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 - TERRAIN

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 question about what influences the changes to living and non-living things, such as the landscape, over time
• identifying and describing what matter is and how it changes over time
• analysing how some matter lasts longer than others
• comparing the habitats and the young of animals
• classifying living and non-living objects
• researching and reflecting on how Aboriginal peoples and Torres Strait Islander peoples lived in the time of the dinosaurs in Australia

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

• ‘Map’ a journey from one place to another, listening to and recording the sounds of animals, birds, insects, the bush; mimic the sounds with voice or (made) instruments. Develop a sound scape of the landscape.
• Document a small piece of land over time. Each student selects a small area of land. They investigate and document what animals, birds and insects, etc., that inhabit the land. Students photograph and report on the land over time to observe any changes, such as grass growing, flowers blooming, insects/birds feeding, etc.
• Design and build a class garden of native plants. Students research how the local Aboriginal people and/or Torres Strait islander peoples used the land and which plants were a source of food. Each student finds a different species of plant, peculiar to the local area, and sources seeds of local plants to grow. The class designs the lay-out of the garden and a system of watering and weeding. Groups of students document the garden’s growth and condition over a period of time.

**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