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

Theme - TIME

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

• researching the importance of animals to Aboriginal and Torres Strait Islander peoples and identifying and recording and names of star constellations named after them.
• reflecting on the importance of a ‘totem’ as a signifying element for all people belonging to a Country. Totems in Aboriginal and Torres Strait Islander cultures can be many things, including animals, flora, rocks, geological formations, etc.
• posing questions and responding to stories of the past that inform us about how people lived, what they believed, and what they valued
• analysing how time is measured and comparing time technologies from the past to the present.

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

• create a class star chart of the constellations visible in the night sky at the time that the students are studying this module
• research more examples of Aboriginal Dreaming stories and/or Bipo Bipo Tiam (Before Before Time) Torres Strait Islander stories of constellations. Create a map of Australia and delineate where the stories originated, and which language group held these beliefs
• scan ‘permitted’ family photos of the students’ parents, grandparents, great grandparents, etc. Create a photo story of ‘real or imagined’ families, explaining where their own heritage (may have) originated, and their preferred cultural background/s. Record the voices of the students telling a short story about their family and apply this to the photo story. Share with parents/guardians.

Refer to the, Culture and Identity, Making History, Melbourne Museum.

**Teacher note: Be aware that Aboriginal students and/or Torres Strait Islander students may not be allowed to view images of people who have died. And, that Aboriginal students and/or Torres Strait Islander students of displaced families may not have access to family histories, images/objects of family significance.

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 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