Task 3 - Planning, Assessing, Record Keeping and Reporting

Backward Design - UNIT PLAN TEMPLATE

Title: Movement in our world - What makes things move?
Year Level: 2

Teacher: Miss Edward

Focus Curriculum Area (s): Science, English, Maths

Duration: 3 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities
(GP)
Crosscurriculum
Priorities
(CCP)

Year 2
Level
Content
Descriptors

Literacy

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI

Histories and Culture

Asia and Australias

Engagement with Asia

Sustainability

PHYSICAL SCIENCES
A push or a pull affects how an object moves or changes
shape(ACSSU033)

NATURE AND DEVELOPMENT OF SCIENCE

Science involves observing, asking questions about, and
describing changes in, objects and events (ACSHE034)

Year Level
Achievement
Standards

Critical and Creative Thinking

SCIENCE Achievement Standard

By the end of Year 2, students describe changes to
objects, materials and living things. They identify that
certain materials and resources have different uses
and describe examples of where science is used in
peoples daily lives.
Students pose and respond to questions about their
experiences and predict outcomes of investigations.
They use informal measurements to make and
compare observations. They record and represent
observations and communicate ideas in a variety of

USE AND INFLUENCE OF SCIENCE

People use science in their daily lives, including when caring for
their environment and living things (ACSHE035)

PLANNING AND CONDUCTING

Participate in guided investigations to explore and answer
questions (ACSIS038)
ways.

Use a range of methods to sort information, including drawings

and provided tables and through discussion, compare
observations with predictions(ACSIS040)
Compare observations with those of others (ACSIS041)
Represent and communicate observations and ideas in a variety
of ways (ACSIS042)
Use informal measurements to collect and record observations,
using digital technologies as appropriate (ACSIS039)
Pose and respond to questions, and make predictions about
familiar objects and events(ACSIS037)
Understand that different types of texts have identifiable text
structures and language features that help the text serve its
purpose (ACELA1463)
Understand the use of vocabulary about familiar and new topics
and experiment with and begin to make conscious choices of
vocabulary to suit audience and purpose(ACELA1470)
Discuss different texts on a similar topic, identifying similarities
Year 2

Year Level
Achievement
Standards

ENGLISH Achievement Standards

Receptive modes (listening, reading and viewing)
By the end of Year 2, students understand how similar
texts share characteristics by
identifying text structures and language features used
to describe characters and events, or to communicate

Level
Content
Descriptors

and differences between the texts (ACELY1665)

Listen for specific purposes and information, including
instructions, and extend students own and others' ideas in
discussions (ACELY1666)
Use interaction skills including initiating topics, making positive
statements and voicing disagreement in an appropriate manner,
speaking clearly and varying tone, volume and pace
appropriately (ACELY1789)
Rehearse and deliver short presentations on familiar and new
topics (ACELY1667)
Create short imaginative, informative and persuasive texts using
growing knowledge of text structures and language features for
familiar and some less familiar audiences, selecting print and
multimodal elements appropriate to the audience and
purpose (ACELY1671)

factual information.
They read texts that contain
varied sentence structures, some unfamiliar
vocabulary, a significant number of high-frequency
sight words and images that provide extra
information. They monitor meaning and self-correct
using knowledge of phonics, syntax, punctuation,
semantics and context. They use knowledge of a wide
variety of letter-sound relationships to read words of
one or more syllables with fluency. They identify literal
and implied meaning, main ideas and supporting
detail. Students make connections between texts by
comparing content. They listen for particular
purposes. They listen for and manipulate sound
combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences,
students use everyday language features and topicspecific vocabulary. They explain their preferences for
aspects of texts using other texts as comparisons.
They create texts that show how images support the
meaning of the text.
Students create texts, drawing on their own
experiences, their imagination and information they
have learnt. They use a variety of strategies to
engage in group and class discussions and make
presentations. They accurately spell words with
regular spelling patterns and spell words with less
common long vowel patterns. They use punctuation

accurately, and write words and sentences legibly

using unjoined upper- and lower-case letters
Year 2
Level
Content
Descriptors

Measurement and Geometry

USING UNITS OF MEASUREMENT

By the end of Year 2, students recognise increasing

and decreasing number sequences involving 2s, 3s
and 5s. They represent multiplication and division by
grouping into sets. They associate collections of
Australian coins with their value. Students identify the
missing element in a number sequence. Students
recognise the features of three-dimensional objects.
They interpret simple maps of familiar locations. They
explain the effects of one-step transformations.
Students make sense of collected information.

Compare and order several shapes and objects based on length,

area, volume and capacity using appropriate uniform informal
units(ACMMG037)
SHAPE
Describe the features of three-dimensional objects(ACMMG043)
Statistics and Probability
DATA REPRESENTATION AND INTERPRETATION

Year Level
Achievement
Standards

Identify a question of interest based on one categorical variable.

Gather data relevant to the question (ACMSP048)
Collect, check and classify data(ACMSP049)
Create displays of data using lists, table and picture graphs and
interpret them (ACMSP050)

Year 2
Level
Content

Knowledge and understanding

Year Level
Achievement
Standards

Students count to and from 1000. They perform

simple addition and subtraction calculations using a
range of strategies. They divide collections and
shapes into halves, quarters and eighths. Students
order shapes and objects using informal units. They
tell time to the quarter-hour and use a calendar to
identify the date and the months included in seasons.
They draw two-dimensional shapes. They describe
outcomes for everyday events. Students collect,
organise and represent data to make simple
inferences.

At Standard, students identify and exemplify roles of

people that design and produce products, services

Descriptors
TECHNOLOGIES AND SOCIETY
People design and produce familiar products, services and
environments to meet local and community needs (ACTDEK001)
TECHNOLOGIES CONTEXTS
Engineering principles and systems
Forces create movement in objects (ACTDEK002)

Processes and production skills

CREATING SOLUTIONS BY:
Investigating and defining
Explore design to meet needs or opportunities
Designing
Develop, communicate and discuss design ideas through
describing, drawing, modelling and/or a sequence of steps
Producing and implementing
Use components and given equipment to safely make solutions
Evaluating
Use simple criteria to evaluate the success of design processes

and environments within the community. In

Engineering principles and systems, students use a
range of forces to move objects and observe the
reactions. In Food and fibre production, students
make simple connections between healthy living, food
and fibre choices. In Materials
and technologies specialisations, students develop
ideas and make design decisions, considering both
the characteristics and properties of materials.
With all Design and Technology contexts, students
explore design to meet needs or opportunities. They
develop, communicate and discuss design ideas
through describing, drawing, modelling and/or
sequenced steps. Students use components and
given equipment to safely make solutions. They use
simple criteria to evaluate the success of design
processes and solutions. Students work
independently, or collaboratively, to organise
information and ideas to safely create and share
sequenced steps for solutions.

and solutions
Collaborating and managing
Work independently, or collaboratively when required, to organise
information and ideas to safely create and share sequenced steps
for solutions

Knowledge (What are students expected to learn?)

Skills (What are students expected to be able to do?)

Science

Science

Know that push and pull forces effect objects in different ways

Friction changes the outcome of a force on an object

Show how push and pull forces change the movement of objects by
conducting fair tests and experiments

Communication can be used to inform others about predictions,

observations, and experiences.

Use the information they gain from the experiments to communicate the
results to other students

Communicate their ideas and thoughts about forces to other students in

discussions

Literacy

Understand that different text types have features which help it

to serve the purpose

Understand the use of vocabulary about familiar and new topics

and experiment with and begin to make conscious choices of
vocabulary to suit audience and purpose(ACELA1470)

Literacy
Discuss different texts on a similar topic, identifying similarities and
differences between the texts (ACELY1665)
Listen for specific purposes and information, including instructions, and
extend students own and others' ideas in discussions (ACELY1666)
Use interaction skills including initiating topics, making positive statements
and voicing disagreement in an appropriate manner, speaking clearly and
varying tone, volume and pace appropriately (ACELY1789)
Rehearse and deliver short presentations on familiar and new
topics (ACELY1667)


Mathematics

Identify practical activities and everyday events that involve

chance. Describe outcomes as likely or unlikely and identify
some events as certain or impossible (ACMSP047)

Identify a question of interest based on one categorical

variable. Gather data relevant to the question (ACMSP048)

Describe the features of three-dimensional

objects(ACMMG043)

Design and Technology

Create short imaginative, informative and persuasive texts using growing

knowledge of text structures and language features for familiar and some
less familiar audiences, selecting print and multimodal elements
appropriate to the audience and purpose (ACELY1671)

Mathematics

Compare and order several shapes and objects based on length, area,
volume and capacity using appropriate uniform informal
units(ACMMG037)

Collect, check and classify data(ACMSP049)

Create displays of data using lists, table and picture graphs and interpret
them (ACMSP050)

Design and Technology

Develop, communicate and discuss design ideas through

describing, drawing, modelling and/or a sequence of steps

People design and produce familiar products, services and environments

to meet local and community needs (ACTDEK001)

Use components and given equipment to safely make

solutions

They develop, communicate and discuss design ideas through describing,

drawing, modelling and/or sequenced steps

Forces create movement in objects (ACTDEK002)

Work independently, or collaboratively when required, to

organise information and ideas to safely create and share
sequenced steps for solutions
Use simple criteria to evaluate the success of design
processes and solutions

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
By the end of this unit of work students will be able to understand push and pull forces. They will be able to explain how these forces act on familiar objects
using appropriate scientific language. Students will be able to use formal and informal units of measure when conducting their tests to gather data. They will
be able to represent that data in various formats including tables and graphs. Students will be able to make and write predictions and then report on the
results of the experiment in group discussions and written formats such as posters and brainstorms. Students will be able to identify the need for different
text types and identify the specific feature of these text types, such as informative, persuasive, posters, and webpages. Students will be able to use their
knowledge of text types to create their own informative text type (poster) to inform others about forces. They will learn and be given the opportunity to
reinforce the skills necessary for informing others in group discussions and presentations.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Diagnostic
Group discussions to gain understanding of their current knowledge about forces
Kahoot quiz to gain formal information about where their current learning is (all questions and answers are read out to the class, to account for
Students at Educational Risk in regards to literacy).
Venn diagram sorting images of push and pull to gain further understanding of their knowledge and any misconceptions
Formative

Push and pull experiments with familiar objects using friction, where students need to create predictions and record the outcomes.
Labelling images on the sorting table to demonstrate where the forces are acting on the objects.
Write a short description about forces, how they impact on their world.
Create a poster to represent forces around the world to develop students understanding of interconnectedness and cause and effect.

Summative

Students create a robot or machine which can move or do tasks based on push or pull forces. They can use Lego, cardboard, meccano or other
construction materials to create their robot or machine. This will be accompanied by a poster about their project to explain their ideas to the class
during their presentation (or small groups for identified students on IEPs), on how it works using correct scientific language (push, pull, friction, force,
speed).

Task description:
For the summative tasks students will be placed into pairs according to their abilities (as derived from the diagnostic testing and ongoing formative
assessment) to allow them to work at a level which is suitable to their current learning needs. Prior to this, students will be guided through a series of
lessons about forces where they will be able to predict, test and conclude their findings to gain understanding about how force impact on their world. The
students will be researching the cause and effect of different types of forces and generating a brief PowerPoint showcasing their findings. The series of
lessons will be leading up to the task of designing and then creating a Robot which uses a force(s) to move and do something. On completion of their robot
the students will create a poster describing their robot creation which will be used during their presentation to the class to showcase their project.
Throughout the presentation to the class the students will be assessed on their ability to communicate to the audience their ideas and understandings
clearly and using appropriate language. These presentation skills will have been developed throughout the term during news time and each time they are
sharing with the class. The robot construction will be used to assess the understanding of how to implement push and pull forces to gain the desired
reaction. This is assessing their knowledge of how forces can be applied and is using their experiences from the experiments and putting them into action.

Assessment recording template: (what will be recorded and in what format?)

ROBOT or MACHINE PROJECT
Grade ___/16
CATEGORY
1
Scientific Knowledge
Explanations by several
members of the group do
not illustrate much
understanding of scientific
principles underlying the
construction and
modifications.
Function
Fatal flaws in function with
complete failure under
typical stresses.
Construction - Materials
Inappropriate materials were
selected and contributed to
a product that performed
poorly.
Construction - Care Taken

Construction appears
careless or haphazard.
Many details need
refinement for a strong or
attractive product.

ROBOT or MACHIEN PRESENTATION

Grade ___/16
CATEGORY
1
Speaks Clearly
Often mumbles or cannot be
understood OR
mispronounces more than
one word.
Vocabulary
Uses several (5 or more)
words or phrases that are
not understood by the

2
Explanations by most group
members indicate relatively
accurate understanding of
scientific principles
underlying the construction
and modifications.
Structure functions pretty
well, but deteriorates under
typical stresses.
Appropriate materials were
selected.

Construction accurately
followed the plans, but 3-4
details could have been
refined for a more attractive
product.

2
Speaks clearly and distinctly
most (94-85%) of the time.
Mispronounces no more
than one word.
Uses vocabulary appropriate
for the audience. Does not
include any vocabulary that

2
Explanations by all group
members indicate a
relatively accurate
understanding of scientific
principles underlying the
construction and
modifications.
Structure functions well,
holding up under typical
stresses.
Appropriate materials were
selected and there was an
attempt at creative
modification to make them
even better.
Construction was careful
and accurate for the most
part, but 1-2 details could
have been refined for a
more attractive product.

4
Explanations by all group
members indicate a clear
and accurate understanding
of scientific principles
underlying the construction
and modifications.

3
Speaks clearly and distinctly
all (100-95%) the time, but
mispronounces one word.

4
Speaks clearly and distinctly
all (100-95%) the time, and
mispronounces no words.

Uses vocabulary appropriate

for the audience. Includes 12 words that might be new to

Uses vocabulary appropriate

for the audience. Extends
audience vocabulary by

Structure functions
extraordinarily well, holding
up under atypical stresses.
Appropriate materials were
selected and creatively
modified in ways that made
them even better.
Great care taken in
construction process so that
the structure is neat,
attractive and follows plans
accurately.

audience.

might be new to the

audience.
Sometimes stands up
straight and establishes eye
contact.

most of the audience, but

does not define them.
Stands up straight and
establishes eye contact with
everyone in the room during
the presentation.

defining words that might be

new to most of the audience.
Stands up straight, looks
relaxed and confident.
Establishes eye contact with
everyone in the room during
the presentation.
Volume is loud enough to be
heard by all audience
members throughout the
presentation.

Posture and Eye Contact

Slouches and/or does not

look at people during the
presentation.

Volume

Volume often too soft to be

heard by all audience
members.

Volume is loud enough to be

heard by all audience
members at least 80% of the
time.

Volume is loud enough to be

heard by all audience
members at least 90% of the
time.

1
Did not use class time to
focus on the project and/or
often distracted others.

2
Used some of the time well
during each class period.
There was some focus on
getting the project done but
occasionally distracted
others.
The graphics are made by
the student, but are based
on the designs or ideas of
others.

3
Used time well during each
class period. Usually
focused on getting the
project done and never
distracted others.

4
Used time well during each
class period. Focused on
getting the project done.
Never distracted others.

One or two of the graphics

used on the poster reflect
student creativity in their
creation and/or display.
Almost all items of
importance on the poster are
clearly labelled with labels
that can be read from a
distance.
Student can accurately

Several of the graphics used

on the poster reflect an
exceptional degree of
student creativity in their
creation and/or display.
All items of importance on
the poster are clearly
labelled with labels that can
be easily read from a
distance.
Student can accurately

FORCES POSTER
Grade ___/20
CATEGORY
Use of Class Time

Graphics - Originality

No graphics made by the

student are included.

Labels

Labels are too small to view

and/or no important items
were labelled.

Several items of importance

on the poster are clearly
labelled with labels that can
be read from a distance.

Knowledge Gained

Student appears to have

Student can accurately

insufficient knowledge about

the facts or processes used
in the poster.
Content - Accuracy

No accurate facts are

displayed on the poster.

answer about 75% of

questions related to facts in
the poster and processes
used to create the poster.
1-2 accurate facts are
displayed on the poster.

answer most questions

related to facts in the poster
and processes used to
create the poster.
3-4 accurate facts are
displayed on the poster.

answer all questions related

to facts in the poster and
processes used to create the
poster.
At least 5 accurate facts are
displayed on the poster.

Feedback: (What sort of feedback will students receive?)

Students will receive written feedback on their posters as there are many aspects to be considered on each individual poster. They will also be provided
feedback at the completion of their presentation about their speaking and listening skills and on the effectiveness of the robots, as well as written feedback
based on the rubric to keep in their portfolios. Throughout the unit of work students will receive verbal feedback each lesson according to the individual
need, it may be an encouraging comment on what they have been doing well or an encouragement to focus on a particular area which need more attention.
In addition to these feedback processes, students will receive feedback through the Connect Classroom online where images of their assessment swill be
placed on their individual timelines along with comments about things they are doing well and areas which require more focus and attention.

Self-assessment: (How will students reect upon and self-assess their learning?)
Students will be guided through a self-assessment lesson after they have completed the presentations. This lesson will be based around giving the students
time and strategies to reflect on their learning and actions throughout the project. Students will be provided with a reflection sheet and for each section they
will be guided through

What went well in this lesson? Why?

What problems did I experience? Why?
What could I have done differently?
What did I learn from this experience that will help me in the future?

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What events will help students:

Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences

DETERMINING PRIOR KNOWLEDGE

Engage How did that happen? Discussion about movement throughout the world,
brain storing of ideas and current thoughts and concepts.
Content Area:
Science Students are asked at the beginning what they think forces are (Determining
Prior Knowledge). Students are introduced to prediction by being asked what they
believe will happen before the experiment.
Literacy Students will be introduced to new vocabulary and it will be added to the
word wall to allow the students to become familiar with the words and meanings. Prior
to this they will participate in a Kahoot quiz to determine their current levels of learning

Assessment For/As
Learning (Formative
Assessment)
Diagnostic Brainstorm of
What is a Force?
Diagnostic Kahoot Quiz

Resources

Interactive White Board

Butchers Paper
Kahoot Quiz

Mathematics students will be using informal units of measure when measuring out
the distance travelled.
Introduction:
Students are sitting on the mat in a circle in groups of 4 and in front of them are a
range of push toys spelling out the word push, and pull toys spelling out the word pull.
Each group has a piece of paper and crayon. They are asked to describe what they
think a force is and share it in their group then draw or write all they can about what
they think a force is. The groups will share 2 items each with the class from their
brainstorming page.
Body:
Explain to the students that they will be completing a unit of work about forces and that
at the end of the unit of work they will be creating and presenting a robot or machine to
the class that moves by or creates a push or pull force.
Students will then use an iPad each to complete the Kahoot quiz which is used to
determine their current level of understanding in relation to forces and scientific
language. This quiz contains questions which are to identify any possible
misconceptions which the students may have that need to be addressed throughout
the unit of work.
Conclusion:
The end of the lesson students will discuss what they currently think of forces, how
they know this, and any experiences they may have had.
2

DEVELOPING SCIENTIFIC understanding/INVESTIGATION SKILLS

Diagnostic:

Engage Water Rockets

Observations of ability to
predict and test those
predictions.

Content Area

A Push Or A Pull by
Peter Weatherall:
https://www.youtube.com/
watch?v=FOcY37oGhj8

Science:

3x Hoops

Developing Scientific investigation skills such as prediction, testing and concluding the
results.

6x water bottles

Literacy:

6x packets of aspirin

Developing scientific literacy

6x jugs of water

Mathematics:

6x 1meter ruler

Informal and formal units of measure

Introduction:
The activity requires close supervision and EA support for SAER students.
Give a safety warning to all the students as they will be using aspirin and are not to eat
or drink it. Explain that it is safe as they may have seen it at home but that it is
medication and as with any science experiment they need to make sure they are being
safe.
Explain that this session is about making and concluding predictions. Discuss what
predictions are and why they need to make them.
Body:
Students will take to the oval for this lesson and will be presented with the water
bottles, the aspirin and water. They then will be asked to make a prediction about
whether they will fly or just sit there using those ingredients. Students are to stand on
either the fly, stay there or not sure hoops. Students will observe the test and discuss if
their prediction were right or not and possible reasons why. Measure how far it went by
using students as informal units of measure then follow that with a demonstration of
how to use the meter ruler to measure.
Split the students into groups of 4, making sure the groups are fair and work with the
classroom dynamics. The students are given job card lanyards and will rotate through
the jobs so everyone has a turn at launching the rockets. The jobs are launcher, field
measurer, water measurer, and predictor. Explain each role to the students so they
know and understand each of the roles, and reinforce that everyone will get a turn at
being the person to launch the bottle.

Have students fill out the scientific method sheet and record their predictions. After the
experiment students will need to draw and label diagrams of their observations and the
results from the experiment.
Conclusion:
Discuss as a class the results that each group had and discuss any problems they
came across. Talk about the solutions the students came up with to overcome the
issues.
3

PURPOSE OF TEXT - INVESTIGATIONS

Engage/Explore testing pulley games on oval
Use the pulley experiment as a fun and engaging way to have children analyse the
purpose of different texts, in this lesson it investigations
Content Area
English:
Begin looking at procedures and discuss the different between text types and
purposes.

http://www.bbc.co.uk/scho
ols/scienceclips/ages/6_7/f
orces_movement.shtml
Forces and movement by
BBC
https://www.youtube.com/
watch?
v=LEs9J2IQIZY&list=PLtP
-r8tqtsaJlm7EpWQoZscrICxwoxFK
Gravity, Force, and Work
(clip) phoenixfilmandvideo

Science:
Push and Pull forces. Introducing changes in mass. Using procedures to complete the
task. Using a recording sheet to record predictions, results and conclusion.

3x children wagons / pull

along cart

Mathematics:

3x procedure worksheets

They describe outcomes for everyday events. Students collect, organise and represent
data to make simple inferences.

3x recording worksheets

Introduction:
Begin with a discussion about different types of text, the purpose of these texts, and
where students might see them. As a class discuss why we need procedures, some of
the procedure they see around the school/home/sports/other places. Talk about the
possible outcomes if procedures are not written and followed. Create a class

brainstorm about procedures.

Body:
Students will be separated into groups of 6. The goal of the lesson is to develop an
understanding of procedures and why they are important. The task will be for students
to follow the procedure for the experiment. The experiment involves making predictions
about the effort needed to pull the wagon up or down different gradients (slopes) when
they change the mass inside the wagon.
Conclusion:
Once the students have concluded their experiments with the wagons and recorded all
the data (predictions, and results) as a class refine what the purpose of a procedure is
and discuss some of the success and mistakes from the lesson. What worked well,
and what needs to be improved for next time.
4

DEVELOPING UNDERSTANDING OF FAIR TESTING and USING FORMAL UNITS

OF MEASURE

Formative Observations of
students ability to predict

Explore Car Ramps

Content Area
Science:
Push and Pull forces. Introducing changes in mass. Using procedures to complete the
task. Using a recording sheet to record predictions, results and conclusion.
Mathematics:
Students will display either a picture graph or table of results of their results to provide
the reader with further evidence and back up their explanation.
Introduction:
The students will begin this lesson by think-pair-sharing about what it means by fair
test. Discuss some suggestions as a class and ask questions such as; is it a fair race if
Joey starts ahead of the other runners? Why/why not? This will get the students
thinking about what it means to be fair, the main idea that they need to get is that the

Formative - Graphs created

during the investigation

http://www.sciencekids.co.
nz/gamesactivities/friction.
html Friction by Science
Kids; Fun Science and
Technology for Kids

Car ramp
Carpet
Lino
Rulers
Toy cars
Books

situation needs to be the same each time. Demonstrate by using the interactive game
to represent the fair test as everything is the same except for the floor covering. This
will help the students to quickly develop understanding about changing only one
variable.
Body:
In self-selected groups of 3 students will be conducting fair tests to see how a different
surface changes the distance a toy car will travel once leaving the ramp. They will be
provided with materials such as; meter ruler, shaggy carpet strips, normal carpet strips,
toy car and a piece of cardboard for the ramp. The students have to decide how they
are going to lift up their ramp so it is the same for each time. Circulate around the
groups during the design stage and provide point of need assistance in the form of
clarifying questions. For example; how are you planning on keeping that ramp there?
John might sneeze and move and make you test invalid. And encourage them to look
for solutions close at hand such as chairs, desks, books or shelves to prop the ramp up
on. For each test the students will need to fill in the recording table provided and
complete the bar graph.
Conclusion:
Create a classroom poster together will all the elements and ideas of a fair test. This
will reinforce what is a fair test and it will introduce them to posters which they will be
creating toward the end of the unit.
5

EXPORE SCIETECH INCURSION - MOVE IT (Years K-3) Playing with toys

leads to all sorts of amazing science experiments. Question, predict and test
as we learn about motion using the best scientific equipment of all: from the
toy box!
Content Area:
Science:
Push and Pull forces. Introducing changes in mass. Using procedures to complete the
task. Using a recording sheet to record predictions, results and conclusion.
Mathematics:

Observations of students
throughout the activity

Scitech people
Learning journals

They describe outcomes for everyday events. Students collect, organise and represent
data to make simple inferences.
Literacy:
Developing scientific literacy

Introduction:
Explain to the students that they are going to have a special lesson today which
involves the people from Scitech coming to visit their school and show them some
awesome experiments using the push and pull forces that they have been learning
about. Remind the students how to be active listeners and audience members.
Body:
The Scitech staff will take the students through a series of fun and exciting science
experiments which require them to predict, test and learn about motion. This will be an
interactive show which will allow the students to help out at appropriate times for
different parts of the experiments.
Conclusion:
Students will add words to the forces words wall and write down their own definitions of
2 words in their English Learning Journal.

Explain RESEARCH INTO AMOUNTS OF FORCE USED Natural disasters

Formative - Research Sheet

Science:

Formative - Exit slip

Student will be explaining how forces move or change the world, describing in their
own words the changes which have happened. They will communicate their ideas in
written and labelled diagrams.
English:

https://www.youtube.com/
watch?v=HBv42FWgV54
High School Girl Makes
an Amazing
Science/Music Project
by Trending News

Learning journal
Research sheets

Students will be using their developing vocabulary to describe the changes that natural
disasters make and how the amount of force changes the result of the impact.

IPad
Exit slips

Introduction:
Have pictures of tsunamis, earthquakes, tornados, and cyclones on the board. Ask
students if they know what any of the pictures are, maybe if they have experienced one
or know of someone who has. This may be a sensitive topic and care needs to be
taken not to scare the students but to help them understand that forces are at work and
how they make things change looking at the cause and effect at an age appropriate
level.
Body:
Students are research earthquakes and find 3 key pieces of information to add to their
research sheet. They need to find out information to explain where they occur, why
they occur and finally they can draw a labelled diagram to explain their understanding.
Students researching earthquakes will be able to watch What Is An Earthquake? |
The Dr. Binocs Show | Educational Videos For Kids by Peekaboo Kids
https://www.youtube.com/watch?v=dJpIU1rSOFY
Why Do Earthquakes Occur? - Explained through animation for kids | Roving
Genius Roving Genius retreived from: https://www.youtube.com/watch?
v=ICSX3Wn8_rc
Conclusion:
Have students fill out an exit slip where they write down 2 interesting facts that they
learnt about their natural disaster today. Add these slips to the students learning
journal.
7

Explain EXPLAINATION WRITING OF A PREVIOUS TASK

Content Areas
Science:
student will be explaining how forces move or change the shape of an object by

Formative written
explanation

Butchers paper
Learning journals
Results from experiment

describing in their own words the changes which have happened. They will
communicate their ideas in written and labelled diagrams.
English:
Students will be using their developing vocabulary to describe the changes they have
observed. They will be writing an informative text in the form of an explanation for one
of the experiments which they have conducted.
Mathematics:
Students will display either a picture graph or table of results of their results to provide
the reader with further evidence and back up their explanation.
Introduction:
Begin the lesson as a whole class and have a think-pair-share about what it means to
explain to someone. Create a class explosion chart about explanations using the
feedback from student pairs. Explain that they are going to be writing an explanation
about one of the experiments which they have completed, using the ideas that they
have just come up with on the explosion chart.
Body:
Before the students set off and start writing up their explanations and drawing the
diagrams create one together on the board as a class. Scaffold the writing by providing
probing questions such as; how would the reader know what experiment we had
completed? How can we show the reader the set up for this experiment? How should
we explain what we did to find that result? Write up the key aspects of explanation
writing in bold writing and colour so the students can refer easily back to these
throughout the lesson as visual reminders (title, topic statement, sequence, conclusion
and diagram). For the SAER students an explanation framework sheet will be provided
to help further scaffold their learning.
Conclusion:
Revise what the purpose of an explanation text is for and compare with recount writing.
This will allow the students to further develop their understandings of different text
types and purposes. Students will write down their understanding of explanation writing

in their learning journals.

8

Explain DESIGN PROCESS INTRODUCTION

Content Areas
English:
Students will be using the language thy have been learning throughout the design
process to explain and expand their ideas and knowledge.
Science:
Student will be applying what they have learnt about forces to a new situation where
they have to design the robot or machine which will use push/pull forces.
Mathematics:
Students will be demonstrating their knowledge 3D shape properties throughout the
design and creating process by making decisions about the best way to construct their
robot or machine.
Design and Technology

Communicate ideas through describing drawing and modelling a sequence of

steps. Understand that forces create movement in objects and use this knowledge to
begin designing their robot or machine.

Introduction:
Explain to the students that they are all wonderful engineers and that they will be using
those creative problems solving skills, in pairs, to create either a robot or a machine
that uses push, pull or both forces to move of make something else happen.
Additionally, explain that this robot or machine will need to be presented to the class
along with a poster that they will work on at a later date. Have a short discussion about
some machines and robots that the children have seen, ask where they think robots
are built around the world.

Formative poster designs

https://www.youtube.com/watch
?v=WdEac7IfQb8 How To Make
Simple DIY Robot for Kids (Mr.
Red Robot Do-it-yourself)
https://www.youtube.com/wat
ch?v=hjXYVpAyYG0
Rubber Band Powered Car 4
toothpicks 2 Straws 4 Bottle
Caps by
GrandadIsAnOldMan
https://www.youtube.com/wat
ch?v=QzY9RH_JnL0 How to
Make an Air Powered Balloon
Car by Mark's Garage
https://www.youtube.com/wat
ch?v=IacekOC-gwI How to
make a Balloon powered car
very simple - Easy balloon Jet
car Tutorials by Weapon GBx
https://www.youtube.com/wat
ch?v=qbAuaN8wIvA CD
Hovercraft by
GrandadIsAnOldMan
https://www.youtube.com/wat
ch?v=bjiw7qYvuAs DIY
Catapults Kids Can Make
Megan Sheakoski
https://www.youtube.com/watch
?v=X7Nkiacq5dM Balloon
Rocket Two Stage by
CuriosityShow

Paper
Textas

Think-pair-share ideas about what they might create and how they might make it move.
The students will need to write or draw these ideas and original concepts onto their
planning placemat.

IPad
Learning journals

Body:
To assist with developing deeper and creative ideas the students will watch 3-4 videos
(each on is approximately 1-minute-long) which demonstrate different ways that forces
can be applied to make things move or apply a force to another object. These video
clips demonstrate a number of ways which simple projects that use push or pull forces
such as, cars, hovercrafts, catapults or rockets can be made easily with household
items.
Remind the student before they commence the planning stage that they are to create a
machine or robot which uses a force(s) to either move or make something else move.
Students will be working through phase 1, 2 and 3 of the engineering design process.
1. Identify the problem Create a machine or robot which moves or creates a
movement by using a push or pull force.
2. Explore Look at what and how other people have done similar things.
3. Design Create a brainstorm of all the ideas you can think of. What will you
project be? How will you make your project move or make something else
move? What will you use to make it? Where will you get your materials from?
What will it look like (draw a picture)?
Conclusion:
Ask groups to share with the class their current design and what they are planning to
use to make it. This is to help clarify in their minds what they are planning to make,
with what materials and begin thinking about how.
9

Explain DESIGN PROCESS IMPLIMENTATION

Content Areas
Science:
Student will be applying what they have learnt about forces to a new situation where
they have to design the robot or machine which will use push/pull forces.

Formative - Completed
designs

Construction materials:

Lego
Cardboard boxes
Glue
Scissors
Tape

Mathematics:
Students will be demonstrating their knowledge 3D shape properties throughout the
design and creating process by making decisions about the best way to construct their
robot or machine.
Design and Technology

Communicate ideas through describing drawing and modelling a sequence of

steps. Understand that forces create movement in objects and use this knowledge to
begin designing their robot or machine.

Introduction:
Today students will be continuing phase 3 (Design) and some will be beginning phase
4 of the engineering process which is to create the product. Before the students begin
to create their projects watch both:
https://www.youtube.com/watch?v=8NT0rIv7sIU DIY Jet Toy Car for Kids by mopatin
https://www.youtube.com/watch?v=IacekOC-gwI How to make a Balloon
powered car very simple - Easy balloon Jet car Tutorials by Weapon GBx
Students will then think-pair-group share about the similarities and differences between
both cars. Ask the students to determine which car they think has been constructed
better and communicate a reason to the group. If students are struggling to compare
the cars ask students questions such as; which car do you think will break easily? Are
there any common materials from both cars?
Body:
Students will continue to work with their partner on the design of the robot or machine.
Encourage the student to look at the design, identify any possible faults in the design
and make any changes to the materials they will be using. To help guide the students
design evaluation ask questions which allow the pair to assess and evaluate their
design decisions. Questions such as, what might happen if you use the shoe box

Staples
String
Straws
Balloons
Elastic bands
Plastic bottles
Plasticine
And any other
materials they
decide to use

instead of cereal box? What could you use for wheels? How will you make the
movement smooth when the string moves around the edge of the box? Once the
students have agreed on their final design they may begin construction.
Conclusion:
Students will need to fill out their learning journals and document any major changes to
their design as part of the reflection process.
10

Explain - Robot testing

Content Areas
Science:
Student will be applying what they have learnt about forces to a new situation where
they have to design the robot or machine which will use push/pull forces.
Mathematics:
Students will be demonstrating their knowledge 3D shape properties throughout the
design and creating process by making decisions about the best way to construct their
robot or machine.
Design and Technology
Communicate ideas through describing drawing and modelling a sequence of steps.
Understand that forces create movement in objects and use this knowledge to begin
designing their robot or machine. Evaluate the success of their design and identify
possible solutions.

Introduction:
This lesson will focus on fair tests using their robot or machines. Revise with the class
what is a fair test, how to conduct and record fair tests. As a class generate a recording
table to use as a visual prompt when the students are writing the table in their learning

Summative- marked against

the rubric to see if they
have created a sturdy robot
that uses a push or pull
force to move or make
something else move.

Rulers
Robot/machine
Recording sheet
Construction
materials for any
fixes or
modifications
which may need
to be made.

journals.
Body:
Phase 5 of the engineering design process is to try it out. In pairs students will create
their recording table before commencing the testing. Students will need to identify and
record the key variables which they will keep the same to insure the tests are fair.
Some examples are to keep the number of twists in the elastic band the same, use the
same ramp height or blow up the balloon with the same amount of air each time.
During the testing students are to identify and record any issues which may be
occurring. Some issues might arise with the construction materials not being stable
enough, friction occurring when force is applied which results in an uneven movement,
or possibly pieces fall off when the force is applied. Students will need to record all the
issues and use their problem solving skills to develop suitable solutions. Give point of
need questioning and feedback to help guide the students through the testing and
problem solving.
Conclusion:
Have each pair write down one issue they had and create a class bar graph to see if
there were any other groups with similar problems. Encourage the students to share
the solutions they came up with.
11

Elaborate - Poster creating

Content Areas
Science:
Student will be applying what they have learnt about forces to a new situation where
they have to design the robot or machine which will use push/pull forces.
Mathematics:
Students will be demonstrating their knowledge 3D shape properties throughout the
design and creating process by making decisions about the best way to construct their
robot or machine.

Summative Poster
created to display the
information about their
project and their
understanding of forces.
Marked against the rubric.

A3 Poster card
Learning journals
IPad for
researching
Textas
Pencils
Glue
Scissors
Black markers
Rulers
Classroom
posters for
inspiration
Sticky notes

Design and Technology

Communicate ideas through describing drawing and modelling a sequence of steps.
Understand that forces create movement in objects and use this knowledge to begin
designing their robot or machine. Evaluate the success of their design and identify
possible solutions.

Introduction:
Explain to the students that they will be focusing on creating a poster for their project.
Revise the purpose of posters, that they are to inform the audience through the use of
small amounts of writing and images. Use the posters around the room as inspiration
and examples. Look at and discuss in pairs the use of colour, size of the font, size and
placement of images and text, placement of the title and the information that is
presented. Develop a checklist together of important things to include on posters.
Body:
In their project pairs, students will create a draft design of their poster. This draft will be
their guide when working on the official poster. The student can use to their learning
journals to help with creating factual information to include about the forces they are
using. Additionally, the students can include information recorded during the testing to
help explain their project in more detail. Encourage the students to use the checklist to
ensure they have included all the aspects needed on their poster.
Conclusion:
Have the students do a gallery walk around to look at the other groups poster. Assign a
pair of students to another groups poster and have each student will write a one
positive statement and one thing they would have done differently on a sticky note and
leave it next to the poster. This will help to build confidence and positive feelings within
the group and allow students to develop their evaluating skills.
12

Elaborate presentation techniques

Content Areas

6x plays aimed at different

reading abilities.

English

Adjusting presentation for different audiences

Preparing and giving oral presentations, including reports of group

discussions, using more formal speech and specific vocabulary about
content area topics

Listening

and responding to presentations, including those using

multimedia, on familiar and learned topics, recording key information,
and connecting new and existing knowledge about a topic

Introduction:
Explain to the students that throughout the year they have been doing mini
presentations. Every time they share something with the class they are practising how
to communicate to an audience. Remind them about the Scitech presenters and have
the students give suggestions for ways they presented to the class which made it a fun
and exciting experience. Use those suggestions to talk about their presentation next
week and start to make a list of things that they can do to be good presenters and
audience members.
Body:
Students will be placed into reading ability groups with 3 to 4 students in each group.
The reason for reading ability grouping is due to the task requiring students to read and
remember the scripts of short plays so they can practise their presenting skills.
Each group will be given a different play based on their reading ability, this will not be
made known to the students. Explain that if everyone had the same script it might get
boring watching the same play 6 times.
The groups will spread out in the classroom and wet area to read through their scripts
and decide which student will play each part. As the students are practising their plays
make sure to visit each group and provide positive feedback on thing they are doing
well and constructive feedback and suggestions about things they can improve on.

Before the groups begin the plays, discuss what good audience members do and how
that might make the presenters feel.
Conclusion:
Each group will present their play to the class and be provided with 2 positive points
and 1 thing to improve on.
13

Elaborate/Evaluate - Rehearsal
English

Adjusting presentation for different audiences

Preparing and giving oral presentations, including reports of group discussions,

using more formal speech and specific vocabulary about content area topics

Listening and responding to presentations, including those using multimedia, on

familiar and learned topics, recording key information, and connecting new and
existing knowledge about a topic
Science:
Explain how push or pull affects and object and how it moves or its shape. Describe
changes and movements which occur from a force. Explain how science is present in
their everyday lives. use a range of ways to communicate ideas to an audience.

Introduction:
In groups revise what good presenters and audience member do and each write down
one suggestion. Have student share 2 of their answers with the class by standing up
together at the front of the class.
Body:
The student will break into their pairs and begin working on how and what they will
present to the class. Circulate around while the students are rehearsing and provide

support to students. This may be by reminding the student to face the audience so they
can see, using an appropriate voice and volume when speaking and makings sure they
tell the audience about all the important facts using their poster.
Conclusion:
Ask for volunteers to try using different voices and levels of volume to read the same
sentence to reinforce their understanding of appropriate presenting skills.

14

Elaborate/Evaluate - Presentation
Content Areas
English

Adjusting presentation for different audiences

Preparing and giving oral presentations, including reports of group discussions,

using more formal speech and specific vocabulary about content area topics

Listening and responding to presentations, including those using multimedia, on

familiar and learned topics, recording key information, and connecting new and
existing knowledge about a topic
Science:
Explain how push or pull affects and object and how it moves or its shape. Describe
changes and movements which occur from a force. Explain how science is present in
their everyday lives. use a range of ways to communicate ideas to an audience.
Design and Technology

Communicate ideas through describing drawing and modelling a sequence of

steps. Understand that forces create movement in objects and use this knowledge to
begin designing their robot or machine.

Summative Presentation.
It is the culmination of all
their learning experiences,
skills and knowledge learnt.
Students need to be able to
clearly communicate their
ideas and knowledge to
their peers. Marked on a
rubric.

Introduction:
Play the funny voices game where the students need to say a sentence in a funny
voice to the person in the middle. The person needs to guess who they are trying to
sounds like. The aim of playing this game before the presentations is to reduce any
anxiety about presenting and make it a fun and enjoyable experience.
Body:
Put up the chart the class created about being good audience members to remind
students about their role while the groups are presenting. Each group will be pulled out
of a hat to present, with the exception of the SAER who will be given the opportunity to
present to a small group of the students at the end of the presentations. Each group
will be allowed up to 5 minutes to show and explain their robot or machine. At the end
the audience may ask 2 questions to help clarify their understanding.
Conclusion:
Students will write down 2 things they felt they did really well and one thing they feel
they need to work on. Discuss some of the things the groups all did really well to end
the lesson on a positive note as presenting can be a hard thing for some people to do.
15

Evaluate What worked well what could be improved

Content Areas
English
Students evaluate their ideas and experience using topic specific vocabulary. They
explain their decisions clearly drawing on tier own experiences and from what they
have learnt.
Science
Represent and communicate observations and ideas in a variety of ways (ACSIS042)
Compare observations with those of others (ACSIS041)

Summative reflection
sheet

Reflection sheet

Design and Technology

Use simple criteria to evaluate the success of design processes and solutions

Work independently, or collaboratively when required, to organise information

and ideas to safely create and share sequenced steps for solutions

Communicate ideas through describing drawing and modelling a

sequence of steps.

Understand that forces create movement in objects and use this knowledge to
begin designing their robot or machine.

Introduction:
Explain to the class that an important part of any learning is to evaluate and reflect on
what they have done and make improvements for next time. Talk to them about how
everyone does this without realising most of the time in our day to day lives. For
example, trying a new gymnastics trick, learning to cartwheel, doing a handstand,
riding a bike or even making lunch.
Body:
Each student will have a reflection sheet to fill in. Students will need to reflect on their
group working skills, robot/machine construction, and information poster to identify
things which worked well and things that they would change if they had to do it again.
The students can write and draw pictures on the reflection sheet to help explain their
ideas clearly.
Conclusion:
Think-pair-share with another group the things that are identified as ones to do
differently next time, are they the same or different to the other group? Each person
receives a leaf and write on it one things they have learnt from the unit and add to the

class learning tree on the bulletin board.

EXPLANATION OF PLAN
Introduction to the unit

The focus for this unit of work is to develop students understanding about how their world works, specifically looking at how forces can change the
shape or move things. Forces are often a hard concept for students to conceptualise as it can be very abstract (Ross. 2008). This unit of work
endeavours to engage the students in hands on activities where they are constructing and developing knowledge through learning experiences
(McDevitt, Ormrod, Cupit, Chandler & Aloa. 2004). The aim is to incorporate multiple areas of the curriculum to provide a holistic approach to learning
which incorporates literacy, numeracy, science and design and technology. The unit will develop their investigation skills, encourage them to develop
questions and find the answer to those questions.

Learning areas- What they will be learning from each area

The learning areas included in this unit are Science, English, Mathematics, and Design and Technology. Each of the learning areas included add to
the learning experiences and help students to learn about the world in an inclusive way, which is how the world is, rather than segregated into specific
subject areas. Although this seems to be a predominantly science focused unit, the students are learning about the other subject areas throughout
the unit. Within the English area students are exposed to all three strands of the English curriculum; Language, Literature and Literacy (SCSA. a.
2014). Language focus for this unit is developing students understanding that different audiences require different approaches and that there are
different text types for different purposes (SCSA. a. 2014). Literacy is a major part of most lessons to develop skills for comparing texts, interacting
with others, building comprehension and creating information texts in the form of investigations and the poster (SCSA. 2014). While students are
learning about physical science, they are learning and developing many English skills and therefore learning through integration of subject areas.
Within Mathematics students are revising their skills in Number by recognising number patterns which may occur (SCSA. b. 2014). They are
developing understanding of place value during every activity which requires written numbers (SCSA. b. 2014) The construction of the robot or
machine uses the students understanding of 3 dimensional shape properties to build a sturdy structure which can withstand the forces that are
applied to it during the testing process (SCSA. b. 2014). Additionally, students are developing their skills in data collection and representation when
they record and graph the testing results and draw conclusion based on the data (SCSA. b.2014).

UBD Description of what it is and how it works.

Understanding by design (UBD) is a framework for teachers to use when planning a unit of work based around a big idea or concept (Wiggins and
McTighe. 2011). Reedman and Allen (2013) describe UBD as constructively aligned framework for planning, meaning that the assessments directly
address the learning outcomes identified. The 3 phase approach to planning begins with identifying the key outcomes which students are required to
learn by the completion of the unit (Wiggins and McTighe. 2011). Wiggins and McTighe believe that after identifying the desired outcomes for
students, planning can then move backwards to phase 2 which is creating rich and engaging summative assessment task or tasks that will
demonstrate the desired outcomes of student learning (Wiggins and McTighe. 2011). Identifying what and how the student will be assessed then
enables the teacher to devise a learning plan appropriate for developing these key concepts for the specified period of time, thus the planning has
moved into stage 3 (Wiggins and McTighe. 2011). UBD is comprised in such a way that places importance on assessment of learning, phase 2, and
assessment for learning, phase 3 (Whitton, Barker, Nosworthy, Sinclair, & Nanlohy. 2010). Working backwards not only ensure that the key
objectives are front and centre when planning the subsequent lessons, likewise using the UBD approach to planning simplifies the planning process
making a task which can be somewhat confusing and disjointed at time a clear and sequential approach to devising a unit of (Wiggins and McTighe.
2011). Using the UBD framework for planning ensures that the lessons are advancing the students learning by constructing meaning based on prior
knowledge and experiences (McDevitt, Ormrod, Cupit, Chandler & Aloa. 2004).

Assessment How will students be assessed. Describe the progression of lessons for assessment.
The summative assessment task has been chosen to allow student to showcase the culmination of their learning in a variety of ways. Students have
the opportunity to demonstrate their understanding and skill development in the hands on tasks rather than a test of knowledge, this approach caters
for a wide range of skills and abilities. Additionally, modifications and scaffolding are targeted to specific groups according to their need. For example,
when the students are paired for the project they are placed into similar ability groups to allow both students to participate and help each other to
learn. In situations where the difference in ability is too great some of the possible outcomes are that the work load is not equally shared and one of
the students may be participating without understanding as the task maybe at a level too advanced for their current abilities (Readman and Allen.
2013). Thus, this series of 3 summative assessment pieces have been based around the similar ability grouping allowing equal sharing or work load
and the ability to be aimed at challenging the students so they can learn and develop skills but without being overly advanced that the students
become disengaged from the learning (Whitton, Barker, Nosworthy, Sinclair, & Nanlohy. 2010). These summative task have rubrics which the
students will be marked against. The benefit of using rubrics is that they can easily be re-worded to allow for simplified students rubrics (Readman
and Allen. 2013). Modifications to the presentation of the rubric will be made as this unit is for a Year 2 classroom, the students will be given verbal

instructions followed up with simple checklists displayed on the board of the focus for the lesson rather than giving each student the rubric to refer
back to. Using the checklist displayed, all students are therefore aiming for the same goal at an individual level. The use of a checklist additionally
provides the opportunity to provide point of need modification of tasks for the individual learning abilities of the students (Readman and Allen. 2013).
Formative assessment is conducted throughout the unit in different forms to record the learning progression of each student. For the majority of the
time formative assessment will be conducted using a checklist during lessons to record student achievement of the concepts and skills. Furthermore,
observations and anecdotal records may be kept for individual students as a way to keep more detailed records of student learning progression and
any interesting points which may have occurred during the lessons. the need for continual assessment is to ensure that the students are progressing
with their learning in order to be able to showcase the culmination of their knowledge, understanding and skills in the project building, poster and
presentation.

Feedback to parents.
Feedback to parents about their childs learning is an important part of assessment and is included in the code of conduct for teachers (Government
of Western Australia. 2011), along with addressing AITSL Standard 5.5 (2014) Providing feedback to parents can allow for greater parental
involvement and support for the child, helping them to improve through greater support and guidance. This may not always be the case for all
students as the background, education values and home-life of each student is different. Teachers can put in place the information, processes and
opportunities but ultimately the decision to interact with the school is made by the parent or guardian. Providing feedback will begin with a parent
teacher night, before the unit commences, to inform the parents about the upcoming unit of work and what the students will be working towards.
Involving the parents early on using the class meeting may help when the design and creating of their robot or machine begins as the parents can
start saving possible construction materials to add to the classroom resource boxes.
Additionally, parental feedback will be through the use of the Connect Classroom online which is the new platform created by the Department for
Education (Department of Education. 2016). This platform addresses AITSL Standard 5.5 (2014) which states that Graduate Teachers need to
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable
records of student achievement (AITSL. 2014). Connect used school wide as a reporting tool to parents from the classroom by teachers
uploading images and records for parents to access from home, which keeps them up to date about their child progress at school (DOE. 2016).
The security and confidentiality aspect make Connect the best choice in this instance, as teachers have the option to upload onto the classroom

page, where all the parents and students can see it, or individually to a specific students learning log which is private and only visible to the
parent of that child (DOE. 2016). Other positives to using Connect as a feedback tool to parents, teachers are able to quickly and easily inform
the parents of upcoming school events, assessments, incursions, excursions or even set reminders about which day to bring the library books.
Each classroom is customizable and the teacher decides what to share and inform the parents about. Using connect does not mean students
will not be taking notes and work home but it provides another avenue of communication between the classroom and home (DOE. 2016).
Students will still be taking home their learning journals to show parents the work they have been completing, but it means this can happen
less frequently which reduces the problems associated with forgetting to return the journal to class. As with any part of learning, assessment is

an ongoing cycle which is continually being evaluated and improved. Parental feedback is just one aspect of this cycle and will need to be monitored
to ensure that the communication is flowing both ways.

References
Australian Institue for Teaching and SchoolLeadership (AITSL). (2014). Australian Professional Standards for Teachers. Education Services Austrtalia
Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.

Department of Education (DOE). (2016). Connect. Retrieved from: https://connect.det.wa.edu.au/group/staff/overview

Government of Western Australia. (2011). Code of Conduct. Department of Education. Retrieved from:
http://www.det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policies-framework/guidelines/code-of-conduct1.en?catid=3457094
McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2004). Child development: educating and working with children and adolescents
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