Little J shares his bird feather collection with B-Boy. In school, Little J promises to find bush tucker to share with the class. The problem is that he doesn’t know how to find bush tucker. He enrols the help of Big Cuz and Nanna to teach him ‘proper way’ to identify and track animals. The group finds emu eggs but overnight a greedy goanna eats them. Nanna comes to the rescue by making spaghetti bolognaise for the class.

Evaluate - Share observations and ideas

Theme - FAUNA

Evaluate what students have learnt (know and do) from the activities in relation to the Science curriculum using Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’ as stimulus for the learning. Assess the success of the module through reflecting on:

• What is a species? What are the characteristics of the bird species?
• The anatomy of a feather and how colours identify the bird.
• Why are Natural History Museums important?
• What do living things need to survive in an area?
• What can collections tell us?
• What is the process for conducting an ‘experiment’ in science?

As a culmination of the learning experience in this module, have students

• select a bird as a personal emblem and design and create a bird mask – Dhari
• build a bird bath for a native garden to encourage birds
• document the birds in the area by creating a class ornithological album
• have students experiment with different dyes and designs on eggs for a new species of bird.
• paint a school mural as a way of ‘leaving evidence of the students’ lives’ after they have left the school.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module. 
•    Where applicable, a self-evaluation could be constructed as a poll rating their responses using.

• Kahoot
• Quizlet

Use Early Years writing using rubics to provide feedback to students.

Students can use a learning worm to evaluate their work, adapted from:

• Learning Worm 

Teacher reflection tools
Reflect on your teaching of the module. What worked well? What needs more work? What would you add, change or omit in future? Ask students to rate your efforts and recommend areas for improvement. You may want to refer to broader resources for reflection or for gaining feedback, for example:

• Demonstrating impact
• “How-to” guide: Learning walks
• Reflection on Practice Tool