decide how and where they will display their artwork at the forthcoming parent/Principal gathering.
Students to discuss the layout of the room.
Students will discuss dressing for the theme. What clothes they will need to wear to represent living in Antarctic. Make a list to take
home.

Lesson Eight
Students will individually prepare a report the different features in Antarctica using the information they have learned. Identifying
what is natural, man-made and how the continent is changing and how it is and can be looked after and why that is important.
Identify something which is currently an issue or problem.
Student must include labeled diagrams

.
Students will plan a parent presentation about Antarctica time and venue.
Student will write an invitation to their parents and the Principal.

ASSESSMENT
Complete the Antarctica Fact Sheet (attached) individually.
Teacher checklist

Lesson Nine

Parent/Principal presentation
Students will give individual and group presentations on the work they have been doing. Each child will present their
report on Antarctica.
Students will guide visitors around the room to experience Antarctica.

ASSESSMENT

Audience feedback.
Self-evaluation on Antarctica experiences.

References

https://classroom.antarctica.gov.au/__data/assets/pdf_file/0008/174788/antarctic-bingo.pdf

https://classroom.antarctica.gov.au/subjects/english/antarctic-animal-life-cycles/antarctic-animals

Carter, B. (2012). Adapted Lesson Plan. Curtin University. Bentley, WA: Curtin University.

Backward Design Lesson Plan

1. What is the central focus of the unit of work?

The unit of work has been developed to enhance students understanding of the world we live in. It has been developed to embrace the learning area HASS: Geography (ACARA, n.d.) - which has been identified as
having a vital role in the development of young people (Australian Academy of Science, 2007, p. 2). Learning about the world assists in children understanding the social, political and environmental issues we are
faced with and need to address.

Within the context of this unit knowing where we are in the world compared to somewhere else - allows us to adopt a sense of place and belonging. The continent of Australia had been studied in a previous unit of
work. Students had a choice about the next continent they would like to learn about - interest and proximity the continent of Antarctica was an appropriate choice for a themed teaching and learning experience.

Enlightening students to the importance of Antarctica in how we understand the world and the impact we as human beings are having on it (British Antarctic Survey, n.d., p. 1) is crucial to sustainable futures this
also encompasses the Australian Curriculum Cross-Curricular priority: Sustainability. This unit of work aims to provide a basic introduction and instil a curiosity about the continent and is a basis for future studies
about Antarctica. There is a strong inter-relationship with the Science Learning Area as knowing where and what about Antarctica requires scientific reasoning - why.

From the social aspect of HASS: Geography - literacy and communication has had a key role within the unit so not only do we understand our world but we are able to vocalize our thoughts and listen to others to
work together for a better future.

Using the Big Picture of Our Big World is underpinned by the five themes of Geography that connect the world; Location, Place, Human/Environment Interaction, Movement & Regions (Dill, 2015, p. 1). The unit aims
to introduce students to Antarctica in the hope that they will become intrigued, fascinated and interested and more knowledgeable about the importance of the place.

2. What aspects of the content descriptors; elaborations and achievement standards are you focussing on?

In the area of HASS the focus is on HASS: LA1

ACHASSK031 - The natural, managed and constructed features of places, their location, how they change and how they can be cared for.
Elaboration : using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks,
gardens, plantation forests) and constructed features (for example, roads, buildings) and locating them on a map

ACHASS019 - Collect data and information from observations and identify information and data from sources provided
Elaboration: using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate and identify the different features of places and
how they have changed over time, including places with largely natural features and those with largely constructed features

Using the above content descriptors and elaborations had a allowed for a succinct way to develop activities and tasks to promote students undewrstanding of the featuresof Anatrctica. They are able to develop critical
thinking as they ponder over the course of the unit the impact of humans facilitating a link to the Cross-Curricular priority: Sustainability: Futures:
OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us
to explore and understand environments.

HASS Achievement Standard

They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places
differently and describe how places can be cared for.

(ACARA, n.d.).

3. Understanding by Design/Backward Planning

Wiggins and McTighe (n.d.). refer to Backward Design as being logically inferred from the results sought (p, 1). Makes sense you generally choose a destination before you plan your travel route.

Preparing my unit of study I had clearly defined goals using the Australian Curriculum content descriptors cross-referencing with the Achievement Standards. Using these I was able to break them down in to parts or
outcomes I wanted to see achieved. This is beneficial for both the teacher and the student as it gives clarity to what is required. This is also essential when being accountable to stakeholders about what you did and
why you did it.

Throughout the planning what became apparent was the flexibillty I was able to have. Because I had a clear focus of what outcomes I wanted within the Learning Area I was able to make succinct links to other
learning areas. For example when looking at the features of Antarctica and covering that content descriptor I was able to link that knowledge to Art creating a 3D model which I could link to a Mathematics content
descriptor - using 2D and 3D features. This became a cross-curricular theme which would be engaging, interesting and authentic for the learner.

4. Different assessment types and recording formats.

Using a variety of assessment formats was intrinsic to successfully upholding accountability in the development of the unit.
Included was;

Diagnostic assessment: In the first lesson ascertaining the knowledge students had on Antarctica was attained through the KWHLAQ chart results from this allowed the on-going learning and implantation of the
lesson plan.

Formative assessments are part of the lesson tasks are a practical and logical way to assess knowledge and understanding and make the necessary judgements in moving the students forward.
.
Formal Formative Assessment

Within the lesson plan these included a design template where students were accountable for identifying features on the continent of Antarctica and implementing them to make a 3D model. The students recorded the
information and the teacher was able to see if the student met the outcomes and made connections to the Mathematics learning Area.
Feedback on summative rubric

Informal Formative Assessment

Anecdotal records/ notes - as per literacy checklist used to observe and demonstrate required abilities in literacy (ACELY1656)
Self-assessment used to reflect on knowledge, effort (BRITE)
Peer assessment used to promote resilience, initiative and relationships (BRITE)
T chart observe student knowledge (ACHASSK031)
Compare & Contrast
On-going feedback
Fact sheets (ACHASSK031; ACHASS019; ACSHE021)
Cluster Web (ACHASSK031; ACHASS019; ACSHE021)

KWHLAQ chart (ACHASSK031; ACHASS019; ACSHE021)

Email (ACELY 1661 ACHASSK031; ACHASS019; ACSHE021))

Summative Assessment
The summative assessment rubric was designed to meet criteria in HASS outcome

ACHASSK031 - The natural, managed and constructed features of places, their location, how they change and how they can be cared for.
ACHASS019 ACHASS019 - Collect data and information from observations and identify information and data from sources provided
ACSHE021: Science involves observing, asking questions about, and describing changes in, objects and events

The students were able to use research tools to gather information and had a choice about how it would be presented dependent on their confidence using ICT. Student would empower
themselves with knowledge as they created. Students also had an opportunity to use critical and creative thinking skills when considering both presentation and recognising problems and
potential solutions. Promoting higher order thinking.

The Blooms Self-Evaluation is a good way to promote this kind of thinking.

6. Applying knowledge to the real-world.

The summative assessment was relevant to real-world because providing information comes in many ways and the students were informing. Also within the criteria - having to recognise a problem and having to use
critical thinking skills to provide a solution is something all human beings are often exposed to. The feedback would promote reflection and the presentation of their report at the parent gathering is another way in
which the task/assessment became authentic and real.

The formal formative assessment using 2D to 3D transfer of knowledge is a significant skill. As the year progressed this would become more explicit. This task and assessment was unique in that the student would
have been engrossed in the task not the assessment less stress, more enjoyment and engagement.

7. Aligning the tasks with the achievement standards.

The nature in which the Backward design works allows for the achievement standards to be incorporated from the early stages of planning and is not just something thought about at the end of the unit of work.
Because the tasks were cross-curricular I believe it gave more relevance to the learning it was not just stand-alone encounters with a content descriptor but rather a journey of engagement in acquiring knowledge
and understanding.

8. Reporting Justification.

The purpose of reporting is student engagement and acquisition of knowledge and understanding; teacher accountability - to all stakeholders. As the work samples and assessments from this unit are sent home for
comment and feedback; and lesson plans are aligned and submitted to the required supervisor; and all records of what has been achieved recorded succinctly and with clarity; and provision made for individuals. This
reporting will be in the form of a portfolio. Using the portfolio as a reporting tool, provides a vehicle to address many of the issues related to students work and progress, as well as being able to show a
comprehensive picture of the individual (Prouse & Day, n.d. p. 3). It also allows teachers to reflect on the tasks and assessments they have developed over a period of time.

References

ACARA. (n.d.). Australian Curriculum: F-10 Curriculum. Sydney, NSW: Australian Curriculum & Reporting Authority. Accessed from https://www.australiancurriculum.edu.au/

Australian Academy of Science (2007).

https://www.science.org.au/files/userfiles/support/reports-and-plans/2007/australians-need-geography.pdf

British Antarctic Survey. (n.d.). Whay Antarctcia Matters. Accessed from

https://www.bas.ac.uk/about/antarctica/why-antarctica-matters/

Dill, M. (2015). Study Guide for 5 Themes of Geography. Accessed from

http://www.brighthubeducation.com/help-with-geography/47539-5-themes-of-geography-examples/

Wiggins, G. & McTighe, J. (n.d.). Understanding by Design: Backward Design. Accessed from

https://www.edutopia.org/pdfs/resources/wiggins-mctighe-backward-design-why-backward-is-best.pdf

Appendix One

K W H L A Q
What do I Know? What do I want to How do I find out? What have I learned? What Action will I What new Questions
know? take? do I have?

Appendix Two

Self-Evaluation Assessment Blooms Taxonomy

1.What did I do? Remembering

______________________________________________________________________________________________________
_________________________________________________________
 How do I feel about it? Happy Sad I tried a little Disinterested

2.What was important about it? Understanding

______________________________________________________________________________________________________
_________________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

3.Where could I use this again? Applying

______________________________________________________________________________________________________
_________________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

4.Do I see any patterns in what I did? Analyzing

______________________________________________________________________________________________________
_________________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

5.How well did I do? Evaluation

______________________________________________________________________________________________________
_________________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

6.What should I do next? Creating

______________________________________________________________________________________________________
_________________________________________________________
How do I feel about it? Happy Sad I tried a little Disinterested

Appendix Three

Speaking & Listening Self-Assessment

Did you;

Speaking; Yes I did I am not sure. No I didnt.

Use a clear voice?

Look at the
audience?

Respond to
questions?

Speak fluently?

Listening; Yes I did I am not sure. No I didnt.

Listen with a
Level 0 voice?

Make eye
contact?

Think of
questions?

Raise your hand

to ask a question?
Image access:

Smiley face:
https://www.psychologytoday.com/blog/ulterior-motives/201512/why-do-you-pay-so-much-attention-external-rewards

Pondering face
https://www.pinterest.com.au/pin/328410997807141974/

Sad face
http://2.bp.blogspot.com/-0tch9lC0sQk/TcfqSUwPXcI/AAAAAAAAERA/trNtepS3y0Q/s1600/sad_smiley_face_sticker-p217774899544360571qjcl_400.jpg
Appendix Four

Appendix Five

Year 1 English: review for balance and coverage of content descriptions

Language 1 2 3 4
Language 1 2 3 4 Language for interaction
Language variation and change Understand that language is used in
Understand that people use different systems of combination with other means of
communication to cater to different needs and communication, for example facial expressions
purposes and that many people may use sign systems and gestures to interact with others
to communicate with others (ACELA1443) (ACELA1444)
Language 1 2 3 4 Language 1 2 3 4 Read supportive texts using developing
phrasing, fluency, contextual, semantic,
Understand that there are different ways of Understand the variability of sound --- letter grammatical and phonic knowledge and
asking for information, making offers and giving matches (ACELA1459)
commands (ACELA1446) emerging text processing strategies, for example
prediction, monitoring meaning and rereading
Explore different ways of expressing emotions, Literature 1 2 3 4 (ACELY1659)
including verbal, visual, body language and Literature and context Use comprehension strategies to build literal
facial expressions (ACELA1787)
Discuss how authors create characters using and inferred meaning about key events, ideas
Text structure and organisation and information in texts that they listen to, view
language and images (ACELT1581)
Understand that the purposes texts serve shape and read by drawing on growing knowledge of
Responding to literature context, text structures and language features
their structure in predictable ways (ACELA1447)
Discuss characters and events in a range of (ACELY1660)
Understand patterns of repetition and contrast in literary texts and share personal responses to
simple texts (ACELA1448) Creating texts
these texts, making connections with students'
Recognise that different types of punctuation, own experiences (ACELT1582) Create short imaginative and informative texts
including full stops, question marks and that show emerging use of appropriate text
exclamation marks, signal sentences that make
Express preferences for specific texts and structure, sentence-level grammar, word choice,
authors and listen to the opinions of others spelling, punctuation and appropriate multimodal
statements, ask questions, express emotion or
(ACELT1583) elements, for example illustrations and diagrams
give commands (ACELA1449)
Examining literature (ACELY1661)
Understand concepts about print and screen,
including how different types of texts are Discuss features of plot, character and setting in Reread student's own texts and discuss possible
organised using page numbering, tables of different types of literature and explore some changes to improve meaning, spelling and
content, headings and titles, navigation buttons, features of characters in different texts punctuation (ACELY1662)
bars and links (ACELA1450) (ACELT1584) Write using unjoined lower case and upper case
Expressing and developing ideas Listen to, recite and perform poems, chants, letters (ACELY1663)
rhymes and songs, imitating and inventing
Identify the parts of a simple sentence that sound patterns including alliteration and rhyme
Construct texts that incorporate supporting
represent Whats happening?, Who or what is images using software including word
(ACELT1585) processing programs (ACELY1664)
involved? and the circumstances (ACELA1451)
Creating literature
Explore differences in words that represent
people, places and things (nouns, including Recreate texts imaginatively using drawing,
pronouns), happenings and states actions writing, performance and digital forms of
(verbs), qualities (adjectives) and details like communication (ACELT1586)
when, where and how (adverbs) (ACELA1452)
Compare different kinds of images in narrative Literacy 1 2 3 4
and informative texts and discuss how they Texts in context
contribute to meaning (ACELA1453)
Respond to texts drawn from a range of cultures
Understand the use of vocabulary in everyday and experiences (ACELY1655)
contexts as well as a growing number of school
contexts, including appropriate use of formal and Interacting with others
informal terms of address in different contexts Engage in conversations and discussions, using
(ACELA1454) active listening behaviours, showing interest,
Expressing and developing ideas and contributing ideas, information and
questions (ACELY1656)
Know that regular one-syllable words are made
up of letters and common letter clusters that Use interaction skills including turn-taking,
correspond to the sounds heard, and how to use recognising the contributions of others, speaking
visual memory to write high-frequency words clearly and using appropriate volume and pace
(ACELA1778) (ACELY1788)
Recognise and know how to use morphemes in Make short presentations using some introduced
word families for example play in played and text structures and language, for example
playing (ACELA1455) opening statements (ACELY1657)
Sound and letter knowledge Interpreting, analysing, evaluating
Manipulate sounds in spoken words including Describe some differences between imaginative
phoneme deletion and substitution informative and persuasive texts (ACELY1658)
(ACELA1457)
Recognise sound --- letter matches including
common vowel and consonant digraphs and
consonant blends (ACELA1458)
BrigitteCarterSN13052340AssTwo:PartC:LessonPlanLecturer:MadeleineDobson

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation
10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

Appendix Five

19