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Backward Design

Title: Passport to the world


Year Level: Year 6

Teacher: Miss Yusoff

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

Duration: Term Four weeks 4 - 8

STAGE 1: Curriculum Links


General Capabilities
(GP)
Cross-curriculum
Priorities (CCP)

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI

Asia and Australias

Sustainability

Literacy

Histories and Culture

Engagement with Asia

Year Level
Content
Descriptors
ACHASSK138, ACHASSK139, ACMMG139, ACMSP147,
ACELY1816, ACELY1710, ACELY1712, ACELY1714.

Year Level Achievement


Standards

Critical and Creative Thinking

Students describe, compare and explain


the diverse characteristics of different
places in different locations from local to
global scales. They describe how people,
places, communities and environments
are diverse (ACARA, 2016a). They make
presentations. They demonstrate an
understanding of grammar, and make
considered vocabulary choices. They use
accurate spelling and punctuation for
clarity (ACARA, 2016b). They interpret
and compare a variety of data displays
including those displays for two
categorical variables (ACARA, 2016c).

Knowledge

Students will explore the terms population size, density, life


expectancy, per capita income and energy consumption.
Students will determine Australias population size, density, life
expectancy, per capita income and energy consumption
Students will aim to understand how other countries compare to
Australia.

Skills

Students will plan and create a timetable/itinerary


Students will interpret and compare information to create a presentation
Students use ICT such as PowerPoint or Prezi to present their findings
Students final work will contain appropriate and correct spelling, grammar and
punctuation
Students will be able to read/follow a timetable
Students will correctly address a postcard
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LEARNING OUTCOMES:

By the end of the unit, students will be able to:


- Research, interpret and compare appropriate information
- Explain differences in population size, density, life expectancy, per capita income and energy consumption between one country from Europe, Africa and Asia in
comparison to Australia
- Draft, edit and produce a presentation with relevant information
- Present to the class using appropriate tone, volume and pace
- Construct a timetable showing a days itinerary
- Create a packing list and postcard for a country they wish to visit
- Construct a travel expo table with items which represent a country
- Self-evaluate and Peer-evaluate work
- Correctly address a post card
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
Students are required to plan, draft and create a presentation using Prezi or PowerPoint, comparing three countries from Asia, Europe and Africa (one from each
continent) to Australia, investigating their differences in the population size, density, life expectancy, per capita income and energy consumption between countries
across the world. Included in this presentation will be student generated data presentations, such as column graphs and pie charts. From these three countries, students
are to choose one that interests them the most. They will then continue their research on the country and create items to display on a table for a travel expo. Items can
include a flag, photos of the country, graphs, food items, etc On the day of the travel expo, each student will have the opportunity to visit each table, and get their prior
made passport stamped. Once each student has visited each countries table, students will self-evaluate their table as well as evaluate a peers table. Students are to then
choose a country they visited during the travel expo which they would like to visit during Christmas time. They are to research a city in their chosen country and create a
list of necessary things they need to pack (excluding basic clothing and toiletries) if they were to visit the country during that time of year. The list they make will take into
consideration things such as snow jacket for weather, or hiking boots for an activity. They will write a short explanation of why each item is necessary. They will research
a list of interesting things they can do and see, and create a timetable for a days itinerary. They will create a postcard to send home, which outlines the key differences
their country has to Australia, in terms of weather, language, money, etc
Assessment Criteria: The assessment criteria are set out in the assessment rubric (See Appendix A).
Assessment recording template: The students presentations, packing list, timetable and postcard will be marked against a rubric which will be given to students at the
beginning of unit of work. The rubrics display the requirements expected of each student and will help to guide them in the making of their work.
Feedback: The student will receive both verbal and written feedback. After their presentation, the teacher will provide the student will verbal feedback. The students will
also receive feedback in the form of a short paragraph underneath the completed rubric.
Self-assessment: The student will complete a copy of the rubric, and then compare theirs to the one completed by the teacher. The student will then write three
short statements addressing what they did well, what they could improve and what they would change if they did the work again.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION


Learning Experiences
1

The teacher will list a number of countries in Asia, and ask students what these countries have
in common to determine whether they know where they are in the world. The teacher will do
the same for countries in Europe and Africa. The teacher will then ask students how these
countries compare to Australia. The teacher will list population size, density, life expectancy,
per capita income and energy consumption up on the board and ask students to explain what
each topic means. The teacher will hand out an Australian cloze fact sheet to each student.
Students are asked to write the meaning of each topic. The class will be split into groups of
five. Each person in the group is allocated one of the topics and asked to find the answer.
Students will be encouraged to use accurate and reliable websites such as
https://www.cia.gov/library/publications/the-world-factbook/rankorder/2119rank.html and
http://www.abs.gov.au. Once every group has found the answer to teach topic, the findings
will be shared as a class.
This worksheet is then collected to be reviewed by the teacher to determine students
understanding. Students will be asked to pick one country each of the three continents
(Europe, Asia and Africa) ready for the next lesson. They are asked to have two back-ups from
each continent in case that country is taken.

Assessment For/As Learning


(Formative Assessment)
Diagnostic assessment:
Discussion at the start to
determine whether students know
the meaning of each topic.
Formative assessment:
The students will be completing an
Australian cloze fact sheet (See
Appendix B). They will be writing
down an explanation of what each
topic is, e.g. per capita income
means. They will also write in
Australias statistics.

Resources
Australian cloze
fact sheet
(See Appendix E).
Anecdotal Notes (See
Appendix D)

The teacher will also be recording


anecdotal notes.

Students will be allocated a country from Europe, Asia and Africa. Students will be chosen at
random using the feature on Class Dojo. There is a maximum of two students per country. That
is why students were asked to choose two back up countries. Students are asked to research
their countries in the same manner they researched Australia. They will be asked to record
their findings on the Africa, Asia and Europe cloze worksheet. Once the worksheet has been
completed, students will hand their worksheet to the teacher to check their work. Once
students work has been checked, they are instructed to start their PowerPoint Presentation or
Prezi.

The students will be completing an


Africa, Asia and Europe cloze
worksheet (See Appendix C). This
will be collected by the teacher to
review grammar, spelling and
punctuation.

Africa, Asia and Europe


cloze worksheet
(See Appendix F)

Students will plan, create and present their presentation to the class. The presentation must
be 5 minutes long and must include all of topics listed. Students can add anything else they
think is interesting to the presentation, such as the capital city of each country, whether they
have a relationship with Australia (through trade, aid or other means) religions, etc

They will receive verbal feedback


Assessment Rubric
from the teacher immediately after (See Appendix A)
their presentation.
Assessment Check List
The teacher will use a checklist to
(See Appendix C)
determine whether students have
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met all requirements. (See


Appendix B).
The students presentations will be
marked against the rubric shown
to them at the beginning of the
unit. A short comment will be
written along with their grade at
the bottom of the rubric. The
rubric will be given to them at the
end of the unit of work.
The teacher will be recording
anecdotal notes.

Students will be asked to choose the country which interests them most out of their three
countries. There is a maximum of one student allowed per country. The order that the
students choose their country will be in opposite order to when they first chose. Once each
student has chosen a country, they are asked to research things which would make the
country appealing to visit. It is explained that there will be a travel expo in the classroom, and
students are to set up a table with artefacts that represent the country. The teacher will then
ask students what is required of them to determine their understandings.

Each student will set up a table with items that represent the country. They will also be
prepared to give a short presentation of the country to visitors. Students will take turns visiting
each table, ensuring they get their premade passport stamped at every table, until all the
tables have been visited. Students are then asked to do a self-evaluation as well as an
evaluation on their designated peer. They are to give the information and presentation of the
table a mark out of ten, and a comment on something they liked best, and something they
think could have been done better.

Self-evaluation and peerevaluation will be done at the end


of the activity. Students will give a
rating out of 10 for presentation
and information and list something
they liked, and something which
could have been better.

Evaluation
(See Appendix I)

Students are to choose a country from the travel expo they would like to visit this Christmas.
Students will complete a KWL chart, writing down what they learned from the travel expo,
what they want to know, and eventually what they learned.

KWL chart to assess what students


know about the country, what they
want to know and lastly what they
learned (done at the completion of
the activity).

KWL chart
(See Appendix G)

Students are told they are required to create three things:


-

A packing list for anything out of the ordinary they may need to bring. As well as a
short explanation for why each item is required. They are to consider things such as
the weather and any activities.
A timetable outlining a days activities

Anecdotal Notes (See


Appendix D)

Diagnostic assessment to see


whether students know the correct
way to address a postcard.

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A postcard to send home which outlines the key differences this country has to
Australia, in regards to weather, language, money, etc The students will address the
postcard with the actual address they would to send the postcard to.

The teacher will do a quick example with the class on the board on how to prepare a timetable
showing a days activities. The students will receive a basic template on how they could
present their timetable. The students will then plan a timetable for the day theyre having on
Saturday. This will act as a practice before students begin creating their draft for the final piece
of work.
The students will also receive a checklist which will assist them in ensuring they include all
necessary information in their final piece of work
Students will plan, draft and create the packing list, timetable and postcard. They are able to
present the three artefacts in which ever method they prefer.
These items are then collected to be marked against the rubric. Before students receive their
completed marked rubric, they must complete a self-evaluation against the provided rubric.
They are then asked to write three short statements addressing what they did well, what they
could improve and what they would change if they did the work again.

Timetable template will help the


teacher determine whether
students understand how to create
a timetable.

Timetable template (See


Appendix H)
Self-evaluation check list
(See Appendix J)

Self-evaluation check list


The students work will be marked
against the rubric shown to them
at the beginning of the unit. A
short comment will be written
along with their grade at the
bottom of the rubric.

Assessment Rubric
(See Appendix B)

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Explanation:
The big idea for this unit of work is an inquiry into Humanities and Social Sciences, specifically Year 6
geography. One of the main focuses of geography in Year 6 is to discover Australias various
connections with other countries throughout the world. In students context, they generally have
limited to no knowledge of how Australia is connect or compares to other countries around the
world. This unit of work will enable students to explore how certain countries around the world
differ from Australia in terms of population size, density, life expectancy, per capita income and
energy consumption. The aim is for students to be able to describe, compare and explain the diverse
characteristics of different places in different location, and identify how people, places, communities
and environments are diverse to Australias.
This unit of work not only incorporates Humanities and Social Sciences, but also incorporates parts
of Mathematics and English. Students will be researching (ACELY1712) the differences in the
economic, demographic and social characteristics of countries across the world including Asia
(ACHASSK138), Africa and Europe (ACHASSK139). With the information they find, students will plan,
rehearse and deliver presentations to the class (ACELY1816, ACELY1710). The use of PowerPoint or
Prezi will help students provide visual aids to the class as they present. Visual aids can include a
number student generated graphs or charts which incorporates the data representation and
interpretation aspect of the Mathematics Curriculum (ACMSP147). Once this is complete, students
will be focusing on one country and creating a packing list and an explanation of why each item is
required, a post card to send home which outlines the key differences of the country to Australia
(ACELY1714) and a timetable which outlines a days events (ACMMG139). Students will also be
expected to demonstrate an understanding of grammar, and make considered vocabulary choices.
They will ensure their work is constructed with accurate spelling and punctuation.
The backward design approach used in this unit of work enabled the creation of an authentic
approach to learning, where the goals and purposes of the unit of work were set from the beginning,
resulting in students being aware of their final goals and expectations throughout the learning
process. Backward design enables the teacher to identify what the desired final outcome of learning
will be. This assists the teacher and students to determine and develop the knowledge and skills
required to reach the final stage. The inquiry approach used in this unit of work enables students
learning to be relevant and prompted students interests and curiosity as well as a positive attitude
towards the assessment (Readman & Allen, 2015).
This unit of work comprises of diagnostic, formative and summative assessments. This is so the
teacher is able to gauge the students level of understanding of the different concepts and tasks and
adapt the learning content to the needs of each student. There is a form of assessment for every
learning experience. This means that the teacher is able to really gauge students understandings
and provide feedback to promote continuous improvement throughout the unit of work (Wiggins &
McTighe, 2011). The assessment rubric is given to the students at the commencement of each
activity so their expectations are transparent, and students are able to play a role in their learning.
The checklist provided to students gives them with a sense of importance and responsibility. The
self-assessments and peer-assessments help students to develop the understanding that assessment
is not something apart from learning, but an integral part of how they learn and improve skills.

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Having students write a short sentence of what they think they did well, what they could do better
and what they would change enables students to develop critical thinking. Self-assessment and
checklists paves the way for students to learn the qualities good work, how to judge their work
against these qualities, how to step back from their work to assess their own efforts and feelings of
accomplishment, and how to set personal goals. Templates and cloze worksheets provided to
students assist in building understanding and knowledge acting like a guide. They also form as a
point of referral if students are ever unsure. Other forms of formative assessment comprised in this
unit of work include observations, anecdotal notes, as well as informal conversations between the
teacher and students, which also doubles as feedback for the students. The summative assessment
comprised in this unit of work are two projects, which are marked against the rubric that have been
given to students to use as a guide whilst creating their final artefacts. All assessments in this unit of
work are integrated into the learning journey, and ensures information is used to guide and inform
educational practices (SCSA, 2016).
The learning tasks in this unit of work apply to many real world applications as they include the
knowledge of the world itself, as well as the life skills they will need to be able to operate in the real
world such as following a timetable and the ability to address a postcard in the correct manner. The
presentation the students present will develop their content knowledge about Australia and the
world we live in. Comparing Australia to other countries around the world, will help students
appreciate how lucky there are to live where they do. Students researching a country that they want
to visit is a useful skill to have, especially when theyre older and want to plan a trip of their own.
Teaching students to create a packing list is a skill they can apply, not just to holidays, but packing
for things such a school, a day at adventure world or their weekend soccer game. Creating and
learning to read a timetable is a useful skill they will use throughout their life, for example their class
timetable in high school and university, or reading the timetable on a bus stand. With the
development of email and social media, most students will never have had the opportunity to
address a post card or a letter the same way children their age in the last few decades did. Teaching
students the correct way to address a postcard is a lifelong skill that they will need. The creation of
the presentation, travel expo table and post card provides students with the opportunity to go
above and beyond with creativity. They are free to choose the method in which they present, as well
as the visuals in the presentation, they are able to decorate their expo tables with whatever objects
they can create or find which represents the country, they are able to draw a picture, or use
platforms such a Photoshop to create an image to display on their postcard.
Students will receive feedback consistently throughout the unit of work. Student use of the rubric
and provided checklists and self-evaluation and peer-evaluation means that students are able to be
aware of their learning progress throughout the entire learning process, not just at the end of the
unit of work. The use of verbal feedback and informal discussions during each learning experience
and assessment carried out provides the teacher with the opportunity to address the learning needs
and goals of each individual student. This is effective because it gives students the chance to address
misunderstandings or misconceptions as a part of their learning rather than a statement of what
should have happened at the very end of the unit of work (Readman & Allen, 2013). Students will
complete a version of each assessment rubric as a way of self-evaluating. They will then present
their rubric to the teacher where the teacher will provide them with a completed rubric containing

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their mark as well as a short comment. The two rubrics will be compared and the similarities and
differences will be discussed.
The learning experiences in this unit build on each other in a way that a solid understanding is first
established, followed by a deeper continuation of the established knowledge and finally the
opportunity to apply and explore the knowledge. The unit of work begins with established their
current knowledge of each topic (income per capita, life expectancy, etc) and addressing any
misunderstandings or shortcomings. The students work as a class to find Australias statistics. This is
forms as an example of what the next learning experience will encompass. The next learning
experience sees students following the same process but with a different context. Students are then
able to apply their new knowledge in creating a travel expo table. From there, students are able to
build upon the skill of researching and knowledge from visiting the travel expo to create. All learning
activities in this unit of work are interrelated and build upon one another.
Readman and Allen (2013) suggest that to provide parents with a holistic view of their childs
achievement, feedback must be effective in the sense where reporting is descriptive, evaluative and
comparative. Evidence of each assessment will be provided to the parents, along with any written
(students self-evaluation and students and teachers completed rubric) and verbal feedback. Parents
will also be provided with the opportunity to view the work completed by students leading up to the
final assessment, as well any notes that were taken by the teacher during observations. This is so
parents are able to see their childs progression of knowledge and understanding throughout the
unit of work.
This unit of work addresses AITSL standards 5.1 Demonstrate understanding of assessment
strategies, including informal and formal, diagnostic, formative and summative approaches to assess
student learning, 5.2 Demonstrate an understanding of the purpose of providing timely and
appropriate feedback to students about their learning, 5.4 demonstrate the capacity to interpret
student assessment data to evaluate student learning and modify teaching practice and 5.5
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)

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Appendices:
Appendix A

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Appendix B

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Appendix C

Appendix D:

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Appendix E:

Appendix F:

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Appendix G:

Appendix H:

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Appendix I:

Appendix J:

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