Assessment
Through use of this interactive website, teachers can make use of a variety of formal and informal assessment strategies.
Pre-test At the beginning of the adventure students are asked to create a mind map containing information that they already know about Antarctica. Testing students prior knowledge can be used as a benchmark to see how far students have progressed throughout the unit. A pre-test also addresses misconceptions that students may have about Antarctica eg Polar bears live in Antarctica. This will provide an insight to the direction that teaching and learning may need to take.
Observations Through observation, the teacher can see the progress of student's learning. If required, the teacher can adapt their learning journey to meet their needs. Observation provides an informal assessment of how students are meeting learning outcomes.
Post Test This is at the completion of the unit and is in s form of a class presentation. Students will be assessed on what they have learnt throughout their Antarctic learning adventure. They will also be assessed on how they articulate their understanding through verbal and non-verbal cues.
Work Samples
A vital component that is used to assess students is through the use of work samples. Work samples give the teacher beneficial tools to assess students understanding of the unit as a whole, and how they synthesise information through the structure of questioning. The teacher is then able to identify the students cognitive comprehension of the unit, and areas that need to be revisited.
Outcomes and Indicators
HSIE
ENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment- evaluates alternative views about the use of natural and built environments.
SSS3.8 Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles- explains how laws are developed and changed.
Science
ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.
ST3-14BE describes systems in built environments and how social and environmental factors influence their design.
English
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features.
EN3-2A composes, edits and presents well-structured and coherent texts.
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.
Differentiation
The content within this Webquest has carefully been planned so that a wide range of learning needs and styles are catered for. Throughout this website a number of open ended learning tasks are presented for students to take part in. This allows for opportunities for students to have choice and direction over their own learning. This site aims to provide student centred inquiry based learning with plenty of opportunities for students to work independently and as part of collaborative groups. This furthermore addresses and scaffolds individual students learning needs. Students can navigate through the website at their own pace in an easy and interactive manner. There are plenty of different options such as videos and websites to research as well as hands on experiences to work towards the final presentation. There is also a fast finishers page to cater for those students who excel through the tasks presented in the website. The activities are made flexible in order for the class teacher to make changes if needed.
LINKS TO OTHER RESOURCES
Classroom Antarctica
Through use of this interactive website, teachers can make use of a variety of formal and informal assessment strategies.
Pre-test At the beginning of the adventure students are asked to create a mind map containing information that they already know about Antarctica. Testing students prior knowledge can be used as a benchmark to see how far students have progressed throughout the unit. A pre-test also addresses misconceptions that students may have about Antarctica eg Polar bears live in Antarctica. This will provide an insight to the direction that teaching and learning may need to take.
Observations Through observation, the teacher can see the progress of student's learning. If required, the teacher can adapt their learning journey to meet their needs. Observation provides an informal assessment of how students are meeting learning outcomes.
Post Test This is at the completion of the unit and is in s form of a class presentation. Students will be assessed on what they have learnt throughout their Antarctic learning adventure. They will also be assessed on how they articulate their understanding through verbal and non-verbal cues.
Work Samples
A vital component that is used to assess students is through the use of work samples. Work samples give the teacher beneficial tools to assess students understanding of the unit as a whole, and how they synthesise information through the structure of questioning. The teacher is then able to identify the students cognitive comprehension of the unit, and areas that need to be revisited.
Outcomes and Indicators
HSIE
ENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment- evaluates alternative views about the use of natural and built environments.
SSS3.8 Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles- explains how laws are developed and changed.
Science
ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.
ST3-14BE describes systems in built environments and how social and environmental factors influence their design.
English
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features.
EN3-2A composes, edits and presents well-structured and coherent texts.
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.
Differentiation
The content within this Webquest has carefully been planned so that a wide range of learning needs and styles are catered for. Throughout this website a number of open ended learning tasks are presented for students to take part in. This allows for opportunities for students to have choice and direction over their own learning. This site aims to provide student centred inquiry based learning with plenty of opportunities for students to work independently and as part of collaborative groups. This furthermore addresses and scaffolds individual students learning needs. Students can navigate through the website at their own pace in an easy and interactive manner. There are plenty of different options such as videos and websites to research as well as hands on experiences to work towards the final presentation. There is also a fast finishers page to cater for those students who excel through the tasks presented in the website. The activities are made flexible in order for the class teacher to make changes if needed.
LINKS TO OTHER RESOURCES
Classroom Antarctica
Day 3 Animal Research Template | |
File Size: | 35 kb |
File Type: | docx |
30700_rubric.pdf | |
File Size: | 157 kb |
File Type: |
*We will not modify the contents, layout or any aspect of our assignment after submission until our grade for this unit appears on student connect.