Eded11405 Ess At2 Ethan Mann s0230312

7/23/2019 Eded11405 Ess At2 Ethan Mann s0230312

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EDED11405

Ensuring Student

Success

Assessment Task 2

Ethan Mann

S0230312


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Introduction

This assessment package is designed for a Year 5 Science unit consisting of 15 lessons over one term. This

unit focuses on Australian animal adaptations and how they aid survival in particular environments. The

summative task involves students making a projective investigation into what adaptations would need to

be developed for a particular species, if global warming continues at its current rate. The declarative and

procedural knowledges addressed in this unit are exactly the criteria standards being assessed in theculminating task. Department of Education, Training and Employment (DETE, 2013) states that

implementation of The Australian Curriculum Science is compulsory for prep to grade 10 and that

implementation involves teaching, assessing and reporting. The assessment tools throughout this

document have been created to align with curriculum intent Year 5 Australian Curriculum Biological

Science.

The type of assessment chosen for use is directly interconnected with the purpose for assessment (Brady &

Kennedy, 2012). Broadly however, the purpose for assessment is to identify, gather and interpret

information regarding students learning (The New South Wales Board of Studies, 2007, as cited in Brady &

Kennedy, 2012). Queensland Curriculum and Assessment Authority (QCAA, 2014) define the purpose of

assessment as promoting, assisting and improving future learning, inform teaching and planning, and to

report on and communicate student outcomes and achievements. There are many different types of

assessment strategies for checking learning and students outcomes, diagnostic, formative and summative

being the main three categories for classifying assessment types.

QCAA (2014) refers to diagnostic as assessing to conclude the nature and needs of studentslearning and

influence and inform feedback or intervention. Diagnostic assessment would be used throughout this unit

for checking students have suitable prior knowledge for lessons and to plan and use teaching methods that

will benefit the students. Formative assessment is referred to as the acquisition of data to inform future

teaching and learning and assist students in reaching higher levels of performance (Brady & Kennedy,

2012). Davis and Dargusch (2010) state that formative assessment often occurs during the learningsequence. Formative assessment is embedded constantly within this unit as a check for learning, progress

and to inform the organization and teaching of the remainder of the unit. Informal assessment tools and

strategies are always formative in nature and could be observations, feedback from students and

questioning for example.

Summative assessment refers to culminating tasks, activities and projects as a form of collecting evidence

often with the purpose of reporting and communicating this progress and achievement standard to

parents, carers and the school (Davis & Dargusch, 2010). These assessments are generally carried out at

the conclusion of units, terms and semesters. Davis and Dargusch (2010) also state that culminating tasks

often involve a student project that requires them to create, produce or solve a problem. In this assessment

package, students have to solve a projective situation involving global warming and adaptations. This

draws on the notion of authentic assessment and higher order thinking within Blooms Taxonomy.


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Unit title: Animal Adaptations KLA(s): ScienceYear level(s): Year5

Duration of unit: 1 term (15 lessons)

Identify curriculum (Content descriptors, Essential Learnings or other curriculum outcomes)

Key Questions &

Rationale for the Unit/context

It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most

adaptable to change.

Charles Darwin

In this unit students conduct an investigation into how and why animals adapt for their particular environment. They workthrough this unit using the 5 Es Engage, Explore, Explain, Elaborate and Evaluate to research adaptations and complete the

culminating summative task. Students look at what adaptations are, how Australian animals adapt to environments and

habitats, the effect global warming has had on Australian environments. The Key inquiry question for this projectiveinvestigation is how would globalwarming affect and influence the adaptations of a particular Australian animal? This

involves students researching and investigating an animal, classifying its structural and behavioural adaptations anddeveloping new adaptations that would be needed if the environment changes from global warming.

Students study this unit as global warming is a serious and current phenomenon that is obviously occurring globally. This unit

takes this global occurrence and brings it locally to specific animals and how they would be affected if it continues on its

current course. The summative information report written individually by students will be combined into a class book to be

printed for the library to raise awareness of the possible effects of global warming to our country and its inhabitants.

Year 5 Australian Curriculum Science

Science Understanding - Biological Science

Living things have structural features and adaptations that help them to survive in theirenvironment(ACSSU043),

elaborations;

explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of

dune plants.

describing and listing adaptations of living things suited for particular Australian environments.

exploring general adaptations for particular environments such as adaptations that aid water conservation in

deserts.

Science as a Human Endeavour Nature and development of science

Scientific knowledge is used to inform personal and community decisions(ACSHE217),elaborations;

considering how best to ensure growth of plants

considering how decisions are made to grow particular plants and crops depending on environmental

conditions

Science Inquiry Skills Planning and Conducting

With guidance, plan appropriate investigation methods to answer questions or solve problems(ACSIS086),

elaborations;

discussing the advantages of certain types of investigation for answering certain types of questions.

Communicating

Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts(ACSIS093),

elaborations;

discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of

scientific understanding.

constructing multi-modal texts to communicate science ideas.

using labelled diagrams, including cross-sectional representations, to communicate ideas.
http://www.australiancurriculum.edu.au/glossary/popup?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/glossary/popup?a=S&t=Environmenthttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS086http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS093http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS086http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE217http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU043http://www.australiancurriculum.edu.au/glossary/popup?a=S&t=Environment


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Procedural Knowledge

(specific for this unit & context)

Declarative Knowledge

(specific for this unit & context)

PK1 Use the DoL 4 CRP graphic organizer and guiding

questions to brainstorm and plan an information report.

PK2 Conduct an investigation using research methods.

PK3 Research a particular animal and find what is relevant

to the information report.

PK4 Explain how specific adaptations aid species survival.

PK5 Draw and label a scientific diagram of an animal and

adaptations.

PK6 Classify adaptations as structural or behavioural.

DK1 What adaptations are and the different types of

adaptations - structural and behavioural adaptations.

DK2 What global warming is.

DK3 The effect of global warming on environments/habitat.

DK4 Environments and climate influence adaptations and

how they do adaptations are developed for these.

DK5 Specifically what an investigation is.

DK6 Some different opinions/beliefs surrounding global

warming


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TASK SHEET FOR A CULMINATING TASK

Year 5 - Animal Adaptations Assessment Task

Task description:

You need to take the role of a biologist to explore an Australian animal species and the structural andbehavioural adaptations it has developed to survive in its habitat. You will use a Projective Investigation to

answer the question how would global warming affect and influence the adaptations of a particular

Australian animal?This needs to be done to find out what could happen to Australian animals if globalwarming continues, and what effect it would have on Australias biodiversity.You need to create aninformation report for your chosen animal species. Your class will put all their information reports togetherto be printed for the school library to raise awareness on the effects global warming will have on Australian

animals if it continues.

It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one

that is most adaptable to change. Charles Darwin

This task has been broken into 4 parts that you will step through in your investigation report:

PART A:Introduction of Australian animal and its adaptations. This section needs to provide: an introduction to the species and how it survives, its distribution/habitat, diet, water source,

predators, shelter, nesting and breeding; an outline of structural adaptations and a justification of how these aid survival; and an outline of behavioural adaptations and a justification of how these aid survival.

PART B:Use the dimension 4 process Projective Investigation graphic organizer to plan your information

report.

PART C:Write a section of their information report to answer the question What adaptations would this

species need if global warming continues in the future?Include: the effect global warming would have on its habitat and the surrounding environment. an outline of the speciesnew structural adaptations and a justification of how these aid survival; and an outline of the speciesnew behavioural adaptations and a justification of how these aid survival.

PART D:Draw a labelled scientific diagram of the animal and its new adaptations for survival in the future ifglobal warming continues.


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Conditions:

Week 7 Choose an animal. Investigate all about your chosen species. Organise information on the animal

and its structural and behavioural adaptations and why it needs them. Begin writing Part A.

Week 8 Continue investigating your speciesstructural and behavioural adaptations, and finish off Part A.

Week 9 Brainstorm using Part B graphic organizer. Plan and write Part C and make sure to justify why the

animal would need these adaptations.

Week 10 Complete Part D drawing a labelled diagram of the animal with its new structural adaptations.

Finish off investigation report.

Due Date: Week 10 / Lesson 20

Criteria: You will be marked on how well you:

Write clear and relevant information introducing your species and its distribution/habitat, diet,

water source, predators, shelter, nesting and breeding.

Explain the structural and behavioural adaptations and how these help the species survive.

Explain the possible adaptations that could develop in a global warming-affected habitat and how

these adaptations would help the species survive.

Consider the effect global warming would have on this habitat and some beliefs and opinions about

global warming.

Conduct proper research into the animal species, their adaptations and global warming.

Properly draw and labeling your species and structural adaptations needed in this different habitat

Use the graphic organizer provided to brainstorm and plan your information report looking at whatis known/agreed upon, contradictions and resolution to the scenario.


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Assessment Task Criteria Sheet

Student Name: Teacher: Rating:

Criteria A B C D E

Science Understanding

Explicit and relevant

information

introducing the species

and its

distribution/habitat,

diet, water source,predators, shelter,

nesting and breeding.

Explanation of

structural and

behavioural

adaptations and

justification of howthese aid the species

survival.

Explanation of possible

adaptations that could

be developed in a global

warming-affectedenvironment and

justification of howthese would aid the

survival of the species

under these different

conditions.

Comprehensive

summary of ecological

and scientific

information relevant to

species extends onlisted components to

provide a complexinsight into species.

Accurate list of speciesstructural and

behavioural adaptations

with extensivejustification into how

these aid the speciessurvival in its particular

habitat.

A variety of detailed andinsightful structural and


consistent with the

challenges of the global

warming-affectedhabitat, and extensive

justification into howthese aid its survival.

Accurate summary of

scientific information

relevant to species distribution/habitat, diet,

water source, predators,

shelter, nesting and

breeding.

Accurate list of speciesstructural and


supported withjustification of how this

aids survival.

A variety of structuraland behavioural

adaptations consistent

with the challenges of the

global warming-affected

habitat, and justificationinto how these will aid

the species survival.

Clear description of

information regarding

the species outliningdistribution/habitat,

ecology, behavior and

aspects of life.

Explanation of several of

the species structuraland behavioural

adaptations and somesupport into how these

aid survival.

Several creativestructural and


that particular species

may need in a global

warming-affectedenvironment and some

support in how thiswould aid its survival.

Description of some

features of the species

including brief scientific

information regarding

the distribution, ecology

and behavior aspects of

life.

Identification of

structural and

behavioural features and

adaptations. Somesupport into these

adaptations is evident.

Limited structural andbehavioural adaptations

created for this species

with some support in

how this would aid

survival in a globalwarming-affected

habitat.

Basic outline of speciesfeatures states somefacts about distribution

and aspects of life.

Some structural and

behavioural adaptation

listed. Little or no

support provided intohow these aid survival

Few structural andbehavioural adaptation

created for species wit

little or no support to

show how these aid its

survival in a globalwarming-affected

environment.

Science as a HumanEndeavour

Consideration of the

effect global warming

would have on the

species particularenvironment/habitat

Extensive andcomprehensive

projection into what

could occur to this

environment from global

warming and an

extensive summary into

the opinions/beliefs

Accurate prediction intothe effect of global

warming on the habitat

of the species and an

extensive summary into

the opinions/beliefs

surrounding global

warming.

Sound prediction into theeffect global warming

would have on the

environment/habitat of

the species and outlines

some opinions/beliefs

surrounding global

warming.

General predictions intohow global warming

could affect the habitat of

the species and limited

description of

opinions/beliefs

surrounding global

warming.

Unclear/inaccuratepredictions into how

global warming could

affect the habitat and

little or no description

opinions/beliefs

surrounding global

warming.


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and different opinions

and beliefs surrounding

global warming.

surrounding global

warming.

Science Inquiry Skills

Use of chosen

investigation methods

to research animal

species, adaptations

and global warming

effects.

Construction of labelledscientific diagram of

species and structural

adaptations in the

global warming-

affected habitat.

Extensive and

comprehensive researchinto species, adaptations

and global warming

effects thoroughly

evident as influence

throughout information

report.

Precise and Accurate

labeling of all structural

adaptations from Part C,

with detailed layout of

diagram.

Relevant and accurateresearch of species,

adaptations and global

warming effects evident

as influence throughout

information report.

Accurate labeling of all

structural adaptations in

Part C and proper layout

of the diagram.

Accurate research ofanimal species,

adaptations and global

warming effects evident

throughout information

report.

Diagram presentsstructural adaptations all

consistent with

explanation in Part C.

Sound labeling and

setting out of diagram.

General research intospecies, adaptations and

global warming evident

in information report.

Diagram presents severalstructural adaptations

that were described in

Part C. Labeled near

correctly.

Little or no research inaspects of information

report evident in the

final document.

Diagram shows fewstructural adaptations

that were outlined in

Part C. Features

incorrectly labeled

Use of Dimension 4

Graphic Organiser

Use of DoL 4 graphic

organizer and guiding

questions for

brainstorming

known/agreed upon

information,

contradictions andresolution surrounding

the scenario.

Extensive and

comprehensive use of the

DoL 4 CRP graphic


questions in Part B to

brainstorm and plan

information report.

Concise but relevant

brainstorming and

planning for information

report evident in Part B,

in format of DoL 4 CRP

graphic organizer, and

extended use of guiding

questions.

Practical use of DoL 4

CRP graphic organizer

and guiding questions to

roughly brainstorm

different components for

information report.

Some brainstorming

evident in Part B, with

use of DoL 4 CRP graphic


questions to roughly plan

information report.

Little or no brainstorm

planning evident in Pa

B, or use of DoL 4 grap


questions.

Comments:


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Assessment Justification

This assessment package meets the intended learning outcomes for students by incorporating all learning outcomes in

the final summative task and providing opportunities for students to learn, practice and refine these throughout the unit.

Davis and Dargusch (2010) state that summative tasks culminate declarative and procedural knowledge from entire

units and require students to use higher order thinking to solve a problem or create a final product.

This task intellectually challenges students by requiring higher order thinking to be completed. Brady and Kennedy

(2012) state that the benefits of summative projects are that they represent the culmination of information as a

collection from research to construction of a product. This assessment task targets this, using the Blooms Taxonomy

skills applying to evaluating and creating adaptations an animal would need to survive in a global warming-affected

environment. As a projective investigation, students are predicting possible future scenarios for their particular animal.

Each student has a different animal so each students adaptations will be up to the habitat conditions of that animal. This

task allows students to demonstrate their thinking by being creative and justifying their decisions for instance why this

adaptations would be necessary to aid survival. Marzano (as cited in Davis & Dargusch, 2010) states that when students

are engaged in culminating tasks to make decisions and solve problems in this case how to survive a different

environment they must apply their content knowledge.

Global warming is a current and disquieting phenomenon that affects the whole world. This assessment task utilizes thisglobal matter and applies it to the country and the local area. By predicting what adaptation animals would need to

survive a global warming-affected environment, students see both the purpose and relevance of adaptations and the

effect of global warming. This task is made purposeful by creating a school resource from each individuals information

report b combining them into a book. Validity is one aspect of summative assessment that makes it effective and is done

by giving a specific real world purpose (Brady & Kenney, 2012). This gives the students a purpose to complete this and to

be a part of the class book as well as taking the role of a biologist to investigate.

A projective investigation was chosen for this unit, as Davis and Dargusch (2010) suggest its best to focus on one

complex reasoning process to teach students to explicitly use and understand it. Marzano and Pickering (1997) state that

a limitation of investigation is that the final product may not be accurate. This is avoided in this task as students have

researched and investigated accurate information regarding their animal. Formative assessment has also been carries

out across the learning journey to ensure they have accurate knowledge of their animal before drafting and writing the

information report.

This assessment task generates evidence of learning required to meet curriculum intent by assembling all three science

strands science understanding, science as a human endeavour and science inquiry skills. ACARA (2014) states that in

Year 5 students investigate cause and effect relationships, in this task this is represented as how environments affect and

influence adaptations. Students in Year 5 are to investigate and predict what might happen when variables are changes

and communicate these appropriately (ACARA, 2014). Being a projective investigation, this allows students to reach

these aims. Outcomes would be different for each student because of the creativity component and that each animal

would need different adaptations to survive. The learning sequence for this unit provides opportunities for students to

practice and prepare for the summative by embedding actual components of the summative task into the learning

journey.

This assessments task sheet is user friendly and age appropriate as it is quite detailed as to what the task requires

(appropriate for Year 5). An image is placed on the task sheet to stimulate interest and prompt students to think about

what animal they would use. The task gives an overview of the task, breaks it into four components and outlines a weekly

guide in conditions for students to see what they have to do each week to complete this. Davis and Dargusch (2010) state

that it is crucial that task requirements and marking criteria are clearly communicated and explained. Possible task

considerations and modifications would be providing a template for the task to particularly assist developing students.

This summative task is not too challenging as students have had practice for each part by the end of the learning

sequence.


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Key learning strategies and checks for learning that scaffold assessment

ILOs Key learning experiences and teaching strategiesChecks for learning (what will be checked, how

using what strategies & tools)?

DK1

DK5

PK2

ENGAGE (Lessons 1-2)What are adaptations?

Assessment of prior knowledge on topic through class concept

mapping/joint construction. Outline of an investigation is andhow they can be conducted. Explanation of what a projective

investigation is using research and information to predict andconstruct a future scenario if global warming continues on its

present course (Marzano & Pickering, 1997). Conductinvestigation into what adaptations are and start

brainstorming how and why animals need to adapt to

Australian environments (creating a class adaptations posterto add to throughout unit).

Class Concept Map Finding prior knowledge (andmisconceptions) on adaptations and jointly constructin

a concept map that can be added to throughout unit.

Observe prior knowledge and contributions throughouEngage stage.

Quick Quizto assess students can define what an

adaptation is and why it is needed (add to concept map

DK1

DK4

PK2

PK4

PK5

EXPLORE (Lessons 3-4)Adaptation experimentsSeries of experiments to investigate different adaptations and

why they are needed. Inquiry on different bird beaks and how

these are influenced by their environment. Students need todraw birds and label beak adaptations. Experiment into the

adaptations of fish, and students design a fish to live in a

particular area, drawing a labeled scientific diagram(independent learning). Students explain how theseadaptations aid the survival of this species.

Investigation Planning Templatecompleted bystudents investigating bird beaks and designing a fish,with labeled adaptations. Studentsdesigns can be

assessed to find their understanding of adaptations.

Observe and Monitor students recording of results inexperimenting.

DK1

PK2

PK3

PK4

PK6

EXPLAIN (Lessons 5-7)

Structural AdaptationsDistinguishing the difference between structural adaptations

and behavioural adaptations. Investigation and identification

of different structural features (body shape, mouth and teeth,colouring, tail shape, eyes, etc.).Behavioural Adaptations

Investigation and identification of different behaviouraladaptations.Looking at the students behaviour and how it

changes from home to school. Students choose an animal and

investigate structural and behavioural adaptations, classifyingthem and explaining how they aid this species survival and

presenting to class.

Sorting Activitygroup collaboration, sorting andclassifying adaptations into structural or behavioural.

Retrieval chartAssess students retrieval charts to

identify and sort different structural features.

Presentation to classEach student shares theirresearch on particular animal and identifies its

behavioural adaptations. Assess proper classification obehavioural adaptations.

DK2

DK3

DK6

ELABORATE (Lessons 8-9)

Adapting to new environments/habitatsInvestigating how animals need to adapt to changing

environments and development. Key focus on Cassowary and

its adaption to coastal areas and developed areas in northern

Queensland.Global Warming and its effects

Investigation into global warming, its effects on environmentsand opinions and beliefs people have on the issue. Looking atdifferent environments already affected by global warming and

what could happen if it continues on its current course.

Cause and effect chartrelating to coastal developme

and cassowaries to see that students can see therelationship between environment influencing theadaptations and prompting adaptations for survival.

Global Warming Test Short test to assess the

students understandings of global warming beforemoving onto summative task.

Three minute pauseUse of three minute pause I usto think but now I think

All

DKs

& all

PKs

EVALUATE (Lessons 10-15)

Summative Task Planning and PreparationWorking through the summative assessment task. Choosing an

animal, investigating its life, classifying structural/behaviouraladaptations, and predicting the adaptation scenario and

drawing and labeling the scientific diagram (independent

learning).

Fact FileAnimal species fact file to identify studentsare looking and researching correct information simi

to retrieval chart used previously in unit.

Draft Summative Taskchecked and assessed as adraft

Summative TaskOverall assessment of unit


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Formative assessment strategies and justifications

FORMATIVE ASSESSMENT 1Designing a Fish: Adaptations

This experiment sheet will be completed by students and handed in to be analysed and assessed by the

teacher. This formative assessment has been used in the Explore phase of this unit to assess whetherthe students can design a fish with adaptations suitable for a particular chosen environment. It also

begins to assess students on how they can justify their chosen adaptations and prove they are necessary

for survival in the chosen habitat. This has been included as formative assessment provides evidence of

progress in some declarative and procedural knowledge, which can be used to inform teaching, and

influence alterations within the sequence of the unit (Black & Wiliam, 1998, as cited in Brady &

Kennedy, 2012). If it is clear that students cannot take adaptations from research and apply them to

their own fish design, then unit sequence would need to be altered to provide more opportunities for

students to practice this application. This is the initial practice students will have to justify their choice

of adaptations and how they will actually aid the survival of the animal. This will be given back to

students to show what could be done next time, as this type of task is embedded in the summative task.

Students can refer to this feedback to assist them with their information report.

FORMATIVE ASSESSMENT 2- Cause & Effect Chart: Cassowaries on the Coast

This cause and effect chart is used to assess whether the students understand declarative knowledge 4

and can perform procedural knowledge 4 to successfully document how environment influences

adaptations, and justify why adaptations are necessary for particular habitats. Students look at thecause, immediate and long-term effects of cassowaries living and surviving in coastal developed areas.

This would be collected to assess whether students have met these outcomes yet and what needs to be

adapted within the unit to assist these declarative and procedural knowledges. Whole class feedback

would be given, stating general aspects that could have been improved, referring to research and

information on cassowaries. Davis and Dargusch (2010) suggests providing effective feedback in threestages information about what was done, evaluation into how well this was done and guidance on

how to improve. This scaffold would be used to provide whole class feedback for this assessment tool.

FORMATIVE ASSESSMENT 3Animal Fact File

This formative assessment is linked directly to the summative information report in that this scaffold is

used to show the research students have done and shows the information they have found while

investigating their animal. This is to be assessed to check that students are finding credible and

accurate information on their animal. This would be handed in once research had been completed but

prior to the writing of Part A in the information report. Individual feedback would be given to studentswhether to move onto planning, drafting and writing Part A, or to continue researching and finding

more in depth information on their animal. This feedback would be descriptive and non judgmental tomove from current performance to intended performance levels (Davis & Dargusch, 2010). This would

be used in a formative way to ensure that students are not moving onto planning and drafting Part A

without sufficient knowledge and content to put into it. This would be checked and clarified in week 7

to guarantee that students were not moving ahead without permission and feedback.


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FORMATIVE ASSESSMENT 1 - Designing a Fish: Adaptations

Choose an aquatic environment and circle it:

Tropical Reef Swamp/Dam Coastal Beach Pacific Ocean

You need to create a fish that would live well in this environment. You need to give the fish specific features or

adaptationsthat will help it survive in this habitat and climate. Think about the different parts of the fish (body

shape, mouth and teeth, colouring, tail shape, eyes) and how these would help the fish survive.

List Your Adaptations here:

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

____________________________________________________________________________________________________

Practice sketching the body shape of

your fish in this top box

Practice sketching your fish with all its

adaptations in this bottom box


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FORMATIVE ASSESSMENT 1 - Designing a Fish: Adaptations continued

In this box, draw your finished fish and label all its adaptations that help it survive

Write below some of your adaptations and how they help the animal survive in the habitat you chose:

_________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________


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FORMATIVE ASSESSMENT 2 - Cause & Effect Chart: Cassowaries on the Coast

CAUSE What was the event? Who or what caused it?

EFFECT What might happen because of the event? What could be the immediate effect?

EFFECT What might happen next? What could be an ongoing effect?


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FORMATIVE ASSESSMENT 3 Animal Fact FileResearch your chosen animal to answer each question with accurate information.

Animal Species: _____________________________________________ Name: _________________________________________

1. Give a brief description of the species appearance (what it looks like):

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

2. Show your animals distribution? Shade the area and write which area you will use for your assignment:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. What is your animals diet or prey?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. What access to water does your animal have? May be more than one (eg. swamps, ocean, rivers, its food source etc.)

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

5. What predators does your animal have?

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

6. What shelter does your animal have from predators and weather?

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

7. How does your animal species nest and breed? (eg. nests, caves, live birth, eggs, etc.)

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________


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Modifications and Adjustments

Specific student needs and modifications

Specific students/groups Adjustments, modifications and considerations

Gifted and Talented LearnerIntellectually gifted and talented learner

that needs challenging within the

intellectual context. ACARA (2014) statethat gifted and talented students require

rigorous, stimulating and challenging

learning opportunities that align withtheir individual needs, strengths, goalsand interests. This student is a very fast

intellectual learner and requires shorter

amounts of time for completing tasks andactivities. Because of this, the student

feels like they do not fit in with this

cohort if they are not being stimulatedand challenged with extra tasks andextended learning outcomes.

To intellectually challenge the gifted and talented learner, modifications need to bemade to teaching strategies and tasks within this unit.

-

Peer teaching is a strategy to allow the gifted and talented student to teach

his/her peers to deepen their own understanding. For example how to doparticular tasks or conduct an investigation and aspects to be considered.

- In the bird beak experiment, gifted and talented learners could analyse othe

structural adaptations that assist the beak in achieving its purpose (eg. aSpoonbills works with its beak to stand tall over the water and look forprey).

- Presentation to class could include a justification of the purpose of the

behavioural adaptations and how these aid survival.- Add a component to the Cassowary task to further question, which would th

cassowary have to adapt if development continued on the path it is?

- Challenge the student to conduct a case study into an Australian area andenvironment that has been heavily affected by global warming andinvestigate how the environment has changed over time and brainstorm

some adaptations that could overcome the challenges of this new

environment.- Summative task could be altered for this student to design an animal from

scratch once they have investigated and predicted future adaptations for an

animal. They would be required to culminate adaptations from other animato create their own unique species suitable for that particular environment.

Multicultural Classroom and

individuals from different countries

Individual or range of students from

different countries (including ESLstudents).This multicultural cohort

includes students from the Philippinesand Japan. These students can become

flustered with tasks and activities

without clear instructions and task

outlines. They also require a sense of

belonging and inclusion within the classso direct links need to be made to theirculture and heritage.

A multicultural classroom means alterations need to be made to make the individua

feel welcome and supported with their ethnicity and heritage.

- Expanding to research and investigate animals from other parts of the worl

including countries that these learners have come from have them suggesanimals to research and give a brief description of them.

-

According to learner, could ask what that student had to change whenhe/she came to Australia and explain that they had to adapt to where theylived, meaning there are things you do in Australia that you would not do in

other parts of the world and vice versa.

- Looking at birds from different countries in the bird beak experiment so

these students can provide insight and information about them- For the presentation students have to choose an animal from another

country to get a broad worldwide view of animals and provide the students

opportunities to choose an animal from their previous country or from

Australia.- Present tasks, teaching strategies and instructions clearly and promptly for

ESL students to have clear ideas on what is required of them.

- Use peer teaching sessions to allow peers to explain tasks and instructions

ESL students as well as teaching them specific knowledge.- For the summative assessment task, students may be able to choose the

country their animal is from to expand from Australia to other countries, as

global warming is a global phenomenon.

Students developing in literacy andnumeracy

Students that are developing in literacyand numeracy and may need assistanceand prompting with tasks, instructions

and explanations. These students require

Students developing with literacy and numeracy may need alterations to instructionteaching methods, and explanations of tasks.

- Using initial concept map of prior knowledge to explain and teach eachsuggested part to other students that may not know or be aware of that.Allow the contributor to explain it to the class.

- Doing intended learning outcome checks in lessons such as tell me one thin


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extra time to complete activities and

tasks, and can have difficulties writingtheir ideas and concepts. These students

have difficulties understandinginstructions and explanations and mayrequire further assistance and prompting

with tasks. They can become lost quite

easily and end up off task, despite their

efforts and interest in the learning.

youve learnt in this lesson before you leave for lunch?

- Provide clear instructions for tasks for example giving steps for completintasks as a reference for student and providing appropriate or extended time

for completing tasks.- Construction of a vocabulary/concept wall for definitions, terms and

meaning for students to refer to.

- With task such as the formative assessment templates and charts, give

written and verbal instructions and steps for students to refer to as they

work through the activities.

-

Use teacher aide as resource for assisting students with tasks and promptactive learning and scribing if necessary.

- Collaborative learning with group with allocated roles so each student

contributes equally and has to be involved.- Provide students with a template to work into for the summative

information report to give them a guide and a clear beginning and end for

completing the task.


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Reporting frameworkStudents Name: Class: Semester: Year: 5

Learning Area

Achievement

Effo

rt

Comments

Science

C B

NAME clearly described the echidnas conditions of life

and an explanation into the structural and behavioural

adaptations of echidnas. He provided some insight into

why echidnas need these adaptations to survive in theirenvironment but could have extended to identify more

behavioural adaptations and given support as to how

these aid survival.

NAME has written a sound prediction of global warming

and its effects on environments. He explained that global

warming would affect the blossoming of some native

vegetation, however could have investigated more into

other beliefs and opinions surrounding global warming.

Global warming research is evident throughout the

information report, and linked to the echidnas

environment, as some research did not align with echidna

and global warming facts.

NAME idealized several creative structural and

behavioural adaptations in the projective investigation

that could be developed to survive in a global warming-affected environment. NAME lacked support to justify and

portray why these would aid the species survival.

NAMEs echidna diagram was very precise in portrayingand labeling the structural adaptations that would be

developed in this projective scenario.

Your child has also been assessed in the following:

Use of a Dimension 4

Complex Reasoning

Process - Investigation

D C

NAMEs research would have been more effective by using

the investigation graphic organizer and investigating

relevant information. He did find some relevant

information to complete the investigation planner,

however more time could be spent planning writing.

Overall Comments:

NAME is progressing well in science, however could apply himself better by using suggested research

techniques to find information on the internet. He understood the concept of a projective investigation

and delved into his creativity to design some adaptations for the echidna. He understood the projective

scenario and applied information well. NAME does not require a parent/teacher interview, however

interview sessions are available if you would like to discuss NAMEs progress in Science.


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References

ACARA. (2012).Australian Curriculum, Science.Australian Curriculum, Assessment and Reporting

Authority.

Brady, L. & Kennedy, K. (2012). Assessment & reporting: Celebrating student achievement (4th ed).

Frenchs Forest, NSW, Australia: Pearson Australia.

Davis, S., & Dargusch, J. (2010). Learning Management and Assessment. In Lynch, D., & Knight, B. A.

(2010). The theory and practice of learning management: A text for the student of Learning

Management(pp.96-116). Frenchs Forest, NSW: Pearson Australia.

Department of Education, Training and Employment (DETE) . (2013). P12 curriculum, assessment

and reporting framework. Retrieved from

http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdf

Marzano, R., & Pickering, D. (1997). Dimensions of learning: Teachers manual(2nd ed.). Aurora, CO: Mid-

continent Regional Educational Laboratory.

Queensland Curriculum and Assessment Authority (QCAA). (2014). P-12 Assessment Policy. Retrieved

from http://www.qcaa.qld.edu.au/downloads/approach/qcaa_assessment_policy.pdf
http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdfhttp://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdfhttp://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdf

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