Mstie project documentation

Faculty of Education, Bendigo

‘Space Jam’

MSTIE Project DocumentationEDU3ISL

Danica Murphy & Mitchell BrainSt Mary’s Primary School Lancefield

Level 5: Interpersonal Development, Personal Learning, Mathematics, English, Science, Communication, Design, Creativity and Technology, Information and Communications Technology, Thinking Processes, Art.

ContentsContract

4-5 Log 6-7

MSTIE Integrated Unit Overview 8-9Introduction 8-9Key Understandings 8-9Possible Science Misconceptions 8-9

Learning Focus 8-9Progression pointsLearning focus statement

Unit at a Glance 105E Model teaching, learning and assessment activities Teaching, learning and assessment activities -Overview of Assessment -

Unit Resources (References)-

Lesson Plans -Engage

Lesson plan Team evaluation Teacher comment Lesson resources

Explore Lesson plan Team evaluation Teacher comment Lesson resources

Explain Lesson plan Team evaluation Teacher comment Lesson resources

Elaborate Lesson plan Team evaluation Teacher comment Lesson resources

Evaluate Lesson plan Team evaluation Teacher comment Lesson resources

Evidence of Assessment -Evaluation Rubric- TemplatesEvaluation Rubrics- Student samples

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Student work samples

Appendices

MSTIE Self-Reflection -

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School of EducationMSTIE Project: Integrated Unit Contract

MSTIE PROJECT OVERVIEWTitle: Space JamYear Level: 5/6Student Team: DANICA MURPHY & MITCHELL BRAINSchool: ST MARY’S LANCEFIELD Teacher: ROSALIE BALDWINDuration: 3 weeksBrief Outline of ProjectStudents will learn about space and the solar system. Students will learn about the earth being part of a system of planets orbiting around the sun. Students will be able to work in groups to collect data and information about the solar system, Students will use a range of resources to apply their information on an in-depth brochure on how they are going to get to that planet and promote tours to their destination.

CONTENT DESCRIPTIONS/LEARNING FOCUS STATEMENTSThis unit will address content descriptions/learning focus statements from all three strands and from at least two domains within each strand, Physical, Personal and Social LearningInterpersonal Development Take on different roles in-group activities. Provide feedback to enhance

group performance. Work efficiently individually and in a team.

Personal Learning Give and act upon constructive feedback from peers Contribute to the development of criteria for evaluating their effectiveness in researching the solar system, and developing a brochure to a planet.

Discipline-based Learning#

Science Students will be able to explore the earth and the planets orbiting around a star (the sun). Students will be able to identify the planets of the solar system and comparing how long they take to orbit the sun. Students will be able to model the relative size of and distance between Earth, other planets in the solar system and the sun.Students will be able to recognise the role of the sun as a provider of energy for the Earth. Students will be able to investigate major geological events such as, earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world.Students will be able to recognise that earthquakes can cause tsunamis. Students will be able to describe how people measure significant geological events. Students will be able to explore ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term effects.Students will be able to consider the effects of drought on living and non-living aspects of the environment.

Mathematics Investigate aspects of the solar system with regard to measurement and space (Geometry).Calculating the distance and perimeter of the planets (Geometry).Planning a trip to a planet (Geometry).Identifying shape and position of planets, the moon and sun. (Shape).Using digital technology to enlarge shapes of the planets (Location).

English Word wall Compose, comprehend and respond to a range of print and electronic texts. Using word identification, self-monitoring and self-correcting strategiesScience journalSelecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs

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with a concluding statementParticipating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

Interdisciplinary LearningDesign, Creativity and Technology

Art

Students contribute to the development of design briefs that include some limitations and specifications by posing questions about and identifying situations, problems, needs and opportunities for the creation of useful products and simple systems. They explore ideas and concepts about design, materials/ingredients and systems, and consider how these can be combined in innovative ways to create solutions; for example, for a model solar boat or a fun park ride. Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labeled diagrams models and flow charts.

Using a range of media, materials, equipment and technologies. With some guidance, they maintain a record of their planning and development (journal) noting when they are achieving their aim, which includes what they’ve learnt/ what they got out of the activities. They also record the refining of specific aspects of the work when ideas or attempts are not realizing their intended purpose. Students learn to evaluate their own and other people’s arts works showing some understanding of selected arts forms and their particular techniques and processes.

ICT Students apply known ICT tools for visualizing thinking in new ways to make links between existing and new knowledge. They begin to use new tools, such as ict-controlled models, a programming language or simulation software, such as micro worlds, spreadsheets and domain specific modeling software, to represent and explore processes, patterns, and cause-and-effect relationships. They learn to use tools, such as database software and graphic organisers, to organise and analyse data and information.

Thinking Processes Students make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them. Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.

SIGNATURESStudent Student Teacher ISL Lecturer D&T Lecturer

LOG BOOK5

Danica Murphy Mitchell Brain Week One28.7.14-1.8.14

Placement to be allocated Spoken to Michelle and have

emailed 8 schools to see if they will have us for our MSTIE placement.

I have emailed Peter to inform him we are yet to be given a school.

Placement to be allocated Both Danica and myself went to see Tom to

discuss possible schools for our placement. We are still waiting to hear from him with a school.

Week Two4.8.14- 8.8.14

On Thursday we informed that we have now been placed at St Mary’s in Lancefield, we have been given an email address and phone number so that we can contact a school.

Both Mitchell and I have arranged a time to meet and discuss when we are available to meet with the school.

Mitchell and I arranged a meeting and have emailed our school.

On Thursday we informed that we have now been placed at St Mary’s in Lancefield, we have been given an email address and phone number so that we can contact a school.

Both Danica and I have arranged a time to meet and discuss when we are available to meet with the school.

Michelle called the school and spoke to Rosalie

Week Three11.8.14 - 15.8.14

Both Mitchell and I planned a time to meet with the school to discuss the requirements for our MSTIE prac.

I saved everything to my computer which I brang to the meeting to look at.

We have arranged another meeting for next Friday.

Called Mitchell to discuss what we need to bring and do for the next meeting.

Both Danica and I planned a time to meet with the school to discuss the requirements for our MSTIE prac.

I printed off all the documentation needed for the assignment to give to the mentor teacher.

We have arranged another meeting for next Friday.

Week four18.8.14 - 22.8.14

Both Mitchell and I met with the school and have organised a few session for us to interact and meet the students.

We have also arranged a time were we can complete our first lesson before the students go on holidays.

Both Danica and I met with the school and have organised a few session for us to interact and meet the students.

We have also arranged a time were we can complete our first lesson before the students go on holidays.

Week five 25.8.14-29.8.14

Mitchell and I have been communicating via text and emails as we have both looking at planning our engage stage.

Mitchell and I have arranged a meeting for Monday to go over the unit and to delegate the workload.

We have completed the contract together, it has been signed by the two of us.

Danica and I have been communicating via text and emails as we have both looking at planning our engage stage.

Danica and I have arranged a meeting for Monday to go over the unit and to delegate the workload.

We have completed the contract together, it has been signed by the two of us.

Week six1.9.14-5.9.14

Both Mitchell and myself have discussed ideas for our unit of a glance so we have decided to write down all our ideas and finalize it by next week.

Both Mitchell and I discussed contacting the discovery-learning center hoping to get a kit for our topic. Unfortunately we were unsuccessful. Kits for our unit of work don’t exist.

Mitchell got the contract signed by all parties. Both Mitchell and myself have discussed ideas

for our unit of a glance so we have decided to write down all our ideas and finalize it by next week.

I emailed the discovery- learning center to see if they have a space kit for our MSTIE.

Week seven8.9.14-12.9.14

Both Mitchell and I have caught up for an hour meeting to finalize our unit at a glance.

I will expand on the unit of a glance

Both Danica and myself organised a meeting to go over what we have for our unit of a glance.

I have created a draft unit of a glance with dot points.

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so we no what each lesson will involve so that we can start creating lesson plans as of next week.

We have arranged another meeting with the school to see the students on Friday.

Both Mitchell and I went to the school to complete a meet and greet with the students to find out interesting facts about students and ask them what they would like to know about space.

Both Mitchell and I have caught up and delegated things to do before next weeks initial engage lesson.

We have arranged another meeting with the school to see the students on Friday.

Both Danica and I went to the school to complete a meet and greet with the students to find out interesting facts about students and ask them what they would like to know about space.

Both Danica and I have caught up and delegated things to do before next weeks initial engage lesson.

I have created a scenario for the rocket ship lesson for the students before they begin creating their rocket ships.

Week eight15.9.14-19.9.14

I have been delegated the roll of creating the word wall.

I have added to the unit of a glance draft so that we are then able to work of this to create the final lesson plans.

Both Mitchell and I have been fortunate enough to teach our first two engage lessons this week.

I have created a flyer to hand out to students during the first lesson on Wednesday to get them excited about the space unit of work that is coming in term 4.

Both Danica and I have been fortunate enough to teach our first two engage lessons this week.

Week nine22.9.14-26.9.14

I have completed the final unit of a glance with a step-by-step lesson plan for the teachers to look at over the holidays.

We got to teach our first two engage lessons.

Danica and I finalized what we had planned for every lesson and she completed the final copy to be handed to the teacher.

We got to teach our first two engage lessons.

Week ten29.9.14-3.10.14

Both Mitchell and I have been allocated lessons to plan. I am completing the even lessons and Mitch will be completing the odd lessons.

Both Mitchell and myself have put everything together for our unit of work and have printed it off ready to give to the teachers on day one.

Both Danica and I have been allocated lessons to plan. I am completing the even lessons and Mitch will be completing the odd lessons.

Both Danica and myself have put everything together for our unit of work and have printed it off ready to give to the teachers on day one.

Week eleven6.10.14-10.10.14

Week one practicum We both kept all the work from each lesson together and made sure we had completed our reflection in order to get the lesson to our mentor to comment on.

Week twelve 13.10.14-17.10.14

Week two practicum Both Mitchell and myself were organised for the lessons this week.

Week thirteen20.10.14-24.10.14

Week three practicum Everything was completed and we were able to go through everything with the teachers.

Adding to MSTIE documentation for finalising the unit of work.

MSTIE INTEGRATED UNIT OVERVIEW

Title: Space JamFocus: Earth’s place in spaceYear Level: Level 5

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Student Team: Danica Murphy and Mitchell BrainSchool: St Mary’s Primary School Lancefield Teacher: Rosalie BaldwinDuration: 3 weeksIntroductionIn ‘Space Jam’, students will learn about space and the solar system. Students will learn about the earth being part of a system of planets orbiting around the sun, they will also learn about the order and size of the planets and learn about the theory behind Galileo and the constellations. They will look at the relationship of the planets and the sun and what they have in common with each other and will investigate different orbiting cycles. Working individually students will receive a problem, they will then investigate the problem, they will then design their rocket ship, they will then be given the chance to create their rocket ship, students will then analyse their rocket, and evaluate their ‘Rocket ship model’ in their science journals. Students will also be able to work in groups to collect data and information about the solar system, Students will use a range of resources to apply their information on an in-depth brochure, PowerPoint or poster on how they are going to get to that planet and promote tours to their destination. They will use appropriate scientific vocabulary in their projects and their science journal entries to explain and describe their observations and investigations to develop key understandings using a range of sources including the internet to construct and present their own multimodal representation of their chosen planet.

‘Space Jam’ provides students at AusVELS level 5 and the opportunity to demonstrate their abilities in the standard of interpersonal development, personal development, science, mathematics, English, Design, Creativity and technology, Art, ICT and thinking processes.Key Understandings from Science and Design, Creativity & Technology

Key concepts covered in this Unit are:

Science: The Earth and the moon are spheres and the sun is a star and produces light. The Earth, moon and sun are part of the solar system, with the sun at its centre.

The sun is so close compared with other stars that it is the major source of almost all of the light we observe in the day as well as the light reflected by the moon.

The moon does not produce its own light. It is visible because it reflects light from the sun, which always illuminates half of the moon’s sphere. This can be observed sometimes in the daytime and sometimes at night.

The moon appears to change shape over each month because we see different amounts of the illuminated surface of the moon at different times each month due to the relationship between the positions of the Earth, sun and moon at any particular time.

The Earth orbits the Sun, not the Sun orbiting the Earth. The Sun in the centre of the universe.

Design, Creativity & TechnologyThe appropriate:

Development and implementation of design briefs Use of the design cycle including the elements of problem, investigate, design, create, analyse,

and evaluate. 8

Use of design elements and principles. Use of information communication technology (computers, internet, interactive whiteboards etc.) Management and use of various materials in practical activities.

Possible Science Misconceptions People explode People freeze Your blood will boil The sun is the first thing you study within space Black wholes are funnel shaped Mercury is now the smallest planet There is zero gravity Space is 3 dimensional Flying in space is like flying in Earth How people can die in space Stuff can blow up There is sound in space Creating a gravity environment in space is easy The Sun is on fire A light year is a measurement of time There is air in space Jets can fly in space Spacecraft are hot when they come back to Earth because they were going fast (speed only not

interactions with air). Stars predict the future. Seasons are caused by the distance of the Earth from the sun. In the summer the Earth is

closer to the sun. The distance of different parts of the Earth, caused by the tilt of the Earth on its axis, causes the

seasons Phases of the moon are caused by the moon being in the Earth's shadow, Sun’s shadow

Clouds, weather... Half of the moon is always in the dark. The moon does not rotate The moon's rotation causes the phases The moon is a planet The moon follows you You can't see the moon in the daytime. The moon is blue during the daytime, that is why you don't see it. The moon has no gravity. Different places on Earth see different phases of the moon on the same day. The moon chases the sun across the sky. The moon is larger on the horizon because it is closer to Earth, We compare it to foreground

objects and it looks bigger. The gases, dust, in the atmosphere make it look that way. The moon only shows one face to Earth because it is not rotating. Stars are not out in the daytime Sun is a planet Stars are made of foil or something shiny Stars Like an asteroid Stuff that reflects light Balls of fire Balls of fire and gases The Sun and the Earth are the same size. Stars have pointed tips. Stars are different colors because of distance, size of stars, different matter,

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The Sun is not a star. Stars are burning hydrogen Planets are in a straight line Planets are in a plane. All planets travel at the same speed. Sun’s relationship to Earth: Where is the Sun at night? Sleeps, runs away from the moon, goes

away at night, on the other side of the Earth, (Sun orbits the Earth) goes to the Chinese side, It sets on the other side of the Earth, but I don’t know how it gets back to the other side. It must cross the sky at night.

The Earth goes around the Sun and is on the dark side at night. Milky Way is at the center of the solar system Earth is the center of the solar system Earth is the largest planet in the solar system Stars are in the solar system Stars predict the future. Concept Weightlessness means no gravity. Heavier objects fall faster than lighter ones. Gravity is a very strong force. There is no gravity in space, on the moon, in a vacuum, Gravity is caused by Earth’s spin, air pressure, push from above. Gravity is weaker under water. Gravity is stronger the higher you are in a building or mountain that’s why it is easier to fall. Gravity will be stronger the longer and object falls. Shape affects gravity Gravity is weaker the higher you go. That’s why things fall faster the farther they fall. Astronauts are weightless because they are beyond Earth’s gravity. Gravity is the attraction of the larger body. The Earth and me are not attracted by other objects

pulling up. Gravity causes objects to fall down through the center of the Earth and out the other side if there

was a hole in through the Earth. Gravity pulls objects towards the south pole and if the Earth would not stop it they would go off

into space away from the south pole. Gases are not affected by gravity.

http://listverse.com/2013/11/05/10-common-misconceptions-about-space/http://dankoboldt.com/space-travel-misconceptions/http://www.homeofbob.com/science/misconceptions/space.html

AUSVELS CONTENT DESCRIPTIONS/LEARNING FOCUS STATEMENTSThis unit addresses content descriptions/learning focus statements from all three AusVELS strands and from at least two domains within each strand, These are:Physical, Personal and Social LearningInterpersonal Development

Interpersonal Development – Progressing towards Level 6

Progression Point 4.5

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http://www.homeofbob.com/science/misconceptions/space.html

http://dankoboldt.com/space-travel-misconceptions/

http://listverse.com/2013/11/05/10-common-misconceptions-about-space/

Building social relationships

Awareness of how diversity can influence social behaviour; for example, differences in culture, abilities or economic status

Knowledge of behaviour that constitutes bullying

Awareness of another’s feelings through observation, discussion and thoughtfulness

Knowledge of potential sources of conflict in their social relationships

Working in teams

Understanding of their own role in a task, as well as the roles of other team members

Personal and shared responsibilities for achieving tasks

Positive questioning that helps to develop plans and goals; for example, asking someone to elaborate on an idea

Encouragement of others

Progression Point for Level 5


Awareness of strategies for recognising and responding appropriately in diverse contexts; for example, supporting someone with a disability or from a different culture

Exploration, analysis and recognition of the feelings of a bullying victim; for example, through role plays

Awareness of perspectives of others (walking in their shoes); for example, through storytelling

Negotiating skills in discussions and/or for avoiding conflict in diverse social relationships

Working in teams

Flexibility when team roles are being allocated; for example, being prepared to take on a supportive role

Problem solving strategies for overcoming difficulties to achieve tasks

Skills in developing a shared understanding of tasks and team plans

Readiness to give and accept constructive feedback about performance


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Respect of diverse traditions and practices; for example, different religious beliefs or celebrations

Knowledge of the consequences of bullying behaviour

Awareness of responses to actions that display empathy

Solution-focused strategies for engaging with others to manage and/or resolve conflict in social situations; for example, focusing on outcomes

Working in teams

Explanation of the challenges that are inherent in each group role Adaptable behaviour for overcoming difficulties to achieve tasks

Active listening, which includes using encouraging body language, asking questions and providing feedback in group discussions

Reflective behaviour that informs opinions about group performance and the quality of outcomes

Learning Focus Statement

Students will be able to respect of diverse traditions and practices; for example, different religious beliefs or celebrations. Students will have knowledge of the consequences of bullying behaviour. They will also have awareness of responses to actions that display empathy. Solution-focused strategies for engaging with others to manage and/or resolve conflict in social situations; for example, focusing on outcomes. Students will be working in teams throughout this unit of work. They will have an explanation of the challenges that are inherent in each group role. They will be adaptable behaviour for overcoming difficulties to achieve tasks. Students will become active listening, which includes using encouraging body language, asking questions and providing feedback in-group discussions. Students will be able to reflective behaviour that informs opinions about group performance and the quality of outcomes.

Personal Learning Progression Point 4.5:

The individual learner

Teacher-directed use of methods for organising knowledge; for example, graphic organisers and mind maps

Communication and questioning skills that facilitate explanation and assistance

Identification of choices made within tasks; for example, the choice of a particular focus within a nominated experimental procedure in Science

Use of a variety of criteria for evaluating learning skills; for example, ‘How much have I improved?’ ‘How original was my idea?’

Managing personal learning

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Progression Point for Level 5


With teacher support, experimentation when using diverse strategies for enquiring and problem solving

Choice of appropriate organisers for categorising knowledge Creation and sharing of considered questions to explore and elaborate

on their own and others’ ideas Selection from a range of resources for seeking assistance and sharing

ideas; for example, parents, peers, multi-media and the library Managing personal learning



Independent use of organisers, such as categories, Venn diagrams, mind maps and fishbone charts, when recording information

Use of questioning and strategies for exploring alternative perspectives and ideas

Thoughtful consideration of support and/or advice from peers, teachers and family

Evidence of strategic change made or proposed in response to evaluation; for example, ‘I decided to do it this way because...’, ‘We’ll be quicker if I...’, ‘Next time I will...’

Managing personal learning

Use of peers, teachers and other adults as learning resources Development of the habit of using encouraging and motivating self talk Use of evaluation strategies and criteria for measuring progress toward

goals Adaptability, persistence and willingness to seek support when

undertaking tasks

Standards and progression point examples

Development of routines and habits; for example, Keeping work in order, asking questions about previous work to

maintain record keeping Awareness of self talk and its role in learning Use of teacher-provided strategies for identifying and Setting personal goals Strategies for planning to complete tasks; for example, developing and

following realistic timelines Awareness of personal factors that support positive study; for example,

a quiet environment, concentration, homework routines Location of resources, with support from peers, teachers and other

adults Monitoring and checking of negative self talk

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Organisation and persistence in maintaining focus on personal goals

Learning Focus Statement Students will be looking and seeking for the teacher and other students feedback throughout this unit of work to develop their understanding and reflect on how their prior knowledge has increased throughout this unit. The individual learner will be able to demonstrate independent use of organisers, such as categories, Venn diagrams, mind maps and fishbone charts, when recording information, use of questioning and strategies for exploring alternative perspectives and ideas, thoughtful consideration of support and/or advice from peers, teachers and family, evidence of strategic change made or proposed in response to evaluation; for example, ‘I decided to do it this way because...’, ‘We’ll be quicker if I...’, ‘Next time I will...’ Students will be able to manage their personal learning by using teachers, peers and adults as a learning resource. Students will be able to develop the habit of using encouraging and motivating self talk, use of evaluation strategies and criteria for measuring progress toward goals, Adaptability, persistence and willingness to seek support when undertaking tasks.

Discipline-based LearningSCIENCE Progression point 4.5

Science understanding Describe how components within systems function together in

biological, chemical, earth and space, and physical science contexts.Science as a Human Endeavour

Explain how the work of a particular Australian scientist has benefited society.

Science Inquiry skills Plan and report on investigations involving given variables, including

statement of purpose, lists of materials and equipment, and labelled diagrams or flowcharts that explain procedures.

Collect data systematically. Apply safe and ethical procedures when performing experiments,

including responsible handling of standard equipment and materials. Work in a group to design and construct a simple model or device, with

teacher guidance, that illustrates a scientific concept related to a system.

Progression point 5

Science understanding Analyse the effects of system change in biological, chemical, earth and

space, and physical science contexts. Science as a Human Endeavour

Explain how scientific collaboration has led to developing knowledge about, or solutions to, science-related problems.

Science Inquiry skills Design and report on investigations, including statement of purpose,

identification of variables, labelled diagrams, flowcharts and symbols

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that explain procedures, and justification for equipment used. Collect data systematically and begin to draw reasonable conclusions

from the data. Apply safe and ethical procedures when performing experiments,

including responsible handling of specialised equipment and materials. Work in a group to design and construct a simple model, including

annotations, that illustrates a scientific concept or identifies the components of a system

Progression point 5.5 Science understanding

Explain the dynamic interactions within and between systems in biological, chemical, earth and space, and physical science contexts.

Science as a Human Endeavour Compare different approaches to developing scientific knowledge or

solving a scientific problem, including the role of scientific debate.Science Inquiry skills

Design and report on investigations, including statement and justification of purpose, labelled diagrams, description of how variables will be changed, flowcharts and symbols that explain procedures, and justification for the type of data collected and equipment used.

Collect data systematically and analyse data to identify some relationships between variables and to draw reasonable conclusions.

Apply safe and ethical procedures when performing experiments, including risk management plans for handling of equipment and materials.

Work in a group to design and construct a model or simple device, including annotations, that illustrates the relationships between components within a system.

Learning Focus Statement Students will use their Science understanding by explain the dynamic interactions within and between systems in earth and space, and physical science contexts. Students will also be able to use their Science as a Human Endeavour to compare different approaches to developing scientific knowledge or solving a scientific problem, including the role of scientific debate. They will also be able to use Science Inquiry skills to design and report on investigations, including statement and justification of purpose, labelled diagrams, description of how variables will be changed, flowcharts and symbols that explain procedures, and justification for the type of data collected and equipment used. Collect data systematically and analyse data to identify some relationships between variables and to draw reasonable conclusions. Apply safe and ethical procedures when performing experiments, including risk management plans for handling of equipment and materials. Work in a group to design and construct a model or simple device, including annotations, that illustrates the relationships between components within a system.

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MATHEMATICS Progression point 5

Number and algebra Students solve simple problems involving the four operations using a

range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding.

Measurement and geometry Students use appropriate units of measurement for length, area,

volume, capacity and mass, and calculate perimeter and area of rectangles.

Students connect three-dimensional objects with their two-dimensional representations.

They describe transformations of two- dimensional shapes and identify line and rotational symmetry.

Statistics and probability Students pose questions to gather data and construct various displays

appropriate for the data, with and without the use of digital technology.

Progression point 5.5

Number and algebra Continue and create sequences involving whole numbers, fractions

and decimals, according to a given rule use ordered pairs of whole numbers to represent coordinates of points and locate these points on simple grids and in the first quadrant on the Cartesian plane.

Measurement and geometry Recognise metric prefixes and convert between common metric units Access print and digital timetables, answer simple questions using a

timetable and create simple personal timetables Describe acute, obtuse and reflex angles in terms of their relationship

to multiples of a right angle Investigate compass points, angles on a straight line, angles at a point,

and vertically opposite angles.

Statistics and probability Evaluate the effectiveness of different displays in illustrating data

features, including variability Pose questions and collect categorical or numerical data by

observation or survey, and distinguish between a sample and a population

Recognise that probability can be interpreted as an expected frequency

Represent probabilities as simple ratios and fractions Conduct chance experiments with both small and large numbers of trials, using digital technology.

Progression point 6

Number and algebra

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Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers.

They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts.

Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number.

They solve problems involving the addition and subtraction of related fractions.

Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology.

They make connections between the powers of 10 and the multiplication and division of decimals. Students add, subtract and multiply decimals and divide decimals where the result is rational.

Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals.

They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane.

Measurement and geometry Students relate decimals to the metric system and choose appropriate

units of measurement to perform a calculation. They solve problems involving length and area, and make connections between capacity and volume.

Statistics and probability Students interpret and compare a variety of data displays, including

displays for two categorical variables. They analyse and evaluate data from secondary sources.

Students compare observed and expected frequencies of events, including those where outcomes of trials are generated with the use of digital technology.

They specify, list and communicate probabilities of events using simple ratios, fractions, decimals and percentages.


Students will be able to solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology. Students relate decimals to the metric system and choose appropriate units of measurement to perform a calculation. They solve problems involving length and area, and make connections between capacity and volume. Students interpret and compare a variety of data displays, including displays for two categorical variables. They analyse and evaluate data from secondary sources.

ENGLISH Progression point 5Reading and viewing

By the end of Level 5, students explain how text structures assist in

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understanding the text. They understand how language features, images and vocabulary

influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety

of texts. They describe how events, characters and settings in texts are

depicted and explain their own responses to them. Writing

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and

audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Speaking and listening Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting

information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and

audiences. They make presentations and contribute actively to class and group

discussions, taking into account other perspectives.


Reading and viewing Identify and explain how language choices are used to influence

personal responses to texts, for example modality can be used to opened up degrees of possibility through the use of a selection of modal verbs, adverbs, adjectives and nouns (ACELT1615 Expressing preferences and evaluating texts)

Analyse the similarities or differences in literary texts on similar topics, themes or plots, for example, the use of a first-person or third-person narrator (ACELT1614 Personal responses to the ideas, characters and viewpoints in texts)

Compare the structures and features of different texts with a similar purpose (ACELY1711 Purpose and audience)

Use of a variety of comprehension strategies to interpret and analyse information and ideas; for example, reviewing, summarising, asking questions or predicting, (ACELY1713 Comprehension strategies)

Identify and analyse strategies authors use language to influence the reader (ACELY1801 Analysing and evaluating texts)

Writing Use either omission or substitution to create cohesive links in texts

(ACELA1520 Text cohesion) Use the subordinate clause in complex sentences to elaborate, extend

or explain ideas (ACELA1522 Sentence and clause level grammar) Select vocabulary to express shades of meaning, feeling or opinion

(ACELA1525 Vocabulary)

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Use of a selection of banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words (ACELA1526 Spelling)

Plan, draft and publish a range of texts appropriate to purpose and audience, choosing and experimenting with text structures, language features, images or digital resources (ACELT1714 Creating texts)

Speaking and listening Use strategies and skills for interaction to match increasing formality

(ACELA1516 Language for social interaction, ACELY1816 Listening and speaking interactions)

Plan, rehearse and deliver of presentations for defined audiences and purposes, with attention to making choices for modality and emphasis (ACELY1710 Oral presentations)

Use of open or closed questions in discussions depending on the purpose (ACELY1709 Listening and speaking interactions)

Experiment with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement (ACELY1816 Listening and speaking interactions)

Progression point 6

Reading and viewing By the end of Level 6, students understand how the use of text

structures can achieve particular effects. They analyse and explain how language features, images and

vocabulary are used by different authors to represent ideas, characters and events.

They compare and analyse information in different texts, explaining literal and implied meaning.

They select and use evidence from a text to explain their response to it.

Writing Students understand how language features and language patterns

can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are

used. They create detailed texts elaborating upon key ideas for a range of

purposes and audiences. They demonstrate understanding of grammar, make considered

choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Speaking and listening Students listen to discussions, clarifying content and challenging

others’ ideas. They understand how language features and language patterns can be used for emphasis.

They show how specific details can be used to support a point of view. They explain how their choices of language features and images are

used.

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They create detailed texts, elaborating on key ideas for a range of purposes and audiences.

They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Learning Focus Statement Students will be able to understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Interdisciplinary LearningART Progression Point 4.5

Creating and making Exploration of ideas generated from presented sources; for example,

ideas for a music work prompted by viewing a photograph Manipulation of selected dramatic elements to explore the potential of

ideas Exploration of skills, techniques and processes associated with cultural

or historical features of selected art works Representation in a media product of ideas about self and others Documentation that identifies qualities and influences in their own arts

Exploring and responding Identification of key features of arts works from different times, places

and/or cultures Understanding, for example through annotations, of processes used to

manipulate specific arts elements Contribution to discussions about content and purposes of selected

arts works Progression point 5

Creating and making Planning for a music work that outlines the intended and possible

inclusion of influences from source material Manipulation, using appropriate skills and techniques, of selected

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dramatic elements to communicate ideas for a specified purpose or audience

Incorporation of appropriate skills, techniques and processes when interpreting and performing drama works influenced by different cultural or historical traditions

Refinement of media products to communicate intended representation of ideas about self and others

Documentation that outlines ways ideas developed from influences have been incorporated in a group arts work

Exploring and responding Identification, using appropriate arts language, of the use and

manipulation of specific arts elements, principles and/or conventions in arts works from different times, places or cultures

Contribution to discussion about cultural and historical influences on specific arts forms, including consideration of ways to incorporate influences into their own arts works

Consideration of possibilities, content and influences when planning, developing and refining their own arts works for presentation to specific audiences

Progression point 5.5Creating and making

Self-evaluation and responses to feedback when planning how to perform a music work for an audience

Refinement, through ongoing manipulation, of characteristics associated with cultural or historical aspects of selected art works

Preparation of drama works for a presentation in a particular location Refinement, based on feedback, of ways they incorporate influences

from specific culture/s, tradition/s and/or time/s in a media product Documentation that outlines self-evaluation of their contribution to

group dance work, noting why and how changes were made

Exploring and responding Comparison, using appropriate arts language, of ways arts works from

different times, places and/or cultures use specific arts elements, principles and/or conventions to create similar effects

Understanding, for example through annotations, of where and how influences from other cultures, traditions and times have been incorporated into their own arts works

Interpretation of the expressive qualities of selected traditional and contemporary arts works (including their own)

Learning Focus Statement Students will be able to self-evaluation and responses to feedback when planning how to perform a music work for an audience Refinement, through ongoing manipulation, of characteristics associated with cultural or historical aspects of selected art works Preparation of drama works for a presentation in a particular location Refinement, based on feedback, of ways they incorporate influences from specific culture/s, tradition/s and/or time/s in a media product Documentation that outlines self-evaluation of their contribution to group dance work, noting why and how changes were made Exploring and responding using comparison, using appropriate arts language, of ways arts

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works from different times, places and/or cultures use specific arts elements, principles and/or conventions to create similar effects, understanding, for example through annotations, of where and how influences from other cultures, traditions and times have been incorporated into their own arts works, Interpretation of the expressive qualities of selected traditional and contemporary arts works (including their own).

Design, Creativity and Technology


Investigating and designing Teacher-directed collection of data relevant to a design brief Generation of design ideas – labelled sketches and drawings,

explanations or models – in response to a design brief Listing of at least three basic steps for a recipe or a product/system

plan, or minor modification of an existing recipe or plan; for example, options for pizza toppings

Producing Development of a production plan and, with teacher support, selection

of appropriate tools, equipment, familiar materials, ingredients and/or system components, and processes

Use of familiar tools and equipment, with teacher instructions and safe handling

Analysing and evaluating Oral reflection on their design as it is developed, using teacher-

prescribed evaluation criteria Modifications to their design, in response to teacher feedback and with

teacher support

Progression point 5Investigating and designing

Contribution to a group design brief of requirements and/or limitations to that brief; for example, considering user/consumer needs

Contribution to group research into an aspect of a design brief using an appropriate research method such as an Internet search, a questionnaire, trailing, collection of stimulus pictures and recipes

Annotation of design ideas with reference to the intended function and/or appearance of the product

Development of steps for a recipe or a product/ system plan, or modification of an existing recipe or plan

Producing Reference to the steps in their production plan to assist with the

selection of tools and equipment, familiar materials, ingredients and/or system components, and production processes

Following teacher demonstration, use of a range of production and finishing/presentation techniques

Use of familiar and unfamiliar tools and pieces of equipment, with teacher direction on safety and hygiene

Analysing and evaluating Oral and/or written reflection on their design as it is developed, using

class-developed criteria

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Modifications to their designs/products/systems in response to teacher and peer feedback

Awareness of at least one impact that a familiar product and/or technological system might have on people or the environment; for example, a battery-operated torch


Investigating and designing Teacher-assisted identification of evaluation criteria developed from a

design brief Individual research into aspects of a design brief, using appropriate

research methods; for example, Internet search, questionnaire, trailing, and collection of stimulus pictures and recipes

Annotation of design ideas with reference to environmental or social constraints

Development of detailed steps for a recipe or a product/system plan, or detailed modification of an existing recipe or plan

Producing Reference to their production plan to assist with the selection of

unfamiliar tools and equipment, materials, ingredients and/or system components, and production processes

Selection of and work with a variety of materials, ingredients and systems components to make a functional product using a range of production and finishing/presentation techniques

Competent use of a range of tools and pieces of equipment, with teacher guidance on safety and hygiene

Recording of dates and main production steps

Analysing and evaluating Oral and written reflection on their design as it is developed, using

class-developed and their own evaluation criteria and justifying design choices

Modification to their designs/products/systems in response to feedback from teacher and peers, and their own documented reflection

Awareness of at least two impacts that a familiar product or technological system might have on people and/or the environment

Learning Focus StatementStudents will be able to Investigating and designing, Teacher-assisted identification of evaluation criteria developed from a design brief. Individual research into aspects of a design brief, using appropriate research methods; for example, Internet search, questionnaire, trailing, and collection of stimulus pictures and recipes. Annotation of design ideas with reference to environmental or social constraints. Development of detailed steps for a recipe or a product/system plan, or detailed modification of an existing recipe or plan. Producing reference to their production plan to assist with the selection of unfamiliar tools and equipment, materials, ingredients and/or system components, and production processes. Selection of and work with a variety of materials, ingredients and systems components to make a functional product using a range of production and finishing/presentation techniques. Competent use of a range of tools and pieces of equipment, with

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teacher guidance on safety and hygiene. Recording of dates and main production steps. Analysing and evaluating Oral and written reflection on their design as it is developed, using class-developed and their own evaluation criteria and justifying design choices. Modification to their designs/products/systems in response to feedback from teacher and peers, and their own documented reflection. Awareness of at least two impacts that a familiar product or technological system might have on people and/or the environment

Information and Communications Technology


ICT for visualising thinking Creation of nominated graphic organisers that are appropriate for new

learning situations, using familiar software and manipulation and editing techniques; for example, using shapes, lines and colours in word processing software to create a double-cell diagram to compare two ideas

Organisation and analysis of data and information, using unfamiliar software such as simulation software, and limited manipulation techniques; for example, animation of objects

Development of an electronic portfolio of nominated visualising thinking files that are annotated, for example, with audio commentary, to indicate their usefulness in learning

ICT for creating Creation of an electronic portfolio of nominated files, saved in

nominated locations, which demonstrate the use of ICT for learning Identification in published information products of formatting features

such as font styles and sizes that suit particular purposes and/or audience needs

Hand-drawn experimentations with various layouts for information products, using nominated design tools such as layout diagrams

Limited control of a given robot (for example, moving back and forth) using simple programming techniques such as click-and-drag and icons

ICT for communicating Addition of collaboratively determined keywords to an initial search

string to narrow the listing of relevant websites; for example, adding ‘biography’ to a person’s name

Experimentation with techniques to upload files and folders to a nominated location on an intranet

Experimentation with various communications methods such as frequently asked question (FAQ) facilities to obtain information for a particular inquiry

Progression point 5

ICT for visualising thinking Creation of graphic organisers, selected from a collaboratively

developed list, that are appropriate for new learning situations, using familiar software and techniques to manipulate and edit a variety of data types such as images, text and numbers

Use of unfamiliar software such as databases, and a range of

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manipulation techniques, to represent and explore processes such as Victoria’s rainfall data and its relationship to drought conditions

Development of an electronic portfolio of selected visualising thinking files with annotations that identify similarities and differences between their electronic and non-electronic learning strategies

ICT for creating Creation of an electronic portfolio that includes files selected on the

basis of teacher-provided criteria; for example, ‘visualising thinking strategies modified to suit a new learning situation’

Annotations to published and their own information products that describe how formatting features, such as borders, suit particular purposes and audience needs

Hand-drawn or electronically created designs for the layout and solutions of information products, using tools selected from a given list

Modifications to their program to accommodate weaknesses identified when controlling the movement of a robot

ICT for communicating Refinement of original keywords in a search string, by including words

selected from an on-screen or print thesaurus Uploading of files and folders to a nominated location on an intranet Use of nominated communications methods to acquire information

from, or share information with, peers and known experts


ICT for visualising thinking Creation of graphic organisers appropriate for new learning situations,

using familiar software and a range of techniques to manipulate and edit a variety of data types

Representation of patterns or cause-and-effect relationships, using unfamiliar software such as a modelling software, and a range of manipulation techniques

Regular recording of the use and value of visual thinking tools for understanding concepts and relationships in their learning

ICT for creating Creation of an electronic portfolio that logically displays files meeting

collaboratively determined criteria; for example, ‘the use of multimedia tools for solving problems’

Annotations to their own information products that explain why formatting and solution features of information products, such as working hyperlinks, suit the purpose and audience needs

Hand-drawn and electronically created designs for the layout and solutions of information products, using tools selected from a collaboratively determined list

Creation of robots responding to sensors, such as touch or lights, through the application of specific programming techniques

ICT for communicating Inclusion of new keywords and the deletion of some original ones in a

search string, to narrow the listing of websites relevant to a particular

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inquiry Testing of uploaded files and folders in a nominated location on an

intranet; for example, checking that all files are present and accessible Identification of the attributes of various communications methods that

are appropriate in particular types of inquiry; for example, selecting methods that protect the disclosure of important information


Students will be able to use ICT for visualising thinking Creation of graphic organisers appropriate for new learning situations, using familiar software and a range of techniques to manipulate and edit a variety of data types Representation of patterns or cause-and-effect relationships, using unfamiliar software such as, a modelling software, and a range of manipulation techniques. Regular recording of the use and value of visual thinking tools for understanding concepts and relationships in their learning. ICT for creating Creation of an electronic portfolio that logically displays files meeting collaboratively determined criteria; for example, ‘the use of multimedia tools for solving problems’. Annotations to their own information products that explain why formatting and solution features of information products, such as working hyperlinks, suit the purpose and audience needs. Hand-drawn and electronically created designs for the layout and solutions of information products, using tools selected from a collaboratively determined list Creation of robots responding to sensors, such as touch or lights, through the application of specific programming techniques. ICT for communicating Inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry Testing of uploaded files and folders in a nominated location on an intranet; for example, checking that all files are present and accessible. Identification of the attributes of various communications methods that are appropriate in particular types of inquiry; for example, selecting methods that protect the disclosure of important information.

Thinking Processes Progression point 4.5

Reasoning, processing and inquiry With teacher guidance, development of simple questions for a whole-

class or group investigation or response Collection of information for an investigation, report or response, and

consideration of its worth or relevance Awareness of the differences between fact and opinion Organisation of collected information around ideas and concepts for

practical application; for example, using a simple graphic organiser to sort information

Use of organised information for problem solving and decision making in an investigation

With teacher guidance, development of an argument on a given topic

Creativity Identification of possible ideas (new as well as those already tried) and

solutions in familiar contexts including, with teacher support, development of selection criteria such as safety and relevance

Reflection, evaluating and metacognition

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With teacher guidance, reflection on theeffectiveness of a range of thinking processes and tools in particular contexts

Awareness of how their ideas and understandings have changed, and use of examples in simple explanation

Progression point 5

Reasoning, processing and inquiry With peers, development and evaluation of key questions for an

investigation or response Identification of useful and irrelevant or useless information or key

words when collecting information for an investigation, report or response

Identification, with teacher support, of facts and opinions related to an investigation on a given topic

Development of conceptual knowledge through the organisation of information collected for an investigation, and its use in assisting problem solving and decision making

Provision of supporting evidence in the development of arguments on a given topic

Creativity Generation of multiple possibilities/responses using creative thinking in

a variety of contexts

Reflection, evaluating and metacognition With teacher prompting and support, evaluation of the effectiveness of

their thinking processes and tools Use of appropriate terminology when articulating their thinking

processes Systematic recording of changes in their thinking and understandings


Reasoning, processing and inquiry With teacher support, formulation of appropriate key questions for their

investigations or responses Evaluation of the usefulness of information collected for investigations,

reports or responses With teacher support, discrimination between fact and opinion and the

sources used in investigations, reports and responses With teacher support, consideration of various factors in the

development of arguments on a given topic

Creativity Use of creative thinking strategies such as questioning, brainstorming

and mind mapping to solve problems in a variety of contexts Identification and explanation of how their self- generated ideas could

be applied

Reflection, evaluating and metacognition Independent reflection on, and evaluation of, the effectiveness of their

thinking processes and tools

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Use of appropriate terminology and provision of suitable examples when articulating their thinking processes

Identification and documentation of how and why their ideas, understandings and beliefs have changed over time

Learning Focus Statement Students will be able to use reasoning, processing and inquiry with teachers support, formulation of appropriate key questions for their investigations or responses. Evaluation of the usefulness of information collected for investigations, reports or responses. With teacher support, discrimination between fact and opinion and the sources used in investigations, reports and responses With teacher support, consideration of various factors in the development of arguments on a given topic. Creativity Use of creative thinking strategies such as questioning, brainstorming and mind mapping to solve problems in a variety of contexts. Identification and explanation of how their self- generated ideas could be applied. Reflection, evaluating and metacognition independent reflection on, and evaluation of, the effectiveness of their thinking processes and tools Use of appropriate terminology and provision of suitable examples when articulating their thinking processes. Identification and documentation of how and why their ideas, understandings and beliefs have changed over time.

* Should be integrated in most/all lessons and you must include content from all three science strands in your unit (Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour).** Must be incorporated in a minimum of five lessons and you must include content from all three dimension

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UNIT AT A GLANCE*

Phase Lesson At a glance

ENGAGE Lesson One: Journey through space (English Lesson)

Lesson Two: What’s out there? (English Lesson)

Lesson Three: Space Jumpers(Mathematics lesson)

The focus in the engage phase is to spark student’s interest in space, stimulate their curiosity, raise questions for inquiry and elicit their existing beliefs about the topic. These existing ideas can be taken into account for future lessons. Introduce the lesson by getting students to answer some questions as part of a pre-test, then introduce students to a TWHL chart, Word Wall and Science Journal.

Finding out the students prior knowledge by completing an individual brainstorm. Complete the TWHL chart and show the students the word wall display. Hand out the introduction page with instructions to the students to be stuck in their books for their science journals. Get students to complete a pre-test based on prior knowledge about space.

Students will be able to reconstruct a 3D model of an orrery using three different size balls and themselves. They will demonstrate how the think the Earth orbits the Sun and the Moon orbits the Earth. Students will do this in collaborative learning groups. Students were introduced to a space data chart, which they will have time to complete during the first week of this unit.

EXPLORE Lesson Four: Houston we have a problem(Mathematics lesson)

Lesson Five: Our solar system Session one (Design and technology)

Lesson five: Session two

Lesson Six: Letter home(English Lesson)

Students will be able to look at the design cycle to create a rocket ship based on the scenario given. Students will work individually to create a rocket that will be safe and will get the astronauts home.

Students will work in collaborative groups to create each planet in the solar system. They will be able to paper mache the 8 planets and we will create the sun. During this lesson students will be working together to generate the correct sizes of each planet before they begin paper mache.

During the second stage of this lesson students will be given the opportunity to paint their planets. Students will discuss the colours of their planet and how they will create the colouring of their planet.

Students will be writing a letter home to a love one or a friend about what they have learnt so far in this unit of work. They may choose to just create an information piece or they can create a narrative piece. Students will complete a plan, draft, edit and then create final copy of their letter.

EXPLAIN Lesson seven: Our Solar System Scaled Down(English, Mathematics, Science)

Lesson Eight: Galvanising Galileo(Science and indigenous perspectives)

Lesson Nine: Through our solar system(English Lesson and indigenous)

Students will get to finalise their paper mache lesson by completing a scaled down replica of the solar system and then they will place the planets on display in the room. Students will demonstrate this by ordering the planets from closest to furthest planet away from the Sun.

Students will be able to complete a factual recount about Galileo’s claim that ‘the earth is part of a system of planets orbiting the sun’. Students will be reading a literacy focus and discussion about the theory that the Earth is in the centre of our solar system orbiting the Sun.

Students will be discussing their findings on the ‘Nights sky observations sheet’.Stars crossed activity students will learn about stars and what they mean. Students will be able to discuss scientist’s claims on the light emitted by the stars. Students will be able to share what they know about the constellations and then complete the work sheet ‘ Star crossed story.’

ELABORATE Lesson Ten: Dealing with data.(Science and English)

Lesson Eleven:

Students will begin a project individually about space, they will be able to choose any planet they would like and create a multimodal representation. They may choose a poster, brochure or PowerPoint.

Students will be given more time to complete their projects.EVALUATE Lesson Twelve:

Presentation day Session one

Session two

Students will present their presentations in groups, in the group’s students will be peer assessed and then they will be asked to complete their own evaluation on how they think they performed.

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TEACHING, LEARNING AND ASSESSMENT ACTIVITIESActivities Domains

DimensionsKey elements of standards (or progression points). Students can:

Assessment Criteria(based on standards and/or progression points)

Assessment routines and records (Strategies and Evidence)

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Lesson 1: Journey through space

Students will be introduced to the topic ‘Space Jam’. Students will be introduced to the TWHL chart, what we think we know, what we want to know, what we have learned, how we know. Teachers will record student’s answers so that they can be displayed in the room and can be referred to throughout this unit of work. Students will also be introduced to their work wall which will have new words added to it throughout the unit of work. If time persists: students will be able to decorate their first page in their science journals.

Lesson Two: What’s out there?Students will complete a pre-test individually with questions on their prior knowledge. The whole class will then complete a brainstorm in order to add to the TWHL chart. Students will then be introduced to a questions box, were they can place any questions that have been unanswered that they are curious about. Students will finalise the TWHL chart and begin the word wall. In conclusion students will complete a science journal using the instructions sheets provided.

Physical, personal and social learning

Students will respect different religious beliefs or celebrations, Knowledge of the consequences of bullying behaviour, Working in teams Explanation of the challenges that are inherent in each group role, Adaptable behaviour for overcoming difficulties to achieve tasks, Active listening, which includes using encouraging body language, asking questions and providing feedback in group discussions, Reflective behaviour that informs opinions about group performance and the quality of outcomes,

Personal learningStudents will be looking and seeking for the teacher and other students feedback throughout this unit of work to develop their understanding and reflect on how their prior knowledge has increased throughout this unit. Students will be able to manage their personal learning by using teachers, peers and adults as a learning resource.

ScienceStudents will use their Science understanding by explain the dynamic interactions within and between systems in earth and space, and physical science contexts. Students will also be able to use their Science as a

Students will compare their beliefs and values with one another, by working in collaborative learning teams. Students will be provided with opportunities to complete small and lengthy tasks throughout this unit.

As a whole class, in groups or individually students will be able to recognise their roles and responsibilities in managing their individual learning goals and outcomes.

Lesson One: Diagnostic assessmentGetting to know students prior knowledge about how the Earth is part of a system of planets orbiting the star (Sun.)

Lesson Two: Diagnostic assessment Getting to know students prior knowledge through the use of brainstorms, a word wall, a TWHL chart and a science journal.

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Lesson Three: Space Jumpers

Students will be introduced to the lesson by being asked questions such as:

How does the Earth, Moon, and Sun work together? Is the Sun rotating around the Earth or is something

else happening? While the Earth is rotating what else is it doing? This is responsible for the seasons throughout the

year,Students will then watch a video that demonstrates the Earth, Moon and Sun in an orbit and how they all work together. This includes the Earth on its axis. Students will then be asked to demonstrate this process by working in collaborative learning groups. They will use three different ball sizes in the re-enactment of the orrery. In conclusion to this lesson students will add to the TWHL chart and word wall.

Human Endeavour to compare different approaches to developing scientific knowledge or solving a scientific problem, including the role of scientific debate. They will also be able to use Science Inquiry skills to design and report on investigations, including statement and justification of purpose, labelled diagrams, description of how variables will be changed, flowcharts and symbols that explain procedures, and justification for the type of data collected and equipment used.

EnglishStudents will be able to understand how the use of text structures can achieve particular effects. Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Students will compare their beliefs and values with one another, by working in collaborative learning teams. Students will be provided with opportunities to complete small and lengthy tasks throughout this unit.

As a whole class, in groups or individually students will be able to recognise their roles and responsibilities in managing their individual learning goals and outcomes.

Lesson Three: Diagnostic assessmentStudents will draw on what they already know and understand about: how the Earth is part of a system of planets orbiting the star (Sun). The students will complete a science journal entry discussing what they had learnt in that lesson. Students will add to the TWHL chart and word wall.

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Lesson Four: Houston we have a problemStudents will be explained how the design cycle works. The teacher will demonstrate this on the whiteboard. The design cycle includes: Problem, investigate, design, create, elaborate, and evaluate. Students will be shown how each step works. They will then be given the same problem. Students will discuss the problem as a group and will then design a rocket ship they think will fit the problem. Students will all have a plastic bottle, which they have been asked to bring and they will be provided materials they can use during this lesson. Students will be then given the opportunity to evaluate their rocket ships. In conclusion students will add to their science journals about this lesson.

Lesson Five: Our solar system Session one In todays lesson students will be creating the different planets and what they are made of and then they are going to create the planets using the materials provided. Students will be using paper mache. Students will be asked to work in their table groups to create a planet. Each group will work with the other students in the class in order to get the correct sizing of the planets. Then they will begin paper mache their planets in this lesson. They will then place their planets on the drying racks ready for the next lesson.

Lesson five: Session twoDuring this lesson students will be given the chance to finish their planets. Each group will be given a computer and will be able to do some research on what their planet looks like. They will then work together in their groups to decide how they are going to paint their planet. They will then place their planets on the drying racks.

Lesson Six: Letter homeThe teacher will model to the students how to write a letter home to their friends or a love one. Using information that they have gained and learnt over the past few lessons in this unit of work.The teacher will explain they need to complete a plan, draft, editing and a final copy of their letter. In conclusion to this lesson students will reflect on their learning in their science journals.

Design and TechnologyStudents will be able to Investigating and designing, Teacher-assisted identification of evaluation criteria developed from a design brief. Individual research into aspects of a design brief, using appropriate research methods; for example, Internet search, questionnaire, trailing, and collection of stimulus pictures and recipes.

ScienceStudents will use their Science understanding by explain the dynamic interactions within and between systems in earth and space, and physical science contexts

EnglishStudents will be able to understand how the use of text structures can achieve particular effects. Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis.

MathematicsStudents will be able to solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts.

Personal learningStudents will be looking and seeking for the teacher and other students feedback.

Students will be able to explore the concepts of relationships with planet, and their environments.

Students will be able to participate in collaborative learning groups in order to create their paper mache planets.

Students will be able to research their selected planet and will be able to see the differences in colour and their atmospheres.

When students are problem solving they will use the correct search engines such as: the internet, books and their data chart information.

Lesson Four: Houston we have a problem Formative assessmentAs it is monitoring students developing understanding and giving students feedback that extends their knowledge. Students will be assessed on their ability to work in groups and their final outcomes. Students will add to the TWHL chart and word wall.

Lesson Five: Our solar system Session one. Lesson five: Session two. Formative assessment For our lesson five it will be based around the construction of their final product extending on their knowledge. Students will be asked to provide their own self and group assessment, which includes: providing constructive criticism.

Lesson Six: Letter home. Formative assessment It involves monitoring students developing understanding and giving feedback that extends their learning.

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Physical, personal and social learningStudents will respect different religious beliefs or celebrations, Knowledge of the consequences of bullying behaviour, Active listening, which includes using encouraging body language, asking questions and providing feedback in group discussions, Reflective behaviour that informs opinions about group performance.

Thinking process Students will be able to use reasoning, processing and inquiry with teachers support, formulation of appropriate key questions for their investigations or responses.

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Lesson seven: Our Solar System Scaled DownDuring this lesson students will be introduced to a converter work sheet, which explains kilometres, metres and cm’s. Teachers will explain to students that they are going to create a scaled model of how the planets look in the solar system. Students will the work in their groups to create a cm sized model using a trundle wheel of how the planets look in the solar system. In conclusion to this lesson the planets will be placed on display in the classroom and students will reflect on this lesson in their science journals.

Lesson Eight: Galvanising GalileoThe teacher will introduce this lesson by asking the students some questions such as:

Does this still reflect what you think? Why? Why not? What would you like to change? What observations and evidence support your model? What are you not sure about?

Students will the read a factual recount about a famous person who claimed that ‘The earth is part of a system of planets orbiting the sun. (Resource sheet 6)Students are then asked to brainstorm key points and record them in their science journals.The teachers will then have a whole class discussion on what they think ‘solar system’ means.In conclusion students will be asked to complete a science journal reflection on todays lesson.

ScienceStudents will use their Science understanding by explain the dynamic interactions within and between systems in earth and space, and physical science contexts

EnglishStudents will be able to understand how the use of text structures can achieve particular effects. Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis.

MathematicsStudents will be able to solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts.

Personal learningStudents will be looking and seeking for the teacher and other students feedback.


Thinking process Students will be able to use reasoning, processing and

Students will be using the conversion sheet with kilometres and metres and will be converting it into cm in order to create the scaled model of the solar system.

Students will be able to use reasoning, processing and inquiry with teachers support, formulation of appropriate key questions for their investigations or responses. Evaluation of the usefulness of information collected for investigations, reports or responses.

Students will be able to use reasoning, processing and inquiry with teachers support, formulation of appropriate key questions for their investigations or responses. Evaluation of the usefulness of information collected for investigations, reports or responses. With teacher support, discrimination between fact and opinion and the sources used in investigations, reports and responses With teacher support, consideration of various factors in the development of arguments on a given topic.

Lesson seven: Our solar system scaled down. Formative assessment.Monitoring students developing understanding giving feedback that extends their learning. looking at evidence students are developing about our solar system.

Lesson Eight: Galvanising Galileo.Formative assessment.Monitoring students developing understanding giving feedback that extends their learning. Looking at evidence students are developing about Earth being apart of planets orbiting the star (Sun).

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Lesson Nine: Through our solar systemAsk students if they have heard of the constellations Scorpius and Orion. Introduce the work sheet on ‘Star-Crossed Story’ read through it with students. Explain to students that they will be working in collaborate learning teams to explore how to explain the observations using science. Discuss the different science claims that they will need to consider when creating their explanation Explain that the eye with lines leading out from it represents what the viewer can see form the earth. Ask students to fix strings on the lines to extend them. Explain that when something is within the strings, the viewer can see it. Remind students that if the viewer can see the Sun, then even if the stars are in their range of vision they cannot ‘see’ them because the ‘Sun’ appears to bright. Discuss how some of the constellations are effected by the position of the Sun; for example, The Zodiac, and some are not, for example the Southern Cross. Explain that the cut out model to students used is 2D and the constellations such as the Southern Cross would be above the desk, out of the path of the Sun.

Students will be able to understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events

Lesson Nine: Through our solar system. Formative assessment.It involves monitoring students developing understanding and giving feedback that extends their learning.

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Lesson Ten: Dealing with data.Students will be working individually to complete an assignment based on a planet/ or element in space. Students will be shown a model of what the teachers are expecting student to achieve. They will be able to choose from the following ways to represent their research; PowerPoint, brochure, or poster. Students will be told they will be being peer assessed on this project as well as completing a self-evaluation.

Lesson Eleven:Students will be given time during this lesson to continue working on their projects they will be completing a draft then a final copy. If students finish early they can update their science journals they have not yet finished.


Thinking process Students will be able to use reasoning, processing and inquiry with teachers support, formulation of appropriate key questions for their investigations or responses.


Lesson Ten: Dealing with data.Summative assessment Were you monitor students inquiry skills. Students will be assessed on their final research product. Students will work in small groups and are asked to create a research assignment using multimodal resources. Students will orally present their assignment to their peers and teacher.

Lesson Eleven: Formative assessment Will be assessing students on their knowledge and understanding throughout this unit of work. Students will use this knowledge in order to complete their assignments ready to present to the class/peers.

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ScienceStudents will use their Science understanding by explain the dynamic interactions within and between systems in earth and space, and physical science contextsDesign and TechnologyStudents will be able to Investigating and designing, Teacher-assisted identification of evaluation criteria developed from a design brief. Individual research into aspects of a design brief, using appropriate research methods; for example, Internet search, questionnaire, trailing, and collection of stimulus pictures and recipes

Students listen and ask questions to clarify content.

They use language features to show how ideas can be extended.

They develop and explain a point of view about a text selecting information, ideas and images from a range of resources.

They create a variety of sequenced texts for different purposes and audiences.

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Lesson Twelve: Presentation day Session one

Session two

Students will be presenting their project to their peers.

If there is any time students will complete a post test which will allow us to see what students have learnt throughout this unit of work.

ScienceStudents will use their Science understanding by explain the dynamic interactions within and between systems in earth and space, and physical science contextsDesign and TechnologyStudents will be able to Investigating and designing, Teacher-assisted identification of evaluation criteria developed from a design brief. Individual research into aspects of a design brief, using appropriate research methods; for example, Internet search, questionnaire, trailing, and collection of stimulus pictures and recipesThinking process Students will be able to use reasoning, processing and inquiry with teachers support.


Summative assessment Students will be marked on their knowledge of this unit of work. Students will finalize their science journals. Students will go through the TWHL chart and make sure everything they wanted to know was covered throughout this unit of work.

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EnglishStudents will be able to understand how the use of text structures can achieve particular effects. Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.Physical, personal and social learningStudents will respect different religious beliefs or celebrations, Knowledge of the consequences of bullying behaviour, Active listening, which includes using encouraging body language, asking questions and providing feedback in group discussions, Reflective behaviour that informs opinions about group performancePersonal learningStudents will be looking and seeking for the teacher and other students feedback throughout this unit of work to develop their understanding and reflect on how their prior knowledge has increased throughout this unit. Students will be able to manage their personal learning by using teachers, peers and adults as a

Students listen and ask questions to clarify content.

They use language features to show how ideas can be extended.

They develop and explain a point of view about a text selecting information, ideas and images from a range of resources.

They create a variety of sequenced texts for different purposes and audiences.

They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

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UNIT RESOURCES (References)

Websites

AusVels (2014). Progression points. Retrieved from: http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/ausvels-

mathematicsprogressionpoints.pdf

Bob. (2014). Space, seasons, space objects, moon, stars, planets, solar system, gravity Misconceptions. Retrieved from:


Koboldt, D. (2014). 9 misconceptions about space travel. Retrieved from: http://dankoboldt.com/space-travel-misconceptions/

Listverse (2014). Ten common misconceptions about space. Retrieved from: http://listverse.com/2013/11/05/10-common-

misconceptions-about-space/

Victorian Curriculum and Assessment Authority (2014). AusVels. Retrieved from: http://ausvels.vcaa.vic.edu.au

Books and Materials

Primary connections Earths Place in Space year 5

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http://dankoboldt.com/space-travel-misconceptions/


http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/ausvels-mathematicsprogressionpoints.pdf

http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/ausvels-mathematicsprogressionpoints.pdf

PLEASE INSERT ALL LESSON PLANS AND ADDITIONAL RESOURCES INCLUDING ASSESSMENT MATERIALS IN SEPARATE SECTIONS FOLLOWING THIS PAGE.Be sure to:

Clearly separate each of sections (including each of the 5Es) using coloured pages or tab dividers The divided sections should be labelled:

o Lesson Plans: Engage, Explore, Explain, Elaborate, Evaluate (each of these five sections should contain the detailed lesson plans

and lesson handouts/resources, each lesson will have a reflection) Each lesson plan must have the sections shown in the sample MSTIE lesson plan (on LMS), but you may use your

own format.o Evidence of Assessment (this section contains the evidence of your assessment, it includes all assessment sheets/tools

and your records of assessment eg. Checklists, teacher anecdotal notes, peer assessments, rubrics, group and individual reflections etc). PLEASE: ONLY two representative samples of each piece of student work.

o MSTIE Self-Reflection

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Overview of your experienceOur MSTIE experience was a positive one. Overall, both Mitchell and myself found this unit of work enjoyable and we learnt a lot about planning and implementing this topic into an integrated unit of work. There was so much planning involved but it was so fantastic to see how it all played out in the end. When implementing this unit of work we both felt like all that planning was so worthwhile. It also showed us where we need improvement in our planning and how we could do it better next time. It was harder for both Mitchell and myself to met and get this unit of work started early as it took a while for us to get our placement school, although we used our time wisely and met up and discussed what we would like to achieve throughout this MSTIE placement. When meeting with our teacher it made this experience a whole lot easier as they were so wonderful and were willing to help us do what we needed to achieve our goals. We worked really well as a team we both found that we bounced off each other and the lessons flowed really smooth. We decided to focus on one lesson at a time getting as much out of it as we could. We were unable to complete all our full lesson plans prior to our placement, but we were able to give our teachers a very detailed draft on what each lesson would consist of and were able to give them the completed lesson plans on our first teaching day. Both Mitchell and myself divided the lesson plans evenly and then met up to go through what each lesson consisted of. We did all the rubrics assessment marking separately as both Mitchell and I team taught 40 grade 5/6 students so we both worked in a rotation to each class. The teachers were very supportive of both Mitchell and I and were willing to help us achieve our set goals. We found having the whole unit of work organised before this MSTIE placement helped with the implementation of the integrated unit. We were more than prepare as we knew the content of each lesson plan and were able to complete an effective assessment on each lesson as a team. We had a fantastic bunch of students to work with who were very interested in learning all about space. We both found we had great relationships with both the staff and students throughout this teaching experience this made the experience even greater as they respected and valued us as teachers and everything was able to run smoothly. Overall it was a great experience for the two of us and it is something we both look forward to in our future teaching.

Success of IntegrationHow successful were you in integrating the Mathematics, Science, and other VELS domains and dimensions into your unit.

Throughout the unit of our work we managed to successfully integrate the following subjects Mathematics, Science, Design and Technology, Art, English and History. Our planning prior to our placement allowed us to successfully integrate multiple aspects of VELS into our space jam unit. For mathematics the students were able to convert units of measurement as well as compete a fact sheet based on space. The design and technology aspect of our unit allowed for the students to make rockets out of materials provided for them, paper Mache planets and to re enact the association between Earth, Sun and the Moon. These activities were combined with elements of art where the student’s creativity abilities were tested. From a history perspective the students looked at the incident of Apollo 13, what happened and how did it change our perspectives of space travel. While our overall unit was based around the AusVels elements of science, the students looked at constellations where the specific focus was on what we see in space (from Australia’s position) compared to what other countries see from around the globe. When looking at AusVels domains and dimensions the English element to

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our unit was important. The students looked at writing letters to a loved one, this was provided to them through a scenario where they had been travelling through space for two years. The students had to use their imaginations where they’d write about the certain things they would have seen in space through there journeys. Overall we were happy with the amount of integration we had with other elements of AusVels and the curriculum in our space jam unit.

Success of Your Self (Put two personal accounts here)Mitchell: How do you think you performed?

Overall I felt as if I performed well with my MSTIE partner. We were delayed a few weeks due to not having a MSTIE placement at the beginning of the semester, however with the completion of our MSTIE unit it showed the amount of resilience we had as a team. Overall I felt that the work was evenly distributed throughout the duration of MSTIE. Danica was easy to work with both prior, during and post MSTIE placement, we were both organised and met up weekly to discuss any ideas, concerns or queries (refer to log). During placement our mentor teacher (Rosalie Baldwin) commented on our ability to work well together as well as our organisation and our ability to teach the MSTIE lessons. Overall I thought that the quality of our unit was high. I felt as if I learnt a lot from completing this placement round and learnt a lot about team teaching with Danica. While I learnt a lot I also recognise that I still have a lot to learn, this will develop throughout the coming years. I would like to thank Danica for the amount of hard work we have endured together throughout this semester as well as being a strong and resilient MSTIE partner while on placement including pre and post interaction.

Danica: How do you think you performed? Overall I felt MSTIE was very successful with my partner. In the beginning both Mitchell and myself began to stress with not having a school or a topic yet as other had already began planning their unit and had met with their mentor teachers. In the mean time Mitchell and myself used our time wisely to look at what we would like to do and achieve throughout this unit of work. However we soon got a school and got the ball running. Organising times to visit the school prior to the placement gave me the opportunity to get to know the students and get a feel for how well they work in the classroom dynamic the teachers have chosen to teach in. Another aspect that helped was Mitchell and my planning and preparing this unit of work, as it was something that neither of us had experienced before. I really noticed that each night after the completing of a lesson I felt more and more confident that we knew our content and had established a great relationship with the students and the teachers. My personal performance throughout MSTIE was of quite a high standard, although things could have been altered to make the unit flow better. My interactions with the students was amazing in a short period of time I felt like they had respect for me and were generally interested and excited to learn more about space. I developed a great relationship with all 40 students as I have a good ability to communicate and interact with them. I felt it was extremely important to show an interest in the students so they would be interested in what both Mitchell and I had to offer to them. I was very happy with how Mitchell and I worked as a team to team-teach 40 students at one time. We both at first felt it was a bit daunting but we soon became very comfortable and it became like second nature. I feel that having a team with a male and female worked so well as we were both able to offer the students different learning techniques with benefited every student. Our general dynamics made a relaxed environment for students to have fun and generate excitement over our topic of space. Overall, I am so thankful to have had this opportunity to be

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apart of the MSTIE program from all the planning in the beginning to the final product at the end. The workload was overwhelming at times, but it taught me a lot and how to use my time more efficiently for future planning. MSTIE has been the biggest and most amazing experience so far for me at university. It has been incredibly rewarding.

Success of Your TeamHow did your team perform – did you maintain a professional relationship at all times, were there issues that you worked through?

We believe our professional relationship was strong and we worked really well as a team. Both Mitchell and myself have never worked together before so it was something new and fresh for the both of us. We both have the same work ethic ns both helped each other throughout the whole experience to meet our deadlines. Throughout the duration of our MSTIE placement as well as pre and post placement was strong. This was the first time either of us had been exposed to team teaching so if anything the whole experience of planning and teaching together great and our assessment for that was our growth plus our final MSTIE documentation and presentation to our peers. There weren’t really any issues that were directed at each other, however; our first three weeks of the semester were delayed due to not being allocated a school. We both managed to get through that stage with the help of Tom Devlin and MSTIE staff. During this stage we managed to keep in contact with each other discussing possible unit ideas. We eventually both agreed that space would be a great topic provided the school let us teach it. We both had simular beliefs when it comes to teaching so this helped us when planning and implementing this unit of work. We were very open-minded with sharing our ideas with one another and both believed that we could have incorporated more hands on activities to create more fun for the students, as they loved creating our paper mache planets and their rocket ships. We thought it really helped being a boy girl team as we both have different qualities that we were able to share with both the students and the teachers. We also gave each other opportunities to do things in our own ways, which helped us gain more confidence when teaching the 40 students. We thought it helped Mitchell being confident with the boys and myself being more confident with the girls a better opportunity to gain the students trust. This also help with dealing with the students behaviour as when Mitchell told off the boys and Danica told off the girls it was really effective. We understand that you wont always have a male and female presence in the classroom but we found it really effective and had a ball teaching this unit.

Assessment and Learning

Appropriateness of assessments usedReflect on the appropriateness of the variety of assessments used.We felt that the assessment/s used throughout our MSTIE program were appropriate. After each lesson the students were given the opportunity to complete a journal entry which listed five questions e.g. What did you learn today? Another part of our assessment was the completion of a set of questions at the start of our MSTIE program and after our MSTIE program. Students at the start of the unit on space knew very little to nothing, however, we handed the students the same piece of paper at the end of space unit and they were able to provide us with a lot more information thus providing us with answers to questions e.g. What is a solar system? Students were able to complete the space fact sheet; this assisted them throughout the remainder of the unit. Students at the end of the unit were asked to complete a

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space assignment using a variety of multi modal tools. Students had the option of researching anything to do with space but had to answer a number of fixed questions, the students at the end presented there assignment to their fellow peers where they had to fill in an self assessment rubric as well as mark someone else’s work. One of our assessments asked for the students to write a letter to someone about there time in space, the students needed to include elements like what we’d learnt so far in our space unit. The responses by the students provided us with feedback about what they had learnt. Students throughout the MSTIE program were able to contribute to the growth of our word wall; evidence of this was the continual growth over the three weeks while on placement. While we were visiting our school prior to the three-week placement we allocated a question jar, which encouraged the students to place any questions they had on our space unit, which we would answer at the end of each week. The quality of questions grew throughout the duration of the unit. Assessment and learningFormative During MSTIE we were able to implement three types of assessment; formative, summative, and diagnostic. We felt that it was important that we use a range of assessments to assess student’s performance. We were able to use the students MSTIE science journals as a formative assessment. This gave us an up to date record of what students were learning and areas we might need to revisit as a whole class. Written and verbal feedback was given to students at least once a week in their journals. Students were also able to assess their peers using a rubric’s they had created for oral presentations and complete a self-evaluation on their performance in their final project in our unit.

Diagnostic We were able to use two types of diagnostic assessments to help find out students prior knowledge and understandings. We completed a pre and post-test on the topic of space. This gave us an indication on what we needed to include in our unit that we hadn’t already included and were their misunderstandings were. This helped us target teach topics and helped our future teaching as this is something we would both reuse when teaching a unit of work. It was very interesting to see the change in students over the three-week period in their knowledge. As future teachers it was satisfying to know students are generally interested in learning and they value what we teach.

Summative Summative assessment was important to conclude the MSTIE unit of work. We used this type of assessment to asses student’s final piece of work, their projects about a planet or thing in space were students peer assessed in their groups and also completed a self-evaluation on their performance. By using this type of assessment we were able to determine students full knowledge and understanding of the design cycle process and other aspects of space. Students were also given oral feedback from both Mitchell and Danica.How the children learnt differently in MSTIEBriefly reflect on the success of student learning using an integrated model (one paragraph).We feel that students were able to learn differently during out MSTIE unit through a range of activities that catered for the visual learner, kinaesthetic learner and the auditory learner. This was done through the use of PowerPoints/videos and oral presentations.What you learnt differently in MSTIE

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Briefly summarise what you learnt from your MSTIE “integrated experience” that was different from previous practicums (one paragraph).

From the MSTIE experience we both learnt a lot about the importance of team teaching. The stages prior to going on placement revolved around the ideas of planning a unit of work, while this was tough we also had to communicate throughout the whole process while in the classroom. We feel like we were able to cater for all the types of different learners as we had activities for the auditory learner, visual learner and kinesthetic learner.MSTIE was a different experience as we were able to plan a unit of work along time before going out on placement, this allowed us to be more prepared and organised in the classroom. On other placements we both only ever taught by ourselves in front of the students and the mentor teacher, however the ability to stand in front of the students with a fellow student teacher was great. When explaining a task to the students the other student teacher was able to fill in any blanks missed by the other student teacher, we both found this to be a great learning experience.

Limitations and Recommendations

Limitations

During our MSTIE time we faced a few limitations but nothing to major to affected our MSTIE unit of work as a whole. The following are some general things that we encountered during our time. Some of these things could be changed next time.

Due to the delay in organising a school additional time with planning and preparing our unit of work would have been helpful.

The school originally indicated we might not have enough time to complete all the lessons that we had planned. However we were able to work with the teachers to fit all the lessons in.

We had to fit in with the teachers schedule and the exact timing of when we could complete our lessons was unknown. A more specific time would have been helpful to assist with planning and preparing each lesson.

It would have helped both Mitchell and myself if our mentor teacher from La Trobe visited our school in order to provide feedback and answer any questions we had. We were unaware that anyone wasn’t coming until the start of the third week, it would have been helpful for us and the school to have been notified earlier as the school had never hosted a MSTIE practicum before. We needed to provide the school with a lot more detailed information as to how the MSTIE worked and what it was to make sure they felt comfortable with letting us complete this unit of work, as they were completely unaware of this program and had never completed this before. More involvement from La Trobe in this process would have helped Mitchell, the school and myself.

Students being taken out of the classroom for extracurricular activities such as; music, reading, or garden time.

Sometimes it took students a lot of time to set up their computers and search information for their projects.

Teachers running overtime with their lesson and cutting out MSTIE lesson short.Self recommendations

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If you were to do it again what would you do differently?

If we were to complete MSTIE again we both thought that we could have included more hands on activities, the students overall enjoyed the hands on activities which is always good. Overall we were both happy with the amount of assessment we got the students to complete as well as very happy with the responses the students were able to respond with. We both really enjoyed teaching our MSTIE unit and from the feedback from the school, our students and mentor teachers really enjoyed it. There would not be a great deal of things we would change because we felt it worked really well. Looking back now on this unit of work we have created an amazing resource that we will both be able to use in our future teaching.

The Future

Next year you will be applying for jobs and will need to respond to criteria such as: Demonstrated understanding of initiatives in student learning including the Standards, the PoLT P-12 and Assessment and Reporting Advice and the capacity to design curriculum programs consistent with their intent. The MSTIE Program is embedded within the context of AusVELS, PoLT and the Assessment and Reporting Advice. Use your MSTIE experience to respond (in 100 words) to the underlined part of this criteria.

As a team our intention was to give students the basic knowledge they needed about space, the planets and how an orbit happens. Developing their understanding about the type of scientific language used exploring space. We found that we were both happy to be exposed to creating a unit of work and following it up through the unit’s implementation in a classroom. Our intent was to teach a twelve – thirteen lesson unit on space that we were able to complete within a three-week placement. Our unit consisted with elements of assessment, which required reporting and responding to the students work, this work required the students to respond with their own self-assessment as well as mark a fellow peers work. We found that we were able to reach our intended learning outcomes because we were successful in integrating all of our subjects in the curriculum into our unit. As pre-service teachers MSTIE will help us both in the future as it has given us the confidence to plan and successfully implement a science unit within a classroom setting that is educational, interactive, fun and covers a wide range of domains and dimentions.

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