Hopalong: FOUNDATION - Science- Evaluate

When B-Boy comes to stay overnight, Little J becomes envious of the attention he is getting from everyone. Out walking on Country, Nanna, Little J, Big Cuz and B-Boy find an injured joey. Uncle Mick, a Search and Rescue officer, tells them how to care for the joey that they name ‘Hopalong’. The children feed and look after Hopalong until Mick finds him a place in a wildlife shelter.

Evaluate - Engage in discussions about observations and represent ideas

Theme - FAUNA

Evaluate what students have learnt (know and can do) from the activities in relation to the Science curriculum content descriptions using Little J & Big Cuz, Episode 7 ’Hopalong’ me as stimulus for the learning. Assess the success of the module through reflecting on students’:

  • Questioning about what essential things living things need to live.
  • Identifying familiar and unfamiliar Australian plants (flora) and animals (fauna)
  • Observing, asking questions about, and describing changes in living things over a period of time
  • Conducting experiments correctly and recording results in scientific ways.
  • Sharing and communicate their learning through visual, text and/or oral means.

As a culmination of the learning in the module, students could

  • Identify and describe a number of Australian animals, and produce an online catalogue of animals found in their region. The catalogue could include: images, English names of the animals, Aboriginal names and/or Torres Strait Islander names of the animals, images of Aboriginal art and/or Torres Strait Islander art representing the animals, and entering their own descriptions of how the animal moves, its tracks or any other information they discover that shows how the animals survive.
  • Design and make a mask or headgear representing an animal selected by the student, e.g. Dhari (headdress)
  • Observe the movements of an Australian animal and create an animal dance:
    students could wears their own created headdress, move like the animal, and tell the class about the creation of their animal, and/or about the way the animal moves. (e.g. Goanna has short legs and a thick tail he drags on the ground; Kangaroo is tall, he hops very quickly.)

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.

Use Early Years writing using rubrics to provide feedback to students using the rubric.

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

Teacher reflection tools:

Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example: