One night, Little J hears the nocturnal Barking Owl and becomes fascinated by how the owl stays awake at night. In the morning, he is woken by the carolling of magpies and on the way to school, he is swooped by Maggie, the magpie. Miss Chen teaches the class about nocturnal animals.

Evaluate - Share observations and ideas 

Theme - LIVING THINGS

Evaluate what students have learnt (know and can do) from the activities in relation to the Science curriculum. Assess the success of the module through reflecting students:

• researching of nocturnal and diurnal animals, their habitats and special features
• posing and responding to questions about nocturnal and diurnal animals
• collecting data on the habitats and behaviours of animals in their local area and the conditions for their survival
• predicting patterns of phenomena and responding orally to observations, information and descriptive texts
• documenting what they know about nocturnal and diurnal animals in a report and science journal
• acknowledging and analysing Aboriginal stories and artworks and/or Torres Strait Island stories and artworks that communicate how the birds have special features and are significant to Australia and its peoples.

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

• Organise an afternoon or evening excursion with families in a local bushland or natural habitat, (to begin in the afternoon and progress into the early evening).
• Document a visit to a zoo or wildlife reserve in the local area, and invite a local ranger/wildlife officer to talk with students about nocturnal and diurnal animals in the area. Create a joint report, as a video, of their experience/s at the zoo that recounts what students discovered about nocturnal and diurnal animals.
• Engage with a visit from an Aboriginal Elder or recognised representative and/or Torres Strait Islander Elder or recognised representative to speak to students about the local stories of the Dreaming and/or Bipo Bipo Taim (Before Before Time) stories, and the animal totems of the local language groups. Have students learn selected words of the local language related to the focus of their learning.
• Adapt the ‘Guess Who?’ game into a ‘Guess the Animal?’ game. Students could find images of nocturnal and diurnal animals for the game.

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 rubrics 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/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:

• Demonstrating impact 
• ‘How-to’ guide: Learning walks 
• Reflection on Practice Tool