Professional Documents
Culture Documents
Laine Paulsen
Assessment #2
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Assessment #2
Resources:
The hypothetical year four class developed for the purposes of this unit
plan consists of approximately twenty-one students in a public school
situated in a moderate socio economic area in Launceston, made up of
twelve girls and nine boys. There is much diversity among the students in
the class, inclusive of: one student with Attention Deficit Hyperactive http://olliesworld.com/recycle/index.html
Disorder (ADHD), one student with Autism Spectrum Disorder (ASD), http://www.sciencekids.co.nz/sciencefacts/recycling.html
five students with diverse cultural and ethnical backgrounds, two students http://kids.niehs.nih.gov/explore/reduce/index.htm
with distinct religious backgrounds and a range of students varying from http://www.wwf.org.au/get_involved/change_the_way_y
low to high academic levels of achievement. The students listed is an ou_live/recycle_reuse_reduce/
example of some diversities that can be presented in a classroom, however http://recyclingweek.planetark.org
other diversities include physical and intellectual disabilities, learning
difficulties, behavioural difficulties and gender.
Curriculum links:
Learning Outcomes:
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Assessment #2
Science Understanding:
(ACSSU074)
of plastic.
(ACSHE062)
Science Inquiry:
(ACSIS065)
(ACSIS216)
(ACSIS071)
General Capabilities:
recycled.
Literacy
Sustainability
Assessment #2
2015).
Lesson phase:
All
phases
Assessment strategies
are
informed by the 5
Es
Framework
(Skamp, 2012).
Lesson 1:
Engage phase
With students on the mat with their lunchboxes, discuss the amount Diagnostic Assessment:
of plastic in their lunchboxes and work out the total of plastic for the
class. Ask students to predict the amount of plastic contained in assessed based on their individual
lunchboxes throughout the school and then work this out as a class.
concepts
maps
regarding
the
Teacher
will
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Assessment #2
Lesson 2:
overall
scope
of
student
understanding.
Explore phase
made about what happens to plastic waste while reading them out Students will be assessed through
anecdotal
the class.
records
based
on
Prompting questions: Together we worked out how much plastic observations made on discussions,
waste in made just from wrappers in lunchboxes in the school, so brainstorming and conversations
how much plastic waste would there be in Launceston? How about between students throughout the
in the world? Do you think there would be enough plastic waste to unit of work. There will be focus
on a small group of students per
Explore the Great Pacific Garbage Patch through online photos and lesson to determine the progression
videos with explanation as to why this occurs.
of understanding.
- Learning Outcome 1 & 2
Assessment #2
Watch
recycling
video
Explore phase
Students
will
be
formatively
While at the tip using resources they have there (people, assessed on their individual Venn
information) explain to students what plastic is made of and why it Diagrams.
does not breakdown like other materials.
Lesson 4:
Explain phase
Assessment #2
Recap and reiterate information learnt on the field tip by discussing Formative assessment:
the plastic identification codes (a triangle with a number from one to Students
will
be
formatively
seven inside stamped on a plastic bottle or container) e.g. 1- assessed against a checklist based
Polyethylene Terephthalate (PET or PETE), 2- High density on their small presentations on
Polyethylene (HDPE), 3- Polyvinyl Chloride (PVC), 4- Low-density plastic symbols.
Polyethylene (LDPE), 5- Polypropylene (PP), 6- Polystyrene (PS) - Learning Outcome 1 & 2
and 7- Other Types.
Lesson 5:
Explain phase
class.
Discuss and brainstorm what could be done/changed in the school to Formative assessment:
ensure recycling takes place, refer back to lesson two. Watch video See lesson 2.
clip
v=oROsbaxWH0M&autoplay=1&app=desktop
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Assessment #2
Lesson 6:
Elaborate phase
three Rs.
Recap on the allocated groups for the persuasive writing task and Formative assessment:
discuss what persuasive writing is. Discuss with students the See lesson 2.
requirements/purpose for each persuasive writing task and discuss - Learning Outcomes 1, 2, 3, 4 & 5
information and resources to be included.
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Assessment #2
Students must show their planning to the teacher before they can
continue. Students will publish their work on computers when
Lesson 7:
Elaborate phase
Lesson 8:
finished.
Watch video for engagement and further recycling ideas Formative assessment:
http://www.sciencekids.co.nz/videos/nature/plasticbottlerecycling.ht
See lesson 2.
ml
Assessment #2
Evaluate phase
will
be
summatively
exploring how our persuasive writing pieces will contribute to this assessed against a rubric based on
cause.
Allow students to finish their persuasive writing pieces and print - Learning Outcomes 1, 2, 3, 4 & 5
them out when completed. Prepare all the students work e.g. letters
to go to the Principal, newspaper articles to be published in the
school newsletter and posters to be laminated and placed around the
school community.
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Assessment #2