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 - Compare observations with those of others

Theme - TIME

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’:

• Posing and responding to questions about how and why living and non-living objects change over time
• analysing and classifying climate, weather and seasonal factors that influence change/s to the landscape
• Investigating how Australian animals and plants changed over time
• observing and researching how Aboriginal and Torres Strait Islander people represent the seasonal changes of their land
• communicating how and why various cultures celebrate seasonal change

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

• create a photo album (physical /digital) of various land conditions, past and present for their local area, including, drought, floods, seasonal changes in temperature and weather, anddocument the characteristics of how each condition/season effects the land
• research individual Aboriginal groups and/or Torres Strait Islander groups and the seasons they identify for their particular Country.
• Create a map of Australia and delineate where the different seasons are applicable, labelling the ‘notional’ boundaries and the conditions of the seasons
• Observe and examine a selection of Aboriginal artists’ and/or Torres Strait Islander artists’ artworks of the landscape and interpret which season is evident in the depiction, and what is their reasoning for this belief
• create a collection of seasonal seeds, flowers, leaves, etc. and record specific biological characteristics of each.

**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.

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 using the rubric.
 

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