EDBED 4010: Supplementary Task: Task due Friday 27th December 4pm.

EDBED 4010: Supplementary Task: Task due Friday 27th December 4pm.

Task details:

For this supplementary task you are required to revisit Assessment Task 3. You should aim to address the feedback that you received for this task and to submit an updated task addressing your feedback and ensuring that you are clearly addressing all of the requirements of the rubric below, in order to achieve a passing grade.

This task will only be graded as a pass or fail.

Criterion PASS Unsatisfactory

Demonstrate an understanding of the importance of alignment between curriculum outcomes and lesson content in the development of a learning sequence.

Most content, teaching and assessment strategies clearly align with the curriculum outcomes of the sequence of lessons.

Some refinement of LI & SC is needed to ensure that they are all construct relevant. Content and/or learning and assessment strategies do not align to the curriculum outcomes.

AND/OR

LI and SC are generally construct irrelevant in nature.

Demonstrates understanding of inclusive education strategies which provide opportunity for a range of students to fully engage with and participate in learning. All teaching and learning activities are clearly explained.

Strategies are provided to enable access for students with diverse learning needs, but there is a reliance on a small number of strategies. Teaching and learning activities are not explained well.

AND/OR

There are limited or no strategies provided to enable access for students with diverse learning needs.

Demonstrates understanding of inclusive strategies which provide opportunity for a range of students to display their learning (assessment).

Lesson sequence includes three types of assessment task.

Most assessment tasks provide a range of opportunities for students to display their knowledge, skills and understanding.

Most assessment tasks are aligned to learning and curriculum outcomes.

There is an opportunity to report on learning are included in the sequence. Lesson sequence includes only one or no assessment tasks.

AND/OR

There are few or no variety in options for students to display their learning.

AND/OR

There is no opportunity to report on learning in the sequence.

Demonstrate an understanding of resources which support the needs of a diverse range of learners.

Lesson sequence includes resources to support learning for a diverse range of students, but there is a lack of variety.

Resources are briefly explained.

All resources align with the curriculum outcomes, content and needs of the student cohort. Lesson sequence is supported by minimal resources.

AND/OR

Resources are not explained at all.

AND/OR

Resources do not align with the curriculum outcomes, content and needs of the student cohort.

Demonstrate the ability to link legislative requirements with teaching practice.

Through annotations, most of the possible applications and adherence to legislative requirements throughout the lesson sequence, are clearly highlighted and explained.

All applications and explanations are appropriate and show a depth of understanding. Annotations are not used to highlight applications and adherence to legislative requirements.

AND/OR

Applications of legislative requirements are not appropriate or relevant.

Unit Title:

Year level: 5 & 6 Strand: The universe Sub-strand/s: Planets

Focus area/s: Size, shape, colour and distance of planets. Teaching time: Term 3

Unit Overview:

In grade five and six the students go on an urban camp and go to the planetarium in third term and to get them more familiar with the solar system. In this unit the student will look at the big band and the scale of the things inside the universe and how we can scale them down to make a universe in the classroom for the preps to come and look at.

Class Dinamics:

<insert student picture> F has diagnosed ADHD and has poor social skills he isnt great at collaborative work and he gets distracted when the gardener is cleaning up the school especially the ride on mower.

<insert student picture> P has diagnosed ADHD and tends to distract others while working in a group of female students getting distracted by clothes or the new fashion.

<insert student picture> X has undiagnosed ADHD and doesnt listen to instructions. He has a fixation on the universe and keeps up with the national space exploration news.

<insert student picture> W has poor literacy skills and comes to class disheveled and mattered. She comes from a low socioeconomically family and is Indigenous. P targets her for her clothes.

<insert student picture> T Is deaf and uses hearing aids. He gets self-conscious and takes his hearing aids out a lot.

There are student in the class that below the class standard and there are three students that are advanced in their learning. The rest of the student are at level and they all like to be challenged.

Curriculum Outcomes:

Science

Level 3 & 4: Earths rotation on its axis causes regular changes, including night and day(VCSSU061)modelling the relative sizes and movement of the Sun, Earth and Moon

describing timescales for the rotation of the Earth

constructing sundials and investigating how they work

Level 5 & 6: Earth is part of a system of planets orbiting around a star (the Sun)(VCSSU078)identifying the planets of the solar system and comparing how long they take to orbit the Sun

modelling the relative size of and distance between Earth, other planets in the solar system and the sun

Visual Art

Level 3 & 4: Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media

discussing how artworks are made and how the choice of materials can influence the meaning of artworks, for example, what the artwork is made of, the choice of material to enhance the audiences understanding of the artists intention

exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school

comparing the visual conventions in artworks made for specific purposes, for example, how the artist expresses an idea to show the audience a particular viewpoint

Level 5 & 6: Create and display artwork considering how ideas can be expressed to an audience (VCAVAP031)identifying a range of audience interpretations of the same artwork

analyzing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?

MathsLevel 4: Use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units(VC2M4M01)Level 5: Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure(VC2M5M01)Level 6: Measure, calculate and compare elapsed time; interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys(VC2M6M03 )(Victorian Curriculum and Assessment Authority [VCAA], n.d.)

Curriculum Intent:

KNOW DO THINK/UNDERSTAND

Names of planets

Order of planets

Distance between planets and the earth

Size of planets

What gives planets their colour. identifying the planets of the solar system and comparing how long they take to orbit the Sun

modelling the relative size of and distance between Earth, other planets in the solar system and the sun

Use models to describe the key features of our Solar System That the planets revolve around the sun.

Distance from the sun makes for a colder planet.

What makes the planets the colors they are

Predicted Barriers to learning (Specific Student Needs): Strategies to remove/minimise barriers:

Differing levels of motor skills.

Number of students with low literacy levels.

T is deaf

X has trouble listening and will think he knows more on this subject

P gets distrated by female partners

F Mower distraction

Allow the student to work with computers and have grips and aids avalible to help with writing and manipulation.

Let the students work at their own level and try to pair up student with vairying skills.

Reminding T of using his hearing aid. Learn basic signs, Wear an Assisstive listening device and have visuals.

Use a listening stick so that X knows he can only speak when he has the stick.

P is to be reminded that the work needs to be done on time or she will have to do tasks alone.

Sit F so he cant see the garden shed and see if the mowing by our building could be done when the room is vacant e.g.. When the class is doing language/art or cooking.

Lesson Outlines:

Lesson No & Title Learning Outcomes/Goals Lesson Activities Resources Other

Solar system

(Lesson 1) I will show what I know about the solar system

Watch the video lesson "Solar System Overview" on Study.com. As the session progresses, let the pupils duplicate the bolded vocabulary words and define them.

Note: Throughout the summary, the definitions will be repeated. Alternatively, give them printed copies of the transcript to annotate while watching the video.

At 2:29, stop and let the pupils draw the solar system.

Watch the rest of the video. Talk about:

How does the solar system compare to a community?

Why would having two suns be detrimental?

Why does the sun 'rule' our solar system?

How do the Jovian and terrestrial planets compare? Not the same?

Which planets are moon-free? which are moon-rich? Why does this occur?

What distinguishes a meteor, meteorite, and meteoroid?

Action

Students should be divided into groups of clusters of ten to twelve. Inform the pupils that they will be making a human solar system model. Collectively, they must to determine what elements they wish to incorporate.

How these aspects will be portrayed by them.

What part will each individual play?

Encourage equal participation and teamwork. Give children chart paper to sketch their ideas on, and then let them embellish their representation using art supplies.

Move throughout the classroom to assist and motivate the pupils.

Show off at the conclusion of class. Students should be encouraged to help and assess one another. Take pictures to put on display.

Ask pupils to identify and justify their favourite solar system component on an exit slip.

ExtentionEncourage kids to make a word-based memory card game to aid with vocabulary recall using terms and explanations.

Find out about the moon's phases. For a month, assign pupils to sketch and document the moon.

Ask pupils to do extensive research on every planet. In what ways are these planets known to us?

Art supplies as needed for activity

Video

Laptop

Big Bang

(Lesson 2) I will understand the mesurements of the solar system. Students will learn to simplify things by using different words that mean the same thing.

We're going to play a game that helps us understand how the universe started a long time ago. We'll all stand close together, like the universe was really small and crowded.

Then, when the teacher says "bang," we'll all run away as fast as we can and keep going until the whistle is blown. After we stop, we'll see that we're all spread out, just like the universe today. Each of us will be like a galaxy. Then, we'll choose one person to be the Milky Way galaxy and we'll all come back together around them. They'll have a special CD to represent the Milky Way. Then, we'll talk about what we learned.

Imagine that our galaxy, which is as big as this CD, is represented by this small object. Now, if we use this scale, where 4 feet represents 1 million light years, the nearest neighboring galaxy called Andromeda is 2.5 million light years away. To help you understand the distance, give another CD to another student and ask them to stand 10 feet away from us.

Ask what is a light year? (A light year is how far light can travel in a whole year. To help you understand, it takes the light from the sun 8 minutes to reach us here on Earth.)

Ask how close is the next galaxy? (The next closest galaxy is 11 light-years)

Which using out scale would be? (44 feet away.)

Give a student a CD and get them to stand 44 feet away.

Difference of learning

Some of the students dont like sport but can participate as some object stayed close too.

CDs

Oval

Whistle The text in the brackets ( ) are answers allow the student to voice their opinions first.

Planet project

(Lesson 3 & 4) I will make a poster on my favorite planet with others. The students are going to do a fun project where students get to learn about different planets!

Students will work in pairs and have two class periods to find information about their chosen planet. Which will be drawn out of the hat as to have a variety of planets covered.

Students can use books and the internet to learn about things like how far the planet is from the sun, how long it takes to go around the sun, and what type of planet it is.

After the students gather the information, they will make a short presentation to share what students learned about our planet with the class.

This research project lets students have more independence and learn in a special way. It's important for students to learn how to find and think about information on their own. This project also fits with what grade 5 & 6 students are supposed to learn in science class.

This activity is about using different ideas from different subjects to learn and understand new things.

To see how well students are working together, the teacher will talk to each group and ask how things are going. They will also give advice and say nice things to help the students do even better.

Extension

If some students want a bigger challenge, they can do their own research on when their planet was named and what other accievementy the scientist/astrologer is famous for.

Difference of learning

If a student is struggling with the assignment, they can join a pair making a group of three and the teacher will check on them often to help them out. Computers

Books

Hat

Paper

Pencils Scale of planets

(Lesson 5) I can scale the planets. Have these items out on a desk:

1 Honeydew Melon

1 Cantaloupe

1 Lemon

1 Lime

2 Grapes

1 Macadamia Nut

3 Peppercorns

Ask the students to use their data they gathered to decide what planet each item would represent and write it down.

(See Appendix 1)

Ask:

What if we wanted to make a model of the solar system in the class room. Would this be too big or small?

How can we scale it so each planet is able to be seen clearly? 5x 0r 10x or 2x the size of the items?

Lets draw out planet scale. Ask the students to draw the planets 2x bigger than the items on the desk. 1 Honeydew Melon

1 Cantaloupe

1 Lemon

1 Lime

2 Grapes

1 Macadamia Nut

3 Peppercorns

Paper

Activity sheet

pencils

If all food items arent avalible cut shapes the same size as the items.

Make a solar system I can show what I know about the solar system. Allow the students time to make their own scaled model of the solar system References

Victorian Curriculum and Assessment Authority. (n.d.).Victorian curriculum,https://victoriancurriculum.vcaa.vic.edu.au/

Criterion HD (80-100%) D (70-79%) C (60-69%) P (50-59%) NS (0-49%)

Demonstrate an understanding of the importance of alignment between curriculum outcomes and lesson content in the development of a learning sequence.

A5

10 Marks All content, teaching and assessment strategies clearly align with the curriculum outcomes of the sequence of lessons.

Alignment is clearly indicated through LI & SC that are construct relevant. All content, teaching and assessment strategies clearly align with the curriculum outcomes of the sequence of lessons.

Some refinement of LI & SC is needed to ensure that they are all construct relevant. Most content, teaching and assessment strategies clearly align with the curriculum outcomes of the sequence of lessons.

Some refinement of LI & SC is needed to ensure that they are all construct relevant. Most content, teaching and assessment strategies clearly align with the curriculum outcomes of the sequence of lessons.

Several construct irrelevant LI & SC are included. Content and/or learning and assessment strategies do not align to the curriculum outcomes.

AND/OR

LI and SC are generally construct irrelevant in nature.

Demonstrates understanding of inclusive education strategies which provide opportunity for a range of students to fully engage with and participate in learning.

S3, S5, A5

20 Marks

All teaching and learning activities are clearly explained. An extensive range of inclusive strategies are provided to enable access for students with diverse learning needs. All teaching and learning activities are clearly explained. A range of inclusive strategies are provided to enable access for students with diverse learning needs. All teaching and learning activities are clearly explained.

Strategies are provided to enable access for students with diverse learning needs, but there is a reliance on a small number of strategies. All teaching and learning activities are explained, but some lack clarity.

Strategies are provided to enable access for students with diverse learning needs, but there is a reliance on a small number of strategies. Teaching and learning activities are not explained well.

AND/OR

There are limited or no strategies provided to enable access for students with diverse learning needs.

Demonstrates understanding of inclusive strategies which provide opportunity for a range of students to display their learning (assessment).

S3, S5, A 5

20 Marks Lesson sequence includes diagnostic, formative and summative assessment tasks.

All assessment tasks provide a range of opportunities for students to display their knowledge, skills and understanding.

Assessment tasks are aligned to learning and curriculum outcomes.

Multiple opportunities to report on learning are included in the sequence.

Lesson sequence includes diagnostic, formative and summative assessment tasks.

Most assessment tasks provide a range of opportunities for students to display their knowledge, skills and understanding.

Most assessment tasks are aligned to learning and curriculum outcomes.

Multiple opportunities to report on learning are included in the sequence.

Lesson sequence includes two types of assessment task.

Most assessment tasks provide a range of opportunities for students to display their knowledge, skills and understanding.

Most assessment tasks are aligned to learning and curriculum outcomes.

There is an opportunity to report on learning are included in the sequence. Lesson sequence includes two types of assessment task.

Some assessment tasks provide a range of opportunities for students to display their knowledge, skills and understanding.

Some assessment tasks are aligned to learning and curriculum outcomes.

There is an opportunity to report on learning are included in the sequence. Lesson sequence includes only one or no assessment tasks.

AND/OR

There are few or no variety in options for students to display their learning.

AND/OR

There is no opportunity to report on learning in the sequence.

Demonstrate an understanding of resources which support the needs of a diverse range of learners.

K4, A2

10 marks

Lesson sequence includes a wide range of resources to support learning for a diverse range of students.

Resources are briefly explained and justified.

All resources align with the curriculum outcomes, content and needs of the student cohort.

Lesson sequence includes a range of resources to support learning for a diverse range of students.

Resources are briefly explained.

All resources align with the curriculum outcomes, content and needs of the student cohort. Lesson sequence includes resources to support learning for a diverse range of students, but there is a lack of variety.

Resources are briefly explained.

All resources align with the curriculum outcomes, content and needs of the student cohort. Lesson sequence includes resources to support learning for a diverse range of students, but there is a lack of variety.

Resources are briefly explained.

Most resources align with the curriculum outcomes, content and needs of the student cohort. Lesson sequence is supported by minimal resources.

AND/OR

Resources are not explained at all.

AND/OR

Resources do not align with the curriculum outcomes, content and needs of the student cohort.

Demonstrate the ability to link legislative requirements with teaching practice.

10 marks

Through annotations, all possible applications and adherence to legislative requirements throughout the lesson sequence, are clearly highlighted and explained.

All applications and explanations are appropriate and show a depth of understanding. Through annotations, all possible applications and adherence to legislative requirements throughout the lesson sequence, are clearly highlighted and explained.

Most applications and explanations are appropriate and show a depth of understanding. Through annotations, most of the possible applications and adherence to legislative requirements throughout the lesson sequence, are clearly highlighted and explained.

All applications and explanations are appropriate and show a depth of understanding. Through annotations, most of the possible applications and adherence to legislative requirements throughout the lesson sequence, are clearly highlighted and explained.

Most applications and explanations are appropriate and show a depth of understanding. Annotations are not used to highlight applications and adherence to legislative requirements.

AND/OR

Applications of legislative requirements are not appropriate or relevant.

Total 5 + 8 + 5 + 5 + 0 = 23/70 16.4 /50

Great to have a range of entry points for your curriculum. Watch trying to achieve across too many curriculum areas. Think about what you can realistically teach/practice and assess in a sequence of lessons.

Watch the presentation of your work. There are a number of spelling and grammatical errors. You need to make sure that you proof read your work.

Your LI & SC need more refinement to give some more guidance to your students and to link back more directly to your curriculum outcomes.

You have listed some general inclusive practices at the start of your lesson sequence, but you needed to explain exactly where and how you were incorporating them in each of your lessons. This would display that you understand where and how accommodations will need to be made to support your students in the context of each different learning experience.

There is also a little concern around some of the lessons actually being detailed enough and including enough learning activities. The big bang lesson does not appear to have enough content to fill a whole lesson.

You have not clearly indicated the assessment that you will be using throughout this sequence of lessons. As the rubric indicates you should be able to indicate where you have diagnostic, formative and summative assessment. You also need to clearly show how you are differentiating that assessment to meet the needs of your students so that they can all clearly display their learning.

You have listed your resources, but needed to expand upon the range and also provide a brief explanation as to your choices in this area.

You were also required to show/highlight where/how your lesson sequence addresses the legislative requirements to provide an inclusive education and to support student needs, including those students with a disability. The information in Topic 1 for this course supported this need.

You should also be aiming to support all of your information with reliable evidence (think of the readings and references provided throughout this course) to support all of your information.

This task has been double marked by staff teaching in this course and the mark awarded has been agreed upon.

At this stage you have the following results for this course.

Task 1: 8/10

Task 2: 22.4/40

Task 3: 16.4/50

Total grade: 46.8/100.

This means that you have qualified for a supplementary task for this course. You will receive an email in the next couple of days with full details of the requirements of this task. Please be aware that this is your opportunity to try to achieve a passing standard for this course.