Mstie project documentation

Faculty of Education, Bendigo
‘Space Jam’
MSTIE Project Documentation
EDU3ISL
Danica Murphy & Mitchell Brain
St Mary’s Primary School Lancefield
Level 5: Interpersonal Development, Personal Learning, Mathematics,
English, Science, Communication, Design, Creativity and Technology,
Information and Communications Technology, Thinking Processes, Art.

Contents
Contract
4-5
Log 6-7
MSTIE Integrated Unit Overview 8-9
Introduction 8-9
Key Understandings 8-9
Possible Science Misconceptions 8-9
Learning Focus 8-9
Progression points
Learning focus statement
Unit at a Glance 10
5E Model teaching, learning and assessment activities
Teaching, learning and assessment activities -
Overview of Assessment -
Unit Resources (References)
-
Lesson Plans -
Engage
• Lesson plan
• Team evaluation
• Teacher comment
• Lesson resources
Explore
• Lesson plan
• Team evaluation
• Teacher comment
Explain
• Lesson plan
• Team evaluation
• Teacher comment
Elaborate
• Lesson plan
• Team evaluation
• Teacher comment
Evaluate
• Lesson plan
• Team evaluation
• Teacher comment
Evidence of Assessment -
Evaluation Rubric- Templates
Evaluation Rubrics- Student samples
Student work samples
2

Appendices
MSTIE Self-Reflection -
3

School of Education
MSTIE Project: Integrated Unit Contract
MSTIE PROJECT OVERVIEW
Title: Space Jam
Year Level: 5/6
Student Team: DANICA MURPHY & MITCHELL BRAIN
School: ST MARY’S LANCEFIELD
Teacher: ROSALIE BALDWIN
Duration: 3 weeks
Brief Outline of Project
Students will learn about space and the solar system. Students will learn about the earth being part of a system
of planets orbiting around the sun. Students will be able to work in groups to collect data and information about
the solar system, Students will use a range of resources to apply their information on an in-depth brochure on
how they are going to get to that planet and promote tours to their destination.
CONTENT DESCRIPTIONS/LEARNING FOCUS STATEMENTS
This unit will address content descriptions/learning focus statements from all three strands and from at least
two domains within each strand,
Physical, Personal and Social Learning
Interpersonal Development Take on different roles in-group activities. Provide feedback to enhance
group performance. Work efficiently individually and in a team.
Personal Learning Give and act upon constructive feedback from peers Contribute to the
development of criteria for evaluating their effectiveness in researching
the solar system, and developing a brochure to a planet.
Discipline-based Learning#
Science Students will be able to explore the earth and the planets orbiting
around a star (the sun). Students will be able to identify the planets of
the solar system and comparing how long they take to orbit the sun.
Students will be able to model the relative size of and distance between
Earth, other planets in the solar system and the sun.
Students will be able to recognise the role of the sun as a provider of
energy for the Earth. Students will be able to investigate major
geological events such as, earthquakes, volcanic eruptions and
tsunamis in Australia, the Asia region and throughout the world.
Students will be able to recognise that earthquakes can cause
tsunamis. Students will be able to describe how people measure
significant geological events. Students will be able to explore ways that
scientific understanding can assist in natural disaster management to
minimise both long- and short-term effects.
Students will be able to consider the effects of drought on living and
non-living aspects of the environment.
Mathematics Investigate aspects of the solar system with regard to measurement and
space (Geometry).
Calculating the distance and perimeter of the planets (Geometry).
Planning a trip to a planet (Geometry).
Identifying shape and position of planets, the moon and sun. (Shape).
Using digital technology to enlarge shapes of the planets (Location).
English Word wall
Compose, comprehend and respond to a range of print and electronic
texts.
Using word identification, self-monitoring and self-correcting strategies
Science journal
Selecting an appropriate text structure for the writing purpose and
sequencing content according to that text structure, introducing the
topic, and grouping related information in well-sequenced paragraphs
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with a concluding statement
Participating in pair, group, class and school speaking and listening
situations, including informal conversations, discussions and
presentations
Interdisciplinary Learning
Design, Creativity and Technology
Art
Students contribute to the development of design briefs that include
some limitations and specifications by posing questions about and
identifying situations, problems, needs and opportunities for the creation
of useful products and simple systems. They explore ideas and
concepts about design, materials/ingredients and systems, and
consider how these can be combined in innovative ways to create
solutions; for example, for a model solar boat or a fun park ride.
Individually and in small teams, students develop possible solutions in
response to design briefs, using simple mind maps, sketches, plans and
annotated drawings, labeled diagrams models and flow charts.
Using a range of media, materials, equipment and technologies. With
some guidance, they maintain a record of their planning and
development (journal) noting when they are achieving their aim, which
includes what they’ve learnt/ what they got out of the activities. They
also record the refining of specific aspects of the work when ideas or
attempts are not realizing their intended purpose. Students learn to
evaluate their own and other people’s arts works showing some
understanding of selected arts forms and their particular techniques and
processes.
ICT Students apply known ICT tools for visualizing thinking in new ways to
make links between existing and new knowledge. They begin to use
new tools, such as ict-controlled models, a programming language or
simulation software, such as micro worlds, spreadsheets and domain
specific modeling software, to represent and explore processes,
patterns, and cause-and-effect relationships. They learn to use tools,
such as database software and graphic organisers, to organise and
analyse data and information.
Thinking Processes Students make observations and pose questions about people and
events within and beyond their own experience, and develop a growing
awareness of the complexity of the world around them. Using these
questions as a basis, students undertake investigations independently
and with others. Their investigations include time for sustained
discussion, deliberation and inquiry, with teachers providing appropriate
tools and support in this process. Students develop strategies to find
suitable sources of information and they learn to distinguish between
fact and opinion. They develop an understanding of how our views are
socially constructed and not always based on evidence.
SIGNATURES
Student Student Teacher ISL Lecturer D&T Lecturer
LOG BOOK
5

Danica Murphy Mitchell Brain
Week One
28.7.14-
1.8.14
• Placement to be allocated
• Spoken to Michelle and have
emailed 8 schools to see if they will
have us for our MSTIE placement.
• I have emailed Peter to inform him
we are yet to be given a school.
• Placement to be allocated
• Both Danica and myself went to see Tom to
discuss possible schools for our placement. We
are still waiting to hear from him with a school.
Week Two
4.8.14-
8.8.14
• On Thursday we informed that we
have now been placed at St Mary’s
in Lancefield, we have been given an
email address and phone number so
that we can contact a school.
• Both Mitchell and I have arranged a
time to meet and discuss when we
are available to meet with the school.
• Mitchell and I arranged a meeting
and have emailed our school.
• On Thursday we informed that we have now
been placed at St Mary’s in Lancefield, we have
been given an email address and phone
number so that we can contact a school.
• Both Danica and I have arranged a time to
meet and discuss when we are available to
meet with the school.
• Michelle called the school and spoke to Rosalie
Week Three
11.8.14 -
15.8.14
• Both Mitchell and I planned a time to
meet with the school to discuss the
requirements for our MSTIE prac.
• I saved everything to my computer
which I brang to the meeting to look
at.
• We have arranged another meeting
for next Friday.
• Called Mitchell to discuss what we
need to bring and do for the next
meeting.
• Both Danica and I planned a time to meet with
the school to discuss the requirements for our
MSTIE prac.
• I printed off all the documentation needed for
the assignment to give to the mentor teacher.
• We have arranged another meeting for next
Friday.
Week four
18.8.14 -
22.8.14
• Both Mitchell and I met with the
school and have organised a few
session for us to interact and meet
the students.
• We have also arranged a time were
we can complete our first lesson
before the students go on holidays.
• Both Danica and I met with the school and have
organised a few session for us to interact and
meet the students.
• We have also arranged a time were we can
complete our first lesson before the students go
on holidays.
Week five
25.8.14-
29.8.14
• Mitchell and I have been
communicating via text and emails
as we have both looking at planning
our engage stage.
• Mitchell and I have arranged a
meeting for Monday to go over the
unit and to delegate the workload.
• We have completed the contract
together, it has been signed by the
two of us.
• Danica and I have been communicating via text
and emails as we have both looking at planning
our engage stage.
• Danica and I have arranged a meeting for
Monday to go over the unit and to delegate the
workload.
• We have completed the contract together, it has
been signed by the two of us.
Week six
1.9.14-
5.9.14
• Both Mitchell and myself have
discussed ideas for our unit of a
glance so we have decided to write
down all our ideas and finalize it by
next week.
• Both Mitchell and I discussed
contacting the discovery-learning
center hoping to get a kit for our
topic. Unfortunately we were
unsuccessful. Kits for our unit of
work don’t exist.
• Mitchell got the contract signed by all parties.
• Both Mitchell and myself have discussed ideas
for our unit of a glance so we have decided to
write down all our ideas and finalize it by next
week.
• I emailed the discovery- learning center to see if
they have a space kit for our MSTIE.
6

Week seven
8.9.14-
12.9.14
• Both Mitchell and I have caught up
for an hour meeting to finalize our
unit at a glance.
• I will expand on the unit of a glance
so we no what each lesson will
involve so that we can start creating
lesson plans as of next week.
• We have arranged another meeting
with the school to see the students
on Friday.
• Both Mitchell and I went to the
school to complete a meet and greet
with the students to find out
interesting facts about students and
ask them what they would like to
know about space.
• Both Mitchell and I have caught up
and delegated things to do before
next weeks initial engage lesson.
• Both Danica and myself organised a meeting to
go over what we have for our unit of a glance.
• I have created a draft unit of a glance with dot
points.
• We have arranged another meeting with the
school to see the students on Friday.
• Both Danica and I went to the school to
complete a meet and greet with the students to
find out interesting facts about students and ask
them what they would like to know about space.
• Both Danica and I have caught up and
delegated things to do before next weeks initial
engage lesson.
• I have created a scenario for the rocket ship
lesson for the students before they begin
creating their rocket ships.
Week eight
15.9.14-
19.9.14
• I have been delegated the roll of
creating the word wall.
• I have added to the unit of a glance
draft so that we are then able to work
of this to create the final lesson
plans.
• Both Mitchell and I have been
fortunate enough to teach our first
two engage lessons this week.
• I have created a flyer to hand out to students
during the first lesson on Wednesday to get
them excited about the space unit of work that
is coming in term 4.
• Both Danica and I have been fortunate enough
to teach our first two engage lessons this week.
Week nine
22.9.14-
26.9.14
• I have completed the final unit of a
glance with a step-by-step lesson
plan for the teachers to look at over
the holidays.
• We got to teach our first two engage
lessons.
• Danica and I finalized what we had planned for
every lesson and she completed the final copy
to be handed to the teacher.
• We got to teach our first two engage lessons.
Week ten
29.9.14-
3.10.14
• Both Mitchell and I have been
allocated lessons to plan. I am
completing the even lessons and
Mitch will be completing the odd
lessons.
• Both Mitchell and myself have put
everything together for our unit of
work and have printed it off ready to
give to the teachers on day one.
• Both Danica and I have been allocated lessons
to plan. I am completing the even lessons and
Mitch will be completing the odd lessons.
• Both Danica and myself have put everything
together for our unit of work and have printed it
off ready to give to the teachers on day one.
Week
eleven
6.10.14-
10.10.14
Week one practicum • We both kept all the work from each lesson
together and made sure we had completed our
reflection in order to get the lesson to our
mentor to comment on.
Week
twelve
13.10.14-
17.10.14
Week two practicum • Both Mitchell and myself were organised for the
lessons this week.
Week
thirteen
20.10.14-
24.10.14
Week three practicum • Everything was completed and we were able to
go through everything with the teachers.
• Adding to MSTIE documentation for finalising
the unit of work.
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MSTIE INTEGRATED UNIT OVERVIEW
Title: Space Jam
Focus: Earth’s place in space
Year Level: Level 5
Student Team: Danica Murphy and Mitchell Brain
School: St Mary’s Primary School Lancefield
Teacher: Rosalie Baldwin
Duration: 3 weeks
Introduction
In ‘Space Jam’, students will learn about space and the solar system. Students will learn about the
earth being part of a system of planets orbiting around the sun, they will also learn about the order and
size of the planets and learn about the theory behind Galileo and the constellations. They will look at
the relationship of the planets and the sun and what they have in common with each other and will
investigate different orbiting cycles. Working individually students will receive a problem, they will then
investigate the problem, they will then design their rocket ship, they will then be given the chance to
create their rocket ship, students will then analyse their rocket, and evaluate their ‘Rocket ship model’
in their science journals.
Students will also be able to work in groups to collect data and information about the solar system,
Students will use a range of resources to apply their information on an in-depth brochure, PowerPoint
or poster on how they are going to get to that planet and promote tours to their destination. They will
use appropriate scientific vocabulary in their projects and their science journal entries to explain and
describe their observations and investigations to develop key understandings using a range of sources
including the internet to construct and present their own multimodal representation of their chosen
planet.
‘Space Jam’ provides students at AusVELS level 5 and the opportunity to demonstrate their abilities in
the standard of interpersonal development, personal development, science, mathematics, English,
Design, Creativity and technology, Art, ICT and thinking processes.
Key Understandings from Science and Design, Creativity & Technology
Key concepts covered in this Unit are:
Science:
• The Earth and the moon are spheres and the sun is a star and produces light.
• The Earth, moon and sun are part of the solar system, with the sun at its centre.
• The sun is so close compared with other stars that it is the major source of almost all of the light
we observe in the day as well as the light reflected by the moon.
• The moon does not produce its own light. It is visible because it reflects light from the sun, which
always illuminates half of the moon’s sphere. This can be observed sometimes in the daytime
and sometimes at night.
• The moon appears to change shape over each month because we see different amounts of the
illuminated surface of the moon at different times each month due to the relationship between
the positions of the Earth, sun and moon at any particular time.
• The Earth orbits the Sun, not the Sun orbiting the Earth.
• The Sun in the centre of the universe.
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Design, Creativity & Technology
The appropriate:
• Development and implementation of design briefs
• Use of the design cycle including the elements of problem, investigate, design, create, analyse,
and evaluate.
• Use of design elements and principles.
• Use of information communication technology (computers, internet, interactive whiteboards etc.)
• Management and use of various materials in practical activities.
Possible Science Misconceptions
• People explode
• People freeze
• Your blood will boil
• The sun is the first thing you study within space
• Black wholes are funnel shaped
• Mercury is now the smallest planet
• There is zero gravity
• Space is 3 dimensional
• Flying in space is like flying in Earth
• How people can die in space
• Stuff can blow up
• There is sound in space
• Creating a gravity environment in space is easy
• The Sun is on fire
• A light year is a measurement of time
• There is air in space
• Jets can fly in space
• Spacecraft are hot when they come back to Earth because they were going fast (speed only not
interactions with air).
• Stars predict the future.
• Seasons are caused by the distance of the Earth from the sun. In the summer the Earth is
closer to the sun.
• The distance of different parts of the Earth, caused by the tilt of the Earth on its axis, causes the
seasons
• Phases of the moon are caused by the moon being in the Earth's shadow, Sun’s shadow
Clouds, weather...
• Half of the moon is always in the dark.
• The moon does not rotate
• The moon's rotation causes the phases
• The moon is a planet
• The moon follows you
• You can't see the moon in the daytime.
• The moon is blue during the daytime, that is why you don't see it.
• The moon has no gravity.
• Different places on Earth see different phases of the moon on the same day.
• The moon chases the sun across the sky.
• The moon is larger on the horizon because it is closer to Earth, We compare it to foreground
9

objects and it looks bigger. The gases, dust, in the atmosphere make it look that way.
• The moon only shows one face to Earth because it is not rotating.
• Stars are not out in the daytime
• Sun is a planet
• Stars are made of foil or something shiny
• Stars Like an asteroid
• Stuff that reflects light
• Balls of fire
• Balls of fire and gases
• The Sun and the Earth are the same size.
• Stars have pointed tips.
• Stars are different colors because of distance, size of stars, different matter,
• The Sun is not a star.
• Stars are burning hydrogen
• Planets are in a straight line
• Planets are in a plane.
• All planets travel at the same speed.
• Sun’s relationship to Earth: Where is the Sun at night? Sleeps, runs away from the moon, goes
away at night, on the other side of the Earth, (Sun orbits the Earth) goes to the Chinese side, It
sets on the other side of the Earth, but I don’t know how it gets back to the other side. It must
cross the sky at night.
• The Earth goes around the Sun and is on the dark side at night.
• Milky Way is at the center of the solar system
• Earth is the center of the solar system
• Earth is the largest planet in the solar system
• Stars are in the solar system
• Stars predict the future.
• Concept
• Weightlessness means no gravity.
• Heavier objects fall faster than lighter ones.
• Gravity is a very strong force.
• There is no gravity in space, on the moon, in a vacuum,
• Gravity is caused by Earth’s spin, air pressure, push from above.
• Gravity is weaker under water.
• Gravity is stronger the higher you are in a building or mountain that’s why it is easier to fall.
• Gravity will be stronger the longer and object falls.
• Shape affects gravity
• Gravity is weaker the higher you go. That’s why things fall faster the farther they fall.
• Astronauts are weightless because they are beyond Earth’s gravity.
• Gravity is the attraction of the larger body. The Earth and me are not attracted by other objects
pulling up.
• Gravity causes objects to fall down through the center of the Earth and out the other side if there
was a hole in through the Earth.
• Gravity pulls objects towards the south pole and if the Earth would not stop it they would go off
into space away from the south pole.
• Gases are not affected by gravity.
http://listverse.com/2013/11/05/10-common-misconceptions-about-space/
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http://dankoboldt.com/space-travel-misconceptions/
http://www.homeofbob.com/science/misconceptions/space.html
AUSVELS CONTENT DESCRIPTIONS/LEARNING FOCUS STATEMENTS
This unit addresses content descriptions/learning focus statements from all three AusVELS strands and
from at least two domains within each strand,
These are:
Physical, Personal and Social Learning
Interpersonal
Development
Interpersonal Development – Progressing towards Level 6
Progression Point 4.5
Building social relationships
• Awareness of how diversity can influence social behaviour; for
example, differences in culture, abilities or economic status
• Knowledge of behaviour that constitutes bullying
• Awareness of another’s feelings through observation, discussion and
thoughtfulness
• Knowledge of potential sources of conflict in their social relationships
Working in teams
• Understanding of their own role in a task, as well as the roles of other
team members
• Personal and shared responsibilities for achieving tasks
• Positive questioning that helps to develop plans and goals; for
example, asking someone to elaborate on an idea
• Encouragement of others
Progression Point for Level 5
• Awareness of strategies for recognising and responding appropriately
in diverse contexts; for example, supporting someone with a disability
or from a different culture
• Exploration, analysis and recognition of the feelings of a bullying victim;
for example, through role plays
• Awareness of perspectives of others (walking in their shoes); for
example, through storytelling
• Negotiating skills in discussions and/or for avoiding conflict in diverse
11

social relationships
Working in teams
• Flexibility when team roles are being allocated; for example, being
prepared to take on a supportive role
• Problem solving strategies for overcoming difficulties to achieve tasks
• Skills in developing a shared understanding of tasks and team plans
• Readiness to give and accept constructive feedback about
performance
• Respect of diverse traditions and practices; for example, different
religious beliefs or celebrations
• Knowledge of the consequences of bullying behaviour
• Awareness of responses to actions that display empathy
• Solution-focused strategies for engaging with others to manage and/or
resolve conflict in social situations; for example, focusing on outcomes
Working in teams
• Explanation of the challenges that are inherent in each group role
• Adaptable behaviour for overcoming difficulties to achieve tasks
• Active listening, which includes using encouraging body language,
asking questions and providing feedback in group discussions
• Reflective behaviour that informs opinions about group performance
and the quality of outcomes
Learning Focus Statement
Students will be able to respect of diverse traditions and practices; for
example, different religious beliefs or celebrations. Students will have
knowledge of the consequences of bullying behaviour. They will also have
awareness of responses to actions that display empathy. Solution-focused
strategies for engaging with others to manage and/or resolve conflict in social
situations; for example, focusing on outcomes. Students will be working in
teams throughout this unit of work. They will have an explanation of the
challenges that are inherent in each group role. They will be adaptable
behaviour for overcoming difficulties to achieve tasks. Students will become
active listening, which includes using encouraging body language, asking
questions and providing feedback in-group discussions. Students will be able
to reflective behaviour that informs opinions about group performance and the
quality of outcomes.
12

Personal Learning Progression Point 4.5:
The individual learner
• Teacher-directed use of methods for organising knowledge; for
example, graphic organisers and mind maps
• Communication and questioning skills that facilitate explanation and
assistance
• Identification of choices made within tasks; for example, the choice of a
particular focus within a nominated experimental procedure in Science
• Use of a variety of criteria for evaluating learning skills; for example,
‘How much have I improved?’ ‘How original was my idea?’
• Managing personal learning
Progression Point for Level 5
• With teacher support, experimentation when using diverse strategies
for enquiring and problem solving
• Choice of appropriate organisers for categorising knowledge
• Creation and sharing of considered questions to explore and elaborate
on their own and others’ ideas
• Selection from a range of resources for seeking assistance and sharing
ideas; for example, parents, peers, multi-media and the library
• Managing personal learning
• Independent use of organisers, such as categories, Venn diagrams,
mind maps and fishbone charts, when recording information
• Use of questioning and strategies for exploring alternative perspectives
and ideas
• Thoughtful consideration of support and/or advice from peers, teachers
and family
• Evidence of strategic change made or proposed in response to
evaluation; for example, ‘I decided to do it this way because...’, ‘We’ll
be quicker if I...’, ‘Next time I will...’
Managing personal learning
• Use of peers, teachers and other adults as learning resources
• Development of the habit of using encouraging and motivating self talk
• Use of evaluation strategies and criteria for measuring progress toward
goals
• Adaptability, persistence and willingness to seek support when
undertaking tasks
Standards and progression point examples
• Development of routines and habits; for example,
13

• Keeping work in order, asking questions about previous work to
maintain record keeping
• Awareness of self talk and its role in learning
• Use of teacher-provided strategies for identifying and
• Setting personal goals
• Strategies for planning to complete tasks; for example, developing and
following realistic timelines
• Awareness of personal factors that support positive study; for example,
a quiet environment, concentration, homework routines
• Location of resources, with support from peers, teachers and other
adults
• Monitoring and checking of negative self talk
• Organisation and persistence in maintaining focus on personal goals
Students will be looking and seeking for the teacher and other students
feedback throughout this unit of work to develop their understanding and
reflect on how their prior knowledge has increased throughout this unit. The
individual learner will be able to demonstrate independent use of organisers,
such as categories, Venn diagrams, mind maps and fishbone charts, when
recording information, use of questioning and strategies for exploring
alternative perspectives and ideas, thoughtful consideration of support and/or
advice from peers, teachers and family, evidence of strategic change made or
proposed in response to evaluation; for example, ‘I decided to do it this way
because...’, ‘We’ll be quicker if I...’, ‘Next time I will...’ Students will be able to
manage their personal learning by using teachers, peers and adults as a
learning resource. Students will be able to develop the habit of using
encouraging and motivating self talk, use of evaluation strategies and criteria
for measuring progress toward goals, Adaptability, persistence and
willingness to seek support when undertaking tasks.
Discipline-based Learning
SCIENCE Progression point 4.5
Science understanding
• Describe how components within systems function together in
biological, chemical, earth and space, and physical science contexts.
Science as a Human Endeavour
• Explain how the work of a particular Australian scientist has benefited
society.
Science Inquiry skills
• Plan and report on investigations involving given variables, including
statement of purpose, lists of materials and equipment, and labelled
diagrams or flowcharts that explain procedures.
• Collect data systematically.
• Apply safe and ethical procedures when performing experiments,
including responsible handling of standard equipment and materials.
• Work in a group to design and construct a simple model or device, with
teacher guidance, that illustrates a scientific concept related to a
system.
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Progression point 5
• Analyse the effects of system change in biological, chemical, earth and
space, and physical science contexts.
• Explain how scientific collaboration has led to developing knowledge
about, or solutions to, science-related problems.
• Design and report on investigations, including statement of purpose,
identification of variables, labelled diagrams, flowcharts and symbols
that explain procedures, and justification for equipment used.
• Collect data systematically and begin to draw reasonable conclusions
from the data.
including responsible handling of specialised equipment and materials.
• Work in a group to design and construct a simple model, including
annotations, that illustrates a scientific concept or identifies the
components of a system
Progression point 5.5
• Explain the dynamic interactions within and between systems in
biological, chemical, earth and space, and physical science contexts.
• Compare different approaches to developing scientific knowledge or
solving a scientific problem, including the role of scientific debate.
• Design and report on investigations, including statement and
justification of purpose, labelled diagrams, description of how variables
will be changed, flowcharts and symbols that explain procedures, and
justification for the type of data collected and equipment used.
• Collect data systematically and analyse data to identify some
relationships between variables and to draw reasonable conclusions.
including risk management plans for handling of equipment and
materials.
• Work in a group to design and construct a model or simple device,
including annotations, that illustrates the relationships between
components within a system.
Students will use their Science understanding by explain the dynamic
interactions within and between systems in earth and space, and physical
science contexts. Students will also be able to use their Science as a Human
Endeavour to compare different approaches to developing scientific
15

knowledge or solving a scientific problem, including the role of scientific
debate. They will also be able to use Science Inquiry skills to design and
report on investigations, including statement and justification of purpose,
labelled diagrams, description of how variables will be changed, flowcharts
and symbols that explain procedures, and justification for the type of data
collected and equipment used. Collect data systematically and analyse data
to identify some relationships between variables and to draw reasonable
conclusions. Apply safe and ethical procedures when performing
experiments, including risk management plans for handling of equipment and
materials. Work in a group to design and construct a model or simple device,
including annotations, that illustrates the relationships between components
within a system.
MATHEMATICS Progression point 5
Number and algebra
• Students solve simple problems involving the four operations using a
range of strategies including digital technology. They estimate to check
the reasonableness of answers and approximate answers by rounding.
Measurement and geometry
• Students use appropriate units of measurement for length, area,
volume, capacity and mass, and calculate perimeter and area of
rectangles.
• Students connect three-dimensional objects with their two-dimensional
representations.
• They describe transformations of two- dimensional shapes and identify
line and rotational symmetry.
Statistics and probability
• Students pose questions to gather data and construct various displays
appropriate for the data, with and without the use of digital technology.
Number and algebra
• Continue and create sequences involving whole numbers, fractions
and decimals, according to a given rule use ordered pairs of whole
numbers to represent coordinates of points and locate these points on
simple grids and in the first quadrant on the Cartesian plane.
• Recognise metric prefixes and convert between common metric units
• Access print and digital timetables, answer simple questions using a
timetable and create simple personal timetables
• Describe acute, obtuse and reflex angles in terms of their relationship
to multiples of a right angle
• Investigate compass points, angles on a straight line, angles at a point,
and vertically opposite angles.
16

• Evaluate the effectiveness of different displays in illustrating data
features, including variability
• Pose questions and collect categorical or numerical data by
observation or survey, and distinguish between a sample and a
population
• Recognise that probability can be interpreted as an expected
frequency
• Represent probabilities as simple ratios and fractions Conduct chance
experiments with both small and large numbers of trials, using digital
technology.
Progression point 6
Number and algebra
• Students recognise the properties of prime, composite, square and
triangular numbers and determine sets of these numbers.
• They solve problems that involve all four operations with whole
numbers and describe the use of integers in everyday contexts.
• Students locate fractions and integers on a number line and connect
fractions, decimals and percentages as different representations of the
same number.
• They solve problems involving the addition and subtraction of related
fractions.
• Students calculate a simple fraction of a quantity and calculate
common percentage discounts on sale items, with and without the use
of digital technology.
• They make connections between the powers of 10 and the
multiplication and division of decimals. Students add, subtract and
multiply decimals and divide decimals where the result is rational.
• Students write number sentences using brackets and order of
operations, and specify rules used to generate sequences involving
whole numbers, fractions and decimals.
• They use ordered pairs of integers to represent coordinates of points
and locate a point in any one of the four quadrants on the Cartesian
plane.
• Students relate decimals to the metric system and choose appropriate
units of measurement to perform a calculation. They solve problems
involving length and area, and make connections between capacity
and volume.
• Students interpret and compare a variety of data displays, including
displays for two categorical variables. They analyse and evaluate data
from secondary sources.
• Students compare observed and expected frequencies of events,
including those where outcomes of trials are generated with the use of
digital technology.
• They specify, list and communicate probabilities of events using simple
17

ratios, fractions, decimals and percentages.
Students will be able to solve problems that involve all four operations with
whole numbers and describe the use of integers in everyday contexts.
Students calculate a simple fraction of a quantity and calculate common
percentage discounts on sale items, with and without the use of digital
technology. Students relate decimals to the metric system and choose
appropriate units of measurement to perform a calculation. They solve
problems involving length and area, and make connections between capacity
and volume. Students interpret and compare a variety of data displays,
including displays for two categorical variables. They analyse and evaluate
data from secondary sources.
ENGLISH Progression point 5
Reading and viewing
• By the end of Level 5, students explain how text structures assist in
understanding the text.
• They understand how language features, images and vocabulary
influence interpretations of characters, settings and events.
• They analyse and explain literal and implied information from a variety
of texts.
• They describe how events, characters and settings in texts are
depicted and explain their own responses to them.
Writing
• Students use language features to show how ideas can be extended.
• They develop and explain a point of view about a text.
• They create a variety of sequenced texts for different purposes and
audiences. When writing, they demonstrate understanding of grammar,
select specific vocabulary and use accurate spelling and punctuation,
editing their work to provide structure and meaning.
Speaking and listening
• Students listen and ask questions to clarify content.
• They use language features to show how ideas can be extended.
• They develop and explain a point of view about a text selecting
information, ideas and images from a range of resources.
• They create a variety of sequenced texts for different purposes and
audiences.
• They make presentations and contribute actively to class and group
discussions, taking into account other perspectives.
Reading and viewing
• Identify and explain how language choices are used to influence
personal responses to texts, for example modality can be used to
opened up degrees of possibility through the use of a selection of
modal verbs, adverbs, adjectives and nouns (ACELT1615 Expressing
preferences and evaluating texts)
• Analyse the similarities or differences in literary texts on similar topics,
18

themes or plots, for example, the use of a first-person or third-person
narrator (ACELT1614 Personal responses to the ideas, characters and
viewpoints in texts)
• Compare the structures and features of different texts with a similar
purpose (ACELY1711 Purpose and audience)
• Use of a variety of comprehension strategies to interpret and analyse
information and ideas; for example, reviewing, summarising, asking
questions or predicting, (ACELY1713 Comprehension strategies)
• Identify and analyse strategies authors use language to influence the
reader (ACELY1801 Analysing and evaluating texts)
Writing
• Use either omission or substitution to create cohesive links in texts
(ACELA1520 Text cohesion)
• Use the subordinate clause in complex sentences to elaborate, extend
or explain ideas (ACELA1522 Sentence and clause level grammar)
• Select vocabulary to express shades of meaning, feeling or opinion
(ACELA1525 Vocabulary)
• Use of a selection of banks of known words, word origins, base words,
suffixes and prefixes, morphemes, spelling patterns and
generalisations to learn and spell new words (ACELA1526 Spelling)
• Plan, draft and publish a range of texts appropriate to purpose and
audience, choosing and experimenting with text structures, language
features, images or digital resources (ACELT1714 Creating texts)
• Use strategies and skills for interaction to match increasing formality
(ACELA1516 Language for social interaction, ACELY1816 Listening
and speaking interactions)
• Plan, rehearse and deliver of presentations for defined audiences and
purposes, with attention to making choices for modality and emphasis
(ACELY1710 Oral presentations)
• Use of open or closed questions in discussions depending on the
purpose (ACELY1709 Listening and speaking interactions)
• Experiment with voice effects for different audiences and purposes,
such as tone, volume, pitch and pace, recognising the effects these
have on audience understanding and engagement (ACELY1816
Listening and speaking interactions)
Progression point 6
Reading and viewing
• By the end of Level 6, students understand how the use of text
structures can achieve particular effects.
• They analyse and explain how language features, images and
vocabulary are used by different authors to represent ideas, characters
and events.
• They compare and analyse information in different texts, explaining
literal and implied meaning.
• They select and use evidence from a text to explain their response to it.
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Writing
• Students understand how language features and language patterns
can be used for emphasis.
• They show how specific details can be used to support a point of view.
• They explain how their choices of language features and images are
used.
• They create detailed texts elaborating upon key ideas for a range of
purposes and audiences.
• They demonstrate understanding of grammar, make considered
choices from an expanding vocabulary, use, accurate spelling and
punctuation for clarity and make and explain editorial choices.
• Students listen to discussions, clarifying content and challenging
others’ ideas. They understand how language features and language
patterns can be used for emphasis.
• They show how specific details can be used to support a point of view.
• They explain how their choices of language features and images are
used.
• They create detailed texts, elaborating on key ideas for a range of
purposes and audiences.
• They make presentations and contribute actively to class and group
discussions, using a variety of strategies for effect.
Students will be able to understand how the use of text structures can achieve
particular effects. They analyse and explain how language features, images
and vocabulary are used by different authors to represent ideas, characters
and events. They compare and analyse information in different texts,
explaining literal and implied meaning. They select and use evidence from a
text to explain their response to it. Students understand how language
features and language patterns can be used for emphasis. They show how
specific details can be used to support a point of view. They explain how their
choices of language features and images are used. They create detailed texts
elaborating upon key ideas for a range of purposes and audiences. They
demonstrate understanding of grammar, make considered choices from an
expanding vocabulary, use, accurate spelling and punctuation for clarity and
make and explain editorial choices. Students listen to discussions, clarifying
content and challenging others’ ideas. They understand how language
features and language patterns can be used for emphasis. They show how
specific details can be used to support a point of view. They explain how their
choices of language features and images are used. They create detailed
texts, elaborating on key ideas for a range of purposes and audiences. They
make presentations and contribute actively to class and group discussions,
using a variety of strategies for effect.
Interdisciplinary Learning
ART Progression Point 4.5
Creating and making
• Exploration of ideas generated from presented sources; for example,
ideas for a music work prompted by viewing a photograph
• Manipulation of selected dramatic elements to explore the potential of
20

ideas
• Exploration of skills, techniques and processes associated with cultural
or historical features of selected art works
• Representation in a media product of ideas about self and others
• Documentation that identifies qualities and influences in their own arts
Exploring and responding
• Identification of key features of arts works from different times, places
and/or cultures
• Understanding, for example through annotations, of processes used to
manipulate specific arts elements
• Contribution to discussions about content and purposes of selected
arts works
Progression point 5
Creating and making
• Planning for a music work that outlines the intended and possible
inclusion of influences from source material
• Manipulation, using appropriate skills and techniques, of selected
dramatic elements to communicate ideas for a specified purpose or
audience
• Incorporation of appropriate skills, techniques and processes when
interpreting and performing drama works influenced by different cultural
or historical traditions
• Refinement of media products to communicate intended representation
of ideas about self and others
• Documentation that outlines ways ideas developed from influences
have been incorporated in a group arts work
• Identification, using appropriate arts language, of the use and
manipulation of specific arts elements, principles and/or conventions in
arts works from different times, places or cultures
• Contribution to discussion about cultural and historical influences on
specific arts forms, including consideration of ways to incorporate
influences into their own arts works
• Consideration of possibilities, content and influences when planning,
developing and refining their own arts works for presentation to specific
audiences
Creating and making
• Self-evaluation and responses to feedback when planning how to
perform a music work for an audience
• Refinement, through ongoing manipulation, of characteristics
associated with cultural or historical aspects of selected art works
• Preparation of drama works for a presentation in a particular location
• Refinement, based on feedback, of ways they incorporate influences
from specific culture/s, tradition/s and/or time/s in a media product
• Documentation that outlines self-evaluation of their contribution to
21

group dance work, noting why and how changes were made
• Comparison, using appropriate arts language, of ways arts works from
different times, places and/or cultures use specific arts elements,
principles and/or conventions to create similar effects
• Understanding, for example through annotations, of where and how
influences from other cultures, traditions and times have been
incorporated into their own arts works
• Interpretation of the expressive qualities of selected traditional and
contemporary arts works (including their own)
Students will be able to self-evaluation and responses to feedback when
planning how to perform a music work for an audience Refinement, through
ongoing manipulation, of characteristics associated with cultural or historical
aspects of selected art works Preparation of drama works for a presentation in
a particular location Refinement, based on feedback, of ways they incorporate
influences from specific culture/s, tradition/s and/or time/s in a media product
Documentation that outlines self-evaluation of their contribution to group
dance work, noting why and how changes were made Exploring and
responding using comparison, using appropriate arts language, of ways arts
works from different times, places and/or cultures use specific arts elements,
principles and/or conventions to create similar effects, understanding, for
example through annotations, of where and how influences from other
cultures, traditions and times have been incorporated into their own arts
works, Interpretation of the expressive qualities of selected traditional and
contemporary arts works (including their own).
Design, Creativity and
Technology
Investigating and designing
• Teacher-directed collection of data relevant to a design brief
• Generation of design ideas – labelled sketches and drawings,
explanations or models – in response to a design brief
• Listing of at least three basic steps for a recipe or a product/system
plan, or minor modification of an existing recipe or plan; for example,
options for pizza toppings
Producing
• Development of a production plan and, with teacher support, selection
of appropriate tools, equipment, familiar materials, ingredients and/or
system components, and processes
• Use of familiar tools and equipment, with teacher instructions and safe
handling
Analysing and evaluating
• Oral reflection on their design as it is developed, using teacher-
prescribed evaluation criteria
• Modifications to their design, in response to teacher feedback and with
teacher support
Progression point 5
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• Contribution to a group design brief of requirements and/or limitations
to that brief; for example, considering user/consumer needs
• Contribution to group research into an aspect of a design brief using an
appropriate research method such as an Internet search, a
questionnaire, trailing, collection of stimulus pictures and recipes
• Annotation of design ideas with reference to the intended function
and/or appearance of the product
• Development of steps for a recipe or a product/ system plan, or
modification of an existing recipe or plan
Producing
• Reference to the steps in their production plan to assist with the
selection of tools and equipment, familiar materials, ingredients and/or
system components, and production processes
• Following teacher demonstration, use of a range of production and
finishing/presentation techniques
• Use of familiar and unfamiliar tools and pieces of equipment, with
teacher direction on safety and hygiene
• Oral and/or written reflection on their design as it is developed, using
class-developed criteria
• Modifications to their designs/products/systems in response to teacher
and peer feedback
• Awareness of at least one impact that a familiar product and/or
technological system might have on people or the environment; for
example, a battery-operated torch
• Teacher-assisted identification of evaluation criteria developed from a
design brief
• Individual research into aspects of a design brief, using appropriate
research methods; for example, Internet search, questionnaire, trailing,
and collection of stimulus pictures and recipes
• Annotation of design ideas with reference to environmental or social
constraints
• Development of detailed steps for a recipe or a product/system plan, or
detailed modification of an existing recipe or plan
Producing
• Reference to their production plan to assist with the selection of
unfamiliar tools and equipment, materials, ingredients and/or system
components, and production processes
• Selection of and work with a variety of materials, ingredients and
systems components to make a functional product using a range of
production and finishing/presentation techniques
• Competent use of a range of tools and pieces of equipment, with
teacher guidance on safety and hygiene
23

• Recording of dates and main production steps
• Oral and written reflection on their design as it is developed, using
class-developed and their own evaluation criteria and justifying design
choices
• Modification to their designs/products/systems in response to feedback
from teacher and peers, and their own documented reflection
• Awareness of at least two impacts that a familiar product or
technological system might have on people and/or the environment
Students will be able to Investigating and designing, Teacher-assisted
identification of evaluation criteria developed from a design brief. Individual
research into aspects of a design brief, using appropriate research methods;
for example, Internet search, questionnaire, trailing, and collection of stimulus
pictures and recipes. Annotation of design ideas with reference to
environmental or social constraints. Development of detailed steps for a
recipe or a product/system plan, or detailed modification of an existing recipe
or plan. Producing reference to their production plan to assist with the
selection of unfamiliar tools and equipment, materials, ingredients and/or
system components, and production processes. Selection of and work with a
variety of materials, ingredients and systems components to make a
functional product using a range of production and finishing/presentation
techniques. Competent use of a range of tools and pieces of equipment, with
teacher guidance on safety and hygiene. Recording of dates and main
production steps. Analysing and evaluating Oral and written reflection on their
design as it is developed, using class-developed and their own evaluation
criteria and justifying design choices. Modification to their
designs/products/systems in response to feedback from teacher and peers,
and their own documented reflection. Awareness of at least two impacts that a
familiar product or technological system might have on people and/or the
environment
Information and
Communications
Technology
ICT for visualising thinking
• Creation of nominated graphic organisers that are appropriate for new
learning situations, using familiar software and manipulation and
editing techniques; for example, using shapes, lines and colours in
word processing software to create a double-cell diagram to compare
two ideas
• Organisation and analysis of data and information, using unfamiliar
software such as simulation software, and limited manipulation
techniques; for example, animation of objects
• Development of an electronic portfolio of nominated visualising thinking
files that are annotated, for example, with audio commentary, to
indicate their usefulness in learning
ICT for creating
• Creation of an electronic portfolio of nominated files, saved in
nominated locations, which demonstrate the use of ICT for learning
• Identification in published information products of formatting features
24

such as font styles and sizes that suit particular purposes and/or
audience needs
• Hand-drawn experimentations with various layouts for information
products, using nominated design tools such as layout diagrams
• Limited control of a given robot (for example, moving back and forth)
using simple programming techniques such as click-and-drag and
icons
ICT for communicating
• Addition of collaboratively determined keywords to an initial search
string to narrow the listing of relevant websites; for example, adding
‘biography’ to a person’s name
• Experimentation with techniques to upload files and folders to a
nominated location on an intranet
• Experimentation with various communications methods such as
frequently asked question (FAQ) facilities to obtain information for a
particular inquiry
Progression point 5
• Creation of graphic organisers, selected from a collaboratively
developed list, that are appropriate for new learning situations, using
familiar software and techniques to manipulate and edit a variety of
data types such as images, text and numbers
• Use of unfamiliar software such as databases, and a range of
manipulation techniques, to represent and explore processes such as
Victoria’s rainfall data and its relationship to drought conditions
• Development of an electronic portfolio of selected visualising thinking
files with annotations that identify similarities and differences between
their electronic and non-electronic learning strategies
ICT for creating
• Creation of an electronic portfolio that includes files selected on the
basis of teacher-provided criteria; for example, ‘visualising thinking
strategies modified to suit a new learning situation’
• Annotations to published and their own information products that
describe how formatting features, such as borders, suit particular
purposes and audience needs
• Hand-drawn or electronically created designs for the layout and
solutions of information products, using tools selected from a given list
• Modifications to their program to accommodate weaknesses identified
when controlling the movement of a robot
• Refinement of original keywords in a search string, by including words
selected from an on-screen or print thesaurus
• Uploading of files and folders to a nominated location on an intranet
• Use of nominated communications methods to acquire information
from, or share information with, peers and known experts
25

• Creation of graphic organisers appropriate for new learning situations,
using familiar software and a range of techniques to manipulate and
edit a variety of data types
• Representation of patterns or cause-and-effect relationships, using
unfamiliar software such as a modelling software, and a range of
manipulation techniques
• Regular recording of the use and value of visual thinking tools for
understanding concepts and relationships in their learning
ICT for creating
• Creation of an electronic portfolio that logically displays files meeting
collaboratively determined criteria; for example, ‘the use of multimedia
tools for solving problems’
• Annotations to their own information products that explain why
formatting and solution features of information products, such as
working hyperlinks, suit the purpose and audience needs
• Hand-drawn and electronically created designs for the layout and
solutions of information products, using tools selected from a
collaboratively determined list
• Creation of robots responding to sensors, such as touch or lights,
through the application of specific programming techniques
• Inclusion of new keywords and the deletion of some original ones in a
search string, to narrow the listing of websites relevant to a particular
inquiry
• Testing of uploaded files and folders in a nominated location on an
intranet; for example, checking that all files are present and accessible
• Identification of the attributes of various communications methods that
are appropriate in particular types of inquiry; for example, selecting
methods that protect the disclosure of important information
Students will be able to use ICT for visualising thinking Creation of graphic
organisers appropriate for new learning situations, using familiar software and
a range of techniques to manipulate and edit a variety of data types
Representation of patterns or cause-and-effect relationships, using unfamiliar
software such as, a modelling software, and a range of manipulation
techniques. Regular recording of the use and value of visual thinking tools for
understanding concepts and relationships in their learning. ICT for creating
Creation of an electronic portfolio that logically displays files meeting
collaboratively determined criteria; for example, ‘the use of multimedia tools
for solving problems’. Annotations to their own information products that
explain why formatting and solution features of information products, such as
working hyperlinks, suit the purpose and audience needs. Hand-drawn and
electronically created designs for the layout and solutions of information
products, using tools selected from a collaboratively determined list Creation
of robots responding to sensors, such as touch or lights, through the
26

application of specific programming techniques. ICT for communicating
Inclusion of new keywords and the deletion of some original ones in a search
string, to narrow the listing of websites relevant to a particular inquiry Testing
of uploaded files and folders in a nominated location on an intranet; for
example, checking that all files are present and accessible. Identification of
the attributes of various communications methods that are appropriate in
particular types of inquiry; for example, selecting methods that protect the
disclosure of important information.
Thinking Processes Progression point 4.5
Reasoning, processing and inquiry
• With teacher guidance, development of simple questions for a whole-
class or group investigation or response
• Collection of information for an investigation, report or response, and
consideration of its worth or relevance
• Awareness of the differences between fact and opinion
• Organisation of collected information around ideas and concepts for
practical application; for example, using a simple graphic organiser to
sort information
• Use of organised information for problem solving and decision making
in an investigation
• With teacher guidance, development of an argument on a given topic
Creativity
• Identification of possible ideas (new as well as those already tried) and
solutions in familiar contexts including, with teacher support,
development of selection criteria such as safety and relevance
Reflection, evaluating and metacognition
• With teacher guidance, reflection on theeffectiveness of a range of
thinking processes and tools in particular contexts
• Awareness of how their ideas and understandings have changed, and
use of examples in simple explanation
Progression point 5
• With peers, development and evaluation of key questions for an
investigation or response
• Identification of useful and irrelevant or useless information or key
words when collecting information for an investigation, report or
response
• Identification, with teacher support, of facts and opinions related to an
investigation on a given topic
• Development of conceptual knowledge through the organisation of
information collected for an investigation, and its use in assisting
problem solving and decision making
• Provision of supporting evidence in the development of arguments on a
given topic
Creativity
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• Generation of multiple possibilities/responses using creative thinking in
a variety of contexts
• With teacher prompting and support, evaluation of the effectiveness of
their thinking processes and tools
• Use of appropriate terminology when articulating their thinking
processes
• Systematic recording of changes in their thinking and understandings
• With teacher support, formulation of appropriate key questions for their
investigations or responses
• Evaluation of the usefulness of information collected for investigations,
reports or responses
• With teacher support, discrimination between fact and opinion and the
sources used in investigations, reports and responses
• With teacher support, consideration of various factors in the
development of arguments on a given topic
Creativity
• Use of creative thinking strategies such as questioning, brainstorming
and mind mapping to solve problems in a variety of contexts
• Identification and explanation of how their self- generated ideas could
be applied
• Independent reflection on, and evaluation of, the effectiveness of their
thinking processes and tools
• Use of appropriate terminology and provision of suitable examples
when articulating their thinking processes
• Identification and documentation of how and why their ideas,
understandings and beliefs have changed over time
Students will be able to use reasoning, processing and inquiry with teachers
support, formulation of appropriate key questions for their investigations or
responses. Evaluation of the usefulness of information collected for
investigations, reports or responses. With teacher support, discrimination
between fact and opinion and the sources used in investigations, reports and
responses With teacher support, consideration of various factors in the
development of arguments on a given topic. Creativity Use of creative thinking
strategies such as questioning, brainstorming and mind mapping to solve
problems in a variety of contexts. Identification and explanation of how their
self- generated ideas could be applied. Reflection, evaluating and
metacognition independent reflection on, and evaluation of, the effectiveness
of their thinking processes and tools Use of appropriate terminology and
provision of suitable examples when articulating their thinking processes.
Identification and documentation of how and why their ideas, understandings
and beliefs have changed over time.
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* Should be integrated in most/all lessons and you must include content from all three science strands in
your unit (Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour).
** Must be incorporated in a minimum of five lessons and you must include content from all three
dimension
UNIT AT A GLANCE*
Phase Lesson At a glance
ENGAGE Lesson One: Journey
through space
(English Lesson)
Lesson Two: What’s out
there?
(English Lesson)
Lesson Three: Space
Jumpers
(Mathematics lesson)
The focus in the engage phase is to spark student’s interest in space, stimulate their
curiosity, raise questions for inquiry and elicit their existing beliefs about the topic.
These existing ideas can be taken into account for future lessons. Introduce the lesson
by getting students to answer some questions as part of a pre-test, then introduce
students to a TWHL chart, Word Wall and Science Journal.
Finding out the students prior knowledge by completing an individual brainstorm.
Complete the TWHL chart and show the students the word wall display. Hand out the
introduction page with instructions to the students to be stuck in their books for their
science journals. Get students to complete a pre-test based on prior knowledge about
space.
Students will be able to reconstruct a 3D model of an orrery using three different size
balls and themselves. They will demonstrate how the think the Earth orbits the Sun and
the Moon orbits the Earth. Students will do this in collaborative learning groups.
Students were introduced to a space data chart, which they will have time to complete
during the first week of this unit.
29

EXPLORE Lesson Four: Houston we
have a problem
(Mathematics lesson)
Lesson Five: Our solar
system Session one
(Design and technology)
Lesson five: Session two
Lesson Six: Letter home
(English Lesson)
Students will be able to look at the design cycle to create a rocket ship based on the
scenario given. Students will work individually to create a rocket that will be safe and will
get the astronauts home.
Students will work in collaborative groups to create each planet in the solar system.
They will be able to paper mache the 8 planets and we will create the sun. During this
lesson students will be working together to generate the correct sizes of each planet
before they begin paper mache.
During the second stage of this lesson students will be given the opportunity to paint
their planets. Students will discuss the colours of their planet and how they will create
the colouring of their planet.
Students will be writing a letter home to a love one or a friend about what they have
learnt so far in this unit of work. They may choose to just create an information piece or
they can create a narrative piece. Students will complete a plan, draft, edit and then
create final copy of their letter.
EXPLAIN Lesson seven: Our Solar
System Scaled Down
(English, Mathematics,
Science)
Lesson Eight: Galvanising
Galileo
(Science and indigenous
perspectives)
Lesson Nine: Through our
solar system
(English Lesson and
indigenous)
Students will get to finalise their paper mache lesson by completing a scaled down
replica of the solar system and then they will place the planets on display in the room.
Students will demonstrate this by ordering the planets from closest to furthest planet
away from the Sun.
Students will be able to complete a factual recount about Galileo’s claim that ‘the earth
is part of a system of planets orbiting the sun’. Students will be reading a literacy focus
and discussion about the theory that the Earth is in the centre of our solar system
orbiting the Sun.
Students will be discussing their findings on the ‘Nights sky observations sheet’.
Stars crossed activity students will learn about stars and what they mean. Students will
be able to discuss scientist’s claims on the light emitted by the stars. Students will be
able to share what they know about the constellations and then complete the work
sheet ‘ Star crossed story.’
ELABORATE Lesson Ten: Dealing with
data.
(Science and English)
Lesson Eleven:
Students will begin a project individually about space, they will be able to choose any
planet they would like and create a multimodal representation. They may choose a
poster, brochure or PowerPoint.
Students will be given more time to complete their projects.
EVALUATE Lesson Twelve:
Presentation day
Session one
Session two
Students will present their presentations in groups, in the group’s students will be peer
assessed and then they will be asked to complete their own evaluation on how they
think they performed.
30

TEACHING, LEARNING AND ASSESSMENT ACTIVITIES
Activities Domains
Dimensions
Key elements of standards (or
progression points). Students
can:
Assessment Criteria
(based on standards and/or
progression points)
Assessment routines and records
(Strategies and Evidence)
ENGAGECreateinterestandstimulatecuriosity.Raisequestions.Revealstudentideasandbeliefs.Comparestudents’ideas.
Lesson 1: Journey through space
Students will be introduced to the topic ‘Space Jam’. Students
will be introduced to the TWHL chart, what we think we know,
what we want to know, what we have learned, how we know.
Teachers will record student’s answers so that they can be
displayed in the room and can be referred to throughout this unit
of work. Students will also be introduced to their work wall which
will have new words added to it throughout the unit of work. If
time persists: students will be able to decorate their first page in
their science journals.
Lesson Two: What’s out there?
Students will complete a pre-test individually with questions on
their prior knowledge. The whole class will then complete a
brainstorm in order to add to the TWHL chart. Students will then
be introduced to a questions box, were they can place any
questions that have been unanswered that they are curious
about. Students will finalise the TWHL chart and begin the word
wall. In conclusion students will complete a science journal
using the instructions sheets provided.
Physical, personal and social
learning
Students will respect different
religious beliefs or celebrations,
Knowledge of the consequences
of bullying behaviour, Working in
teams Explanation of the
challenges that are inherent in
each group role, Adaptable
behaviour for overcoming
difficulties to achieve tasks,
Active listening, which includes
using encouraging body
language, asking questions and
providing feedback in group
discussions, Reflective
behaviour that informs opinions
about group performance and
the quality of outcomes,
Personal learning
Students will be looking and
seeking for the teacher and
other students feedback
throughout this unit of work to
develop their understanding and
reflect on how their prior
knowledge has increased
throughout this unit. Students
will be able to manage their
personal learning by using
teachers, peers and adults as a
learning resource.
Science
Students will use their Science
understanding by explain the
dynamic interactions within and
between systems in earth and
space, and physical science
contexts. Students will also be
able to use their Science as a
• Students will compare
their beliefs and values
with one another, by
working in collaborative
learning teams.
Students will be
provided with
opportunities to
complete small and
lengthy tasks
throughout this unit.
• As a whole class, in
groups or individually
students will be able to
recognise their roles
and responsibilities in
managing their
individual learning
goals and outcomes.
Lesson One: Diagnostic assessment
Getting to know students prior
knowledge about how the Earth is part
of a system of planets orbiting the star
(Sun.)
Lesson Two: Diagnostic assessment
Getting to know students prior
knowledge through the use of
brainstorms, a word wall, a TWHL chart
and a science journal.
ENGAGEs.
Lesson Three: Space Jumpers
Students will be introduced to the lesson by being asked
questions such as:
• How does the Earth, Moon, and Sun work together?
Human Endeavour to compare
different approaches to
developing scientific knowledge
or solving a scientific problem,
including the role of scientific
• Students will compare
their beliefs and values
with one another, by
working in collaborative
Lesson Three: Diagnostic
assessment
Students will draw on what they already
know and understand about: how the
Earth is part of a system of planets

UNIT RESOURCES (References)
Websites
AusVels (2014). Progression points. Retrieved from: http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/ausvels-
mathematicsprogressionpoints.pdf
Bob. (2014). Space, seasons, space objects, moon, stars, planets, solar system, gravity Misconceptions. Retrieved from:
http://www.homeofbob.com/science/misconceptions/space.html
Koboldt, D. (2014). 9 misconceptions about space travel. Retrieved from: http://dankoboldt.com/space-travel-misconceptions/
Listverse (2014). Ten common misconceptions about space. Retrieved from: http://listverse.com/2013/11/05/10-common-
misconceptions-about-space/
Victorian Curriculum and Assessment Authority (2014). AusVels. Retrieved from: http://ausvels.vcaa.vic.edu.au
Books and Materials
Primary connections Earths Place in Space year 5
32

PLEASE INSERT ALL LESSON PLANS AND ADDITIONAL RESOURCES INCLUDING ASSESSMENT MATERIALS IN SEPARATE
SECTIONS FOLLOWING THIS PAGE.
Be sure to:
• Clearly separate each of sections (including each of the 5Es) using coloured pages or tab dividers
• The divided sections should be labelled:
o Lesson Plans:
 Engage, Explore, Explain, Elaborate, Evaluate (each of these five sections should contain the detailed lesson plans
and lesson handouts/resources, each lesson will have a reflection)
 Each lesson plan must have the sections shown in the sample MSTIE lesson plan (on LMS), but you may use your
own format.
o Evidence of Assessment (this section contains the evidence of your assessment, it includes all assessment sheets/tools
and your records of assessment eg. Checklists, teacher anecdotal notes, peer assessments, rubrics, group and individual
reflections etc). PLEASE: ONLY two representative samples of each piece of student work.
o MSTIE Self-Reflection
33

Overview of your experience
Our MSTIE experience was a positive one. Overall, both Mitchell and myself found this unit of
work enjoyable and we learnt a lot about planning and implementing this topic into an
integrated unit of work. There was so much planning involved but it was so fantastic to see how
it all played out in the end. When implementing this unit of work we both felt like all that
planning was so worthwhile. It also showed us where we need improvement in our planning
and how we could do it better next time. It was harder for both Mitchell and myself to met and
get this unit of work started early as it took a while for us to get our placement school, although
we used our time wisely and met up and discussed what we would like to achieve throughout
this MSTIE placement. When meeting with our teacher it made this experience a whole lot
easier as they were so wonderful and were willing to help us do what we needed to achieve
our goals. We worked really well as a team we both found that we bounced off each other and
the lessons flowed really smooth. We decided to focus on one lesson at a time getting as much
out of it as we could. We were unable to complete all our full lesson plans prior to our
placement, but we were able to give our teachers a very detailed draft on what each lesson
would consist of and were able to give them the completed lesson plans on our first teaching
day. Both Mitchell and myself divided the lesson plans evenly and then met up to go through
what each lesson consisted of. We did all the rubrics assessment marking separately as both
Mitchell and I team taught 40 grade 5/6 students so we both worked in a rotation to each class.
The teachers were very supportive of both Mitchell and I and were willing to help us achieve
our set goals. We found having the whole unit of work organised before this MSTIE placement
helped with the implementation of the integrated unit. We were more than prepare as we knew
the content of each lesson plan and were able to complete an effective assessment on each
lesson as a team. We had a fantastic bunch of students to work with who were very interested
in learning all about space. We both found we had great relationships with both the staff and
students throughout this teaching experience this made the experience even greater as they
respected and valued us as teachers and everything was able to run smoothly. Overall it was a
great experience for the two of us and it is something we both look forward to in our future
teaching.
Success of Integration
How successful were you in integrating the Mathematics, Science, and other VELS domains
and dimensions into your unit.
Throughout the unit of our work we managed to successfully integrate the following subjects
Mathematics, Science, Design and Technology, Art, English and History. Our planning prior to
our placement allowed us to successfully integrate multiple aspects of VELS into our space
jam unit. For mathematics the students were able to convert units of measurement as well as
compete a fact sheet based on space. The design and technology aspect of our unit allowed
for the students to make rockets out of materials provided for them, paper Mache planets and
to re enact the association between Earth, Sun and the Moon. These activities were combined
with elements of art where the student’s creativity abilities were tested. From a history
perspective the students looked at the incident of Apollo 13, what happened and how did it
change our perspectives of space travel. While our overall unit was based around the AusVels
elements of science, the students looked at constellations where the specific focus was on
what we see in space (from Australia’s position) compared to what other countries see from
around the globe. When looking at AusVels domains and dimensions the English element to
34

our unit was important. The students looked at writing letters to a loved one, this was provided
to them through a scenario where they had been travelling through space for two years. The
students had to use their imaginations where they’d write about the certain things they would
have seen in space through there journeys. Overall we were happy with the amount of
integration we had with other elements of AusVels and the curriculum in our space jam unit.
Success of Your Self (Put two personal accounts here)
Mitchell: How do you think you performed?
Overall I felt as if I performed well with my MSTIE partner. We were delayed a few weeks due
to not having a MSTIE placement at the beginning of the semester, however with the
completion of our MSTIE unit it showed the amount of resilience we had as a team. Overall I
felt that the work was evenly distributed throughout the duration of MSTIE. Danica was easy to
work with both prior, during and post MSTIE placement, we were both organised and met up
weekly to discuss any ideas, concerns or queries (refer to log). During placement our mentor
teacher (Rosalie Baldwin) commented on our ability to work well together as well as our
organisation and our ability to teach the MSTIE lessons. Overall I thought that the quality of our
unit was high. I felt as if I learnt a lot from completing this placement round and learnt a lot
about team teaching with Danica. While I learnt a lot I also recognise that I still have a lot to
learn, this will develop throughout the coming years. I would like to thank Danica for the
amount of hard work we have endured together throughout this semester as well as being a
strong and resilient MSTIE partner while on placement including pre and post interaction.
Danica: How do you think you performed?
Overall I felt MSTIE was very successful with my partner. In the beginning both Mitchell and
myself began to stress with not having a school or a topic yet as other had already began
planning their unit and had met with their mentor teachers. In the mean time Mitchell and
myself used our time wisely to look at what we would like to do and achieve throughout this
unit of work. However we soon got a school and got the ball running. Organising times to visit
the school prior to the placement gave me the opportunity to get to know the students and get
a feel for how well they work in the classroom dynamic the teachers have chosen to teach in.
Another aspect that helped was Mitchell and my planning and preparing this unit of work, as it
was something that neither of us had experienced before. I really noticed that each night after
the completing of a lesson I felt more and more confident that we knew our content and had
established a great relationship with the students and the teachers. My personal performance
throughout MSTIE was of quite a high standard, although things could have been altered to
make the unit flow better. My interactions with the students was amazing in a short period of
time I felt like they had respect for me and were generally interested and excited to learn more
about space. I developed a great relationship with all 40 students as I have a good ability to
communicate and interact with them. I felt it was extremely important to show an interest in the
students so they would be interested in what both Mitchell and I had to offer to them. I was very
happy with how Mitchell and I worked as a team to team-teach 40 students at one time. We
both at first felt it was a bit daunting but we soon became very comfortable and it became like
second nature. I feel that having a team with a male and female worked so well as we were
both able to offer the students different learning techniques with benefited every student. Our
general dynamics made a relaxed environment for students to have fun and generate
excitement over our topic of space. Overall, I am so thankful to have had this opportunity to be
35

apart of the MSTIE program from all the planning in the beginning to the final product at the
end. The workload was overwhelming at times, but it taught me a lot and how to use my time
more efficiently for future planning. MSTIE has been the biggest and most amazing experience
so far for me at university. It has been incredibly rewarding.
Success of Your Team
How did your team perform – did you maintain a professional relationship at all times, were
there issues that you worked through?
We believe our professional relationship was strong and we worked really well as a team. Both
Mitchell and myself have never worked together before so it was something new and fresh for
the both of us. We both have the same work ethic ns both helped each other throughout the
whole experience to meet our deadlines. Throughout the duration of our MSTIE placement as
well as pre and post placement was strong. This was the first time either of us had been
exposed to team teaching so if anything the whole experience of planning and teaching
together great and our assessment for that was our growth plus our final MSTIE documentation
and presentation to our peers. There weren’t really any issues that were directed at each other,
however; our first three weeks of the semester were delayed due to not being allocated a
school. We both managed to get through that stage with the help of Tom Devlin and MSTIE
staff. During this stage we managed to keep in contact with each other discussing possible
unit ideas. We eventually both agreed that space would be a great topic provided the school let
us teach it. We both had simular beliefs when it comes to teaching so this helped us when
planning and implementing this unit of work. We were very open-minded with sharing our ideas
with one another and both believed that we could have incorporated more hands on activities
to create more fun for the students, as they loved creating our paper mache planets and their
rocket ships. We thought it really helped being a boy girl team as we both have different
qualities that we were able to share with both the students and the teachers. We also gave
each other opportunities to do things in our own ways, which helped us gain more confidence
when teaching the 40 students. We thought it helped Mitchell being confident with the boys and
myself being more confident with the girls a better opportunity to gain the students trust. This
also help with dealing with the students behaviour as when Mitchell told off the boys and
Danica told off the girls it was really effective. We understand that you wont always have a
male and female presence in the classroom but we found it really effective and had a ball
teaching this unit.
Assessment and Learning
Appropriateness of assessments used
Reflect on the appropriateness of the variety of assessments used.
We felt that the assessment/s used throughout our MSTIE program were appropriate. After
each lesson the students were given the opportunity to complete a journal entry which listed
five questions e.g. What did you learn today? Another part of our assessment was the
completion of a set of questions at the start of our MSTIE program and after our MSTIE
program. Students at the start of the unit on space knew very little to nothing, however, we
handed the students the same piece of paper at the end of space unit and they were able to
provide us with a lot more information thus providing us with answers to questions e.g. What is
a solar system? Students were able to complete the space fact sheet; this assisted them
throughout the remainder of the unit. Students at the end of the unit were asked to complete a
36

space assignment using a variety of multi modal tools. Students had the option of researching
anything to do with space but had to answer a number of fixed questions, the students at the
end presented there assignment to their fellow peers where they had to fill in an self
assessment rubric as well as mark someone else’s work. One of our assessments asked for
the students to write a letter to someone about there time in space, the students needed to
include elements like what we’d learnt so far in our space unit. The responses by the students
provided us with feedback about what they had learnt. Students throughout the MSTIE
program were able to contribute to the growth of our word wall; evidence of this was the
continual growth over the three weeks while on placement. While we were visiting our school
prior to the three-week placement we allocated a question jar, which encouraged the students
to place any questions they had on our space unit, which we would answer at the end of each
week. The quality of questions grew throughout the duration of the unit.
Assessment and learning
Formative
During MSTIE we were able to implement three types of assessment; formative, summative,
and diagnostic. We felt that it was important that we use a range of assessments to assess
student’s performance. We were able to use the students MSTIE science journals as a
formative assessment. This gave us an up to date record of what students were learning and
areas we might need to revisit as a whole class. Written and verbal feedback was given to
students at least once a week in their journals. Students were also able to assess their peers
using a rubric’s they had created for oral presentations and complete a self-evaluation on their
performance in their final project in our unit.
Diagnostic
We were able to use two types of diagnostic assessments to help find out students prior
knowledge and understandings. We completed a pre and post-test on the topic of space. This
gave us an indication on what we needed to include in our unit that we hadn’t already included
and were their misunderstandings were. This helped us target teach topics and helped our
future teaching as this is something we would both reuse when teaching a unit of work. It was
very interesting to see the change in students over the three-week period in their knowledge.
As future teachers it was satisfying to know students are generally interested in learning and
they value what we teach.
Summative
Summative assessment was important to conclude the MSTIE unit of work. We used this type
of assessment to asses student’s final piece of work, their projects about a planet or thing in
space were students peer assessed in their groups and also completed a self-evaluation on
their performance. By using this type of assessment we were able to determine students full
knowledge and understanding of the design cycle process and other aspects of space.
Students were also given oral feedback from both Mitchell and Danica.
How the children learnt differently in MSTIE
Briefly reflect on the success of student learning using an integrated model (one paragraph).
We feel that students were able to learn differently during out MSTIE unit through a range of
activities that catered for the visual learner, kinaesthetic learner and the auditory learner. This
was done through the use of PowerPoints/videos and oral presentations.
37

What you learnt differently in MSTIE
Briefly summarise what you learnt from your MSTIE “integrated experience” that was different
from previous practicums (one paragraph).
From the MSTIE experience we both learnt a lot about the importance of team teaching. The
stages prior to going on placement revolved around the ideas of planning a unit of work, while
this was tough we also had to communicate throughout the whole process while in the
classroom. We feel like we were able to cater for all the types of different learners as we had
activities for the auditory learner, visual learner and kinesthetic learner.
MSTIE was a different experience as we were able to plan a unit of work along time before
going out on placement, this allowed us to be more prepared and organised in the classroom.
On other placements we both only ever taught by ourselves in front of the students and the
mentor teacher, however the ability to stand in front of the students with a fellow student
teacher was great. When explaining a task to the students the other student teacher was able
to fill in any blanks missed by the other student teacher, we both found this to be a great
learning experience.
Limitations and Recommendations
Limitations
During our MSTIE time we faced a few limitations but nothing to major to affected our MSTIE
unit of work as a whole. The following are some general things that we encountered during our
time. Some of these things could be changed next time.
• Due to the delay in organising a school additional time with planning and preparing our
unit of work would have been helpful.
• The school originally indicated we might not have enough time to complete all the
lessons that we had planned. However we were able to work with the teachers to fit all
the lessons in.
• We had to fit in with the teachers schedule and the exact timing of when we could
complete our lessons was unknown. A more specific time would have been helpful to
assist with planning and preparing each lesson.
• It would have helped both Mitchell and myself if our mentor teacher from La Trobe
visited our school in order to provide feedback and answer any questions we had. We
were unaware that anyone wasn’t coming until the start of the third week, it would have
been helpful for us and the school to have been notified earlier as the school had never
hosted a MSTIE practicum before. We needed to provide the school with a lot more
detailed information as to how the MSTIE worked and what it was to make sure they felt
comfortable with letting us complete this unit of work, as they were completely unaware
of this program and had never completed this before. More involvement from La Trobe
in this process would have helped Mitchell, the school and myself.
• Students being taken out of the classroom for extracurricular activities such as; music,
reading, or garden time.
• Sometimes it took students a lot of time to set up their computers and search
information for their projects.
38

• Teachers running overtime with their lesson and cutting out MSTIE lesson short.
Self recommendations
If you were to do it again what would you do differently?
If we were to complete MSTIE again we both thought that we could have included more hands
on activities, the students overall enjoyed the hands on activities which is always good. Overall
we were both happy with the amount of assessment we got the students to complete as well as
very happy with the responses the students were able to respond with. We both really enjoyed
teaching our MSTIE unit and from the feedback from the school, our students and mentor
teachers really enjoyed it. There would not be a great deal of things we would change because
we felt it worked really well. Looking back now on this unit of work we have created an amazing
resource that we will both be able to use in our future teaching.
The Future
Next year you will be applying for jobs and will need to respond to criteria such as:
Demonstrated understanding of initiatives in student learning including the Standards,
the PoLT P-12 and Assessment and Reporting Advice and the capacity to design
curriculum programs consistent with their intent.
The MSTIE Program is embedded within the context of AusVELS, PoLT and the Assessment
and Reporting Advice. Use your MSTIE experience to respond (in 100 words) to the underlined
part of this criteria.
As a team our intention was to give students the basic knowledge they needed about space,
the planets and how an orbit happens. Developing their understanding about the type of
scientific language used exploring space. We found that we were both happy to be exposed to
creating a unit of work and following it up through the unit’s implementation in a classroom. Our
intent was to teach a twelve – thirteen lesson unit on space that we were able to complete
within a three-week placement. Our unit consisted with elements of assessment, which
required reporting and responding to the students work, this work required the students to
respond with their own self-assessment as well as mark a fellow peers work. We found that we
were able to reach our intended learning outcomes because we were successful in integrating
all of our subjects in the curriculum into our unit. As pre-service teachers MSTIE will help us
both in the future as it has given us the confidence to plan and successfully implement a
science unit within a classroom setting that is educational, interactive, fun and covers a wide
range of domains and dimentions.
39

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