EDU421-717 Assignment 3 : Unit Plan

Name: Brianna Howe ID: 1102336

Adjusting for Learners: Pretend this unit has been given to you to teach at the beginning of the year. After
analysing the school and student data/test results (Case Study), you will need to make adjustments for high and low
student needs regarding literacy and numeracy.
Do not rewrite the unit. Do not change the teaching and learning or assessment wording…instead make
adjustments to activities as needed for your learners to succeed in the tasks.

1. Locate the coloured sections. Highlight the activities that you believe require adjusting based upon your student
data. When making adjustments to the unit, do not remove any of the activities.
2. Describe your adjustments in the differentiation section.
3. Write the justification for any adjustments in the justification section. Not everything needs to be modified. Some
activities are already suitable for a range of learners. If this is the case, then please explain this in your justification
too.
4. Use intext referencing of research and learning theories and add the reference list at the end- APA6

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 Year 4 unit overview — Australian Curriculum: Science
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

School name Unit title Duration of unit

Our School Here today, gone tomorrow One term

Unit outline
Students engage with the idea that both natural processes and humans have an impact on Earth’s surface. Science knowledge helps people understand the
effects of their actions. This unit has local relevance to students as each year Queensland loses tonnes of soil to erosion. Students investigate human activities
and the resulting effects on a local surface. They also identify changes to Earth’s surface that have resulted from natural processes.
Questions that shape the inquiry include:
 What is a catchment? Where is our catchment?
 How has the surface of our local catchment changed naturally over time?
 What are the human activities that impact on the surface of our local catchment?
 What are the effects on the surface of our local catchment from these human activities and natural processes?
 What solutions could be offered to assist in minimising the effects caused by human activity and natural processes?
 How do scientists develop and model solutions?

2 | Year 4 unit overview Australian Curriculum: Science

 Identify curriculum
Content descriptions to be taught
Science Understanding
Earth and space sciences
 Earth’s surface changes over
time as a result of natural
processes and human activity
(ACSSU075)
3
Science as a Human Endeavour
Nature and development of
science
 Science involves making
predictions and describing
patterns and relationships
(ACSHE061)
Use and influence of science
 Science knowledge helps people
to understand the effect of their
actions (ACSHE062)
Science Inquiry Skills
Questioning and predicting
 With guidance, identify questions
in familiar contexts that can be
investigated scientifically and
predict what might happen based
on prior knowledge (ACSIS064)
Planning and conducting
 Suggest ways to plan and
conduct investigations to find
answers to questions
(ACSIS065)
 Safely use appropriate materials,
tools or equipment to make and
record observations, using formal
measurements and digital
technologies as appropriate
(ACSIS066)
Processing and analysing data
and information
 Use a range of methods including
tables and simple column graphs
to represent data and to identify
patterns and trends (ACSIS068)
 Compare results with predictions,
suggesting possible reasons for
findings (ACSIS216)
Evaluating
 Reflect on the investigation;
including whether a test was fair
General capabilities and
cross-curriculum priorities
Literacy
 Use appropriate scientific
language specific to the topic.
Numeracy
 Create tables, charts and graphs
to display information and find
patterns.
ICT capability
 Use a range of digital
technologies to assist with
investigating the concepts.
Critical and creative thinking
 Use thinking skills to
complete group activities and
open-ended tasks.
Ethical behaviour
 Consider how the decisions
of people impact on Earth’s
surface.
Aboriginal and Torres
Strait Islander histories and
cultures
 Demonstrate alternative ways of
knowing and sharing.
Asia and Australia’s
engagement with Asia
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 or not (ACSIS069)  Consider the effect of events such
as floods and extreme weather on
the landscape, both in Australia
Communicating
and in the Asia region.
 Represent and communicate
ideas and findings in a variety of Sustainability
ways such as diagrams, physical  Discuss land clearing and the loss
representations and simple of habitat for animals.
reports  (ACSIS071)
Achievement standard
By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-
contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth’s surface. They
describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is
used to ask questions and make predictions. They describe situations where science understanding can influence their own and others’ actions.
Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to
conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their
data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons
why their methods were fair or not. They complete simple reports to communicate their methods and findings.
Relevant prior curriculum Curriculum working towards
In the Australian Curriculum: Science at Year 1 In the Australian Curriculum: Science at Year 6
Science Understanding Science Understanding
Earth and space sciences Earth and space sciences
 Observable changes occur in the sky and landscape.  Sudden geological changes or extreme weather conditions can affect
In the Australian Curriculum: Science at Year 3 Earth’s surface.
Science as a Human Endeavour In the Australian Curriculum: Science at Year 5
 The content descriptions for Science as a Human Endeavour are the Science as a Human Endeavour
same for Year 3 and Year 4. Nature and development of science
Science Inquiry Skills  Science involves testing predictions by gathering data and using
 The content descriptions for Science Inquiry Skills are the same for Year evidence to develop explanations of events and phenomena.
3 and Year 4.  Important contributions to the advancement of science have been made
by people from a range of cultures.
Use and influence of science

4 | Year 4 unit overview Australian Curriculum: Science

  Scientific understandings, discoveries and inventions are used to solve
problems that directly affect peoples’ lives.
 Scientific knowledge is used to inform personal and community
decisions.
Science Inquiry Skills
Questioning and predicting
 With guidance, pose questions to clarify practical problems or inform a
scientific investigation, and predict what the findings of an investigation
might be.
Planning and conducting
 With guidance, plan appropriate investigation methods to answer
questions or solve problems.
 Decide which variable should be changed and measured in fair tests and
accurately observe, measure and record data, using digital technologies
as appropriate.
 Use equipment and materials safely, identifying potential risks.
Processing and analysing data and information
 Construct and use a range of representations, including tables and
graphs, to represent and describe observations, patterns or relationships
in data using digital technologies as appropriate.
 Compare data with predictions and use as evidence in developing
explanations.
Evaluating
 Suggest improvements to the methods used to investigate a question or
solve a problem.
Communicating
 Communicate ideas, explanations and processes in a variety of ways,
including multi-modal texts.
Bridging content
Both the Australian Curriculum: Science at Year 4 and the Year 5 Essential Learning: Earth and beyond focus on changes to Earth’s surface due to
natural processes and human activity.
Links to other learning areas

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 In the Australian Curriculum: Mathematics at Year 4
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture
graphs where one picture can represent many data values.

6 | Year 4 unit overview Australian Curriculum: Science

 Assessment
Describe the assessment
Students are given opportunities to demonstrate their knowledge, skills and
understanding through both formative and summative assessment. The assessment
is collated in student folios and allows for ongoing feedback to students on their
learning.
Year 4 teachers make decisions about the length of time required to complete the
tasks and the conditions under which the assessment is to be conducted.
The teaching and learning experiences throughout the term provide opportunities for
students to develop the understandings and skills required to complete these
assessments. As students engage with these learning experiences the teacher can
provide feedback on specific skills.
Experimental investigation: Model design and demonstration (Multimodal)
Students identify a problem to be investigated in their local area by making an
observation. They:
 pose a question to investigate the factors that affect Earth’s surface in their
local catchment
 plan, make predictions, conduct, evaluate and reflect on an investigation that
answers this question
 recommend actions to minimise or solve the identified problem
 design and construct a model to collect data and present their demonstration
to the class, explaining the results and sharing their recommendations.
Observations could include:
 compacted soil at the local sporting field, BMX track or camp site
 erosion on local sand dunes where vegetation has been cleared
 clearing of all the trees and grass during the development of a new housing
estate
 flooding of local farms after harvesting but before the establishment of the
next crop.
Suggested conditions:
 100–200 words
7
Make adjustments
Assessmen Explicitly and accurately addresses student needs with effective
t date assessment modifications to meet the needs of a range of students.
Explicitly justifies modifications. Identifies three types of assessment
and describes the purpose of each. Exceptional communication skills
Diagnostic Assessment: This unit plan does not specify
diagnostic assessment. Therefore, a diagnostic
assessment that can be implemented is the class being
grouped into small groups to discuss what they know
about the Earth’s surface. Different methods of
communication allowed. Examples: each group having
butchers’ paper to draw, write words or sentences or
verbal.
Formative Assessment: This assessment is not explicit
in assessment overview. The teacher is checking the
progress of students; however, this needs to be
addressed in more detail.
The student folios will be collated throughout the unit for
feedback. To cater for the diverse needs of the
students, the portfolios may enclose different methods
that suits learners. Examples of this may be drawings,
diagrams with labels, written paragraphs, tables or
images.
Summative Assessment: Teacher may pose questions
that promote the thought processes of identified
learners. Students may work in a small group with the
teacher to scaffold what question is appropriate to
investigate.
Gifted and Talented students may choose to pose more
than one question to investigate.
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 Assessment Make adjustments
 open. For low levelled learners, students may be required to
only give one recommendation, instead of various.

Presenting their demonstration to the class may be of a

recorded video.

For low literacy learners, changing the word limit to less

can ensure that all students are able to complete the
assessment. They should also be supplied with an
organiser template to help guide their learning.

Open conditions should include verbal communication

and scribing for students who may not be a strong
writer.

Assessment Justification (300-400 words) Discuss the three types of assessment and their value/purpose. Discuss any
modifications to summative assessment. Identify a task from above that you would use as the diagnostic assessment and one key
activity for formative assessment. Justify your choices.
In education, there are three types of assessment which are diagnostic, formative and summative assessment. Each of these assessment types have
different values and purpose when used in the classroom. The purpose of diagnostic assessment is to use the information given by student’s responses to
make informed decisions when planning for a unit (Tomlinson, & Moon, 2013). The value that diagnostic assessment gives is information on student’s
prior knowledge and understanding on a learning objective in a planned unit of work (Tomlinson & Moon, 2013). This gives teachers a powerful insight into
students understanding and can adapt learning sequences. Formative assessment is designed not to measure a student’s success, but for using feedback
in guiding students and teachers to improve learning outcomes (Wiggins, 1998). This assessment is valuable for both teachers and students. Teachers
can use formative assessment to identify needs of students and the next stage of learning. Whereas students can use this assessment to be actively
engaged in their own learning and make adjustments to grow their knowledge, understanding and skills (Tomlinson & Moon, 2013). Summative
Assessment is used to assess and measure students’ overall outcomes of a unit. The value of summative assessment is when successful backward
mapping design is used that ensures students develop the content knowledge and provide evidence of success in the unit and curriculum outcomes
(Wiggins & McTighe, 2005).

A task I would use for a diagnostic assessment would be aligned to the ‘engage’ phase of the unit. Students will be asked to discuss in small groups what
they know about the Earth surface. Students will be provided with butcher’s paper to engage in communicating in their individual strategies, for example,
drawings or writing words/sentences. This allows all students to participate and to cater for the diverse needs within the class.

8 | Year 4 unit overview Australian Curriculum: Science

 Assessment Make adjustments

An activity for formative assessment would be student’s folios, which is collated during the unit. Modifications on this assessment will ensure that various
ways to communicate the students thinking will be allowed. This could be drawings, tables, images, diagrams with labels or written.

The summative assessment requires modification to ensure that all students in the year 4 class can participate and achieve the intended learning
outcomes. Teachers may guide lower level students in a group setting to scaffold what question is appropriate to investigate. Additionally, students
identified as gifted and talented may be able to present multiple questions, instead of one, to further extend their learning. To cater to needs, identified
learners may only be required to give one recommendation, instead various recommendations. The presentation of their model demonstration may be
presented as a video, instead of there in the classroom on the day. Changing the word limit to less and supplying an organiser template to help guide
lower levelled literacy learners will be a beneficial modification. For low literacy learners, changing the word limit to less can ensure that all students are
able to complete the assessment. They should also be supplied with an organiser template to help guide their learning.

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 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Differentiation of teaching and Resources
adjustments for learners:
Engage Web
 Set the context of the unit using images of erosion, turbid flood waters and 1. Simple actives not explicit in  websites for videos on
dust storms that show how Earth’s surface changes. teaching and learning erosion, dust storms and
 Use before-and-after historical images that show changes to the local area, experiences. floods
including the contour of the creek, local drains and flooding. Newspaper  Students use ‘think-  free images
articles and documentaries could also be used. pair-share’ to what a  Google Earth
 Invite an older member of the community to discuss their experiences and catchment is.  websites for factsheets,
observations about changes to the area.  Teacher uses a interactive worksheets:
 Discuss what the students know about the surface of Earth and start a class ‘Brainstorm’ activity www.oresomeresources.com
word wall and question board. with students to Print
answer the question:
 State Library of
what is a catchment?
Apply adjustments for the sections in brown. Queensland photographs
Explore  free images
2. Field study should use
 Complete simple activities which introduce focus questions, such as: What is numeracy skills of mapping  worksheets
a catchment? Where is our catchment? What is our place in the catchment? out a 30cm² square using  word wall
 Locate the local catchment on Google Earth. string, ruler, paddle pop Equipment
 Conduct a field study of the local environment, identifying evidence of erosion sticks, to take sample from.  assorted soil samples
and weathering on Earth’s surface. 3. Revisit what erosion and  trays
 Investigate the characteristics of the soil to answer the questions: What is the weathering is/looks like from  sand
soil like in our catchment? Is the soil gritty? Sandy? Sticky? Silky smooth? prior lesson (engage phase).
 water, watering can
Hard to squeeze? Soft? If possible, observe soil under a microscope. 4. Identifying erosion and
 sticks, plant matter
Justification: weathering by iPads to
capture evidence. This can be  jars
Modifications made for this segment of the unit of work is to ensure that all Safety equipment
used for student formative
students can complete the learning outcomes. Using a think-pair-share
folios.  completed risk assessment
teaching strategy, students will be able to work together in pairs to answer the
for activities that use
question: “what is a catchment?”. This uses a collaborative learning theory,
electrical items and sharp
which is beneficial because discussing student’s individual thoughts with a
objects
partner maximises participation and focus their attention to the question.
(State Government of Victoria, Australia, 2019).

10 | Year 4 unit overview Australian Curriculum: Science

 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Differentiation of teaching and Resources
adjustments for learners:
Using the brainstorm activity, students are to recall their existing knowledge and
consider other students views and ideas (School Drug Education and Road
Aware [SDERA], n.d). This process develops thinking processes in students
(SDERA, n.d). This creates a diverse classroom, adapting to all learners’
capabilities and allows collaboration amongst peers to gather information
(SDERA, n.d).

From this initial learning of what a catchment is, students may be able to connect
their thinking to an understanding of ‘where our catchment’ is. Using this, with
the assistance of locating the local catchment on Google Earth connects
students to real life relevance (ACEL, 2016). Conducting a field experiment of
the local environment reinforces authentic learning experiences, which
students can develop their problem-solving skills and confidence in their own
learning (Nicaise, Gibney & Crane, 2000).

Incorporating numeracy skills in mapping out an area for students to collect the
sample from is a real-world authentic task (Nicaise, Gibney & Crane, 2000).
Using concrete materials to create a 30cm² area creates a hands-on task,
which caters for diverse learners (Goodwin University, 2018). It allows
students to assume the role of a scientist, in collecting and observing the
environment.

 Engaging in prior learning of what erosion and weathering is ensures that all
learners can participate in the investigation. Additionally, supplying low-
levelled literacy learners with a glossary page of scientific words with visual
images ensures that they can use the language specific to this unit topic
(Vanier College, 2012). This also supports ESL/D students to be aware of the
targeted scientific vocabulary (NSW Government, 2019).

Incorporating ICT by using iPads to capture the evidence of erosion in the field

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 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Differentiation of teaching and Resources
adjustments for learners:
can be used and applied in their formative folios.

5. Guidance to draw a table for

 Record observations and data in the science journal by drawing a table to identified learners.
describe a variety of samples. Include answers to questions such as: 6. Low literacy learners may
 What does it look like? describe one sample. If time
 What is the texture of the soil? permits, extend this.
 What is the size and shape of the grains?  ‘What does it look like’
 Is the soil moist? can be a drawing
 Can you mould it? visual representation
 Demonstrate three simulated environments using models in trays with a base for low literacy
of sand and a watering can to pour water on each to simulate rainfall. learners.
Students draw labelled diagrams to show the impact on each environment. 7. Three simulated
Environments could include: environments demonstrations
 a fully forested area using sticks, plant matter, shrubs to be a small group
 a semi-forested area using sticks, plant matter, shrubs investigation.
 a cleared area. 8. Low literacy learners work
Justification: with teacher in small group for
Ensuring that all students can complete the tasks, modifications have been made to guided instruction when
benefit diverse learners. Including guidance by the teacher in modelling how to draw drawing and labelling
the table ensures that low literacy learners can complete the task. diagrams.
9. High literacy learners write
Varying the length of time to complete a task, for example allowing low literacy scientific report.
students describe one sample’s characteristics, lets the teacher provide additional
support (Tomlinson, 2000). Additionally, allowing low literacy learners to draw what
the soil looks instead of writing a description caters for their individual learning
needs.

Small group interactions to conduct the three simulated environments provides

opportunities for students to be more interactive, as opposed to watching the teacher

12 | Year 4 unit overview Australian Curriculum: Science

 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Differentiation of teaching and Resources
adjustments for learners:
demonstrate the simulations. Groups learn through discussion, clarification of ideas
and evaluate using other student ideas. Collaborative learning allows students to
create something new with the information collected from the three simulated
environments (Smith & MacGregor, 1992).

Low literacy learners to work with teacher in a guided practice can provide direction
for the responses for the labelled diagram. This support enables learners to
progress, while transitioning to work independently (Duchesne, McMaugh, Bochner
& Krause, 2013). Those identified with difficulties in spelling and writing could use
teacher direction to guide them in labelling their diagram correctly. Teacher should
direct students to class word wall and/or individual glossary to complete diagram.

Extending the learning is important for gifted and talented students. After completing
the labelled diagram, students should write a scientific report to explain their findings
to form a conceptual understanding (Tomlinson & Javius, 2012). ‘Teaching up’ for
gifted and talented students develops the skills of independence, self-direction,
collaboration and production (Tomlinson & Javius, 2012).

Explain
 Share ideas and negotiate an understanding of the focus questions raised in
the “explore” phase.
 Discuss what happened during the teacher demonstration, why and how it
happened and identify ways it could be fixed.
 Discuss the data that has been collected and what it infers about soil and
erosion.
 Consider the impact of the actions of people on the surface of the local
catchment. Actions could include sport and recreation, mining, farming and
housing. In groups, students research one of these impacts and share their
findings with the class.
 Explore the question: What are the consequences of human actions and

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 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Differentiation of teaching and Resources
adjustments for learners:
natural processes on the surface of the local catchment?

Elaborate
 Work on the assessment task where students identify a problem to be
investigated in their local area by making an observation.
 Select an area in the local environment which has undergone erosion or other
change.
 Create an action plan to manage and minimise the human and natural
impact, e.g. planting native grasses and small shrubs, creating a wind break.
10. Identified students may work
 with teacher to scaffold a
Justification: problem to be investigated.
Modifications in this elaborate phase is to ensure that all students can complete  Gifted and talented
their summative assessment during class time. Teacher may work with identified students may pose
students to scaffold and guide a problem to be investigated. Teacher may use more than one
Socratic Questioning, to promote independent thinking of students and to give problem to
them ownership of their learning (Intel Corporation, 2007). These questions investigate.
should be about students reasoning or evidence questions such as: What would 11. Lower literacy students work
be an example? Why do you think this? What other information do we need? with teacher to identify an
What lead you to this problem? (Intel Corporation, 2007). area in the local environment.
 Class time provided to
Gifted and talented students should have tasks that extend their learning. Giving create model and
high-end learners challenges enables students to access more sophisticated record observation.
learning opportunities (Azzam, 2016). Not limiting the scientific problem to one Can record
can allow gifted and talented students an opportunity to advance their investigation by video.
understanding of the unit and demonstrate various solutions. 12. Action play may be created
using an organiser template
Allowing students an opportunity to work on their model design and investigation supplied.
can have teacher giving feedback to students immediately. Students should be  Gifted and talented
able to record their demonstration, instead of presenting the model on the day of students may write

14 | Year 4 unit overview Australian Curriculum: Science

 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Differentiation of teaching and Resources
adjustments for learners:
the task being due. This gives all students the opportunity to still achieve the scientific report.
outcome of the summative assessment.

To create an action plan, supplying a graphic organiser template ensures that

students are able to be guided to categorise key concepts and help students
construct knowledge (Wise & Cooper, 2019). The graphic organiser is to build
students’ knowledge and draw upon what they have learned to solve the
investigation problem (Wise & Cooper, 2019). Additionally, gifted and talented
students may write a scientific report, as opposed to an action plan. This would
outline the prediction, data collection, conclusion and actions to solve problems.
Extending the way gifted and talented students can show their level of
understanding needs to have tasks designed that allows students to do so.

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 Use feedback
Ways to monitor learning
and assessment
(Why should teachers
monitor learning and
assessment?)
Feedback to students
(Why should teachers
provide feedback to
students?)
Reflection on the unit
plan
(Why should teachers
reflect on the unit and
lessons?)
16 | Year 4 unit overview Australian Curriculum: Science
Answer the question on the left.
Teachers collaboratively plan the teaching, learning and assessment to meet the needs of all learners.
Before the model presentation, teachers discuss task-specific descriptors of the quality of student performance. Teachers
individually mark all student responses, applying the shared understanding achieved through this calibration process.
Justification:
Cotton (2009), defines monitoring as “activities pursued by teachers to keep track of student learning for purposes of making
instructional decisions and providing feedback to students on their progress”. It is to monitor how student is understanding
learning in the lessons. Teachers role is to gather data from their class about what and how students are learning (Schumm,
Vaughn, & Sobol, 1997). Strategies to complete monitoring in class is by lesson reaction sheets, K-W-L charts, think-pair-
share and learning logs (Schumm, Vaughn, & Sobol, 1997). Teachers must be monitoring student progress on assignments
to gauge student understanding and to provide immediate and corrected feedback (Kauchak & Eggen, 1993).
Teachers plan opportunities through the teaching strategies and learning experiences of the unit. Teachers provide ongoing
feedback and encouragement to students on their strengths and areas for improvement. Through particular learning
experiences students can reflect on and discuss with their teachers and peers what they are able to do well and what they
need to do to improve.
Justification:
Feedback to students not only provides information to the teacher about the student goals, progress and strategies for future
implementation, but it also brings the students attention to something they may not have identified themselves (Fisk, 2019).
Teachers should be providing feedback as research shows that students increase their effort in future tasks, develop
effective learning strategies such as error detection and self-assessment and increase autonomy, ownership and self-
regulation (Australian Institute for Teaching and School Leadership [AITSL], 2017).
At the conclusion of the unit, all teachers who have been involved in planning, teaching, learning and assessment come
together to reflect on the successes and challenges of the unit. They come with their personal reflections through answers to
the following questions:
 What worked well in this unit?
 What was a stumbling block?
 How would you refine it?
 What trends and gaps in learning have you identified?
 How will you build on these learning experiences next term and beyond?
 Use feedback Answer the question on the left.
Justification:
Teachers should engage in reflective practice, as it is to improve and increase student performance (Mathew, Mathew &
Peechattu, 2017). Reflective practice is an important tool for teachers to decide whether a lesson or task needs to be
completed in a different way. This self-assessment practice examines the pedagogy, strengths and weaknesses of these
strategies and identifies areas for improvement (Brookfield, 2017). Being a critically reflective teacher means to stand
from the outside of their practice and looks at the overview of the unit and lessons from a wider perspective (Brookfield,
2017). This ensures that adjustments can be made that benefit both the teacher and their students.

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 References

ACEL. (2016). Authentic learning: What, why and how? Retrieved from http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-
Teaching_2016_10.pdf

Australian Institute for Teaching and School Leadership [AITSL]. (2017). Feedback. Retrieved from https://www.aitsl.edu.au/docs/default-
source/feedback/aitsl-feedback-factsheet.pdf?sfvrsn=2b2dec3c_4

Azzam, A. (2016). Six strategies for challenging gifted learners. Retrieved from http://www.ascd.org/publications/newsletters/education-
update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx

Brookfield, S. (2017). Becoming a critically reflective teacher. New York, USA: John Wiley & Sons Inc

Cotton, K. (1998). Monitoring student learning in the classroom. Retrieved from

https://educationnorthwest.org/sites/default/files/MonitoringStudentLearning.pdf

Department of Education, Tasmania. (2016). Good teaching: Literacy 3-6. Retrieved from
https://publicdocumentcentre.education.tas.gov.au/Documents/Good-Teaching-3-6-Literacy.pdf

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology: For learning and teaching (4th ed.). South Melbournce. VIC:
Cengage Learning

Fisk, S. (2019). Using and analysing data in Australian schools: Why, how and what. Moorabbin, VIC: Hawker Brownlow Education

Goodwin University. (2018). How hands – on learning benefits children of all ages. Retrieved from https://www.goodwin.edu/enews/benefits-of-hands-
on-learning/

18 | Year 4 unit overview Australian Curriculum: Science

Intel Corporation. (2007). Designing effective projects: questioning the socratic questioning technique. Retrieved from
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Queensland Studies Authority January 2012 |

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20 | Year 4 unit overview Australian Curriculum: Science