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Backward Design - UNIT PLAN TEMPLATE

Title: The Evolution of Toys

Year Level: 2/3 Teacher: Ms. Danielle Sibum

Focus Curriculum Area (s): Humanities and Social Sciences [HASS], (Integrated with English, Maths & Health) Duration: 4 weeks

STAGE 1: Curriculum Links


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

Literacy Numeracy ICT Critical and Creative Thinking


General Capabilities
(GP)
Intercultural
Ethical Behaviour Personal and Social
Understanding
Cross-curriculum
Aboriginal and TSI Asia and Australias
Priorities (CCP) Sustainability
Histories and Culture Engagement with Asia

Year Level Year Level Year 2, HASS:


As this is designed for a split year 2/3 class, the content descriptors are
Content Achievement
taken from the Year 2 curriculum. The Year 3 corresponding descriptors At Standard, students pose questions,
Descriptors Standards
are given in brackets behind. locate, sort and record collected
information and/or data from provided
sources. They identify and process
Project theme: HASS
relevant information and/or data by
ACHASSK046: The impact of changing technologies on peoples
categorising, sequencing events and

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lives (e.g. toys) and how the technology of the past differs from exploring points of view. Students use

what is used today. [Year 3, ACHASSK062] different formats to represent their

HASS skills information, and draw simple


conclusions. They participate in
- WAHASS16: Sort and record selected information and/or
decision-making processes by
data [Year 3, WAHASS29]
contributing to group discussions.
- WAHASS05: Process information and/or data collected
Students share their findings in a range
(sequence events, answer questions, discuss observations)
of ways, and develop simple texts using
[Year 3, WAHASS32] some relevant terms. They reflect on
- WAHASS23: Present findings in a range of communication what they have learnt using oral and/or
terms (e.g. oral) [Year 3, WAHASS37] written forms.
Integrated: Mathematics
o ACMSP050: Create displays of data using lists, tables or They identify examples of how

picture graphs and interpret them technology has changed and its impact
on peoples lives.
Integrated: English
o ACELA1463: Understand that different types of texts have
Year 2, ENGLISH:
identifiable text structures and language features that
help the text serve its purpose [Year 3, ACELA1478]
At Standard, students understand how
o ACELY1667: Rehearse and deliver short oral presentations
similar texts share characteristics by
on familiar and new topics [Year 3, ACELY1667] identifying text structures and language
o ACELY1671: Create short informative texts using growing features used to describe characters
knowledge of text structures and language features [Year and events, or to communicate factual
3, ACELY1682] information.

Integrated: Health
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o Year 2, ACPPS022: Actions that keep people safe and They create texts, drawing on their

healthy in and outside the classroom own experiences, their imagination and

o Year 3, ACPMP050: Basic rules in a variety of physical information they have learnt. Students
use a variety of strategies to engage in
activities and ways in which they keep activities safe and
group and class discussions and make
fair
presentations.
Integrated: Design and Technologies
o Year 2, WATPPS12: Develop, communicate and discuss
Year 2, DESIGN AND TECHNOLOGY
design ideas through describing, drawing, modelling
and/or a sequence of steps In Materials
o Year 3, WATPPS17: Develop and communicate ideas and technologies specialisations,
using labelled drawings and appropriate technical terms students develop ideas and make
o Year 3, WATPPS20: Work independently, or design decisions, considering both

collaboratively when required, to plan, safely create and the characteristics and properties of ma

communicate sequenced steps terials.


They develop, communicate and
(SCSA, 2014)
discuss design ideas through describing,
drawing, modelling and/or sequenced
steps.

(SCSA, 2014)

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Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)

Distinguish between the past, present and future Identify/compare features of objects from the past and present

Identify ways in which the technology of toys has changed, and the impact Work collaboratively to plan, discuss and make decisions
of this Record information/data in tables
Structure and language features of information reports Sequence events and information onto timelines
Elements of the design process including describing, drawing, modelling Write simple information reports
and presenting
Prepare and deliver short oral presentations
The function of timelines and how to create them
Follow the design process to develop an idea and create a model
Identify the importance of toy safety and how to achieve this
Evaluate student work

LEARNING OUTCOMES:
Students will be able to distinguish between the past, present and future by identifying and comparing the features of different toys. They will identify the
ways in which the technology of toys has developed and changed, and the reasons for and implications of this. Students will work collaboratively on the
design process, describing, drawing, modelling and presenting their ideas to the class in a short oral presentation. Students will also be able to record
information and data they collect into tables, and present and sequence information onto timelines. Final observations and design decisions will be
compiled into an information report, which students will peer evaluate along with the model.

Key inquiry questions:

- What aspects of the past can you see today? What do they tell us?
- How have changes in technology shaped our daily life?

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:
By the end of the four week unit, students will be expected to present a final model of their designed toy along with a one-page information report. On presentation day,
students will be required to give a 2 minute oral presentation in their pairs of their design process and choices, along with how their final product works and its intended
audience. Following this, students will be given an opportunity to view other student work in a museum format in the classroom, completing a peer assessment checklist
of one other pairs work. Each final product will also be assessed by the teacher.

Stimulus: The top designer of new toys at TOYWORLD has become sick and no one can replace him! The store needs new interesting toys in their store quickly! Design a
fun and simple toy and present a model and an information report for the company to consider. Give a short presentation of what your toy does and who its for.

Assessment Criteria:

Year 2, HASS, Achievement Standard:


Students use different formats to represent their information, and draw simple conclusions. They participate in decision-making processes by contributing to group
discussions. Students share their findings in a range of ways, and develop simple texts using some relevant terms. They reflect on what they have learnt using oral and/or
written forms. They identify examples of how technology has changed and its impact on peoples lives. (SCSA, 2014)
Year 2, HASS, Scope and Sequence, History
The impact of changing technology on peoples lives (e.g. at home, work, travel, communication, leisure, toys) and how the technology of the past differs from what is
used today (SCSA, 2014).

Assessment recording template:

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Teacher marking guide of individual students final projects and presentations. The design process and group work marks will be awarded based on observation notes
throughout the unit. (See Appendix E Teacher assessment rubric)
Student marking guide for peer assessment. (See Appendix D Peer assessment rubric)

Feedback: (What sort of feedback will students receive?)


Informal feedback: This will be given throughout activities as the teacher observes and comments on student work. Suggestions may be given or questions ask to prompt
students to consider the quality or quantity of their work.
Informal conferencing: The teacher will have an informal conference with each pair of students in week two, during the designing stage of their toy. During this
conference, they can ask questions and bounce ideas for their designs off the teacher.
Formal feedback: Students will be given specific and actionable feedback on their completed reports in week three, giving them time to make necessary changes before
their presentations.
Formal feedback: Students will receive summative feedback on their products and presentations by both their peers and teacher in the form of assessment rubrics.

Self-assessment: (How will students reect upon and self-assess their learning?)
Students will be encouraged to reflect on their work throughout the design process as stimulated by teacher questioning and observation.
At the end of their design process, students will be required to write a PMI on their design and make any changes they need to before they begin construction. While
practicing for their oral presentation, students will self-mark on a checklist the expectations previously discussed in class.
At the end of the assessment, students will be assessing their peers work which will encourage self-reflection of criteria.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

**Ways of communicating with parents


Learning Experiences Assessment For/As Learning (Formative Resources
Assessment)
1 Week 1, HASS: Diagnostic and formative questioning of Youtube video, 100 Years of
Introduce theme The evolution of toys and watch video of 100 years of toys. student prior knowledge with regards to Toys,
Bring in a variety of old-fashioned toys and discuss their features in comparison vocabulary of past and present and of https://www.youtube.com/w
to new toys. What changes were made (e.g. material, quality, number of parts, what they understand and can observe atch?v=EDAPaEVr1Hk
ease of use, variety)? How does this effect childrens play? Create a poster of of toy features and changes. (Glam, Inc., 2015)
toy features.
Investigate the meaning of the terms past, present and future. Sort images Observation of student understanding Variety of old-fashioned toys.
of toys into categories of past and present. during completion of sorting activity,
immediate feedback and identification Photos of past and present
**Teacher to explain and hand out home interview sheets and information of misconceptions. toys. Headers for sorting.
notes for parents in preparation for Friday maths

2 Week 1, MATHS, Lesson 1: Diagnostic and formative questioning of Variety of timeline examples.
Introduction to timelines using a variety of timelines, including digital versions. student prior knowledge of timelines.
Discuss what a timeline is and what it represents. Model making a timeline on Observation of student understanding as Dates of ancient games and
the board using toys and games played in ancient times. they create timelines of their own, take toys.
Students to create a timeline of toys they liked throughout their lives, using note of any misconceptions to deal with
each year as a separate marker. in next lesson or individually. A3 paper, rulers.

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3 Week 1, MATHS, Lesson 2: (Friday) Immediate and actionable feedback Student parent/grandparents
Students to bring in data and notes they collected after interviewing their throughout activity, observational notes interview data sheets.
parents and grandparents on which toys they used when they were children. taken on understanding and task
Students will create a timeline (from their grandparents childhood to theirs) engagement (Appendix A).
using headings and drawings of different toys.
4 Week 2, HASS: The teacher will have an informal Inspiration photos of toys.
Introduction of design a toy project. Teacher to discuss the vocabulary of conference with each pair throughout
design, model and prototype and the step-by-step design process that will the lesson to help kick-start their ideas Class poster of possible
take place throughout the next three weeks. Viewing of inspiration photos. and answer any questions. features of toys to consider.
Students will be given a partner and required to start brainstorming ideas for
their toy, considering its movement, audience, sounds, purpose and other Brainstorming paper.
features as discussed in lesson 1.
5 Week 2, HEALTH: Observation, feedback on student work Examples/photos of safety
Consider the differences in safety requirements of toys in past and present. when considering safety implications. warnings and age
Why might safety be important? What types of safety can be put in place? How restrictions/suggestions on
do you know if a toy is safe for you or not? Discuss safety warnings and age toy packaging.
restrictions on toys. Students to consider safety requirements of their toy and Examples of safety
write them for their report. equipment for using toys (e.g.
helmet, gloves)

6 Week 3, HASS: Teacher to meet with each pair and PMI template.
Completion of discussion and drawing stages of the design process. Students to discuss and approve their design after
complete a self-assessment PMI on their design and consider any adjustments self-assessment PMI (Appendix B). Construction materials:
or improvements to make before they begin construction. Once approved by Formative feedback includes asking cardboard, bottle tops, string,
paper, glue, pop sticks, pipe,

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the teacher, students can begin building their model/prototype out of a variety questions that prompt improvement of elastic bands, pipe cleaners,
of provided materials. design. pom poms.

**Write update of topic in school newsletter, invite parents to see the display
after school next week on presentation day.
7 Week 3, ENGLISH, Lesson 1: Diagnostic questions of report Examples of information
Introduction of information report writing. Why are information reports used? understandings. reports.
What are the features of reports? Where can you find reports? Informal observation and questioning
Class to look at examples of different information reports and develop headings during report brainstorming and Brainstorm
for their own that they will write on their toy design. planning in pairs. paper/whiteboard.
Students start planning their report under the assigned headings in pair. Teacher to write down any points to
Considerations include: What is it called? What does it do? Who can use it? address in next lesson that are causing Poster to write required
What features does it have? Are these features typical of past/present toys? errors or confusion. headings for information
What materials are used? What are some safety precautions to consider? report.
Report must fit on an A4 blank paper.
8 Week 3, ENGLISH, Lesson 2: Teacher to provide specific and Information report headings
Students continue and complete writing their information reports on their toy actionable written feedback on reports class poster.
design, including the required headings. to students in next lesson, giving them
the opportunity to make changes before
their presentation.

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9 Week 4, HASS: Observation checklist of student Construction materials.
Students spend the lesson creating their toy prototype using the provided behaviour in pairs, including problem
materials. If they are finished, they can finalise their reports or work on the solving, decision making and
visual appeal of their display. communication skills in preparation for
summative assessment (Appendix A).
10 Week 4, ENGLISH, Lesson 1: (30 minutes) Verbal feedback on oral presentation Oral presentation
Class discussion on the expectations of their oral presentation, including the progress, build on observation notes of expectations checklist for
time limit (2 minutes) and requirements of what to talk about using their group work. students.
information report (i.e. name, what it does, who its for). Discuss important
things to remember when speaking to an audience, including tone, pace, Students self-assess their oral
expression and eye contact. presentation skills using the
Students are given 20 minutes to rehearse their oral presentations. expectations checklist (Appendix C)
11 Week 4, ENGLISH, Lesson 2: Summative assessment: Student peer marking rubrics.
Classroom will be displayed as a Museum of the Future, with all information Students will complete peer marking Teacher marking rubrics.
reports and prototypes being displayed on a different desk with a viewing area. rubrics during free viewing time for the
Each pair will be given 2 minutes to give their oral presentation to the class and second half of the lesson (Appendix D). Theme poster Museum of
can answer 2 questions. Teacher will complete individual the Future
After this, free observation time will be given for 30 minutes, during which marking rubrics on students based on
students will complete a peer assessment rubric for one other pair. oral presentations, observation notes of Name placards for displays.
group behaviour and final projects
**Parents visit complete display after school. Students can showcase their work (Appendix D). Camera.
and parents can discuss child progress with teacher in informal conversation.

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