Backward Design

Title: Everything living thing has a life cycle, how can humans protect this life cycle?

Year Level: 4 Teacher: Alannah Turner

Focus Curriculum Area (s): English, Science, ICT and Mathematics Duration: 4 weeks

STAGE 1: Curriculum Links

General Literacy Numeracy ICT Critical and Creative

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

Year Level Living things have life cycles (ACSSU072) Year Level Achievement Standards
Content
Descriptors
Living things depend on each other and the environment to By the end of year 4, students broaden their understanfing of the environent
survive (ACSSU073)
they live in. Students gain knowledge of living things and can understand that
living systmes have the ability to change due to certain factors.
Plan, rehearse and deliver presentations incorporating learned content
and taking into account the particular purposes and
audiences (ACELY1689) Students indentitfy that science is used to understand the world around them

Identify characteristic features used in imaginative, informative and Students follow instructions to identify investigable questions
persuasive texts to meet the purpose of the text (ACELY1690) about familiar contexts and make predictions based on prior knowledge

Science involves making predictions and describing patterns and Students devleop knowledge on the life cycle of a plant, furthermore a detailed
relationships (ACSHE061) anayalsis of what the plant needs to survive.

With guidance, identify questions in familiar contexts that can be Students create persuaive texts in order to support an agurement.
investigated scientifically and make predictions based on prior
knowledge (ACSIS064)

Students idenitfy and describe the interconnections between people and the
environemnt.
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
Year 4 students use appropriate simple, compound and complex sentences to
express and combine ideas. Thus developing literacy skills such as listening,
reading, viewing, speaking ,writing and creating build effective literacy writters.
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 Furthmore, students demonstrate an understanding of grammar, select
values (ACMSP096) vocabulary from a range of resouces and use accurate spelling and puncutation,
editing their work to improve meaning.
Knowledge Skills
How human behaviour effects the environment Present findings and knowledge in a clear coherent way
Ways to protect life cycles of living things Examining and conducting experiments
Builds a sense of responsibility for the living things in the environment Monitoring experiments and identify changes
Understand how to express opinions confidently Create persuasive writing texts
Recognise that environments can change and that this can sometimes pose Develop a draft plan
dangers to living things
Every living and non living thing has a life cycle Engage in self assessment/ reflection tasks
Develop opinions on a topic
Visually appealing poster
Use of online technology resources
Comprehension skills after reading books / videos
Graphing results correctly

LEARNING OUTCOMES:
By the end of this learning unit:

Conduct an inquiry into the life cycle of a plant

Identify living and non living things
Identify how to protect the environment in means of sustainability
Students will be able to successfully identify ways to express opinions regarding world issues.
STAGE 2: Assessment Evidence
Summative Task: Self-assessment:
Self-Assessment
Presentation of a persuasive text Summative assessment feedback reflection
Publication of a persuasive text (English) Self Reflection Checklist

Assessment Criteria: Derived from Achievement Standard or Content Other Assessment tasks
Descriptions and Skills or Scope and Sequence Observation Checklists
Students will interact with a variety of modalities and represent *Diagnostic (formal, informal)
understandings of complex life cycles living an non living things.
Differentiation will be ensure for students of different learning levels Online Diagnostic Quiz
Misconception checks for misunderstandings
*Assessment recording template: Observation, discussion and questioning to determine understandings
Student Observation Checklists for recording progress in understandings
An assessment rubric will be used to determine if students do or do not meet
the relevant year level achievement standards. Observation checklists *Formative (formal, informal)
throughout the unit will record progress in learning.
Over the shoulder marking
Feedback: Informal observations
Open ended questions
Students will receive verbal, gestures and written forms of feedback from the Exit slip 3,2,1
teacher. Students will also receive peer feedback. Traffic light
Poster
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)

1 Learning experience 1: Science Misconception checks Book: The Very Hungry

Caterpillar By Eric Carle
Topical Question: How can the life cycle of a caterpillar be discovered? Teacher checklist (Appendix 1)

Students read The Very Hungry Caterpillar By Eric Carle. Class discussion is held to Observational checklist
determine students prior knowledge of life cycles. Scientific inquiry begins with a
brainstorm of open-ended questions about life cycles and living things. Exit Slip

2 Learning experience 2: Science Think, pair, share Cut out images

Identifying life cycles Over the shoulder marking Students Ipads

Students observe pictures and participate in a think, pair, share. Following this task, Observational checklist
groups will attempt to create the life cycle of a sea animal with cut out images
provided. Once task is completed students use their Ipads to research the correct life
cycle, with this information students will self mark their work.

3 Learning experience 3: Science Diagnostic online quiz Ipads

Quiz Computer labs

Students complete a diagnostics online quiz to determine prior knowledge and

 understanding of the needs to survive regarding animals.

4 Learning experience 4: English Diagnostic assessment: Paper

Topical Question: What is persuasive writing? Informal observations- do the students English Journals
identify types of persuasive texts/why its
Students are handed a piece of paper with the title Persuasive Writing. Students are used.
directed to write down everything they know about persuasive writing. Checking for
prior knowledge to prepare students for the next task. The paper will be glued into
their English book to further address throughout the unit.

5 Learning experience 5: Science Traffic light Ipads

Topical Question: How can we protect living things on our earth? English Journal English Journal

Students watch youtube videos about how they can protect living things in the Observational checklist Environmental Conservation;
environment. During the clips students are encouraged to take notes in their English
journals. Create a poster using inspiration app on their Ipads using their notes. Self, peer and teacher reflection sheet https://www.youtube.com/wat
Students practise using different persuasive writing techniques for the final ch?v=YIrKW6jXjdM
assessment. Poster reflection is completed by self, then peer then teacher.

6 Learning experience 6: Observational checklist https://www.treesforlife.org

.au/kids-carbon-calculator
Topical Question: What is sustainability?
Students Ipads
Students have access to the computer/Ipad trolley students are instructed to go on
the website and explore. As a class students establish what the average carbon
footprint is for your entire class and set a goal to reduce it to a certain amount by the
end of the term or semester. Have students examine the lifestyle changes suggested to
them in their own results and identify which change they will embrace to help lower
 the class carbon footprint.

7 Learning experience 7: Mathematics P.M.I Interactive white board

Topical Question: How do you get to school? Students use seesaw app to reflect on and
write a discussion determining 4
As a class, on the interactive white work use a template column graph and ask the arguments to protect living things in our
class, what mode of transport do you use to get to school? Ideas might include; bus, environment.
train, walk, bike ride. Students collate, examine and compare graph on the interactive
whiteboard to create their own reflections about how might this effect our
environment and sustainability.

8 Learning experience 8: Science Observational checklist ABC Splash;

Topical Question: Life cycle of a plant http://splash.abc.net.au/home#

!/media/106432/vegetable-
Students watch video vegetable gardens ABC Splash. Students create a class gardens
vegetable garden. Students are directed to write in their science books, they will write
down the scientific method used, whilst also predicting a hypothesis. Gardening gloves

Seeds

Cameras

Water jugs

Potting mix

Styrofoam box
9 Learning experience 9: Science / Math Parking lot: Sticky notes

Vegetable Garden Experiment The assessment outlines a big question on a T chart on the interactive
T chart. Provide the students sticky notes whiteboard
Learning experience continued. Students continue the observational process. To and instruct them to reflect on how they
further the investigation students will write what is happening. feel about today lesson.

Teacher observation checklist.

10 Learning experience 10: English Checklist; teacher will write requirements English booklet
on the board
Persuasive Writing Interactive whiteboard
Over the shoulder marking to guide
Provide sentence prompts so students can begin writing a persuasive speech students (informal)
outlining the unit completed. This copy will be a draft for the final assessment. The
assessment requirements will be listed on the interactive whiteboard. Students will Observational checklist
complete self reflection sheet based on the draft assessment.
Reflection sheet-to be completed by student

11 Learning experience 11: English Traffic light; provide students with three Traffic light symbols
circles red indicate the students lacks
Creating mind maps understanding, a yellow circle indicates Ipads
they are fairly confident in the topic. Thus,
Students create a mind map of facts learnt throughout the unit or things that they
the green light implies the student has a
 found interesting. Students are instructed to use the inspiration app. This mind map clear understanding of the topic. Parent emails
his sent home to families and parents, to show what we have been learning this term!.
Observational checklist

12 Learning experience 12: English Rubric marking completed by teacher Teacher rubric

Oral presentation Parent invites

Final draft of speech is completed. Students perform oral presentation to the class, Ensure all students have their
they engage in a persuasive argument to the local council. The students goal is to speech prepared
persuade the mayor and the council community to take action for a safer environment
to protect our animals. Parents are invited to come watch the presentations.

A marking rubric will be presented on the wall for parents to read.

13 Learning experience 13: English Formative Self Assessment rubric Self assessment rubric printed
for students
Reflection

Students are given time to reflect on their presentation. They are instructed to fill out
the self-assessment worksheet using a KWL chart.
 N= D=
3. Science Student Observation Checklist
Not Demonstrated Demonstrated

Students Name Week 1 Week 2 Week 3 Week 4

Can Records Completes Understands Identify ways to Identify Provides Use of

identify observatio life cycle in sustainability reduce the importance scientific technology to
facts of ns and and its effects carbon of life reasoning of a research an
living and poses groups on the world footprint cycles plant cycle inquiry
non living questions
things
5. English Student Observation Checklist

Students Name Week 1 Week 2 Week 3 Week 4

Can identify Can Conduct a Create a Mind Create a poster Self Oral Reflection on
types of identify draft speech map refelction presentation oral
persuasive when to presentation
texts use text
types
3. Poster reflection
 Self Reflection Peer comments Teachers comments

How could it be improved?

What other information can I

include?

Do I like my design?
Is my poster visually appealing?

4. Formative self-assessment checklist

Usually Sometimes Rarely/Never Evidence- Provide supporting quote (1 or more)

Is my text persuasive?


Is the reader influenced?

Is it interesting?

Do I use more than 1

argument?
 5. Presentation marking Rubric
CATEGORY Highly proficient > 85%
Attention Grabber Introduction was engaging
and caught the audiences
attention
Eg. A strong statement,
quote, statistical data, or a
rhetorical question
Audience Maintains eye contact with
the audience, uses strong
body language. Projects a
clear coherent voice
Target audience correct
Proficient > 65% Satisfactory > 50% Developing < 50% Score /100
Introduction was weak and Introduction lacked clear No evidence of introduction Comments
lacked organisation, understanding. The
however included some connection to the topic is
thought provoking and unclear
interesting points
Maintained some eye Uses minimal eye contact, Student made no Comments
contact, sloppy body sloppy body language. connection with the
language. Voice was clear, Voice was mumbled and audience. No eye contact,
well paced sometimes unclear fast paced and unable to
hear
Evidence and 4-5 examples of evidence
Examples found in the presentation
Personal opinion The student expressed
opinions about the topic in
a friendly and persuasive
way
Grammar & Spelling Makes no spelling or
grammar mistakes
Sustainable solution Student identifies 3
to solve the issue solutions on what human
can do to protect life cycles
.2-3 examples of evidence
found in the presentation
The student demonstrated
some effort to voice
opinions however comes
across unconfident and
unclear
Makes 1-2 spelling or
grammar mistakes
Student identifies 2
solutions on what human
can do to protect life cycles
1-2 examples of evidence
found in the presentation
The student trys once to
voice opinion however
comes across unconfident
and unclear
Makes 3-5 spelling or
grammar mistakes
Student identifies 1
solution on what human
can do to protect life cycles
0 examples of evidence Comments
found in the presentation
The students makes no Comments
effort to share opinion
during the speech
Makes 5+ spelling mistakes Comments
Student identifies no Comments
solutions on what humans
can do to protect life cycles
Conclusion Strong conclusion leaving Conclusion is recognisable Conclusion is short and Conclusion is not evident Comments
the audience with a solid unclear
understanding of the
presentation