Assessment Task 2B

Assessment Task 2B: Analysis of student learning

Socio- Scientific Issues: Unit and Lesson Planner

Years 5/6

St Dominic’s Primary School, Broadmeadows

On behalf of the Australian Catholic University students, this unit of work is designed
around the subject of Science, focusing on Socio-Scientific Issues for years 5/6
students at St Dominic’s Primary School, Broadmeadows. The unit of work is spread
over the duration of 4 weeks with 4 complete lessons. Each lesson is designed to
inform, discuss and construct a framework of work relating to Socio-scientific Issues
(SSI) in our world of which students can link to real life experiences and events.

Throughout each lesson, students will be assessed based on prior knowledge of what
they already know about Socio-Scientific issues, new knowledge that has been
explored throughout these 4 lessons, engagement and collaboration throughout
tasks. Students will discuss the causes and effects of natural disasters and as the Commented [SC1]: Assessment areas throughout the
unit.
risks on the environment as stated in paragraph 184 of the Encyclical Laudato Si.
Students will work in groups to complete tasks and be assessed based on their
contribution, discussions and development over the cores of the unit.

The learning outcomes for this unit are designed from the Victorian Curriculum, 2017,
which highlight the capabilities and content areas that are explored throughout
this unit of work. The unit is designed around the set outcome of ‘Sudden
geological changes or extreme weather conditions can affect Earth’s surface
(VCSSU079)’.
As part of the St Dominic’s Primary School framework, the aim of this unit of work is
to allow students to create an inclusive, supportive and challenging environment
when working to address a range of socio-scientific issues through participation in
class activities.
Assessment Task 2B

Student name: Holly. S Class: Mr Kim, 5/6

Over the past 4 lessons, Holly has shown great enthusiasm and contribution to all
class discussions and group activities when examining the focused unit of Science: Commented [SC2]: Effective collaboration in group
work.
Socio-Scientific Issues. In the first introductory lesson, students explored natural
disasters and the socio-scientific issues that raised local, personal, global and
national events.
The class observed a demonstration of a simple volcano experiment that was
conducted to address the causes and effects of this natural disaster. Here, Holly
showed great enthusiasm and engagement throughout this whole class task, as she
was able answer and ask questions regarding the causes and effects of this natural
disaster in confidence and curiosity. Holly attempted to answer all inquiry questions,
which shows she is willing to challenge her leaning, even when she is still exploring.
Holly is able to collaborate well in small groups, as this was particularly
demonstrated when students were asked to create a research poster based on their
chosen natural disaster topic. The Bushfires poster that Holly and her peers Commented [SC3]: Effective in small group work
produced was informative and addressed the content areas being explored for this
task (See poster in Appendix 1). On this poster, Holly was able to contribute a Commented [SC4]: Assessment 1
‘Wondering question’, which shows that she is interested and involved in the
learning of this topic.

Lesson 2 students were to create their own Organisation. Using knowledge gained
from the previous lesson and prior whole class discussion. Holly was able to work Commented [SC5]: Ability to contribute to class
discussions.
with her group to create an organisation based on their Bushfire Natural disaster
poster. Holly is able to use fluent vocabulary, which discusses and fits the criteria of
the issue at a satisfactory level. Holly was able to make references of knowledge
explored from a documentary video that was shown to the whole class to add ideas
to her group’s worksheet (Appendix 2). Commented [SC6]: Assessment 2
Lesson 3 allowed students to explore and expand their content knowledge by
relating their understandings to real life situations using case studies. Holly was able
to work comfortably with a different group of peers to produce a poster on the issue Commented [SC7]: Flexible to work in different groups.
of ‘Black Saturday Brushfires’ (Appendix 3). Holly showed integrated knowledge Commented [SC8]: Assessment 3
explored from previous tasks to assist her peers and provide relevant contribution.
Holly’s overall assessment from this piece of work was assessed through and
assessment criteria sheet which can be found in Appendix 4. Commented [SC9]: Assessment 4

Holly began the finial class in an enthusiastic way, as she was able to share and
provide a summary of the content of the unit that has already been explored.
Throughout class discussion, Holly was able to reflect on ideas regarding Global
Warming, even when she was not confident with her responses. Holly was able to
adjust back into her group to complete a worksheet (Appendix 5) using knowledge Commented [SC10]: Summary Assessment
gained from the video showed at the beginning of the lesson. Holly’s assessment for
this task was completed through an assessment criteria found in Appendix 6. Commented [SC11]: Finial Assessment
Holly is to be commended on her academic achievement for this unit of work, as she
has shown great contribution and positive engagement to all class discussions and
group tasks.
 Assessment Task 2B

Appendix 1: Appendix 2:
On this poster Holly has On this worksheet, Holly
shared some key ideas was able to work with
on what effects the her group to create an
personal, local, national organisation “Around
and global community the World”. From here,
have on Bushfires. Holly she has provided some
was also able to create key ideas on what
her own ‘Wonder strategies the
Question’: “I wonder if organisation can do to
the cows died?” help and the causes of
instances that result in
potential bushfires.

Appendix 3:
Holly was able to work
with a different group to
create this poster. As
Holly had some prior
knowledge on the topic
of ‘bushfires’ she was
able to communicate
some great ideas to her
groups discussion. Holly
was able to provide valid
points for each targeted
area for this task; being
Personal, local, global
and answering key
questions.
 Assessment Task 2B

Appendix 4: Appendix 4: Above At Below Commented [SC12]: Assessment based on overall

standard standard standard students achievement
This is the assessment criteria
that was designed to assess The student was able to participate in
Holly’s performance on her discussions and understand how their specific ✔
group poster and contribution natural disaster can affect the local, national
to class discussion. Poster is and global communities.
present in Appendix 3. Holly The student was able to brainstorm reasons
has show an above standard in why natural disasters are caused.
both participation and is able ✔
to research ideas fluently. The student was able to discuss and brainstorm ✔
Holly is also at standard when ways they can change their lifestyle in an
discussing ways we can attempt to prevent natural disasters from
prevent natural disasters, as happening.
she can communicate some
great ideas with some
guidance.

Appendix 6: Above At Below Commented [SC13]: Assessment based on overall

standard standard standard students achievement

Appendix 6: Student is able to engage in class discussion and

This is an assessment use content knowledge explored in video clips ✔
criteria that has been to make connections, predictions and relate to
real life experiences. Appendix 5:
designed to assess Holly’s
Student is able to complete group worksheet in This worksheet shows Holy’s contribution
skills and knowledge
a timely manner including three main points to the group task. Holly was able to create
throughout the 4th lesson
of this unit. This that show relevance and meaning to specific ✔ one or more of her own ideas for each
content. image presented. Appendix 6 discusses
assessment criteria also
Students show an even contribution to group ✔ Holly’s assessment for this lesson.
refers to the worksheet in
Appendix 5. discussion and ability to work cooperatively and
collaboratively.
Assessment Task 2B

Student Name: Mark. S Class: Mr Kim 5/6

The science unit that Mark has explored over the course of 4 lessons was based on
the topic of Socio-Scientific Issues, specifically focusing on the causes and effects of
natural disasters. In the introduction to this topic, Mark showed full engagement and
enthusiasm when participating in whole class discussions to answer questions and
provide specific examples. Mark was able to extend his knowledge when the whole
class participated a ‘volcano eruption’ experiment by using the vidual to describe the
effects of the experiment to relate to real life situations. Mark showed a further
understanding on the topic of natural disasters when working in a small group to
create a poster including relevant information to state the causes and effects of his
groups chosen topic ‘Bushfires’ (See Appendix 1). Throughout this task, Mark was
able to communicate and share ideas with his group in a formal and assisting way.
Mark was able to extend his thinking, but creating his own ‘I wonder question’
regarding the explored topic. This shows that Mark has an interest in the topic and is
willing to explore the content in further depth.
The second lesson allowed students to consider who can help to assist a natural
disaster issues. After watching a short video clip on this issue, Mark was able to
provide examples and ideas to the whole class discussion in a confident manner,
using examples specifically from the video which shows he is engaged and focused
on the topic. Mark was able to work collaboratively in his small group to design a
program that can be implemented to assist their natural disaster ‘bushfires’
(Appendix 2). Mark worked well with his peers to finalise this piece of work, as he
encouraged the other students in his group to participate and share their ideas.

The third lesson allowed students to focus on natural disaster issues that have been
shown in multiple media recourses. Students were given a case study to describe
and were asked to brainstorm ways that they could personally help. Mark was able
to share his knowledge with a different group of students to create a poster that
highlighted the key elements being explored relating to his groups case study
‘Hurricane Katrina’. Mark was able to assist his peers by leading the group to
formatting their poster (Appendix 3). An assessment criteria was used to asses
Mark’s performance for this task (Appendix 4).
The topic of Global warming was addressed in the finial lesson of this unit of work.
Mark showed an outstanding contribution to this whole class task, as he was able to
provide prior knowledge skills to discuss and relate to the topic ideas. Students
watched a video clip highlighting the key elements to Global warming, and then
participated in a group discussion and worksheet addressing the effects of Global
Warming (Appendix 5). Mark was able to confidently analyse and critique the video,
by using examples from the video to assist his work. Mark was able to adjust
comfortably back to his original small group to complete two set tasks. An
assessment criteria sheet used to assess Mark’s performance for this lesson
(Appendix 6).
Over all, Mark has showed an outstanding contribution to the content explored in
this unit. Mark is a confident learner who likes to challenge his learning and has
shown a great sense of understanding throughout the course of this unit.
 Assessment Task 2B

Appendix 1: Appendix 3:
This poster shows how This worksheet
Mark has shared some demonstrates how Mark
key ideas on what and his group were able
effects the personal, to communicate ideas to
local, national and create their own
global community have organisation “Around
on Bushfires. Mark was the World”. Mark
also able to create his discovered the name of
own ‘Wonder Question’: the organisation, and
“I wonder if the animals with help from his peers,
had time to escape?” he was able to produce
some key points, which
discuss how the
organisation benefits
the people.

Appendix 3:
This poster shows how
Mark was able to
contribute to his group
regarding the causes
and effects of Hurricane
Katrina. Mark was able
to share multiple ideas
for this topic, which
demonstrates a clear
understanding in his
knowledge. Appendix 4
shows Mark’s
assessment.
 Assessment Task 2B

Appendix 4:
Appendix 4: Above At Below
This assessment criteria
standard standard standard
has been designed to
The student was able to participate in
assess Mark’s
discussions and understand how their specific ✔
understanding
natural disaster can affect the local, national
throughout lesson 3.
and global communities.
This criteria is based on
The student was able to brainstorm reasons
Mark’s contribution to
why natural disasters are caused.
class discussions and
class tasks. Appendix 3 ✔
shows evidence. The student was able to discuss and brainstorm ✔
ways they can change their lifestyle in an
attempt to prevent natural disasters from
happening.

Appendix 6: Appendix 6: Above At Below

This assessment criteria standard standard standard
has been designed to Student is able to engage in class discussion and
assess Mark’s use content knowledge explored in video clips ✔
understanding to make connections, predictions and relate to
throughout lesson 4. real life experiences.
Appendix 5:
This criteria is based on Student is able to complete group worksheet in
This worksheet highlights how Mark was
Mark’s contribution to a timely manner including three main points
able to communicate multiple ideas to his
class discussions and that show relevance and meaning to specific ✔
groups inquiry sheet. Mark was able to use
class tasks. Appendix 5 content.
knowledge gained from class discussions and
shows evidence. Students show an even contribution to group ✔ video clip to answer the following responses.
discussion and ability to work cooperatively and
Appendix 6 shows the assessment of Mark’s
collaboratively.
ability from this lesson.
Assessment Task 2B

Student Name: Rita. W Class: Mr Kim 5/6

Over the past 4 weeks, Rita has been engaged in a Science unit, specifically focusing
on Socio-Scientific Issues, in particular natural disasters. In the introduction to this
unit, Rita seemed somewhat engaged and willing to learn the content of a new topic.
The first lesson was conducted when students witnessed a ‘volcano eruption’
experiment. The main focus of this lesson was to inform students of the causes and
effects a volcanic eruption can have in the area we live in. From this lesson, students
were formed into small groups to elaborate on their findings. Within group
discussions, with some encouragement and guidance, Rita shared some fantastic
ideas relating to the effects of natural disasters. Rita and her group then produced a
poster relating to their natural disaster topic of ‘bush fires’ (Seen in Appendix 1). Rita
was able to communicate some ideas to the group and was able to create a
‘Wondering question’, which shows she is willing to explore the content of this unit
further. Rita was able to present her groups’ poster and share her ‘wondering
question’ to the whole class in an effective manner.
The second lesson allowed students to begin thinking about who can help to assist a
natural disaster issue. After watching a short video clip, Rita was able to recount
some ideas that were expressed in the video to her small group and with
encouragement was able to consider how we can fix these issues on a personal note
using the knowledge gained from the video.
Rita was then able to work with her group to create an organisation that relates to
her groups natural disaster ‘bushfires’ (Appendix 2). Rita was able to communicate
some ideas with assistance from teacher and group peers. From this lesson, Rita has
shown she has some understanding of the causes and effects of natural disasters,
but is encouraged to continue to ask questions throughout discussions.

No assessment could be made in the third lesson, as Rita was absent from this class.

The finial lesson allowed students to explore a new topic of natural disasters, with
the main focus being on Global Warming. A whole class discussion was done prior to
the activities to engage and focus students. Rita began by showing minimal
contribution to this discussion but once a video clip was played describing the topic,
Rita was then able to communicate some ideas to the class. Students then
collaborated in their small groups to discuss what they found out about Global
warming from the video. Rita was able to share her knowledge with her group and
engage in her peer’s responses in a reflective manner. Rita was able to discuss and
work with her group to share new knowledge by filling out the worksheet provided
(Appendix 3). Throughout this task, with encouragement Rita was able to share
some valid ideas on the issues being explored to assist her peers in their finial task.
An assessment criteria was used to assess Rita’s performance which can be found in
Appendix 4.
Overall Rita has shown some development over the duration of this unit by
collaborating well with her peers’ in-group tasks and delivering a positive energy to
the classroom atmosphere.
 Assessment Task 2B

Appendix 1:
This poster shows how Rita
has shared some key ideas
on what effects the
personal, local, national and
global community have on
Bushfires. Rita was also able
to create her own ‘Wonder
Question’: “I wonder how
many ways bushfires are
caused?” This was a
fantastic wondering
question as it allowed the
whole class to wonder and
develop further ideas
through investigation.

Appendix 2:
This worksheet
demonstrates how Rita
was able to
communicate some
ideas to her groups
discussion. With
guidance, Rita was able
to add in some key ideas
which her group thought
were very informative.
Assessment Task 2B

Appendix 3: Appendix 4:
This worksheet allowed Rita to This assessment criteria has been created to assess
express her knowledge learnt from Rita’s overall performance and engagement to
class discussions and what she lesson 4’s tasks. Appendix 3 provides evidence of
witnessed in the video clip. Rita Rita’s contribution to group tasks.
was able to successfully contribute
one dot point to each focus area
for this task. Appendix 4 shows the
assessment of Rita’s performance.

Appendix 4. Above At Below

standard standard standard
Student is able to engage in class discussion and ✔
use content knowledge explored in video clips
to make connections, predictions and relate to
real life experiences.
Student is able to complete group worksheet in
a timely manner including three main points
that show relevance and meaning to specific ✔
content.
Students show an even contribution to group ✔
discussion and ability to work cooperatively and
collaboratively.
Assessment Task 2B

References:

PopeFrancis, Laudato si’, Encyclical Letter, May 24, 2015. Retrieved from
http://w2.vatican.va/content/francesco/en/encyclicals/documents/papafran
cesco_20150524_enciclica-laudato-si.html

St Dominic’s School Broadmeadows. (2017). Our school, Learning and Teaching.

Retrieved from http://www.sdbroadmeadows.catholic.edu.au/index.cfm

Victorian Curriculum, 2017. Science Content Descriptors Level 6. Retrieved from

http://victoriancurriculum.vcaa.vic.edu.au/level6?layout=1&d=S
Assessment Task 2B