Little J finds a Hawk Moth caterpillar on the Tar vine in the backyard that he names ‘Sausage’. He wants to take it to school but the caterpillar has other ideas and disappears underground. Nanna teaches Little J the story about the Yeperenye caterpillar of the Arrente people from central Australia. Sausage finally returns to give Little J a further lesson on life cycles. Sissy wants to perform a dance for the school with Big Cuz, but Big Cuz feels ‘shame’.

Evaluate - Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps

Theme - PLACE

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS History & Geography.

Assess the success of the module through reflecting on:

• identifying and describing the history of a significant person/people, sites as part of the natural/local environment, stories of local community past and present
• understanding and acknowledging how Aboriginal peoples and/or Torres Strait Islander Peoples maintain special connections to Country, and maintain their stories and language through story, art, music and dance
• collecting data from different sources, virtual and physical
• locating specific places on a map and labelling landmarks with the correct names
• displaying and explaining researched information through visual, text and/or oral communication
• recontextualising knowledge, understanding and skills through developing an oral, visual, and/or textual narratives

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

• create their own mythology about how a certain landmark was formed in their backyard
• revisit shared stories and orally tell stories through a performance, puppet show, film or comic book.
• locate selected landforms on a map showing understanding for compass points, scale, latitude and longitude
• plan for a geocache at one of the landmark locations
• research the protected World Heritage sites in the Northern Territory and explain why they are unique in the world.

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.

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