This assignment is versatile – it can be an exercise given towards the beginning or end of the unit depending on what you want to achieve from it. The purpose of completing this assignment at the beginning of a unit is to enable students to learn a little about the contents of the unit before it is introduced to them in more depth in class. In turn it builds on their prior knowledge on the contents of the unit, providing them the ability to be more engaged in class discussion and make more a informed decision when it came to choosing their other assignments. The objective of completing the assignment towards the end of the unit enables students to reinforce what they have learnt throughout the unit and serves as an effective revision exercise. Inform audience that this is an effective way to get students to work on their research and ICT skills. This level B exercise requires students to build on their prior knowledge
Ask audience to refer to corresponding rubrics for each activity
Spec Ed Pres
Curriculum Layers Student Unit Learning Activities Pts Due date Choose enough of the following activities to complete 100 points of work . At least one activity from each layer must be attempted I nstructions step 1: select activities and sign student contract step 2: collect assignment sheets from teacher step 3: due dates are to be recorded on assignment sheet Name: Signature: Layer C : Basic knowledge and understanding. This section focuses on building on prior knowledge. Points from this section are the easiest to attain. 50 points maximum from this section Assignment 1. Design a comic strip/story board/screen play for someone trying to explain to his/her child about the effects of pollution of environment/future. Assignment 2. Write a newspaper report on ONE contributing factor of global warming discusses in class/reported in the media. Assignment 3. Construct a flow chart illustrating the flow of pollutants through an ecosystem (include descriptions of the effect/s of the pollutant on the environment in the present and the future). Assignment 4. Make a diorama/model for a car or room in a house that includes eco-friendly/energy efficient features. Assignment 5. Make a collage of sources of pollution e.g. air, water, terrestrial pollution etc. Assignment 6. Design a recycling/responsible disposal sign featuring 2 objects that can be recycled (not paper!) e.g. plastic, cardboard, glass, metals ( aluminium and tin), oils, chemicals etc. Assignment 7. Given an experimental procedure, research background information for hypothesis and write ONE paragraph to include in report. Assignment 8. Construct a table that compares (i.e. identifies the differences between) the arguments for and against the use of nuclear power in Australia. Assignment 9 . Write about ONE strategy that is being implemented to try and solve ONE of the problems faced with pollution in our environment (~100 words) 10 15 10 20 10 10 15 15 10 Layer B: Activities in this section require the manipulation and application of information, problem solving and encourages higher level thinking tasks. 50 points maximum from this section Assignment 1 . Make an information booklet on the different sources of pollution. Assignment 2 . Select ONE experiment from the list of investigations (will be posted on notice board) to perform and write report on. Assignment 3 . Bring a question or comment to class (~1 paragraph) to be handed in to teacher for marking. Assignment 4 . Students compile a travelling brochure that incorporates itinerary that is environmentally friendly Assignment 5 . Conduct a small study/research on eco-friendly products in industry and present findings to class on PowerPoint Assignment 6 . Construct a 15 question quiz on fossil fuels and renewable energies complete with answers. 25 25 20 20 25 15
Layer C : Basic knowledge and understanding. This section focuses on building on prior knowledge. Points from this section are the easiest to attain. 50 points maximum from this section Layer B: Activities in this section require the manipulation and application of information, problem solving and encourages higher level thinking tasks. 50 points maximum from this section Layer A : Critical thinking analysis and synthesis of gathered information is required for activities in this layer. These assignments require the highest level of thinking. 65 points maximum from this section
Assignment 3 . Participate in debate with class members and write a reflective piece on the topic discussed (include the issues addressed by other class members, where discussion could have been improved upon/included/elaborated on. (10 points): transcript to be handed in to teacher on conclusion of debate (10 points): presentation of debate (10 points): reflective analysis: to be submitted to teacher by next class (students are given time in class to complete too). This reflective piece can be an analysis of the debate itself (focusing on how one of the topics was addressed by either team or both) or can focus on topics introduced by other teams
Make a collage of sources of pollution e.g. air, water, terrestrial pollution etc.
Rubric for Speech, Debate and Multimedia presentations (group and individual) Name: Signature: D C B A Media presentation component (25 points) Labelling of objects and slides not consistent Assignment requirements not sufficiently fulfilled Presentation appears unorganised and requires editing No creative input considered in presentation Sufficient labelling of major objects and slides Satisfactory coverage of assignment requirements Presentation is sufficiently well presented Some creative input is preserved in presentation Labelling mostly consistent throughout presentation Assignment requirements covered well Most slides are presented in clear and easily read format Evidence of creative consideration in presentation All pictures, graphs and slides labelled/provided with heading Exceptional coverage of assignment requirements Slides/footage presented in clear and easily read format (writing must be brief and large enough for audience to read) Outstanding creative input and use of media Spoken component (25 points) Inability to answer questions offered from classmates (unable to demonstrate sufficient understanding of presented material) Unable to deliver spoken component in clear voice Did not attempt eye contact with audience Able to generate adequate responses to questions from class (demonstrates adequate understanding of presented content) N/A Eye contact is attempted Responds to questions from audience (demonstrates good understanding of presented content) N/A Eye contact is maintained for most of presentation Responds to questions from audience with flair and enthusiasm (ability to demonstrate high level of understanding of presented content from this exercise) Spoken component delivered in clear voice Eye contact is maintained throughout presentation Information - key components not adequately discussed or featured at all - little or no attempt in addressing consequences - little evidence of analysis of ideas is provided - some key components featured in speech/presentation - adequate coverage of some consequences and explanations for some of them - some evidence of analysis is provided - All major components featured in presentation/speech - good coverage of consequences and concise explanations for all/most - some clear explanations are offered in analysis All required components presented/discussed - Comprehensive list of consequences and concise explanations for each. - Explanations demonstrate excellent analysis of ideas Spelling, clarity, acknowledgement of source material - ideas are poorly organised and not clearly addressed - more than 6 spelling and grammatical errors - referencing not attempted - poor command of written expression - ideas need to be better sequenced but otherwise are addressed in question/comment - spelling and grammatical errors (3-6) - some sources acknowledged - good attempt at or improved written expression - Ideas are well organised (reads fairly well) - some spelling and grammatical errors (3 and under) - good attempt at acknowledging sources used - good standard of written expression - Highly organised flow of ideas (logical flow of ideas) - No spelling, gramma or expression errors - Acknowledges all sources used in piece - Excellent written expression (where applicable)