Backward Design - UNIT PLAN TEMPLATE

Title: Scientific report

Year Level: 3

Teacher: Mrs Sayde

Focus Curriculum Area (s): English, Digital technologies

Duration: 4 weeks

STAGE 1: Curriculum Links

General
Capabilities
(GP)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

Understanding

Understand how different types of texts vary in use of

language choices, depending on their purpose
and context (for example, tense and types of
sentences) (ACELA1478)
Listen to and contribute to conversations and
discussions to share information and ideas and
negotiate in collaborative situations(ACELY1676)
Plan and deliver short presentations, providing some
key details in logical sequence (ACELY1677)
Plan, draft and publish imaginative, informative and
persuasive texts demonstrating increasing control
over text structures and language features and
selecting print,and multimodal elements appropriate
to the audience and purpose (ACELY1682)

Critical and Creative Thinking

Students understand how content

can be organised using different
text structures depending on the
purpose of the text.

Year Level
Achievement
Standards

Students create a range of texts for

familiar and unfamiliar audiences.
They contribute actively to class
and group discussions, asking
questions, providing useful
feedback and making
presentations.
They re-read and edit their writing,
checking their work for appropriate
vocabulary, structure and meaning.

Page 1 of 4

Knowledge

Use the information gathered to write an informative

scientific report.

Skills

Gather information about a specific living thing

Draft a scientific report about a living thing using the following
structure: Title, an opening statement, paragraphs and conclusion

LEARNING OUTCOMES:
Students will be able to write and present a scientific report about living things using a variety of formats such as powerpoint
presentation, display cardboard, writing it as a text in an exercise book etc.

Page 2 of 4

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: Students are expected to compose an informative scientific report about a living thing. Students need to research
and gather information prior to writing the report. The product final presentation could be written on a paper, an oral presentation, an
animated powerpoint presentation. Students will present their report in front of their peers in class. Students may work in pairs;
however, they need to show their contribution to all aspects of the task. The task is due on week 5 after the unit of work.
Assessment Criteria: On another document under Task 3.
Assessment recording template: Proof of research, level of information gathered and the presentation of information and student
creativity.
Feedback: Students will receive informative feedback as they work on their writing. They will receive written feedback on the final
product that evaluates their achievement and highlights their areas of strength and outcomes they need to work on.
Self-assessment: Students will use the provided marking criteria to self-assess their writing against it.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Page 3 of 4

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 Assessment)
Assessment as learning

Resources

Observation
2
Draft scientific report writing

Assessment as learning: Students

apply knowledge from class
composition of a scientific report
in previous lessons to attempt
and write their own.

3
4
5

Page 4 of 4