What?
This unit plan was designed as part of my initial teacher training. The unit focuses on the year 5 Earth science descriptor "The Earth is part of a system of planets orbiting around a star (ACSSU78)" while also developing selected general capabilities and cross curriculum priorities. The series of five lessons includes a variety of written and practical activities.
Diversity
The lessons herein were designed in anticipation of a class containing students with a range of ability levels and conditions that would affect their learning, including learning disabilities, social disabilities, and English as an additional language or dialect (EAL/D). It was also expected that some students would identify as Aboriginal or Torres Strait Islander and some students would be working at higher or lower levels that their classmates.
A variety of teaching strategies were integrated to support the diversity of the classroom. The use of practical activities and modifications such as audio recording and self-transcription supports the learning of students working at lower levels. Small group work gives students with EAL/D opportunities to engage in social and disciplinary language development in a minimally threatening environment. By utilising local landmarks and concrete learning activities, the specific educational needs of indigenous Australians will be supported. Opportunities for students working at higher levels to extend their learning are integrated into lessons; for example, students may construct more detailed explanations of phenomena in lesson 3, and may create more complex and authentic stories in lesson 4 (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 2.5).
Unit structure and learning activities
Throughout this series of lessons students participate in a variety of learning activities, including concept mapping, constructing both written and physical representations, use of an interactive website, reflective writing, creative writing and expert groups. This diversity of activities was planned to engage students and give them multiple opportunities and methods to construct their understandings of the content. Lessons were designed within the 5E structure (engage, explore, explain, elaborate, evaluate) and build on each other, utilising learnings from past lessons into future ones (2.1, 2.2, 3.2, 3.3, 3.4).
Concept mapping and the creation of a word wall were used as strategies to build students’ disciplinary vocabulary (2.5)
In lesson 3 in particular, communication is critical. The lesson contains range of activities for students to complete in small groups. The lesson plan includes timing, to manage activities likely to take different amounts of time, and instruction cards containing clear directions for students (3.5, 4.2).
Assessment
A key consideration when planning this unit was to give students maximum opportunities to demonstrate their understanding of the content. For this reason, the rubric would be available to students from the first lesson. Assessment was written into every lesson, including diagnostic observations in lesson 1, flexible summative assessment in lesson 5 and formative feedback throughout using prompting questions to direct students’ development in areas of weakness (2.3, 5.1).
Unit plan
Sub standard descriptions
1.1 Physical, social and intellectual development and characteristics of students.
1.2 Understand how students learn.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6 Strategies to support full participation of students with disability.
2.1 Content and teaching strategies of the teaching area.
2.2 Content selection and organisation.
2.3 Curriculum, assessment and reporting.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
2.5 Literacy and numeracy strategies.
3.2 Plan, structure and sequence learning programs.
3.3 Use teaching strategies.
3.4 Select and use resources.
3.5 Use effective classroom communication.
4.2 Manage classroom activities.
5.1 Assess student learning.