Where’s Aaron: YEAR 2 - Science - Evaluate
The class is taking turns hosting ‘Aaron’ the class mascot, taking him on adventures. It is Little J’s turn, so Little J, Nanna, Big Cuz, and Old Dog take Aaron on Country to look for mica rock, and along the way they photograph the expedition. Distracted by the events of the day, Little J loses Aaron and the family enrols the help of Uncle Mick, a Search and Rescue officer, to return him.
Evaluate - Compare observations with those of others
Theme - MINERALS
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 on students:
- comparing the difference between a rock and a mineral, and how both were formed
- identifying and classifying minerals, their properties, structures, and varieties
- analysing the special properties of mica, and the significance of mica for Aboriginal peoples, particularly in the production of ochre and its trade with other Aboriginal and/or Torres Strait Islander communities
- investigating and listing the types of minerals mined in Australia
- understanding the unique quality of an opal and its spiritual connection for Aboriginal peoples
- documenting how crystals grow as liquids cool or evaporate
- making predictions and observations about changes in materials.
As a culmination of their learning in this module, have students:
- investigate the significance of iron ore in Australia as a mineral and the production of a metal, and the changes that occur to iron over time to produce rust
- explore the mining industry in Australia, and assess which minerals are most valuable to Australia’s interest, and which are the most available
- research the unique gem stones only found in Australia, and map where they are found
- make and apply natural ochres to dye a variety of fabrics and make woven bags with the dyed materials
- investigate the role of a geologist as a scientist.
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: