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 - Compare observations with those of others

Theme - FAUNA (ANIMALS)

Evaluate what students have learnt (know and can do) from using Little J & Big Cuz, Episode 7 ‘Hopalong’ as a stimulus for learning in relation to the Science curriculum.

Assess the success of the module through reflecting on students’:

• comparing different classifications of animals and their offspring
• identifying how to classify animals by how they birth their young
• researching facts (data) about the relative size and growth of animals and compare this data to their own physical size
• identifying and explaining the responsibilities of humans to conserve, protect and sustain after the natural environment and look after native animal populations and their food sources
• Researching and explaining about the people and the organisation that rescue and care for animals
• displaying their learning through visual, text and/or oral communication.

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

• draft questions to interview a wildlife rescue officer, vet or ranger, and conduct the interview in person, via phone, email or video conferencing.
• create a poster showing the lifecycle of an Australian animal
• investigate a local wildlife shelter and create a persuasive text (written or spoken) about why everyone should care for land (habitat) and how this will also care for animals.
• write a fictional diary from the point of view of a rescued animal, including the changes as they grow up and their thoughts as they are reintroduced into the wild.

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, construct a self-evaluation as a poll, rating their responses using.

• Kahoot
• Quizlet
• Use Early Years writing using rubrics to provide feedback to students using the rubric.  Explain this evaluation to parents during your parent/teacher interviews.

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

• 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