Backward Design - UNIT PLAN TEMPLATE

Title: Creating a Garden

Year Level: Year 1 Teacher: Linda Hunt

Focus Curriculum Area (s): Science and English Duration: Five 1-hour lessons over 5 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)

General Capabilities ☐ Literacy ☐ Numeracy ☒ ICT ☒ Critical and Creative Thinking

(GP)
☐ Ethical Behaviour ☒ Personal and Social ☐ Intercultural Understanding
Cross-curriculum
Priorities (CCP)
☐ Aboriginal and TSI ☐ Asia and Australia’s ☒ Sustainability
Histories and Culture Engagement with Asia
Year Level High-light elements of the standards
Year Level Achievement being assessed
Content Standards
Descriptors • describe objects in everyday
Earth and space sciences Science lives
Observable changes occur in the sky and landscape By the end of Year 1, students • describe changes in their local
(ACSSU019 describe objects and events that environment
• exploring the local environment to identify and they encounter in their everyday • make predictions
lives, and the effects of • share with others
describe natural, managed and constructed features
interacting with materials and
objects. They describe changes in
their local environment and how
different places meet the needs
of living things.

Students respond to questions,

make predictions, and participate
in guided investigations of
everyday phenomena. They
follow instructions to record and

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 sort their observations and share
them with others.
Literacy
Interacting with others
Make short presentations using some introduced text structures English
• give a short oral presentation
and language, for example opening statements (ACELY1657)
• speak clearly
• giving short oral presentations about areas of interest or • use relevant vocabulary to show
content area topics, speaking clearly and with knowledge of content
appropriate volume and using extended vocabulary and
a growing knowledge of content-specific words

Knowledge (Students will learn) Skills (Students will be able to)

• there are natural and made features in our everyday environment • describe features in the local environment using the correct terminology; how it’s
• features in our everyday environment can be created or constructed constructed, what’s natural, what’s made and how it’s managed

• features in our everyday environment need to be managed
• that the different features in our everyday environment can change over
time
• create a mini garden that represents an area in their school or an imaginary area that
they would like to see in the school
• describe changes observed in mini garden
• predict what will happen to the features of their garden over time
• orally present to others the features of their garden, how it was created or
constructed, changes observed, predictions over time and how they will manage their
garden
• look after their garden
•

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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......
• identify natural, managed and constructed features in the school environment
• create a small garden that has natural, managed and constructed features
• predict what will happen to your garden in 1 week, 1 month, 1 year
• describe changes of features observed in mini garden
• orally describe your mini garden, its features, the changes you have observed, your predictions over time and how you
will manage your garden

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: MINI GARDEN and Video Recording of Responses from Questions Asked
The students will be creating a mini garden with a partner. Their garden is to be a mini version of an area that they like in the school grounds or an
imaginary area that is realistic for a school grounds. They will be videoed beside their mini garden and each asked the following questions:

• Explain the features and construction of your mini garden

• Describe changes that you have already observed in your garden
• What are your predictions for your mini garden overtime
e.g. in one month… because…
in one year...because…
• How will you manage your garden?

This hands-on summative task is creative and meaningful and has been planned to suit all ranges of abilities. It is a collaborative task; students are in pairs
or a group of three if an uneven class number and are encouraged to cooperate and compromise in creating the mini garden. This unit of work has been
purposefully planned with relevant tasks and time allowed for the students to build towards achieving the learning outcomes.

The summative assessment will be a video and recording of the two students near their mini garden as each give answers to questions from the teacher.
The questions that they will be asked will be given to them the week prior to the summative assessment so they can practise answering with their partner.
The garden will begin creation in week 2 and can be worked on until the final video recording in week 4. This allows them time to change their ideas and
practise rearranging their mini garden, understand the features of their garden, observe changes in their garden and look after their garden.

Assessment Criteria:
• create a mini garden with natural and made features
• explain the features and construction of your mini garden
• describe changes already observed in mini garden
• make realistic predictions for your mini garden in one month and one year
• explain how you will manage your mini garden
• speaks clearly in oral presentation

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Assessment recording template:
• class chart of features found in the school grounds, whether they are natural, made and or constructed and managed
• rubric for summative assessment as shown in Figure 1.
• checklist for formative assessments as shown in Figure 2.

Feedback:
• the feedback from the diagnostic assessment will be collated prior to week 2 so that any adjustments can be made to the unit of work. There may be a need to
explicitly teach to the whole class or a small group what natural means, what made or constructed means and what managed means
• students will receive immediate feedback upon completing their formative assessments. The feedback will be descriptive and directed at moving the students
forward towards learning outcomes. This is a science specialist class where students are not seen till the next week so it’s vital that they are on track
• students will be shown the rubric in week 2 and a short explanation given as to how they will be assessed for this unit of work. The rubric will have the
assessment criteria down the side and the icons across the top that represent the points they receive. The final mark will be the points added and a descriptive
comment related to the assessment criteria

Self-assessment:
• opportunities to change/rearrange their mini garden
• opportunities to practise their interview questions with their partner
• peer assess and self-assess video recording of their mini garden

Reporting to Parents/Carers
This is an important aspect of the learning process and is a professional expectation of teachers. Firstly, I will need to find out the school policy on reporting to parents or
carers. The following are some ways that I could inform parents of carers of learning, engage them in the learning and report to them of the learning:
• introduce myself through the school newsletter and outline the learning that I will be completing with the students. Tell the parents or carers that the students
will be creating a mini-garden and why and if there are any suitable items from home that could be brought to school for the garden. I will also need to notify
them and request permission that the school gardener come into the classroom to talk to the students
• when parents or carers come to the classroom, introduce myself and explain that I’m here as a student and what we are doing in science with reference to their
student
• if there is online communication available through connect for parents or carers to access, then upload the rubric prior to the science learning with a brief
explanation
• the science journals will be sent home with a copy of the completed rubric for parents or carers to view and make a comment if they wish

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Figure 1
Summative assessment rubric for criteria
assessed in unit of work

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Figure 2
Checklist of students’ formative
assessments

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What events will help students:

• Experience and explore the enduring understandings and essential questions in the unit?
• How will you equip them with needed skills and knowledge?
• Achieve the desired results identifies in Stage 1?
• Equip students to complete the assessment tasks identified in Stage 2?

Learning Experiences Assessment For/As Learning (Formative Resources

Assessment)
iPads
1 Observe features in our school environment Diagnostic Assessment (for learning)
1. write on the board, ‘What is your favourite area in the school • observe students and their ability Mini Garden
grounds and why?’ Students discuss in a think, pair, share then share to decide what features in the • large round flat plastic
with the class school grounds are natural, made bowl like planters for
2. students are in small groups with an iPad and take some shots of their and or constructed and managed their garden creation
favourite area in the school grounds when completing class list of with soil
3. as a class, list some of the features from your photographs features • various
4. discuss with the students: Are there any natural areas in the school Note: there could be a misconception plants/cuttings, seeds,
grounds? What features have been made? How has the area been about what is natural. Natural can be not rocks/pebbles/stones,
constructed? constructed or managed like the trees, fake lawn, pieces of
5. ask various students to tick on the class list whether the feature or area is the sky, the soil or natural can be wood, small
natural, constructed and or managed. Discuss and display on Science constructed like the plants planted in the ornaments, shells
Display Wall garden, the fence made from wood. etc…
6. tell the students that they are going to create or construct a small garden Recording • a partially created
with a partner. Have a partially created model to show them what their • photographs of favourite areas in mini garden as a
garden will be created in and some of the features, objects, plants etc… the school grounds on Science model to show
they can have in their garden. Brainstorm ideas of their own or things Display Wall students
they have at home that could go in their garden. Keep a record of this on • class list about features found in
Science Display Wall. Remind students to bring their items in for their the school grounds on Science Science Display /Word Wall
garden. Tell students you will be predicting and recording observations of Display Wall
changes in your garden. • plan of mini garden in Science display photographs of the
7. students are in pairs and work on planning their garden. Each student is journal school grounds that the
to draw a plan of what they would like in their garden and label features in students have taken
science journal. With your partner discuss and tick the features you like. Feedback
8. round table discussion. Each pair can tell the rest of the class about the • think, pair, share their favourite Large sheet of paper with the
features they like best from the mini-garden plans area in the school grounds following headings
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 9. explain to students that next week they will be starting to create their • class discussion on features in the Features in the School
own mini garden school grounds from photographs Grounds
• round table discussion about e.g. of headings
some of the features planned for Features: listed down
their mini garden the side
Natural
• descriptive comment of mini Made or Constructed
garden plan in Science Journal Managed

word vocabulary -written on

separate cards
environment
school
local
natural
managed
constructed
man-made
garden
gardener

Science Journal

mini garden plan

Science Journal
2 Create your own mini garden Formative Assessment (as learning)
1. Revise- use the words printed on cards from the Science Display/Word Wall • matching words from Word Wall mini garden plan
and match with photographs to revise what we did last week. From the to school ground photographs on
diagnostic assessment there may need to be further clarification or explicit Science Display Wall Interactive Whiteboard
teaching on what is natural, made and constructed and managed in the • discuss photographs mini-
school environment gardens. have the rubric on whiteboard
2. the pairs look at their mini garden plans in science journal and discuss. Are • questions posed to the gardener for students to view
there any changes you want to include?
Science Display /Word Wall

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 3. show students the rubric for the main assessment of the unit of work on Summative Assessment (for learning)
the Interactive Whiteboard. Explain how it works, what they are being • students are shown rubric and a photos from favourite areas in
assessed and how they are being assessed short explanation given of how the school grounds printed off
4. a whole class discussion on the procedures involved in creating your mini they will be marked and displayed on wall
garden
5. students start creating their mini garden in a designated area where they Recording Mini Garden
can be watered and managed • photos of mini gardens on procedure for make the mini
6. each group takes a photograph of their mini garden progress so far with Science Display Wall garden e.g.
iPad • mini garden plan in Science • soil has been
7. view the photographs taken on the iPad and discuss. What are the natural Journal previously safely
features? What are the made features? What features do you like? How • questions posed for gardener on added by the teacher
can these features be managed? Science Display Wall using gloves and mask
8. Explain to the students that next week we will be listening to the gardener • use gloves when
talk about the school grounds: How does he manages features and areas planting seeds, plants
and how the school grounds and its features have changed over the years. or cuttings
There will be time allowed so that you can ask the gardener questions. • add your own features
What kind of questions do you think you would want to ask the gardener? Feedback that have been agreed
Write questions down on cards and put up on Science Display Wall • observe and comment on upon by your partner
changes made to mini garden • share the features
plan fairly that have been
• class discussion about the rubric provide to you
• class discussion on the photos • water
taken of them creating their mini plants/cuttings/seedli
gardens ngs

list of questions on cards to

ask the school gardener

Mini Garden
3 Interview the school gardener Formative Assessment (as learning)
1. the school gardener is introduced to the students. He gives a brief talk • students write a brief explanation Science Display /Word Wall
about his role in the school. He shows some pictures of the school or draw a picture and label how
grounds from when the school first started till now. This is an opportunity they will look after and manage various photographs of the
to reinforce the term natural from observing the photographs of the their mini garden and why. school showing a timeline of
changes in the school environment. Students are encouraged to ask Teacher may transcribe if having change to the school
some questions. Refer to the questions that the students have on the difficulty environment
Science Display Wall

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 2. thank the gardener for coming into our class and talking about the school Recording word vocabulary – written on
grounds. Ask the gardener if he would like to see our mini gardens that • explanation work sample in separate cards
we are creating. Students continue working on their mini garden. Science Journal
3. it is explained to the students that their mini garden will need to be • student checklist of work sample time-line
managed and cared for just like the gardener does at the school. change
4. each student writes up a brief explanation of how they will manage and prediction
look after their garden and why in their Science Journal Feedback
5. Have some of these read out to the class. This may help others who are • students have their questions Science Journal
having difficulties with an explanation. answered by the school gardener Brief explanation or picture of
6. tell students that next week we will be asking you to predict changes • students read out brief how you will look after and
what will happen to their garden in 1 week, 1 month and 1 year explanation or explain their manage your mini garden and
drawing. Make this an why
opportunity for students to Write the following on
practise speaking clearly before whiteboard:
the class I will look after my garden
by…
I need to look after and
manage my garden because…
Mini Garden
4 Observations and predictions of mini garden Formative Assessment (as learning)
1. write on the board, what will happen with their mini garden • students record a feature from Science Journal
over time? Students discuss in a think, pair, share then share with the mini garden and predict what
class. Will there be changes and what will these changes be? Why will changes will happen over time questions that the students
these changes happen? How can we best manage our mini garden? will be asked to answer for the
2. Write down some of the features from their mini gardens and as a class Recording assessment
record the following on a large blank piece of paper: • class prediction of features in • Explain the features
Prediction for… 1 week mini garden on Science Display and construction of
1 month Wall your mini garden
1 year • observation and prediction work • Describe changes
3. Students choose one feature from their mini garden and complete sample in Science Journal that you have
observation and prediction worksheet. Have some read out to the class • student checklist of work sample
already observed in
4. students work on their garden
your garden
5. Explain to the students that they will be videoed and recorded next week
about their mini garden. Go through the questions with the students. • What are your
Model oral presentation for the students. Students practise with their predictions for your
partner. Glue copy of questions in Science Journal mini garden
Feedback overtime
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 • think, pair, share their thoughts e.g. in one month…
on what will happen to their mini because…
garden over time in one
• class discussion about changes to year...because…
features in mini garden • How will you
• descriptive comment on
manage your
observation and prediction
garden?
worksheet in Science Journal
• model oral presentation
• students practise with their
partners
Science Journal

Prediction and Observation

Worksheet shown in Figure 3.

questions for oral

presentation
Mini Garden
5 Video and record your explanations of the Summative Assessment (for learning)
mini garden created • video and voice recording of iPad
answers to questions about their
mini garden class checklist for peer and
1. students practise their interview questions self-assessment
2. students finalise mini garden creation
• peer assessment
3. when the students are ready, teacher videos their mini garden and Science Journal
records their oral answers to the questions that the teacher will ask questions for oral
4. when all the students have completed their assessment, watch the video presentation
and recording.
5. discuss with the students what they should be looking for when assessing
Recording
their peer and themselves. Did they create a mini garden with natural and
• video and voice recording on an Whiteboard
man-made features? Did they answer the questions?
iPad will be used for evidence for
6. Students are given a class checklist to peer and self- assess. They draw
the rubric
smiley faces to represent their assessment of them e.g. 1 smiley face –
• marks will be recorded on rubric
needs work, 2 smiley faces – well done and 3 smiley faces - advanced
using icons and a descriptive
comment related to assessment
criteria

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Feedback
• student will peer assess each
other using smiley faces
• students will receive a copy of
the rubric that will be placed in
their science journal. Allow some
time and explanation of their
rubric so the students are clear
on what they received and why
• take Science Journal home for
parents and carers to look at and
comment if they wish

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Figure 3
Observation and prediction worksheet

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