Explanation of the unit of work titled: The basic needs of pets and

plants and how they are affected by the environment.

1) The central focus of the unit of work is the basic needs of pets and plants and how they
are affected by the environment. The unit of work is designed to help students construct
knowledge about the basic needs of living things and how they respond to changes in the
environment. Australian Curriculum (AC) (2016a) Science Foundation Year Level Content
Descriptions (CDs) says: They learn that seeking answers to questions they pose and
making observations is a core part of science and use their senses to gather different types
of information. This unit of work builds the foundations for more complex units on living
things throughout later schooling.
2) The unit of work uses two science CDs and integrates one English CD from the AC. One
science CD (ACSSU002) is from the Science Understanding strand and the other
(ACSIS012) is from the Science Inquiry Skills strand which are the skills needed to
research the CD from the Science Understanding strand. The English CD (ACELY1784) is
from the Literacy strand. The English CD is critical for the development of communication
skills that are required throughout the inquiry process. Queensland Government Department
of Education and the Arts (n.d.) state the importance of literacy by saying that it is integral to
effective learning of all subject areas. Good English language skills foster learning skills.
The unit of work uses the following science achievement standards: Students describe the
properties and behaviour of familiar objects, materials and living things; Students suggest
how the environment affects them and other living things; Students share and reflect on
observations, and ask and respond to questions about familiar objects and events (ACARA,
2016a). The unit of work uses the following English achievement standard: They use
appropriate interaction skills to listen and respond to others in a familiar environment
(ACARA, 2016b). Science inquiry skills and English literacy are integral components of the
science understanding.
3) The unit of work was constructed using the Understanding by Design/Backward Design
process. Tasmanian Department of Education (n.d.) say that in this process the teacher first
asks: What is worthy and requiring of understanding, then asks: What is evidence of
understanding, and finally asks: What learning experiences and teaching promote
understanding, interest and excellence. This is exactly how this unit of work was created.
After the learning goals/outcomes were chosen the types of suitable assessments were
chosen to assess students learning of the learning outcomes. Finally, the learning

experiences and instruction were chosen to align with the learning outcomes. Choosing the
types of assessments that would be used before identifying learning experiences ensures
that all core types of assessments are integrated throughout the unit of work.
4) The unit of work uses the three core types of assessment which are assessment for
learning (diagnostic), assessment as learning (formative) and assessment of learning
(summative). Diagnostic assessment is used in the first lesson where a group discussion is
used to develop inquiry questions. This will provide the teacher with an indication of
students current level of knowledge and will enable the teacher to make adjustments to
subsequent lessons.
Formative assessment is seen in all of the units lessons. Due to the age of the target
learners (Kindergarten) it is especially important that assessment and feedback occur
without delay. Government of Newfoundland and Labrador (n.d, p. 48) say that because
learning is active in Kindergarten assessment should occur at the time of learning. Formative
assessment will be used in the lessons for two main purposes: to enhance learning and to
correct student misconceptions. This will be done in several ways such as listening to the
students talking amongst themselves and taking opportunities to enhance learning and
identifying learning misconceptions using direct teacher questioning.
Summative assessment will also be a feature of every lesson. Summative assessment will
involve assessing childrens portfolios using a rubric. Readman and Allen (2013, p. 223) say
that portfolios are perfect for excellent formal summative assessments. Portfolios are good
for young children as they give a more accurate picture of knowledge as they assess
multiple items completed at different times. The rubric has 1 section for each lesson of work
and marks various student skills such as communication skills and knowledge skills.
Communication skills will be recorded as anecdotal notes in tabbed notebook and then
graded using a rubric. Knowledge skills will come from anecdotal notes from tabbed
notebook, examination of portfolio artefacts, observation of role play and from a final test at
the end of unit.
5) Assessment tasks are authentic and enable students to connect knowledge to their daily
lives. McMillan (2011, p. 220) says that authentic assessment involves assessment of a
students ability to carry out a real world tasks. Science may be one of the more engaging of
subjects for many students and some of the assessments occur during times when students
are engaged in role play and lessons outside of the classroom. Authentic lessons are
especially important with young students who are prone to moving off task. The units
assessments assess real world tasks when they assess caring for pets and plants and then
taking this knowledge further where students learn about their environments.

6) Due to this lesson being for Early Stage 1 students the feedback will be verbal. Therefore,
the feedback that will enhance students learning will be mainly formative and will be verbal
feedback from the teacher. At this age many students struggle to read, therefore written
feedback would be inappropriate. Examples of when verbal feedback would be given to
students during the lesson would be guiding and supporting students learning and during
the process of when students construct artefacts. Some of the lessons also use students
sharing ideas with each other which promotes peer feedback without the students
necessarily knowing it. Although this is not explicit peer feedback it still has a similar effect
where students can refine their ideas.
7) The unit of work was constructed on the basis that all of its components align. Readman
and Allen (2013, p. 70) say constructive alignment is constructivist in nature, which is when
students construct their own knowledge by having clear learning goals to direct their
learning, and assessments align with learning goals. Throughout the inquiry unit the teacher
acts as a facilitator of learning and does not directly tell students what is correct but allows
them to construct this knowledge. The unit of work builds conceptual knowledge that all
living things have certain requirements to live and be healthy and the environment can affect
living things.
The unit of work will foster deep learning due to the following reasons: experiences are
authentic and involve much hands-on learning, which will engage the students and the
learning is constructivist. The lessons learning experiences designed to construct
knowledge of pets and plants were chosen due to their interesting natures. InformED (2016,
para. 27) discuss the 3 competencies of deep thinking which are: cognitive, intrapersonal,
and interpersonal skills. The inquiry based unit includes all of these 3 competencies. The
unit will take the students on an exploration where they will gain a deeper understanding of
common things in their lives.
8) The recorded evidence of student learning that is documented can be used to inform
parents/carers of childrens learning. All of the units lessons include the teacher taking both
informal and formal comments. Comments on student progress and marks can be used on
parent/carer/teacher nights and for allocating students with a final end of learning mark.
Also, for this unit of work all students will receive a merit award that will include some
teacher comments.