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Task 4b

1. The document outlines the lessons, tasks, learning areas, and methods of recording student progress for a range of subjects including science, English, and maths. 2. Tasks involve creating tadpole habitats, researching frogs online, telling stories, and learning fractions and multiplication. 3. Student progress is recorded through observations of participation, ability to work collaboratively, skill in making predictions and recording findings, knowledge demonstrated, and results of completed activities and assessments.

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48 views

Task 4b

1. The document outlines the lessons, tasks, learning areas, and methods of recording student progress for a range of subjects including science, English, and maths. 2. Tasks involve creating tadpole habitats, researching frogs online, telling stories, and learning fractions and multiplication. 3. Student progress is recorded through observations of participation, ability to work collaboratively, skill in making predictions and recording findings, knowledge demonstrated, and results of completed activities and assessments.

Uploaded by

api-297195449
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Table 1: Assessment and Recording

Lesson(s
)
1

Task and Learning Area


Science:
Students create a tadpole habitat then
predict, observe and record the
changes.

Recording of students progress

Collaboratively gathering information


using effective ICT skills

Creating a diorama that demonstrates


their knowledge of the stages a frog
goes through. Demonstrating how a
frog grows, changes and has
offspring.

Observation of participation
within class discussion.
Observation of how students
work collaboratively in groups.
Students ability to make
predictions, observe and record
findings demonstrating their
understanding that living
animals grow and change.
Students ability to record notes
and identify key information.
Contribution to whole class
discussion.
Use effective ICT skills to
further understand how a frog
grows and changes.
Observation of collaborative
group work and their ability to
remain on task.
Observation of participation and
collaboration by their ability to
work together and spread
workload evenly.
Checklist to determine their
knowledge around frogs and
how the grow and change over
the course of their life span.

English:
1&2

Students look at a short story, make


predictions and demonstrate this
knowledge through illustrations.

Identify the purpose and structure of a

Observe students ability to sit


and listen to a story and their
contribution to discussions.
Students ability to make
predictions based on seeing
images and words. Are
students able to interpret
images and words and
understanding what these
mean?
Observing students ability to
transfer oral communication
into a picture.
Observe students knowledge in

short story

Effective use of ICT to research living


animals

understanding that short stories


have a purpose and a specific
structure through whole class
discussions.

Creating their own living create

6, 7 & 8

Create a short story on a living animal

Oral presentations

Observe students ability to use


effective ICT skills.
Observe students ability to work
collaboratively in teacher
selected pairs.
Observe students ability to find
accurate and reliable
information.
Observing students ability to
create a living create
Listen to students justifications
to develop an understanding of
students knowledge on how
living animals grow, change and
have offspring.
Observe students ability to
brainstorm ideas.
Observe students ability to
create their own imaginative
story using the writing process
of draft, plan, edit and finalise.
Observe students ability to
self - edit and peer edit.
Observe students ability to
create a short story that
identifies a purpose and correct
structure.
Observe students ability to use
ICT programs such as Microsoft
word to create final copy.
Use Rubric to assess students
knowledge and understanding
Observation students ability to
sit and listen to other
presentations
Assess student presentation
skills by using the marking
rubric.

Maths:
2, 3, 4

Building knowledge on halves,


quarters and eighths by completing
activities and then creating word

Reading the answers that they


supplied to the activities and
the way in which they solved

problems of their own.

Introduction to multiplication through


repeated addition, groups and arrays.

Building knowledge through


completing teacher created questions
in relation to multiplication through
repeated addition, groups and arrays.

Creating their own word problems in


relation to multiplication through
repeated addition, groups and arrays
prior to swapping with a class peer
and completing them.

Introducing data

Introducing that data can be


representing using graphs.

6,7, 8

Collecting data in a range of different


ways building knowledge through
exploration, collaborative and hands
on learning experiences.

the problem (working out) and


those that students answered
from peers questions.
Observing the problems that
students created for a peer to
understand their knowledge
base of the fraction.
Both the questions they created
and answered will be
photocopied and added to
student portfolios.
Observation of students prior
knowledge through participation
within class activities and
discussion.
Reading the answers students
created and viewing their
thought process to ensure they
understand the concept of
multiplication and how it can be
portrayed. Answering questions
using both repeated addition
and multiplication to
demonstrate understanding.
Reading both the questions
students created and their
completion of a peers to view
their thought process to ensure
they understand the concept of
multiplication and how it can be
portrayed. Answering all
questions correctly in the four
representations will
demonstrate sound
understanding.
Observation of students prior
knowledge through participation
within class activities and
discussion.
Observation of students prior
knowledge through participation
in whole class discussion.
Observation contribution to
whole class discussion.
Observe students ability to work
collaboratively in pairs.
Observe students ability to

Representing data using bar graphs.

record data.
Observe students ability to
analyse and share data.
Observe students ability to use
a tally system.
Observe students ability to
analyse data.
Observe students ability to use
this data to answer inquiry
question.
Collect students work and
assess students ability to
create a bar graph
demonstrating their knowledge
that a bar graph needs to
include a title, colour, even
spacing, named axis and
numbers.

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