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EDED11405
Ensuring Student
Success
Assessment Task 2
Ethan Mann
S0230312
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Introduction
This assessment package is designed for a Year 5 Science unit consisting of 15 lessons over one term. This
unit focuses on Australian animal adaptations and how they aid survival in particular environments. The
summative task involves students making a projective investigation into what adaptations would need to
be developed for a particular species, if global warming continues at its current rate. The declarative and
procedural knowledges addressed in this unit are exactly the criteria standards being assessed in theculminating task. Department of Education, Training and Employment (DETE, 2013) states that
implementation of The Australian Curriculum Science is compulsory for prep to grade 10 and that
implementation involves teaching, assessing and reporting. The assessment tools throughout this
document have been created to align with curriculum intent Year 5 Australian Curriculum Biological
Science.
The type of assessment chosen for use is directly interconnected with the purpose for assessment (Brady &
Kennedy, 2012). Broadly however, the purpose for assessment is to identify, gather and interpret
information regarding students learning (The New South Wales Board of Studies, 2007, as cited in Brady &
Kennedy, 2012). Queensland Curriculum and Assessment Authority (QCAA, 2014) define the purpose of
assessment as promoting, assisting and improving future learning, inform teaching and planning, and to
report on and communicate student outcomes and achievements. There are many different types of
assessment strategies for checking learning and students outcomes, diagnostic, formative and summative
being the main three categories for classifying assessment types.
QCAA (2014) refers to diagnostic as assessing to conclude the nature and needs of studentslearning and
influence and inform feedback or intervention. Diagnostic assessment would be used throughout this unit
for checking students have suitable prior knowledge for lessons and to plan and use teaching methods that
will benefit the students. Formative assessment is referred to as the acquisition of data to inform future
teaching and learning and assist students in reaching higher levels of performance (Brady & Kennedy,
2012). Davis and Dargusch (2010) state that formative assessment often occurs during the learningsequence. Formative assessment is embedded constantly within this unit as a check for learning, progress
and to inform the organization and teaching of the remainder of the unit. Informal assessment tools and
strategies are always formative in nature and could be observations, feedback from students and
questioning for example.
Summative assessment refers to culminating tasks, activities and projects as a form of collecting evidence
often with the purpose of reporting and communicating this progress and achievement standard to
parents, carers and the school (Davis & Dargusch, 2010). These assessments are generally carried out at
the conclusion of units, terms and semesters. Davis and Dargusch (2010) also state that culminating tasks
often involve a student project that requires them to create, produce or solve a problem. In this assessment
package, students have to solve a projective situation involving global warming and adaptations. This
draws on the notion of authentic assessment and higher order thinking within Blooms Taxonomy.
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Unit title: Animal Adaptations KLA(s): ScienceYear level(s): Year5
Duration of unit: 1 term (15 lessons)
Identify curriculum (Content descriptors, Essential Learnings or other curriculum outcomes)
Key Questions &
Rationale for the Unit/context
It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most
adaptable to change.
Charles Darwin
In this unit students conduct an investigation into how and why animals adapt for their particular environment. They workthrough this unit using the 5 Es Engage, Explore, Explain, Elaborate and Evaluate to research adaptations and complete the
culminating summative task. Students look at what adaptations are, how Australian animals adapt to environments and
habitats, the effect global warming has had on Australian environments. The Key inquiry question for this projectiveinvestigation is how would globalwarming affect and influence the adaptations of a particular Australian animal? This
involves students researching and investigating an animal, classifying its structural and behavioural adaptations anddeveloping new adaptations that would be needed if the environment changes from global warming.
Students study this unit as global warming is a serious and current phenomenon that is obviously occurring globally. This unit
takes this global occurrence and brings it locally to specific animals and how they would be affected if it continues on its
current course. The summative information report written individually by students will be combined into a class book to be
printed for the library to raise awareness of the possible effects of global warming to our country and its inhabitants.
Year 5 Australian Curriculum Science
Science Understanding - Biological Science
Living things have structural features and adaptations that help them to survive in theirenvironment(ACSSU043),
elaborations;
explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of
dune plants.
describing and listing adaptations of living things suited for particular Australian environments.
exploring general adaptations for particular environments such as adaptations that aid water conservation in
deserts.
Science as a Human Endeavour Nature and development of science
Scientific knowledge is used to inform personal and community decisions(ACSHE217),elaborations;
considering how best to ensure growth of plants
considering how decisions are made to grow particular plants and crops depending on environmental
conditions
Science Inquiry Skills Planning and Conducting
With guidance, plan appropriate investigation methods to answer questions or solve problems(ACSIS086),
elaborations;
discussing the advantages of certain types of investigation for answering certain types of questions.
Communicating
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts(ACSIS093),
elaborations;
discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of
scientific understanding.
constructing multi-modal texts to communicate science ideas.
using labelled diagrams, including cross-sectional representations, to communicate ideas.
http://www.australiancurriculum.edu.au/glossary/popup?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/glossary/popup?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS086http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS086http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/glossary/popup?a=S&t=Environment -
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Procedural Knowledge
(specific for this unit & context)
Declarative Knowledge
(specific for this unit & context)
PK1 Use the DoL 4 CRP graphic organizer and guiding
questions to brainstorm and plan an information report.
PK2 Conduct an investigation using research methods.
PK3 Research a particular animal and find what is relevant
to the information report.
PK4 Explain how specific adaptations aid species survival.
PK5 Draw and label a scientific diagram of an animal and
adaptations.
PK6 Classify adaptations as structural or behavioural.
DK1 What adaptations are and the different types of
adaptations - structural and behavioural adaptations.
DK2 What global warming is.
DK3 The effect of global warming on environments/habitat.
DK4 Environments and climate influence adaptations and
how they do adaptations are developed for these.
DK5 Specifically what an investigation is.
DK6 Some different opinions/beliefs surrounding global
warming
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TASK SHEET FOR A CULMINATING TASK
Year 5 - Animal Adaptations Assessment Task
Task description:
You need to take the role of a biologist to explore an Australian animal species and the structural andbehavioural adaptations it has developed to survive in its habitat. You will use a Projective Investigation to
answer the question how would global warming affect and influence the adaptations of a particular
Australian animal?This needs to be done to find out what could happen to Australian animals if globalwarming continues, and what effect it would have on Australias biodiversity.You need to create aninformation report for your chosen animal species. Your class will put all their information reports togetherto be printed for the school library to raise awareness on the effects global warming will have on Australian
animals if it continues.
It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one
that is most adaptable to change. Charles Darwin
This task has been broken into 4 parts that you will step through in your investigation report:
PART A:Introduction of Australian animal and its adaptations. This section needs to provide: an introduction to the species and how it survives, its distribution/habitat, diet, water source,
predators, shelter, nesting and breeding; an outline of structural adaptations and a justification of how these aid survival; and an outline of behavioural adaptations and a justification of how these aid survival.
PART B:Use the dimension 4 process Projective Investigation graphic organizer to plan your information
report.
PART C:Write a section of their information report to answer the question What adaptations would this
species need if global warming continues in the future?Include: the effect global warming would have on its habitat and the surrounding environment. an outline of the speciesnew structural adaptations and a justification of how these aid survival; and an outline of the speciesnew behavioural adaptations and a justification of how these aid survival.
PART D:Draw a labelled scientific diagram of the animal and its new adaptations for survival in the future ifglobal warming continues.
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Conditions:
Week 7 Choose an animal. Investigate all about your chosen species. Organise information on the animal
and its structural and behavioural adaptations and why it needs them. Begin writing Part A.
Week 8 Continue investigating your speciesstructural and behavioural adaptations, and finish off Part A.
Week 9 Brainstorm using Part B graphic organizer. Plan and write Part C and make sure to justify why the
animal would need these adaptations.
Week 10 Complete Part D drawing a labelled diagram of the animal with its new structural adaptations.
Finish off investigation report.
Due Date: Week 10 / Lesson 20
Criteria: You will be marked on how well you:
Write clear and relevant information introducing your species and its distribution/habitat, diet,
water source, predators, shelter, nesting and breeding.
Explain the structural and behavioural adaptations and how these help the species survive.
Explain the possible adaptations that could develop in a global warming-affected habitat and how
these adaptations would help the species survive.
Consider the effect global warming would have on this habitat and some beliefs and opinions about
global warming.
Conduct proper research into the animal species, their adaptations and global warming.
Properly draw and labeling your species and structural adaptations needed in this different habitat
Use the graphic organizer provided to brainstorm and plan your information report looking at whatis known/agreed upon, contradictions and resolution to the scenario.
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Assessment Task Criteria Sheet
Student Name: Teacher: Rating:
Criteria A B C D E
Science Understanding
Explicit and relevant
information
introducing the species
and its
distribution/habitat,
diet, water source,predators, shelter,
nesting and breeding.
Explanation of
structural and
behavioural
adaptations and
justification of howthese aid the species
survival.
Explanation of possible
adaptations that could
be developed in a global
warming-affectedenvironment and
justification of howthese would aid the
survival of the species
under these different
conditions.
Comprehensive
summary of ecological
and scientific
information relevant to
species extends onlisted components to
provide a complexinsight into species.
Accurate list of speciesstructural and
behavioural adaptations
with extensivejustification into how
these aid the speciessurvival in its particular
habitat.
A variety of detailed andinsightful structural and
behavioural adaptations
consistent with the
challenges of the global
warming-affectedhabitat, and extensive
justification into howthese aid its survival.
Accurate summary of
scientific information
relevant to species distribution/habitat, diet,
water source, predators,
shelter, nesting and
breeding.
Accurate list of speciesstructural and
behavioural adaptations
supported withjustification of how this
aids survival.
A variety of structuraland behavioural
adaptations consistent
with the challenges of the
global warming-affected
habitat, and justificationinto how these will aid
the species survival.
Clear description of
information regarding
the species outliningdistribution/habitat,
ecology, behavior and
aspects of life.
Explanation of several of
the species structuraland behavioural
adaptations and somesupport into how these
aid survival.
Several creativestructural and
behavioural adaptations
that particular species
may need in a global
warming-affectedenvironment and some
support in how thiswould aid its survival.
Description of some
features of the species
including brief scientific
information regarding
the distribution, ecology
and behavior aspects of
life.
Identification of
structural and
behavioural features and
adaptations. Somesupport into these
adaptations is evident.
Limited structural andbehavioural adaptations
created for this species
with some support in
how this would aid
survival in a globalwarming-affected
habitat.
Basic outline of speciesfeatures states somefacts about distribution
and aspects of life.
Some structural and
behavioural adaptation
listed. Little or no
support provided intohow these aid survival
Few structural andbehavioural adaptation
created for species wit
little or no support to
show how these aid its
survival in a globalwarming-affected
environment.
Science as a HumanEndeavour
Consideration of the
effect global warming
would have on the
species particularenvironment/habitat
Extensive andcomprehensive
projection into what
could occur to this
environment from global
warming and an
extensive summary into
the opinions/beliefs
Accurate prediction intothe effect of global
warming on the habitat
of the species and an
extensive summary into
the opinions/beliefs
surrounding global
warming.
Sound prediction into theeffect global warming
would have on the
environment/habitat of
the species and outlines
some opinions/beliefs
surrounding global
warming.
General predictions intohow global warming
could affect the habitat of
the species and limited
description of
opinions/beliefs
surrounding global
warming.
Unclear/inaccuratepredictions into how
global warming could
affect the habitat and
little or no description
opinions/beliefs
surrounding global
warming.
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and different opinions
and beliefs surrounding
global warming.
surrounding global
warming.
Science Inquiry Skills
Use of chosen
investigation methods
to research animal
species, adaptations
and global warming
effects.
Construction of labelledscientific diagram of
species and structural
adaptations in the
global warming-
affected habitat.
Extensive and
comprehensive researchinto species, adaptations
and global warming
effects thoroughly
evident as influence
throughout information
report.
Precise and Accurate
labeling of all structural
adaptations from Part C,
with detailed layout of
diagram.
Relevant and accurateresearch of species,
adaptations and global
warming effects evident
as influence throughout
information report.
Accurate labeling of all
structural adaptations in
Part C and proper layout
of the diagram.
Accurate research ofanimal species,
adaptations and global
warming effects evident
throughout information
report.
Diagram presentsstructural adaptations all
consistent with
explanation in Part C.
Sound labeling and
setting out of diagram.
General research intospecies, adaptations and
global warming evident
in information report.
Diagram presents severalstructural adaptations
that were described in
Part C. Labeled near
correctly.
Little or no research inaspects of information
report evident in the
final document.
Diagram shows fewstructural adaptations
that were outlined in
Part C. Features
incorrectly labeled
Use of Dimension 4
Graphic Organiser
Use of DoL 4 graphic
organizer and guiding
questions for
brainstorming
known/agreed upon
information,
contradictions andresolution surrounding
the scenario.
Extensive and
comprehensive use of the
DoL 4 CRP graphic
organizer and guiding
questions in Part B to
brainstorm and plan
information report.
Concise but relevant
brainstorming and
planning for information
report evident in Part B,
in format of DoL 4 CRP
graphic organizer, and
extended use of guiding
questions.
Practical use of DoL 4
CRP graphic organizer
and guiding questions to
roughly brainstorm
different components for
information report.
Some brainstorming
evident in Part B, with
use of DoL 4 CRP graphic
organizer and guiding
questions to roughly plan
information report.
Little or no brainstorm
planning evident in Pa
B, or use of DoL 4 grap
organizer and guiding
questions.
Comments:
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Assessment Justification
This assessment package meets the intended learning outcomes for students by incorporating all learning outcomes in
the final summative task and providing opportunities for students to learn, practice and refine these throughout the unit.
Davis and Dargusch (2010) state that summative tasks culminate declarative and procedural knowledge from entire
units and require students to use higher order thinking to solve a problem or create a final product.
This task intellectually challenges students by requiring higher order thinking to be completed. Brady and Kennedy
(2012) state that the benefits of summative projects are that they represent the culmination of information as a
collection from research to construction of a product. This assessment task targets this, using the Blooms Taxonomy
skills applying to evaluating and creating adaptations an animal would need to survive in a global warming-affected
environment. As a projective investigation, students are predicting possible future scenarios for their particular animal.
Each student has a different animal so each students adaptations will be up to the habitat conditions of that animal. This
task allows students to demonstrate their thinking by being creative and justifying their decisions for instance why this
adaptations would be necessary to aid survival. Marzano (as cited in Davis & Dargusch, 2010) states that when students
are engaged in culminating tasks to make decisions and solve problems in this case how to survive a different
environment they must apply their content knowledge.
Global warming is a current and disquieting phenomenon that affects the whole world. This assessment task utilizes thisglobal matter and applies it to the country and the local area. By predicting what adaptation animals would need to
survive a global warming-affected environment, students see both the purpose and relevance of adaptations and the
effect of global warming. This task is made purposeful by creating a school resource from each individuals information
report b combining them into a book. Validity is one aspect of summative assessment that makes it effective and is done
by giving a specific real world purpose (Brady & Kenney, 2012). This gives the students a purpose to complete this and to
be a part of the class book as well as taking the role of a biologist to investigate.
A projective investigation was chosen for this unit, as Davis and Dargusch (2010) suggest its best to focus on one
complex reasoning process to teach students to explicitly use and understand it. Marzano and Pickering (1997) state that
a limitation of investigation is that the final product may not be accurate. This is avoided in this task as students have
researched and investigated accurate information regarding their animal. Formative assessment has also been carries
out across the learning journey to ensure they have accurate knowledge of their animal before drafting and writing the
information report.
This assessment task generates evidence of learning required to meet curriculum intent by assembling all three science
strands science understanding, science as a human endeavour and science inquiry skills. ACARA (2014) states that in
Year 5 students investigate cause and effect relationships, in this task this is represented as how environments affect and
influence adaptations. Students in Year 5 are to investigate and predict what might happen when variables are changes
and communicate these appropriately (ACARA, 2014). Being a projective investigation, this allows students to reach
these aims. Outcomes would be different for each student because of the creativity component and that each animal
would need different adaptations to survive. The learning sequence for this unit provides opportunities for students to
practice and prepare for the summative by embedding actual components of the summative task into the learning
journey.
This assessments task sheet is user friendly and age appropriate as it is quite detailed as to what the task requires
(appropriate for Year 5). An image is placed on the task sheet to stimulate interest and prompt students to think about
what animal they would use. The task gives an overview of the task, breaks it into four components and outlines a weekly
guide in conditions for students to see what they have to do each week to complete this. Davis and Dargusch (2010) state
that it is crucial that task requirements and marking criteria are clearly communicated and explained. Possible task
considerations and modifications would be providing a template for the task to particularly assist developing students.
This summative task is not too challenging as students have had practice for each part by the end of the learning
sequence.
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Key learning strategies and checks for learning that scaffold assessment
ILOs Key learning experiences and teaching strategiesChecks for learning (what will be checked, how
using what strategies & tools)?
DK1
DK5
PK2
ENGAGE (Lessons 1-2)What are adaptations?
Assessment of prior knowledge on topic through class concept
mapping/joint construction. Outline of an investigation is andhow they can be conducted. Explanation of what a projective
investigation is using research and information to predict andconstruct a future scenario if global warming continues on its
present course (Marzano & Pickering, 1997). Conductinvestigation into what adaptations are and start
brainstorming how and why animals need to adapt to
Australian environments (creating a class adaptations posterto add to throughout unit).
Class Concept Map Finding prior knowledge (andmisconceptions) on adaptations and jointly constructin
a concept map that can be added to throughout unit.
Observe prior knowledge and contributions throughouEngage stage.
Quick Quizto assess students can define what an
adaptation is and why it is needed (add to concept map
DK1
DK4
PK2
PK4
PK5
EXPLORE (Lessons 3-4)Adaptation experimentsSeries of experiments to investigate different adaptations and
why they are needed. Inquiry on different bird beaks and how
these are influenced by their environment. Students need todraw birds and label beak adaptations. Experiment into the
adaptations of fish, and students design a fish to live in a
particular area, drawing a labeled scientific diagram(independent learning). Students explain how theseadaptations aid the survival of this species.
Investigation Planning Templatecompleted bystudents investigating bird beaks and designing a fish,with labeled adaptations. Studentsdesigns can be
assessed to find their understanding of adaptations.
Observe and Monitor students recording of results inexperimenting.
DK1
PK2
PK3
PK4
PK6
EXPLAIN (Lessons 5-7)
Structural AdaptationsDistinguishing the difference between structural adaptations
and behavioural adaptations. Investigation and identification
of different structural features (body shape, mouth and teeth,colouring, tail shape, eyes, etc.).Behavioural Adaptations
Investigation and identification of different behaviouraladaptations.Looking at the students behaviour and how it
changes from home to school. Students choose an animal and
investigate structural and behavioural adaptations, classifyingthem and explaining how they aid this species survival and
presenting to class.
Sorting Activitygroup collaboration, sorting andclassifying adaptations into structural or behavioural.
Retrieval chartAssess students retrieval charts to
identify and sort different structural features.
Presentation to classEach student shares theirresearch on particular animal and identifies its
behavioural adaptations. Assess proper classification obehavioural adaptations.
DK2
DK3
DK6
ELABORATE (Lessons 8-9)
Adapting to new environments/habitatsInvestigating how animals need to adapt to changing
environments and development. Key focus on Cassowary and
its adaption to coastal areas and developed areas in northern
Queensland.Global Warming and its effects
Investigation into global warming, its effects on environmentsand opinions and beliefs people have on the issue. Looking atdifferent environments already affected by global warming and
what could happen if it continues on its current course.
Cause and effect chartrelating to coastal developme
and cassowaries to see that students can see therelationship between environment influencing theadaptations and prompting adaptations for survival.
Global Warming Test Short test to assess the
students understandings of global warming beforemoving onto summative task.
Three minute pauseUse of three minute pause I usto think but now I think
All
DKs
& all
PKs
EVALUATE (Lessons 10-15)
Summative Task Planning and PreparationWorking through the summative assessment task. Choosing an
animal, investigating its life, classifying structural/behaviouraladaptations, and predicting the adaptation scenario and
drawing and labeling the scientific diagram (independent
learning).
Fact FileAnimal species fact file to identify studentsare looking and researching correct information simi
to retrieval chart used previously in unit.
Draft Summative Taskchecked and assessed as adraft
Summative TaskOverall assessment of unit
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Formative assessment strategies and justifications
FORMATIVE ASSESSMENT 1Designing a Fish: Adaptations
This experiment sheet will be completed by students and handed in to be analysed and assessed by the
teacher. This formative assessment has been used in the Explore phase of this unit to assess whetherthe students can design a fish with adaptations suitable for a particular chosen environment. It also
begins to assess students on how they can justify their chosen adaptations and prove they are necessary
for survival in the chosen habitat. This has been included as formative assessment provides evidence of
progress in some declarative and procedural knowledge, which can be used to inform teaching, and
influence alterations within the sequence of the unit (Black & Wiliam, 1998, as cited in Brady &
Kennedy, 2012). If it is clear that students cannot take adaptations from research and apply them to
their own fish design, then unit sequence would need to be altered to provide more opportunities for
students to practice this application. This is the initial practice students will have to justify their choice
of adaptations and how they will actually aid the survival of the animal. This will be given back to
students to show what could be done next time, as this type of task is embedded in the summative task.
Students can refer to this feedback to assist them with their information report.
FORMATIVE ASSESSMENT 2- Cause & Effect Chart: Cassowaries on the Coast
This cause and effect chart is used to assess whether the students understand declarative knowledge 4
and can perform procedural knowledge 4 to successfully document how environment influences
adaptations, and justify why adaptations are necessary for particular habitats. Students look at thecause, immediate and long-term effects of cassowaries living and surviving in coastal developed areas.
This would be collected to assess whether students have met these outcomes yet and what needs to be
adapted within the unit to assist these declarative and procedural knowledges. Whole class feedback
would be given, stating general aspects that could have been improved, referring to research and
information on cassowaries. Davis and Dargusch (2010) suggests providing effective feedback in threestages information about what was done, evaluation into how well this was done and guidance on
how to improve. This scaffold would be used to provide whole class feedback for this assessment tool.
FORMATIVE ASSESSMENT 3Animal Fact File
This formative assessment is linked directly to the summative information report in that this scaffold is
used to show the research students have done and shows the information they have found while
investigating their animal. This is to be assessed to check that students are finding credible and
accurate information on their animal. This would be handed in once research had been completed but
prior to the writing of Part A in the information report. Individual feedback would be given to studentswhether to move onto planning, drafting and writing Part A, or to continue researching and finding
more in depth information on their animal. This feedback would be descriptive and non judgmental tomove from current performance to intended performance levels (Davis & Dargusch, 2010). This would
be used in a formative way to ensure that students are not moving onto planning and drafting Part A
without sufficient knowledge and content to put into it. This would be checked and clarified in week 7
to guarantee that students were not moving ahead without permission and feedback.
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FORMATIVE ASSESSMENT 1 - Designing a Fish: Adaptations
Choose an aquatic environment and circle it:
Tropical Reef Swamp/Dam Coastal Beach Pacific Ocean
You need to create a fish that would live well in this environment. You need to give the fish specific features or
adaptationsthat will help it survive in this habitat and climate. Think about the different parts of the fish (body
shape, mouth and teeth, colouring, tail shape, eyes) and how these would help the fish survive.
List Your Adaptations here:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
____________________________________________________________________________________________________
Practice sketching the body shape of
your fish in this top box
Practice sketching your fish with all its
adaptations in this bottom box
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FORMATIVE ASSESSMENT 1 - Designing a Fish: Adaptations continued
In this box, draw your finished fish and label all its adaptations that help it survive
Write below some of your adaptations and how they help the animal survive in the habitat you chose:
_________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________
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FORMATIVE ASSESSMENT 2 - Cause & Effect Chart: Cassowaries on the Coast
CAUSE What was the event? Who or what caused it?
EFFECT What might happen because of the event? What could be the immediate effect?
EFFECT What might happen next? What could be an ongoing effect?
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FORMATIVE ASSESSMENT 3 Animal Fact FileResearch your chosen animal to answer each question with accurate information.
Animal Species: _____________________________________________ Name: _________________________________________
1. Give a brief description of the species appearance (what it looks like):
__________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________
2. Show your animals distribution? Shade the area and write which area you will use for your assignment:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What is your animals diet or prey?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What access to water does your animal have? May be more than one (eg. swamps, ocean, rivers, its food source etc.)
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5. What predators does your animal have?
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6. What shelter does your animal have from predators and weather?
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7. How does your animal species nest and breed? (eg. nests, caves, live birth, eggs, etc.)
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Modifications and Adjustments
Specific student needs and modifications
Specific students/groups Adjustments, modifications and considerations
Gifted and Talented LearnerIntellectually gifted and talented learner
that needs challenging within the
intellectual context. ACARA (2014) statethat gifted and talented students require
rigorous, stimulating and challenging
learning opportunities that align withtheir individual needs, strengths, goalsand interests. This student is a very fast
intellectual learner and requires shorter
amounts of time for completing tasks andactivities. Because of this, the student
feels like they do not fit in with this
cohort if they are not being stimulatedand challenged with extra tasks andextended learning outcomes.
To intellectually challenge the gifted and talented learner, modifications need to bemade to teaching strategies and tasks within this unit.
-
Peer teaching is a strategy to allow the gifted and talented student to teach
his/her peers to deepen their own understanding. For example how to doparticular tasks or conduct an investigation and aspects to be considered.
- In the bird beak experiment, gifted and talented learners could analyse othe
structural adaptations that assist the beak in achieving its purpose (eg. aSpoonbills works with its beak to stand tall over the water and look forprey).
- Presentation to class could include a justification of the purpose of the
behavioural adaptations and how these aid survival.- Add a component to the Cassowary task to further question, which would th
cassowary have to adapt if development continued on the path it is?
- Challenge the student to conduct a case study into an Australian area andenvironment that has been heavily affected by global warming andinvestigate how the environment has changed over time and brainstorm
some adaptations that could overcome the challenges of this new
environment.- Summative task could be altered for this student to design an animal from
scratch once they have investigated and predicted future adaptations for an
animal. They would be required to culminate adaptations from other animato create their own unique species suitable for that particular environment.
Multicultural Classroom and
individuals from different countries
Individual or range of students from
different countries (including ESLstudents).This multicultural cohort
includes students from the Philippinesand Japan. These students can become
flustered with tasks and activities
without clear instructions and task
outlines. They also require a sense of
belonging and inclusion within the classso direct links need to be made to theirculture and heritage.
A multicultural classroom means alterations need to be made to make the individua
feel welcome and supported with their ethnicity and heritage.
- Expanding to research and investigate animals from other parts of the worl
including countries that these learners have come from have them suggesanimals to research and give a brief description of them.
-
According to learner, could ask what that student had to change whenhe/she came to Australia and explain that they had to adapt to where theylived, meaning there are things you do in Australia that you would not do in
other parts of the world and vice versa.
- Looking at birds from different countries in the bird beak experiment so
these students can provide insight and information about them- For the presentation students have to choose an animal from another
country to get a broad worldwide view of animals and provide the students
opportunities to choose an animal from their previous country or from
Australia.- Present tasks, teaching strategies and instructions clearly and promptly for
ESL students to have clear ideas on what is required of them.
- Use peer teaching sessions to allow peers to explain tasks and instructions
ESL students as well as teaching them specific knowledge.- For the summative assessment task, students may be able to choose the
country their animal is from to expand from Australia to other countries, as
global warming is a global phenomenon.
Students developing in literacy andnumeracy
Students that are developing in literacyand numeracy and may need assistanceand prompting with tasks, instructions
and explanations. These students require
Students developing with literacy and numeracy may need alterations to instructionteaching methods, and explanations of tasks.
- Using initial concept map of prior knowledge to explain and teach eachsuggested part to other students that may not know or be aware of that.Allow the contributor to explain it to the class.
- Doing intended learning outcome checks in lessons such as tell me one thin
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extra time to complete activities and
tasks, and can have difficulties writingtheir ideas and concepts. These students
have difficulties understandinginstructions and explanations and mayrequire further assistance and prompting
with tasks. They can become lost quite
easily and end up off task, despite their
efforts and interest in the learning.
youve learnt in this lesson before you leave for lunch?
- Provide clear instructions for tasks for example giving steps for completintasks as a reference for student and providing appropriate or extended time
for completing tasks.- Construction of a vocabulary/concept wall for definitions, terms and
meaning for students to refer to.
- With task such as the formative assessment templates and charts, give
written and verbal instructions and steps for students to refer to as they
work through the activities.
-
Use teacher aide as resource for assisting students with tasks and promptactive learning and scribing if necessary.
- Collaborative learning with group with allocated roles so each student
contributes equally and has to be involved.- Provide students with a template to work into for the summative
information report to give them a guide and a clear beginning and end for
completing the task.
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Reporting frameworkStudents Name: Class: Semester: Year: 5
Learning Area
Achievement
Effo
rt
Comments
Science
C B
NAME clearly described the echidnas conditions of life
and an explanation into the structural and behavioural
adaptations of echidnas. He provided some insight into
why echidnas need these adaptations to survive in theirenvironment but could have extended to identify more
behavioural adaptations and given support as to how
these aid survival.
NAME has written a sound prediction of global warming
and its effects on environments. He explained that global
warming would affect the blossoming of some native
vegetation, however could have investigated more into
other beliefs and opinions surrounding global warming.
Global warming research is evident throughout the
information report, and linked to the echidnas
environment, as some research did not align with echidna
and global warming facts.
NAME idealized several creative structural and
behavioural adaptations in the projective investigation
that could be developed to survive in a global warming-affected environment. NAME lacked support to justify and
portray why these would aid the species survival.
NAMEs echidna diagram was very precise in portrayingand labeling the structural adaptations that would be
developed in this projective scenario.
Your child has also been assessed in the following:
Use of a Dimension 4
Complex Reasoning
Process - Investigation
D C
NAMEs research would have been more effective by using
the investigation graphic organizer and investigating
relevant information. He did find some relevant
information to complete the investigation planner,
however more time could be spent planning writing.
Overall Comments:
NAME is progressing well in science, however could apply himself better by using suggested research
techniques to find information on the internet. He understood the concept of a projective investigation
and delved into his creativity to design some adaptations for the echidna. He understood the projective
scenario and applied information well. NAME does not require a parent/teacher interview, however
interview sessions are available if you would like to discuss NAMEs progress in Science.
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References
ACARA. (2012).Australian Curriculum, Science.Australian Curriculum, Assessment and Reporting
Authority.
Brady, L. & Kennedy, K. (2012). Assessment & reporting: Celebrating student achievement (4th ed).
Frenchs Forest, NSW, Australia: Pearson Australia.
Davis, S., & Dargusch, J. (2010). Learning Management and Assessment. In Lynch, D., & Knight, B. A.
(2010). The theory and practice of learning management: A text for the student of Learning
Management(pp.96-116). Frenchs Forest, NSW: Pearson Australia.
Department of Education, Training and Employment (DETE) . (2013). P12 curriculum, assessment
and reporting framework. Retrieved from
http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdf
Marzano, R., & Pickering, D. (1997). Dimensions of learning: Teachers manual(2nd ed.). Aurora, CO: Mid-
continent Regional Educational Laboratory.
Queensland Curriculum and Assessment Authority (QCAA). (2014). P-12 Assessment Policy. Retrieved
from http://www.qcaa.qld.edu.au/downloads/approach/qcaa_assessment_policy.pdf
http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdfhttp://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdfhttp://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdf