One night, Nanna teaches Little J, Big Cuz and Levi about the star constellations through stories of the past. At school, Ms Chen encourages the students to investigate the evidence of dinosaurs. Little J and Levi set out to find evidence of dinosaurs themselves, happening upon the fossil of Diprotodon, also called Wombat Rex.

Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant

Theme - DINOSAURS

After viewing Little J & Big Cuz, Episode 2 ‘Wombat Rex’, engage students with the following activities to support their understanding of continuity and change of, and about, living things; place and space; and perspectives.

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS curriculum, particularly, their understanding of continuity and change of and about living things; place and space; and perspectives. Assess the success of the module through reflecting on students’:

• posing questions and responding about the past, particularly dinosaurs that inhabited Australia
• comparing dinosaurs and other animals of the past to the animals of the present
• collecting data from different sources, e.g. web, books, people, etc.in order to respond to given questions
• displaying and labelling information they learnt through visual, text and/or oral communication
• applying and communicating their knowledge, understanding and skills through developing an oral, visual, and/or textual ‘narrative about a dinosaur.

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

• create a class map of an area of Country from one place and to another. This area could be in the school grounds or a local park.
• examine concepts of direction and navigation by identifying compass/cardinal points for, and the location of natural land features, and the position of the sun
• locate sites where dinosaurs may have walked or habituated, and mark these sites on the map

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 

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