2019

Evaluation and Reconstruction of

a Stage 4, year 7 Science unit

Prepared By: Dalila Rose Ghoneim -19173203

Unit: Contemporary Teacher Leadership -102098

Assignment task1
 Abstract
Teachers acquire significant responsibilities in providing quality learning and teaching methods in
Australian schools, meeting the Australian Professional Standards for the teaching profession. Productive
teachers can be an inspirational source to students, implementing the necessary teaching strategies,
resources and general capabilities required by students for tertiary education and future life endeavours.
The evaluation of a stage 4, year 7 Science unit was achieved via a Contemporary Teacher Leadership view,
aiming to incorporate those beliefs and provide best practise by the teacher for the students. The unit has
been reconstructed using the Understanding by Design (UbD) process to include inquiry-based learning
methods inclusive of a learning task guided by a collaborative project-based assessment. It aims to teach
students about human impacts on the environment and how to embody sustainability, implementing a
cross-curricular priority: Aboriginal and Torres Strait Islander Histories and Cultures. Moreover, targeting
improvement in sequencing of learning, Literacy and Numeracy development, and the development of
personal and social capabilities through the learning.
 TABLE OF CONTENTS
Abstract -----------------------------------------------------------------------------------------------------------1

Executive Summary ------------------------------------------------------------------------------------------------------3

Why evaluate and Reconstruct this Unit? ----------------------------------------------------------------3

School Contextual Factors------------------------------------------------------------------------------------3

Goals ---------------------------------------------------------------------------------------------------------------3

Recommendations----------------------------------------------------------------------------------------------4

PART 1 – Comparative Table of Unit

Alerations ---------------------------------------------------------------------------------------------------------6 -8

Part 2 – Contextual Redesigned Program documentation

Context-------------------------------------------------------------------------------------------------------------10

Concept Map------------------------------------------------------------------------------------------------------11

Scope and Sequence--------------------------------------------------------------------------------------------12

Assessment task ------------------------------------------------------------------------------------------- -----13-14

Unit Outline-------------------------------------------------------------------------------------------------------15-25

Part 3- Report of Recommendations

Summary -------------------------------------------------------------------------------------------------------- 27-29

Reference list------------------------------------------------------------------------------------------------------30

Appendix – Original documentation

Unit Outline -------------------------------------------------------------------------------------------------------31

EXECUTIVE SUMMARY
Why Evaluate and Reconstruct this Unit?
Teachers constantly differentiate the learning to best suit students’ needs while building on their strengths
and assessing their understanding. This stage 4 unit was reconstructed to assist teachers into providing
positive pedagogy to impact on students’ academic achievements while addressing their social and
personal outcomes. furthermore, it aims at providing that framework to help guide us, as teachers into
becoming agents of change to accommodate for 21st century learners.

School Contextual Factors

Chester Hill High School (CHS) is a government school located in a low SES Western Suburb in Sydney. The
school is inclusive of a diversity of learners from different backgrounds, 92% of the students with a
language background other than English. It is known for its multicultural values, CHS is home to 1100
students of 67 nationalities, and refugees make up 12 per cent of the student body. Some kids from the
Christmas Island boat tragedy attend the school, and some of Villawood's school-age asylum seekers are
escorted there every day too. Moreover, there is an Intensive English Centre (IEC) at CHS, which is a
superior educational alternative for children living in Australian immigration detention centres (IDC).
The schools’ Naplan results compared to schools with similar students have inclined over the years since
2010 (substantially below average) leading up to 2017(above average).
Science Students are unmotivated and disengaged from the learning, many students drop the subject for
their H.S.C. The Science faculty is confined to one room within which 12 Science teachers reside, as they
take part in their profession tasks of unit programming, marking assessments, creating projects delegating
work and collaborating among other staff members.
My recommendations aim to encompass all the above contextual conditions

Goals
The unit was reconstructed with the following goals in mind:

 Enhance literacy, inclusive of Science literacy, throughout the unit and build on numeracy.
 Restructure tasks using the 5 E’s method for teaching Science: engage, explore, explain, elaborate
and evaluate.
 Incorporate cross—curricular priorities: sustainability and Aboriginal and Torres Strait Islander
histories and culture.
 Allow students to share their cultural understandings and strategies for sustainability.
 Engage students by introducing game-based learning, to enhance their motivation and interest in
the learning.
 Integrate ICT as an additional resource to support diverse learners.
 Challenge student’s conceptual knowledge, through inquiry-based approach to the learning.
 Encourage students to demonstrate their understanding through assessment and project-based
assessment to develop metacognitive, personal and social capabilities of students.
 Differentiate the learning to best suit all learners
 Embrace a growth mindset approach
 Ensure the unit meets syllabus outcomes and the learning is meaningful and adequate for stage 4,
year 7 students at CHS, using UbD principles
 Assessment for learning.
Recommendations
The unit includes the following recommendations, based on the school’s contextual factors:

 Using UbD principles, add a Scope and Sequence and a unit concept map to assist in creating
smooth transitions.
 Reduce any form of cognitive overload, making the learning assessible for students so they could
engage in the learning.
 Use a constructivist approach: students synthesize new understanding from prior learning and new
information. Include cross-curriculum priorities: sustainability and Aboriginal and Torres Strait
Islander histories and culture.
 Make content relatable to their every day lives so they can associate a need for the learning.
 Improve the differentiation to support diverse learners within the class.
 Include a collaborative Project-based assessment.
 Shift towards inquiry-based learning and deviate from traditional learning approaches.
 Ensure there is a coherence in the learning.
 Work towards providing feedback.
 Infiltrate Assessment for learning: observations, exit slips, kahoot.
 Using a variety of resources other than the textbook and incorporate ICT.
 Reduce any civil discourse among students to allow for free flow class discussions.
 Assign Complex instruction during practicals.

Part A:
Comparative
 Table of
suggested Unit
changes
 Area of Strengths of the area Concerns of the area of Suggested Changes to counteract Research support for the changes suggested.
consideration of consideration consideration concerns

Learning journals are Minimal participation in class Incorporate khan academy, assisting By learning the literacy of science, students
Literacy used by students to discussions students’ literacy and science terminology. understand that language varies according to
copy down notes from Students do not present any Encourage students to communicate context and they increase their ability to use
the board. form of work. knowledge and ideas using the language of language flexibly (ACARA, 2019).
An extensive amount Students are not given time to science. Scientific vocabulary is essential in providing the
of comprehension- read as a class. Ensure the videos used in the lessons link between the concept itself and student
based worksheets. Vocabulary list not included. include subtitles for students to read while understanding. Moreover, Listening skills are also
Video without subtitles watching the video. required in Science, and are achieved when
Students Identify and paraphrase students engage in classroom conversations,
Ask students to summarise content instead discussions and debates (ACARA,2019).
of copying it.
Use technical vocabulary to demonstrate
topic knowledge.
Allow students to present their work.

Numeracy is not implemented  Interpret information presented in tables Numeracy content within the study of Science
Numeracy into the unit and graphs to describe trends. can involve the construction and interpretation of
 Analyse information from text and timelines, graphs, tables, diagrams, scales and
presenting it as a table or graph. statistics (ACARA, 2019)
 Create a timeline demonstrating an
understanding of fossil fuels.
Create a task for students to order pages
by number to create a flip book of images.

Critical and Completing There is over reliance on direct Include more inquiry-based learning. Students at CHS are disengaged in learning
Creative worksheets with instructional approach. The 5E instructional framework can be Science, including 5E framework, it will stimulate
Thinking assigned questions. Answers to questions that incorporated to stimulate a student- their critical and creative thinking, providing an
students’ find challenging are centred approach to the learning. inquiry -based model inclusive of : engagement,
Provide challenging tasks exploration, elaboration explanation and
 provided without stimulating
student’s critical thinking.
Not enough time is given to
analyse a question to
participate in answering
Personal and Students complete Under-utilisation of peer
Social worksheets quietly learning and collaborative-
Capabilities and remain on task. based learning approaches.
Lack of class discussions.
A unit is provided to There is no Scope and Sequence
Understanding assist the teacher on provided in the unit.
by Design There is no unit concept map.
Incorporate a variety of resources to
engage students in the learning.
Include ICT into the unit.
Student-centred learning replacing
teacher-centred instruction.
Incorporate a collaborative PBL assessment
task which requires students to work as a
team, to experience group work. Groups
can be formed, and tasks assigned to each
member in the group using complex
instruction.
Provide scaffolding to guide the learning.
Build on prior knowledge to link with new
content and build on conceptual
understanding.
Engage students with various resources
including ICT .
A Scope and Sequence and Unit concept
map is constructed to ensure core
capabilities are met. Both necessary for
evaluation (Duran & Duran, 2004). The 5 E's is an
instructional model based on the constructivist
approach to learning, which says that learners
build or construct new ideas on top of their old
ideas.
Research conducted by Hattie (2009)
states the importance of setting
challenging goals.
Student centred learning has been
reported to enhance students’
motivation in learning mathematics
(Mokhtar et al., 2010)
Project based learning as mentioned in ACARA
(2018c), shows to have positive impacts on
student personal and social capabilities.
In a research conducted by Donova and
Bransford (2005), it states that new
understandings are constructed on the
foundation of existing understandings
and experiences.
Peer learning helps students develop on their
social and emotional capabilities (Buckley, 2014).
ICT is a general capability and the Australian
Curriculum ("Information and Communication
Technology (ICT) Capability", 2017) suggests that
to contribute in knowledge-based economy and
to be empowered within a technologically
sophisticated society now and into the future,
students need the knowledge, skills and
confidence to make ICT work for them at school,
at home, at work and in their communities.
The UbD Framework, focuses on teaching and
assessing for understanding and learning
what to teach to meet lacking formative assessment. backward mapping following the transfer, and design curriculum “backward” from
outcomes. Students participated in an end understanding by design framework. those ends (Wiggins & McTighe, 2008).
Cross-curriculum of year exam, assessing prior Incorporate various modes of formative
priorities are content. assessment: kahoot, analysis of work, class Students require assessment as and for learning
mentioned in the unit. No exit slips to assess discussion. to gain the skills necessary to become
Included a summative understanding of the learning. Provide students with sufficient amount of independent lifelong learners (NSW Education
assessment: end of Lack of self and peer time each lesson to complete exit slips, to Standards Authority, 2018a)
year exam. assessment. assess their understanding of the learning. Students engaged in self-assessment and peer
Allow students to reflect on their work and assessment show an overall improvement in
their peers. learning (Sanchez, Atkinson, koenka, Moshontz,
Include cross-curricular priorities to & Cooper, 2017).
support the learning: sustainability and Focusing on cross-curriculum priorities is
Aboriginal and Torres Strait Islander mandated by NESA ( NSW Education Standards
histories and culture. It allows for a Authority, 2018c).
deeper understanding of the stage 4, Both cross-curricular priorities interact to
year 7 Unit. illuminate on the stage 4, year 7 topic
 PART B-
CONSTRUCTED
AND
REDESIGNED
UNIT OF WORK
CONTEXT STATEMENT
CHS is inclusive of a diversity of learners from different backgrounds, 92% of the students with a language
background other than English. It is known for its multicultural values, CHS is home to 1100 students of 67
nationalities, and refugees make up 12 per cent of the student body. The school is situated in a low-
socioeconomic suburb in Sydney, students usually come hungry to class, lacking sleep or missing school
resources: school stationary and uniform.
The unit did not include a Scope and Sequence, concept map or assessment task, therefore I have
constructed a Scope and Sequence and a Concept map and assessment task to meet the Understanding by
Design process.
Constructed Scope and Sequence, stage 4 year 7.

CHESTER HILL HIGH SCHOOL

Stage 4, Year 7 Scope and Sequence

Weeks
1 2 3 4 5 6 7 8 9 10 11

Term 1 Unit 1: Working Like a Scientist Assessment Unit 2: Understanding Matter

Task 1:
Outcomes: SC4-6WS, SC4-7WS, SC4-9WS Outcomes: CW-1, WS-5
Task One Notification: Week 3 Term 1 Practical Task Two Notification: Week 8 Term 1
Task Task Two Due: Week 10 Term 1
Term 2 Unit 3: Pushes and Pulls Topic 6: Elements and Compounds

Outcomes: PW-1 & PW-2, WS-6, WS-7

Task Three Notification: Week 1 Term 2 Outcomes: CW-2
Task Three Due: Week 5/6
Term 3 Topic 7: The Microscope Topic 8: The Solar System

Outcomes: LW-2, WS-9 Outcomes: ES-2

Task 4 Notifications: Week 6
Task 4 Due: Week10
Term 4 Topic 5: What goes around comes around Unit 4: Classifying Living Things

Outcomes: ES-1 SC4-12ES SC4-13ES Related Life Skills Outcomes: LW-1, WS-8
outcomes: SCLS-13ES, SCLS-14ES, SCLS-15ES, SCLS-
16ES
 CONSTRUCTED CONCEPT MAP

What Goes Around Comes Around

ENERGY Food
CONSERVATION
Crop
SUSTAINABILITY
Earth

-solar energy,
-hydroelectricity,
-tidal

Aboriginal and Torres

Strait Islander histories
and culture.

Earths’ Resources
What makes Earth
happy and what makes
Earth sad.
Non-renewable
Renewable

FOSSIL FUELS

lithosphere, COAL
hydrosphere,
atmosphere and MINERALS
biosphere

COLLABORATIVE INVESTIGATION:
MINERALS

CYLCES OF THE EARTH AND THEIR IMPACTS

Constructed PBL Assessment Task for stage 4, year 7 Unit.
Task overview
Students are required to work collaboratively to perform a firsthand investigation on a real-world
environmental problem of their choice.
5E Framework: engage, explore, explain, elaborate and evaluate, used to model the assessment task
Students use secondary resources to assist in their research and use PowerPoint to collaboratively
communicate their findings and concerns to the class.
Students address sustainability and Aboriginal and Torres Strait Islander histories and culture.
The task aims to build on students’ literacy, ICT and personal and social capabilities using PBL.
Assessment will be peer-marked using the provided rubric, and collected by the teacher

Task
Task Weighing: 20%
Due date: term 4, week 4, 2019
Students work in groups of 4
Differentiation: provision and scaffold provided for creating PowerPoints. Teacher guides the first-hand
investigation.

Syllabus outcomes:
SC4-7WS: processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and
relationships, and draw conclusions
o WS7.1 Students process data and information
o WS7.2 Students analyse data and information
SC4-9WS: presents science ideas, findings and information to a given audience using appropriate scientific language, text types
and representations.

Students:
The purpose of this project is to allow students to work as a team, collectively decide on an environmental
problem and evaluate what research is required to aid in their understanding.
Students present their work to the class, to amplify on their literacy and personal and social capabilities.
Assessment of work is conducted by their peers (5% towards their final mark), students are also asked to
reflect on their performance after feedback is provided.
Students answer following questions:

 What human impacts are there on your chosen environmental factor?

 Explain/debate how humans have created this problem?
 Discuss how traditional Aboriginal custodians’ impact on this
 Evaluate what can be done to have positive impact on the problem for future generations?
Rubric
The following assessment criteria is used by peer groups to assess presentations.
Teams collaboratively assess other teams.

Name of person presenting: ---------------------------------------------------------------------------

Team topic:--------------------------------------------------------------------------------------------------------------------

Criteria Working towards Satisfactory Excellent

Presentation is well organised

Topic is presented clearly

Students were confident

Presentation is appealing

Variable resources were used

Students show a rich

understanding of the content

Students provided suggestions on

improvement

Feedback: --------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------------------------------------
Redesigned Unit Outline stage 4, year 7 Science.
Colour Codes for reconstructed work within the unit outline

-Literacy -personal and social capabilities

-Numercy -UbD
-Assessment -Cross-curricular priorities

Science Unit Oultine

What goes around comes around 4 weeks

Unit Tile: Duration (weeks):
(Earth and Space) 7SI = 9 lesson per 2 weeks.
(3 x 60 minutes lessons / week) 7SG = 9 lessons per 2 weeks.
Stage 4 Year 7
Stage:

Key Concepts / Big Ideas

(Essentail Question)
Unit Context:
(Scope and Sequence
Information)
Reconstructed a Scope and
Sequence and a concept map
Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.
Week 1 to week 4, Term 4
Week 1: introduce natural resources + sustainability
Week 2: renewable & non-renewable resources. fossil fuels: stages of formation (coal, oil, natural gas )
Week 3: uses of natural resources: biosphere, atmosphere, lithosphere, hydrosphere.
Week 4: recycling/ conservation
Mixed ability year 7 class in mainstream school.

This unit of work is created for a stage 4, year 7 mixed ability Science class. The unit of work is important in learning about Earth’s
Rationale:
resources introducing the concept of sustainability and conservation of resources. Students describe renewable and non-
(The importance of this renewable resources, classify and investigate different ways we conserve and manage resources.
learning)
 Literacy Focus Numeracy Focus ICT Focus Differentiation
Scaffolds provided in all worksheets to
Vocabulary list Display information into charts. Kahoot assist with completion. Whole class works
on answering worksheet after given
Reading out loud Create a timeline for fossil fuels Smartboards individual time to complete the worksheets.
Document and summarise information Organise a flip book, in order of Laptops
into their learning journals. number. Repetition of concepts.
videos
Presentation assessment task Crtitical thinking questions ar provided to
Research
engage high and low ability students.
Reflect on class discussions into their
learning journals.
Subtitles provided in youtube videos for
Summarise information collected from student with hearing aids.
secondary resources.
Comprehension worksheets

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and cultures  Sustainability

The cross-curriculum will be blended into the unit. Implemented into the unit for students to analyse their impact on future
generations.
 Outcomes
A student:

SC4-12ES: describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

SC4-13ES: explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about
resource use and management

Related Life Skills outcomes: SCLS-13ES, SCLS-14ES, SCLS-15ES, SCLS-16ES

Assessment: Real World Environmental Problem (20%)

Students are required to work collaboratively to perform a firsthand investigation on a real-world environmental problem of their choice.
5E Framework: engage, explore, explain, elaborate and evaluate, used to model the assessment task
Students use secondary resources to assist in their research and use PowerPoint to collaboratively communicate their findings and concerns to the class.
Students address sustainability and Aboriginal and Torres Strait Islander histories and culture.
The task aims to build on students’ literacy, ICT and personal and social capabilities using PBL.
Assessment will be peer-marked using the provided rubric, and collected by the teacher

SC4-7WS: processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions
o WS7.1 Students process data and information
o WS7.2 Students analyse data and information
SC4-9WS: presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations.

Skills
Strand Outcomes Content

Questioning and predicting SC5-4WS WS4(a-b) Students question and predict

 Strand Outcomes Content

Planning investigations SC5-5WS WS5.1 (a-d)Students identify data to be collected for an investigation.

WS5.2(a-e) Students plan first-hand investigations

WS5.3 (a-d) Students choose equipment or resources for an investigation

Conducting investigations SC5-6WS WS6 (a-f)Students conduct investigations

Processing and analysing data and information SC5-7WS WS7.1 (a-f) Students process data and information

WS7.2 (a-e)Students analyse data and information

Problem solving SC5-8WS WS8 (d-g)Students solve problems

Communicating SC5-9WS WS9 (c-d) Students communicate

Content
ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.

Students:

a. classify a range of the Earth's resources as renewable or non-renewable (ACSSU116)

b. outline features of some non-renewable resources, including metal ores and fossil fuels

c. describe uses of a variety of natural and made resources extracted from the biosphere, atmosphere, lithosphere and hydrosphere

d. investigate some strategies used by people to conserve and manage non-renewable resources, eg recycling and the alternative use of
natural and made resources
 Content

Knowledge & Teaching and Learning Strategies Assessment For Resources

Understanding Content Learning
Students: Class activity
Sudents watch a video on sustainability
(cross curriculum Teacher asks questions Video
https://www.youtube.com/watch?v=gTamnlXbgqc&t=26s
and assess students https://www.youtube.com/
priority:sustainability) students reflect on the following: answers. watch?v=gTamnlXbgqc&t
-what is sustainability =26s
Books are checked and
-conserve earth’s resourcs for generations to come.
signed. Powerpoint resource.
-earths resources are limited.
Think – Pair – Share Worksheet on
sustainability.
Question:how do we keep Earth happy based on the video we watched
on sustainability?
Students answer the following question into their books, then share
with the neighbours their answer and then entire class discussion.

Worksheet on conserving energy resources: create an open flap

Teacher demonstrates step by step process on how to create the flaps
and paste the mini squares under the appropriate flap. Scissors
What makes earth happy and what makes the Earth sad, flap with Glue
Sign books checking for
square cut-outs.
completion of task Worksheet: what makes
Students relate to the examples from their everyday lives, recycling correctly. the earth happy/ sad
having short or long showers, turning off taps or leaking taps etc..

Activity : addresses cross-curricular priorities

Class works on a resource sheet: food sustainability
 How Aboriginal people produced food in a sustainable ways versus
modern Australian food production. Check answers as a Worksheet:sustainable
whole class. food
Student read to class and work on answering questions individually
then as a whole class. Assess reading

a. classify a range of the Individual work: Title page

Earth's resources as Students work on creating a title page: What goes around comes around.

renewable or non-
Teacher introduces new topic via open-ended questioning:
renewable How can we achieve sustainability?
Answer:By looking after Earths resources, or examples of Earth’s resources
What are Earth’s resources? provide examples ..
Teacher-directed
Powerpoint : Earth’s
Provide powerpoint including a list of Earth’s resources. Students copy them resources.
into their books.
Earth’s resources are divided into 2 categories: renewable and non-renewable.

T-chart
Students describe what is a renewable and a non-renwable resource, write the
definition down in their books.
Students create the following table to tabulate information. Check worksheet
Provide pictures for students to sort into the following worksheet.
Video
https://www.youtube.com/watch?v=wMOpMka6PJI
video on renewable and non-renewable resources : solar energy, fossil fuels, video
wood, wind power.
Students write one paragraph reflecting on what they have watched answering
the following questions:
What are natural resources, name the 2 main energy resources, provide
examples. What are fossil fuels? Why are they considered non-renewable ? books
Book checked and
Worksheet : Earths resources, comprehension task which includes reading as signed.
a whole class then indvidiually answering the questions, answered checked by
students sharring their answers.
Worksheet: renewable and non-renewable resources, students classify
examples of natural resources into 2 categories. worksheet: earth’s
resources
Students create a flow diagram on natural resources in their books. Provide 7
examples of natural resources we use and why we need it. worksheet: renewable and
Flow diagram assists students in backward mapping
non-renewable resources.

Answers to
comprehension sheet.

Check answers
b. outline features of Tests knowledge and understanding of prior content
some non-renewable Teacher formatively assess students by open-ended questions on:
Listening to answers
What are natural resources
resources, including
Natural resources are divided into 2 categories, name them?
metal ores and fossil Classify a renewable resource
fuels Classify a non-renwable

Teacher-directed
Teacher introduces fossil fuels.
Formation and process of fossil fuels, why it is a non-renewable Powerpoint
resource.
Powerpoint presentation includes the process of how fossil fuels are Observational formal Video
formed and what the process involves ( heat, time, pressure) assessment: students
Students create a timeline to indicate process over time of the engaged and on task.
formation of fossil fuels
Video
https://www.youtube.com/watch?v=zaXBVYr9Ij0 Flip book worksheet.

flip book activity

students work on creating their own flip book, which includes the
Check flip books done in
process of the formation of coal overtime. As students flip through the
book they become aware of the time needed to generate coal, outlining
correct order and staple
its features as a non-renewable resource. them.

Class discussion
What happens If we use more coal than is available to us? Will we run
out?
worksheet: fossil fuels

Individual work: fossil fuels ( coal, oil and natural gas)

Students read out loud to the class from a worksheet.
 Teacher instructs students what to highlight during reading
Factsheet on fossil fuel
power station.

Worksheet: energy resources : solar energy, hydroelectricity, tidal

Exam paper 1 and 2.
Exams : paper 1: 30min ( provide video on hydroelectricity)
Exams: paper 2: 40min
Mark exams

Prior to assessment task students are encouraged to create concept Laptops

maps to assist with their investigation. Using the UbD process. Assessment worksheet
Using rubric assess the
task Rubric
Assessment task: PBL & 5E model
Students work individually to investigate what are metal ores, formation Peers assess the task
and classification. students are provided with a worksheet to assist with
their research on metal ores.

Students present their work to the class

Teams assess other teams using rubric

Class activity
Students work on metal ores worksheet individually, then share Mineral boxes
answers as a whole class.
Magnifying lenses
Investigating minerals: class practical USING 5E MODEL Students complete their Worksheet: mineral
Students are grouped into groups of 3. Each group attends to a station 3 specimens + diagram. identification key.
set up with a mineral box ( 8 minerals per box) + 2 magnifying lenses.
An identification key worksheet is provided for students to familiarise
themselves with the properties of a chosen mineral.
Students choose 3 minerals and write their properties down using the
identification key.
Students draw a diagram of a chosen mineral

c. describe uses of a Teacher- directed

variety of natural and -describe how a power station works. Students draw a diagram of a
power station inclusive of 2 sentences describing the process. Describe how a power Factsheet: fossil fuel
made resources Students receive a print out diagram of the process to paste into their
station works. power station
extracted from the books under their hand-drawn diagram.
biosphere, atmosphere, Students share their information by writing their answers on the
whiteboard.
lithosphere and Worksheet: fill in the
hydrosphere blanks on burning fossil
fuels for electricity.
d. Investigate some
strategies used by people
to conserve and manage
non-renewable
resources, eg recycling
and the alternative use of Factsheet
natural and made
resources

Worksheet: impacts
human have on the
-Environmental issues associated with burning fossil fuels. environment.
What impacts do humans have on the environment
What is an alternative, a process that doesn’t release CO2 into our
atmosphere. Worksheet: case studies
Case study :Ethanol
Case study: capturing carbon dioxide

Revision booklet.

Revision booklet
Students work on a booklet which assess their content knowledge of
what has been taught.
 Powerpoint
Teacher-directed

Define the terms: lithosphere, hydrosphere, atmosphere and biosphere

ask questions what natural resources are found in each sphere.

Describe some of the uses of resources extracted from biosphere

(biofuels), atmosphere ( wind power), lithosphere ( fossil fuels, metal
ores) and hydrosphere ( food resources, hydroelectricity ).
 PART - C

REPORT ON
RECOMMENDED
ALTERATIONS
SUMMARY REPORT AND RECOMMENDATIONS
The stage 4, year 7 Science unit of work “what goes around comes around” is a short unit of work, which
allows teachers to make modifications and adjustments to the learning to provide positive learning
opportunities for students. Feedback on the reconstruction of this unit will be conducted based on a PBL
Assessment task and informal assessment of the learning throughout the unit. The unit was redesigned
using an understanding by Design approach which includes backward mapping to meet outcomes (Wiggins
& McTighe, 2008). Based on the UbD framework, a Scope and Sequence, concept map and assessment task
have been constructed to satisfy the following: Identifying desired results, determining acceptable
evidence and planning learning experiences (Wiggins & McTighe,2008).
The unit aims to educate students about Earths’ Resources and the impacts we have on the environment
and its resources. In alignment with CHS’s diversity and culture on developing socially responsible
students, this unit was created using backward mapping to amplify on cross-curricular priorities,
sustainability and Aboriginal and Torres Strait islander histories and culture (NSW Education Standards
Authority, 2018c). Students are informed about the skills Aboriginal and Torrres Strait Islander people have
provided over the years, wide-ranging to their scientific skills and management of environment. Moreover,
their recent contributions to manage fires and regeneration of native bushlands (Ens, et al., 2015).
Students are asked to reflect on modern sustainable practices in comparison to the traditional Aboriginal
culture practices, consider the differences in both and debate on which practice is most beneficial to attain
sustainability. By embedding sustainability and linking to Aboriginal knowledge throughout the stage 4
unit, we have addressed the NESA requirements on cross-curricular priorities. Furthermore, we have
developed on students’ deep knowledge relative to their impacts on the environment, signifying them as
environmentally conscious (Harrison & Gleenfield, 2011).
Assessment for the learning is conducted via a PBL task, which requires students to research and build on
their literacy and ICT skills by constructing a PowerPoint presentation on a topic of their choice about a
real-life environmental problem. Giles & Shaw (2011) mentions, “If technology is absent in our schools,
students will struggle to become literate in our society”. Based on the schools’ contextual factors with 92%
of the students having a language background other than English, Infusing technology into their learning
assists in their engagement and learning.
Literature suggests that assessment is an important factor for learning, it provides feedback to teachers
and/or students to use in various ways such as decisions about future placements, advancement in
learning, learning needs and differentiation, curriculum requirements and communicates to students what
they can and cannot do, thus, endeavour on alternatives suitable to their needs. Furthermore, it allows
teachers to reflect on their teaching strategies: “are the students learning what is being taught?” “are
there ways to teach the content better?” therefore teachers need to precisely choose what they are
assessing, the purpose for the assessment and which content is being assessed and most importantly how
they will assess it. Assessment provides information on and about students, who is lacking help and who is
outstandingly achieving, from such a resource the teacher could adjust and modify her lesson plans to
accommodate for all learners with the necessary needs, to achieve best learning outcomes.
Students work collaboratively on the investigation, then present it to the class. Students take part in the
investigation by thinking critically and creatively to meet the marking criteria in the rubric, 5% of the
overall mark is provided by peer assessment for the presentations. This will provide evidence to the
learning and skills required to achieve sustainability and inform of students’ understanding to the impacts
they as citizens have on the environment. Students tend to have an ideal world set up in their mind and
this often conflicts with real world expectations and responsibilities (Motaghedifard, Naderi & Baezzat,
2015). It is the role of educators to constantly bring students back to the real world and assist them to
develop skills and behaviours which are positive and beneficial. By completing this task, students will have
demonstrated the following skills: scientific communication, literacy skills and ethical understanding of
sustainability. The task is designed using the 5E pedagogical approach to innovate students into becoming
critical thinkers.
Inquiry-based learning approach has been implemented into the learning to build on students’
metacognitive capabilities (Goldner, 2015), it is reported that inquiry-based learning improves on student’s
literacy and scientific terminology (Gormally et al., 2009). Also, development on student-centred teaching
and learning is constructed within the unit. Student centred learning has been reported to enhance
students’ motivation in learning (Mokhtar et al., 2010). This could assist in targeting the need to keep
students engaged in the Science through to HSC, without dropping out from the subject after year 10. This
is a relatively important issue to target at CHS, as student engagement in Science is low. Therefore, it is
proposed we implement the 5E method into the teaching, to discover answers rather than be told the
answers, deviating from the traditional teaching methods to a more innovative approach. Research states,
the process of discovering answers leads to better conceptual knowledge and understanding (Fazelian et
al., 2010)
Furthermore, there has been an emphasis on personal and social capabilities. Engagement in the learning
is higher when tasks and activities are collaborative (Herrmann, 2013). The unit was originally centred
around teacher-instructed learning and students working individually on tasks, the reconstructed Unit
includes a number of class discussions, think-pair-share activities, group work and class presentations.
Allowing students to work in groups, will also emphasize on the diversity culture of the school, creating a
sense of positive environment between peers from different cultural backgrounds. Collaborative learning
motivates students to learn, as suggested by Briggs (2018), it “yields higher achievement and greater
productivity in terms of enhanced learning outcomes”. Students are encouraged to reflect on their own
work and on the work of their peers while sharing and presenting to the whole class, they communicate
what they have learnt on numerous occasions throughout the lessons, reinforcing a positive habitus for
learning.
Based on the cognitive load theory, working memory has a limited capacity of 5 to 9 items, instructional
methods should avoid overloading it with additional activities that don't directly contribute to learning
(Ghassan, 2007). Therefore images, diagrams and tables are presented without chunks of information
because overloading a student’s memory capacity decreases their interest in the topic.

CONCLUSION
The role of any teacher is to guide the learning for all students, providing best practice to create positive
habitus within a classroom. The aim of reconstructing this unit was made to achieve enduring impacts on
students’ learning and understanding. The proposed suggestions in the unit, supported by the research,
aim to engage students in Science to reduce the percentage of student dropouts by the end of year 10, and
advocate critical and creative thinking students aware of their environment and the impacts they have on
it.
Reference list
Abdi,A. (2014).The Effect of Inquiry Based Learning Method on Students' Academic Achievement in Science Course.Universal
journal of educational Research,2 (1), 3741.

ACARA. (2019a). Learning Continuum of Personal and Social Capability. Retrieved 7th April, 2019
http://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/learning-
continuum/?element=Self-awareness
ACARA. (2019b). My School. https://www.myschool.edu.au/school/41577
ACARA. (2019C). Personal and social Capability. Retrieved 7th April 2019
http://www.australiacurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/
Briggs, S. (2018). How Peer Teaching Improves Student Learning and 10 Ways To Encourage It - InformED. Retrieved from
https://www.opencolleges.edu.au/informed/features/peer-teaching/
Buckley, M. A (2014). Sharing the Blue Crayon How to Integrate Social, Emotional and Literacy Learning. York, Maine: York,
Maine: Stenhouse Publishers.
Duran, L.B., & Duran, E. (2004). The 5E Intructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching.
Science Education Review, 3(2), 49-58
Fazelian, P. Ebrahim, A. N., & Soraghi, S. (2010). The effect of 5E instructional design model on learning and retention of sciences
for middle class students. Procedia- Social and Behavioural Sciences, 5, 140-143. Doi:10.1016/j.sbspro.2010.07.062
Herrmann, K. J. (2013) The impact of cooperative learning on student engagement. Results from an intervention. Active
Learning in Higher Education, 14(3), 175-187
Markham, T. (2011). Want Better Porject-Based Learning? Use Social Emotional Learning. Retrieved from
http://www.edutopia.org/blog/project-based-learning-social-emotional-learning-thom-markham
Marshall, J. C. (2013). Succeeding with inquiry in science and math classrooms: Alexandria, Virginia: ASCD, 2013
NSW Education Standards Authority. (2019a). Assessment for, as and of learning. Assessment. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/
NSW Education Standards Authority. (2019b). Continuum of learning in Science k-10. Retrieved from
https://syllabus,nesa.nsw.edu..au/science/science-k10/continuum-of-learning/
Sanchez, C., Atkinson, K., Koenka, A., Moshontz, H., & Cooper, H. (2017). Self-grading and peer-grading for formative and
summative assessment in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, 109(8),
1049.
Tran, V. D. (2014). The effects of Cooperative Learning on the Academic Achievement and Knowledge Retention. International
Journal of Higher Education, 3(2).
Wiggins, G., & McTighe, J. (2008). Understanding by design. Alexandria, Va.: Association for Supervision and Curriculum
Development.
APPENDIX
There was no scope and sequence, concept map or assessment task
ORIGINAL UNIT : STAGE 4 YR 7

Science Unit Oultine

What goes around comes around 4 weeks

Unit Tile: Duration (weeks):
(Earth and Space) 7SI = 9 lesson per 2 weeks.
(3 x 60 minutes lessons / week) 7SG = 9 lessons per 2 weeks.
Stage 4 Year 7
Stage: Year:

Key Concepts / Big Ideas

Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.
(Essentail Question)
Week 1 to week 4, Term 4
Unit Context:
Week 1: introduce natural resources + sustainability
(Scope and Sequence Week 2: renewable & non-renewable resources. fossil fuels: stages of formation (coal, oil, natural gas )
Information) Week 3: uses of natural resources: biosphere, atmosphere, lithosphere, hydrosphere.
Week 4: recycling/ conservation
This unit of work is created for a stage 4, year 7 mixed ability Science class. The unit of work is important in learning about Earth’s
Rationale:
resources introducing the concept of sustainability and conservation of resources. Students describe renewable and non-
(The importance of this renewable resources, classify and investigate different ways we conserve and manage resources.
learning)

Literacy Focus Numeracy Focus ICT Focus Differentiation

Scaffolds provided in all worksheets to
Comprehension worksheets n/a Video , smartboard assist with completion.

Outcomes

SC4-12ES: SC4-13ES: Related Life Skills outcomes: SCLS-13ES, SCLS-14ES, SCLS-15ES, SCLS-16ES
 Outcomes

Skills
Strand Outcomes Content

Questioning and predicting SC5-4WS  WS4(a-b) Students question and predict

Planning investigations SC5-5WS WS5.1 (a-d)Students identify data to be collected for an investigation.

WS5.2(a-e) Students plan first-hand investigations

WS5.3 (a-d) Students choose equipment or resources for an investigation

Conducting investigations SC5-6WS WS6 (a-f)Students conduct investigations

Processing and analysing data and information SC5-7WS WS7.1 (a-f) Students process data and information

WS7.2 (a-e)Students analyse data and information

Problem solving SC5-8WS WS8 (d-g)Students solve problems

Communicating SC5-9WS WS9 (c-d) Students communicate

Content
 ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.

 Students:

 a. classify a range of the Earth's resources as renewable or non-renewable (ACSSU116)

 b. outline features of some non-renewable resources, including metal ores and fossil fuels

 c. describe uses of a variety of natural and made resources extracted from the biosphere, atmosphere, lithosphere and hydrosphere

 d. investigate some strategies used by people to conserve and manage non-renewable resources, eg recycling and the alternative use of
natural and made resources
 Content

Knowledge & Teaching and Learning Strategies Assessment For Resources

Understanding Content Learning
 Students: Class activity
Sudents watch a video on sustainability
 (cross curriculum Books are checked and Video
https://www.youtube.com/watch?v=gTamnlXbgqc&t=26s
signed. https://www.youtube.com/
priority:sustainability) students reflect on the following: watch?v=gTamnlXbgqc&t
-what is sustainability =26s
 -conserve earth’s resourcs for generations to come.
Powerpoint resource.
-earths resources are limited.
 Worksheet on
Worksheet on conserving energy resources: create an open flap
sustainability.

Teacher demonstrates step by step process on how to create the flaps
 and paste the mini squares under the appropriate flap.
What makes earth happy and what makes the Earth sad, flap with
 square cut-outs.
Students relate to the examples from their everyday lives, recycling Sign books checking for
 having short or long showers, turning off taps or leaking taps etc.. completion of task
Scissors
correctly.
 Activity Glue
Class works on a resource sheet: food sustainability Worksheet: what makes
 Student read to class and work on answering questions individually the earth happy/ sad
then as a whole class.

Check worksheets

 Worksheet:sustainable
Individual work: Title page
food
Students work on creating a title page: What goes around comes around.


Teacher introduces new topic via open-ended questioning:


How can we achieve sustainability?
 Answer:By looking after Earths resources, or examples of Earth’s resources
What are Earth’s resources ? provide examples ..
 a. classify a range of the Teacher-directed
Provide powerpoint including a list of Earth’s resources. Students copy them
Earth's resources as into their books.
renewable or non- Earth’s resources are divided into 2 categories : renewable and non-
renewable.
renewable
T-chart
Students describe what is a renewable and a non-renwable resource, write the
definition down in their books. Powerpoint : Earth’s
Check worksheet
resources.

Video
https://www.youtube.com/watch?v=wMOpMka6PJI
video on renewable and non-renewable resources : solar energy, fossil fuels,
wood, wind power.:
What are natural resources, name the 2 main energy resources, provide
examples. What are fossil fuels? Why are they considered non-renewable ?

Worksheet : Earths resources, comprehension task which includes reading

then answering questions
Worksheet: renewable and non-renewable resources, students classify
examples of natural resources into 2 categories.

Students create a flow diagram on natural resources in their books. Provide 7

examples of natural resources we use and why we need it.
 Book checked and
signed.

 b. outline features of Tests knowledge and understanding of prior content

some non-renewable Teacher formatively assess students by open-ended questions on:
Listening to answers
What are natural resources
resources, including
Natural resources are divided into 2 categories, name them?
metal ores and fossil Classify a renewable resource
fuels Classify a non-renwable

Teacher-directed
Teacher introduces fossil fuels.
Formation and process of fossil fuels, why it is a non-renewable Powerpoint
resource.
Powerpoint presentation includes the process of how fossil fuels are Observational formal Video
formed and what the process involves ( heat, time, pressure) assessment: students
Video engaged and on task.
https://www.youtube.com/watch?v=zaXBVYr9Ij0

individual work
worksheet: fossil fuels
Individual work: fossil fuels ( coal, oil and natural gas)
Students read out loud to the class from a worksheet.
Teacher instructs students what to highlight during reading Factsheet on fossil fuel
power station.

Worksheet: energy resources : solar energy, hydroelectricity, tidal

Exam paper 1 and 2.
 Mark exams
Exams : paper 1: 30min ( provide video on hydroelectricity)
Exams: paper 2: 40min
Laptops
Class activity
Students work on metal ores worksheet individually, then share Research Worksheet:
answers as a whole class metal ores
Worksheet : metal ores in
Australia

.
 c. describe uses of a Teacher- directed
variety of natural and -describe how a power station works. Students draw a diagram of a
power station inclusive of 2 sentences describing the process. Describe how a power Factsheet: fossil fuel
made resources Students receive a print out diagram of the process to paste into their
station works. power station
extracted from the books under their hand-drawn diagram.
biosphere, atmosphere, Students share their information by writing their answers on the
whiteboard.
lithosphere and Worksheet: fill in the
hydrosphere blanks on burning fossil
fuels for electricity.
d. Investigate some
strategies used by people
to conserve and manage
non-renewable
resources, eg recycling
and the alternative use of Factsheet
natural and made
resources
-Environmental issues associated with burning fossil fuels.
What impacts do humans have on the environment
What is an alternative, a process that doesn’t release CO2 into our Worksheet: impacts
atmosphere.
human have on the
Case study :Ethanol environment.
Case study: capturing carbon dioxide

Worksheet: case studies

Revision booklet
Students work on a booklet which assess their content knowledge of
what has been taught. Revision booklet.

Teacher-directed

Powerpoint

Define the terms: lithosphere, hydrosphere, atmosphere and biosphere

ask questions what natural resources are found in each sphere.

Describe some of the uses of resources extracted from biosphere

(biofuels), atmosphere ( wind power), lithosphere ( fossil fuels, metal
ores) and hydrosphere ( food resources, hydroelectricity ).