Professional Documents
Culture Documents
Page 1 of 8
- Plan, rehearse and deliver presentations incorporating shaped through participation in
learned content and taking into account the particular a community group. They distinguish
purposes and audiences (ACELY1689) between rules and laws and identify
that rights and responsibilities are
important in maintaining social cohesion.
- Use a range of software including word processing
programs to construct, edit and publish written text, and
select, edit and place visual, print and audio
elements (ACELY1697)
Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)
The difference between rules and laws Locating and collecting information
Why rules and laws are important in society Questioning and research
Who is responsible for forming rules and laws Analysis
Problem solving and decision making
Communication and reflections
Working collaboratively
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
- distinguish between rules and laws and identify their importance in maintaining social cohesion
- identify who is responsible for creating rules and laws
- locate and collect information and/or data from a variety of sources to use as supporting facts in a multimedia presentation
- Create an engaging multimedia presentation detailing the difference between rules and laws and why both are important in
society
Page 2 of 8
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
In partners students will need to create a 5 minute engaging multimedia presentation (powerpoint, imovie etc.) on rules, laws and why we need them. Students will be
placed in partners according to abilities. Their target audience will be year threes, as each partner group will be presenting to a year three class at the end of the unit of
learning. Students will need to use multiple sources to collect information for their presentations. They may use some voice recordings on their presentations, but they
will need to make sure that they are speaking for some of their final presentations. Each student will be asked one question (two questions per group) at the end of their
presentations.
Feedback:
Self-assessment: (How will students reect upon and self-assess their learning?)
Brainstorm
PMI chart
Self assessment Survey
Page 3 of 8
Learning Experiences Assessment For/As Learning Resources
(Formative Assessment)
1 Learning experience one
The first lesson for this unit of learning will be to reflect on prior
knowledge. Students should have learned about who makes rules, Ipads and MacBooks for
why rules are important and the consequences of Rules not being Diagnostic assessment group map
followed in year three so they should be relatively familiar with this brainstorm. Looking for: Interactive whiteboard
topic. Extent of knowledge within
topic
Each member of the class will be given a device to access group Possible misconceptions
map. Students will complete a brainstorm on the difference between
rules and laws as well as why they are important in society. The
group map will be displayed on the interactive whiteboard. Once
everyone has contributed ideas the educator will facilitate a group
discussion about the content written on the group map.
Graphic organisers
Page 6 of 8
Venn Diagrams and note
taking sheet
7 Learning experience seven
Collecting information from different sources Fiction book:
What if Everybody did
This lesson will be conducted in the library. Educator will read a that By Ellen Javernick
fiction and nonfiction book about rules and laws to students. Discuss
as a class how information from these two sources varies. After this, Non-fiction book:
students will be able to use books as well as laptops in the library to Rules and Laws By Ann-
continue working on their presentations. Students will be prompted to Marie Kishel
have their rubrics out while they are working.
8 Learning experience eight
Who decides rules and laws Formative assessment anecdotal Interactive whiteboard
notes and observations
On the interactive whiteboard the educator will make a chart with the Looking for: MacBooks for each
headings; Who makes these rules? Who enforces them? Who Development on thoughts group
determines if the rules are fair? Who punishes the wrong-doers? and knowledge about rules
What are the consequences for not following a rule? Educator will and laws and who makes
record the responses of all students. Students will then be asked
them
who they think makes laws and add this information to the bottom of
the chart.
Students will use the rest of this lesson to continue working on their
multimedia presentations.
9 Learning experience nine
Presentation finalisation Self-assessment survey
This will be the last opportunity for students to work on their Macbooks and Ipads
presentations. They will be able to use macbooks and ipads to
summarise the information found and display the information in the
multimedia form of their choice. Students will be given a survey to
complete about how they feel they have gone on their presentations.
Page 7 of 8
10 Learning experience ten
Presentations Summative assessment marked
on rubric PMI charts
Students present to the year threes their presentations they have Interactive
made. whiteboard for
Each group will be asked two different questions by peers after their displaying
presentations
presentations
After everyone has completed their presentations they will all fill out
a plus, minus and interesting chart in relation to the whole unit of
learning
Page 8 of 8