Task 3: Planning, Assessing, Record Keeping and Reporting

1. A completed Backward Design template.

Backward Design - UNIT PLAN TEMPLATE

Title: Rollercoaster tycoons- Smooth moves force and motion
Year Level: 4/5

Teacher: Keryn Brenner

Focus Curriculum Area (s): Science, Mathematics and English

Duration: 4 weeks- 6 lessons

Lessons adapted from: Primary connections, Queensland Curriculum and Assessment Authority, 2016 and Avondet cited in Webber state

University, 2015.

STAGE 1: Curriculum Links

Australian Curriculum

Critical
General
Capabilities
(GP)
Crosscurriculum
Priorities
(CCP)

Year Level
Content
Descriptors

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural Understanding

Aboriginal and TSI

Asia and Australias

Sustainability

Literacy

Histories and Culture

Engagement with Asia

Year Level Achievement Standards

Science

ACSSU076
Forces can be
exerted by one
object
on another through
direct contact or
from a distance

ACSHE061

English

ACELA1488
Understand that social
interactions
influence the way
people engage
with ideas and respond
to others for
example when

Mathematics

ACMMG084
Use scaled
instruments to
measure
and compare lengths,
masses,
capacities and
temperatures

and
Creative
Thinking

High-light
elements
of the
standards
being
assessed

Science involves
making predictions
and describing
patterns and
relationships

ACSHE062
Science knowledge
helps people to
understand the effect
of their actions

ACSIS064
With guidance,
identify questions
in familiar contexts
that can be
investigated
scientifically and
predict
what might happen
based on prior
knowledge

ACSIS065
Suggest ways to
plan and conduct
investigations to find
answers to
questions

ACSIS065
Suggest ways to
plan and conduct
investigations to find
answers to
questions

ACSIS066
Safely use
appropriate
materials,
tools or equipment to
make
and record
observations, using
formal
measurements and
digital
technologies as

exploring and clarifying

the ideas of others,
summarising
students own views
and reporting
them to a larger group

ACELA1489
Understand the
differences between
the language of opinion
and feeling and
the language of factual
reporting or
recording

ACELA1498
Incorporate new
vocabulary from a
range of sources into
students own
texts including
vocabulary
encountered
in research

ACMSP092
Describe possible
everyday events and
order their chances of
occurring

ACMSP095
Select and trial
methods for data
collection, including
survey questions
and recording sheets

ACMSP096
Construct suitable
data displays,
with and without the
use of digital
technologies, from
given or collected
data. Include tables,
column graphs
and picture graphs
where one picture
can represent many
data values

ACMSP097
Evaluate the
effectiveness of
different
displays in illustrating
data features
including variability.

Science

English

Mathematics

By the end of Year

4, students apply
the observable
properties of
materials to
explain how
objects and
materials can be
used. They
describe how
contact and noncontact forces
affect interactions
between objects.
They discuss how
natural processes
and human activity
cause changes to
Earths surface.
They describe
relationships that
assist the survival
of living things
and sequence key
stages in the life
cycle of a plant or
animal. They
identify when
science is used to
understand the
effect of their
actions.

By the end of Year

4, students
understand that
texts have
different text
structures
depending on
purpose and
context. They
explain how
language features,
images and
vocabulary are
used to engage the
interest of
audiences. They
describe literal
and implied
meaning
connecting ideas
in different texts

By the end of Year

4, students choose
appropriate
strategies for
calculations
involving
multiplication and
division. They
recognise common
equivalent fractions
in familiar contexts
and make
connections
between fraction
and decimal
notations up to two
decimal places.
Students solve
simple purchasing
problems. They
identify and explain
strategies for
finding unknown
quantities in
number sentences.
They describe
number patterns
resulting from
multiplication.
Students compare
areas of regular and
irregular shapes
using informal
units. They solve
problems involving
time duration. They
interpret
information
contained in maps.
Students identify
dependent and
independent events.
They describe

Students follow
instructions to
identify
investigable
questions about
familiar contexts
and make
predictions based
on prior
knowledge. They

They fluently read

texts that include
varied sentence
structures,
unfamiliar
vocabulary
including
multisyllabic
words. They
express
preferences for
particular types of
texts, and respond
to others
viewpoints. They
listen for and
share key points
in discussions.
Productive modes
(speaking, writing
and creating)

appropriate

ACSIS068
Use a range of
methods including
tables and simple
column graphs
to represent data
and to identify
patterns and trends

ACSIS216
Compare results with
predictions,
suggesting possible
reasons for
findings

ACSIS069
Reflect on the
investigation;
including whether a
test was fair
or not

ACSIS071
Represent and
communicate
ideas and findings in
a variety of
ways, such as
diagrams, physical
representations and
simple report

Bottom of Form

describe ways to
conduct
investigations and
safely use
equipment to make
and record
observations with
accuracy. They use
provided tables
and column graphs
to organise data
and identify
patterns. Students
suggest
explanations for
observations and
compare their
findings with their
predictions. They
suggest reasons
why a test was fair
or not. They use
formal and
informal ways to
communicate their
observations and
findings.

Students use
language features
to create
coherence and add
detail to their
texts. They
understand how to
express an opinion
based on
information in a
text. They create
texts that show
understanding of
how images and
detail can be used
to extend key
ideas.
Students create
structured texts to
explain ideas for
different
audiences. They
make
presentations and
contribute actively
to class and group
discussions,
varying language
according to
context. They
demonstrate
understanding of
grammar, select
vocabulary from a
range of resources
and use accurate
spelling and
punctuation, rereading and
editing their work
to improve
meaning.

different methods
for data collection
and representation,
and evaluate their
effectiveness.
Students use the
properties of odd
and even numbers.
They recall
multiplication facts
to 10 x 10 and
related division
facts. Students
locate familiar
fractions on a
number line. They
continue number
sequences
involving multiples
of single digit
numbers. Students
use scaled
instruments to
measure
temperatures,
lengths, shapes and
objects. They
convert between
units of time.
Students create
symmetrical shapes
and patterns. They
classify angles in
relation to a right
angle. Students list
the probabilities of
everyday events.
They construct data
displays from given
or collected data.

Knowledge

Skills

Force has two aspects: magnitude and direction. The magnitude of the force refers to the size or
amount of force exerted, for example, if it is a strong or a weak push

Science

An objects motion changes when the forces acting on it are not balanced. Unbalanced forces
can make stationary objects move. Forces can make moving objects move faster or more slowly,
come to a stop or change direction.

Forces can act through direct contact, such as physical pushes and pulls, friction, and air or
water resistance. Some forces act at a distance, such as gravity and magnetism.

Forces are commonly represented on diagrams using arrows which show both the direction and
size of the force.

Students will be able to represent their current

understanding as they:
describe in written work, verbalise and construct
detailed diagrams the forces and motion in each
activity
caption their annotated drawing of the tug a war
game
conduct an investigation
record results with accuracy
identify patterns in their results
apply their science knowledge to real life situations
make predictions and give reasons about the movement
of objects

LEARNING OUTCOMES:

Students will be able to explain through detailed diagrams how contact and non-contact forces affect interactions
between objects.

Students will make predictions based on prior knowledge, investigate and draw explanations for the observations and be able to compare their findings with their
predictions.

Students will be able to explain that forces can act through direct contact, such as physical pushes and pulls, friction, and air or water resistance.

Students will experiment and understand that some forces act at a distance, such as gravity and magnetism.

Students will learn that forces are commonly represented on diagrams using arrows which show both the direction and size of the force. Students will be
able to represent their drawings in this style.
Students will understand that force has two aspects: magnitude and direction. The magnitude of the force refers to the size or amount of force exerted, for
example, if it is a strong or a weak push.

Through the summative assessment the students will demonstrate that an objects motion changes when the forces acting on it are not balanced.
Unbalanced forces can make stationary objects move. Forces can make moving objects move faster or more slowly, come to a stop or change
direction. Further students will be able to explain their thinking through detailed diagrams.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: Summative task where students will plan, and build a mini roller coaster.

Students in pairs will demonstrate their learning throughout the unit of work by planning using a multimodal assessment style. This looks like
diagrams using arrows which show both the direction and size of the force.
Students will identify and describe different forces and motion
Students will explain that forces can act through direct contact or at a distance
Students will represent different-sized forces using different arrow lengths.
Students will contribute to team discussions about forces acting on objects
Data will be collected including final project, science journal entry and teacher rubric.

Assessment Criteria:
Assessment recording template:

(Dodge, 2009) The name of each student on this template and each skill that the student demonstrates will be collected. This will data will ensure
that teaching is on track and each student is working towards the summative assessment. Information in this recording table will come mainly from exit notes,
anecdotal notes and work in science journals. If this data shows gaps in student learning the teacher will need to modify their lessons.
Feedback: Students will receive feedback written in their science journal, verbal feedback as lessons are progressing and the students final project will be

marked against a rubric. Students will present their invention to the class and the teacher and receive peer feedback instantly.
Self-assessment: Students will self-reflect using exit notes after each class. This will inform the learning that needs to occur in the next lesson.
Teacher will self-assess and reflect on each lesson and unit of work.

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences

Assessment For/As Learning (Formative Assessment)

Resources

Car race, ready set go!

*Explain to the students that this lesson requires students
to explore force and friction.
*Question: Allow students time to express what they know
already about this topic.
*Prediction: What you think is going to happen in the
investigation:
I think the toy car will travel the greatest distance on the
surface. I think this because
*Fair testing: Discuss as a class the importance of a fair
test. Students then complete a prediction and fair test
investigation test
*Method: Using the wood ramps provided, the students will
release a small car onto different surfaces. Then the
students will measure how far the car goes
*Results: the results are written on centimetres
Summary/graph results: the students transfer the results
into a table summary table for comparison and discussion.
*Discussion: Were your predictions correct? Explain the
results of your experiments to me. What do you think was
the force in our experiment? What do you think was the
friction?
*Conclusion and reflection:
Exit post it note one thing new to me with a name on a
post it notes.

Diagnostic
Experimental investigation designed to engage the learners in
the unit of work. This will allow the teacher to look for student
misconceptions and conceptions and modify the lesson/s. The
teacher using discussion and targeted questioning to
diagnostically assess. From this detailed anecdotal notes will be
collected during the lesson and after based on exit notes.
Assessment in this unit will be moderated through ACARA
achievement standards and content
descriptions for the relevant year level. Evidence and data
collected must be consistent and comparable.

Match box cars

tapes to measure
3 different surfaces to
test on
recording sheet,
structured for
diagnostic assessment
Science journals
Science unit word
wall
Post it notes for each
student

Mass? What is the difference?

This lesson is set to explore the concept of mass with a
hands experiment.
Revise the last lesson and the exit notes that the students
left. Review what the students know about mass from
previous units of work.
Introduce: Today the students will be experimenting with
forces. These forces will act through direct contact, such as
physical pushes and pulls.

Formative
Collaborative activity, the teacher will make anecdotal notes on
each teams work and contribution.
Exit notes-checking for understanding and if the student can
perhaps link their learning to life-experiences to reflect on their
learning.

Large and small cans

(heavy and light)
Science journals
Science word wall
Post it notes for each
student

Students will begin to draw diagrams using arrows which

Formative data collection, checking for student understanding.

Teacher anecdotal notes as the students work and discuss.

show both the direction and size of the force.

Students will understand that force has two aspects:
magnitude and direction.
Students will reflect on the magnitude of the force and be
able to explain if it is a strong or a weak push.
Prediction: which tin will roll the furthest, why will this
happen?
Fair testing: Fill out the fair testing sheet from the last
lesson.
Method: working in collaborative
learning teams to explore how different-sized pushes and pulls
affect objects. Using a soft push and a
They will use different-sized pushes to roll two cans on a flat
surface, for example,
a table. They will also compare the differences in how easy it is to
stop them.
Results: Each student is given a graphic organiser to place their
results. Each student is encouraged to label and show with arrows
the direction of the force and the amount of force used.
Discussion: Discuss each teams findings and ask questions. For
example, how could we stop the can from rolling? Would this work
the light and heavy can?
Was there a difference in force used to move these cans.

Ask if predictions were correct?

*Conclusion and reflection:

Exit note- Please think of one example of why knowledge of
mass and force is important knowledge for transport? Why
is the knowledge of mass important in your answer?
3

Theres a fraction too much friction

Explain to the students that this lesson requires students to
explore the force of friction.
Question: Allow students time to express what they know
already about this topic.
Prediction:
Fair testing: Students record their ideas in the science
journal.

Formative
Collaborative activity, the teacher will make anecdotal notes on
each teams work and contribution.
Exit notes-checking for understanding and if the student can
perhaps link their learning to life-experiences to reflect on their
learning.
Teacher anecdotal notes as the students work and discuss.

Tug a war ropes

Plastic gloves
Science journals
Science word wall
Post it notes for each
student

Method: testing will take place as 2 teams try tug a war

with no plastic gloves, with gloves, water on their hands,
soap on their hands. Each student will consider each
different element that was added and what the results were
for grip.
Results: Students will organise their diagrams of what
happened in each experiment. Students are encouraged to
consider the force, mass, friction and use the symbols
discussed with the teacher.
Discussion, were your predictions correct?
Conclusion and reflection. The exit note will refer to two
pictures one of a slide and the other of a runner in shoes.
Students are asked to link what they did today with one or
both other pictures then give a quick anecdote and
drawing.
Far away..far away forces
The students will play a game of keep the balloons up in
the air.
Question: As they play the game the teacher will prompt
with questions such as what will happen if someone does
not hit the balloon up?

Formative data collection, checking for student understanding.

Formative
Collaborative activity, the teacher will make anecdotal notes on
each teams work and contribution.
Exit notes-checking for understanding and if the student can
perhaps link their learning to life-experiences to reflect on their
learning.

Prediction: Ask students to predict what might happen to

the balloon if

Teacher anecdotal notes as the students work and discuss.

they dont keep it moving during the game.

Formative data collection, checking for student understanding.

Method: After playing the game of keeping the balloon up

show students a globe and ask who has been to another
country or knows someone from a different country? Ask
the students to consider if 4 kids from around the world
dropped a balloon what would happen?
Results: Students are to draw their understanding in their
science journal.
Summary/graph results: Drawings in science journals.
Discussion, were your predictions correct? From the game?
Share your drawings and discuss. Watch a short recording
about gravity.
Conclusion and reflection
Exit not: Why is gravity great? What can it do for me (1
thing)?

class science journal

word wall
information wall
1 globe
1 balloon per
class/group

Rollercoaster Tycoons Part 1. predictions and

explanations
Explain to the students that this lesson requires students to
show what they know about force, friction, mass and gravity
from the previous lessons.

Summative
Collaborative activity, the teacher will make anecdotal notes on
each teams work and contribution.
Students work will be checked against a rubric.

Key questions:

I understand the world and how it affects me

I can explain the attributes of gravity, force and
motion.

Question: Allow students time to express what they have

learnt about this topic and put their ideas to the test.
Method: After reflecting on the pervious lessons work each
team of 4 students will plan, and build a rollercoaster. This
lesson will be students drawing a detailed plan and
predicting how they will build and why. Students will need to
show on their plans force, mass, gravity and label
accordingly.
Results:
This lesson will continue...

Rollercoaster Tycoons Part 2. action, creation,

explanation, sharing and reflection
Students will build their rollercoaster based on their designs
from the last lesson.
Key questions:

I understand the world and how it affects me

I can explain the attributes of gravity, force and
motion.

Results: Students will demonstrate if their design worked.

thick card board box

strips cut
foil
plastic sheets
pop sticks
plastic cups
pipe insulation
marbles
rubber bands

Assessment in this unit will be moderated through ACARA

achievement standards and content
descriptions for the relevant year level. Evidence and data
collected must be consistent and comparable.

Summative
Collaborative activity, the teacher will make anecdotal notes on
each teams work and contribution.
Students journal work will be marked against the rubric.
Students work will be checked against a rubric.

Assessment in this unit will be moderated through ACARA

achievement standards and content

thick card
board box
strips cut
foil
plastic sheets
pop sticks
plastic cups
pipe insulation
marbles
rubber bands

If not explain why using learnt scientific literacy added to

their plans.

descriptions for the relevant year level. Evidence and data

collected must be consistent and comparable.

Discussion: Were your predictions correct?

Conclusion and reflection. Share what you have learnt
during these lessons.

2. All recording formats with specific criteria for any diagnostic, all formative, and summative assessments. You need to show a diversity of
recording formats.
Diagnostic (lesson 1)
Questioning
What do you think I mean when I say force/friction?
What you think is going to happen in the investigation? Can you explain your answer?

Exit note- one thing new to me or I dont understand with a name on a post it notes.

Anecdotal teacher notes. For example, Student could not link the source of the force nor could the student make the link to the friction of different surfaces
as the reason for the car not traveling as far.

Formative (lesson 1-4)

Collaborative activity, the teacher will make anecdotal notes on each teams work and contribution. For example, Student linked the friction of the car
experiment to tread on the tires of a car. The student said The big truck needs bigger the tires so it sticks to the road. Student needs further link the
scientific literacy to their learning, they are making links to everyday experiences which is on track with learning.
Exit notes-checking for understanding and if the student can perhaps link their learning to life-experiences to reflect on their learning.
For example: Why is gravity great? What can it do for me (1 thing)?

Rubric. Formative data collection, checking for student understanding.

Teacher anecdotal notes as the students work and discuss.

Work samples.

(Primary connections,2012)

(Primary connections,2012)
Summative (lesson 5-6)

Test and Present: (Use grading Rubric)

Clear an area off of the floor or large tabletop as a test area. Call groups to present, one at a time.

* Provide a test results sheet on which the recorder can write all scores and results.
* Invite the speaker to explain each part of the group's roller coaster and demonstrate the path the marble takes, without releasing the marble. The
speaker should include reasons for the design decisions, and address how the group considered potential and kinetic energy in their design. Allow the
class time to ask questions.
* Tell the group they have three runs to get the marble to complete the run and stop at the end. Each member of the group will get one try.
* Follow the same procedures for the other groups.
* When all groups have finished discuss as a class.

Example of a grading rubric

A
Excellent

B
Good

Apply the observable

properties of materials to
explain how objects and
materials can be used.

Highly appropriate
application of the
observable properties of
materials to explain how
objects and materials can
be used

Mostly appropriate
application of the
observable properties of
materials to explain how
objects and materials can
be used

Generally appropriate
application of the
observable properties of
materials to explain how
objects and materials can
be used

Partially appropriate
application of the
observable properties of
materials to explain how
objects and materials can
be used

Limited application of the

observable properties of
materials to explain how
objects and materials can
be used

Use contact and noncontact forces to

describe interactions
between objects

Use contact and noncontact forces to

describe interactions
between objects in a
highly effective manner

Use contact and noncontact forces to

describe interactions
between objects in a
mostly effective manner

Use contact and noncontact forces to describe

interactions between
objects in a moderately
effective manner

Use contact and noncontact forces to describe

interactions between
objects in a partially
effective manner

Use contact and noncontact forces to describe

interactions between
objects in a simple
manner

Identify when science is

used to ask questions
and make predictions

Highly accurate and

extensive identification of
when science is used to
ask questions and make
predictions

Mostly accurate and

detailed identification
when science is used to
ask questions and make
predictions

Generally accurate and

adequate identification
when science is used to
ask questions and make
predictions

Partially accurate and

basic identification when
science is used to ask
questions and make
predictions

Elementary identification
when science is used to
ask questions and make
predictions

Describe situations
where science
understanding can
influence their own and
others actions

Highly effective
description of situations
where science
understanding can
influence their own and
others actions

Mostly effective
description of situations
where science
understanding can
influence their own and
others actions

Generally effective
description of situations
where science
understanding can
influence their own and
others actions

Partially effective
situations where science
understanding can
influence their own and
others actions

Limited description of
situations where science
understanding can
influence their own and
others actions

Follow instructions to
identify investigable
questions about familiar
contexts and predict
likely outcomes from
investigations

Follow instructions to
identify investigable
questions about familiar
contexts and predict
likely outcomes from
investigations in a highly
competent manner

Follow instructions to
identify investigable
questions about familiar
contexts and predict
likely outcomes from
investigations in a mostly
competent manner

Follow instructions to
identify investigable
questions about familiar
contexts and predict likely
outcomes from
investigations in a
satisfactory manner

Follow instructions to
identify investigable
questions about familiar
contexts and predict likely
outcomes from
investigations in a basic
manner

Follow instructions to
identify investigable
questions about familiar
contexts and predict
likely outcomes from
investigations with
direction

Discuss ways to conduct

Comprehensive

Substantial discussion of

Adequate discussion of

Basic discussion of ways

Simple discussion of

Criteri
a

Levels

C
Satisfactory

D
Partial

E
Minimal

Criteria

Endeavour

Science as a
Human

Science
Understanding

(Assessable Elements)

(Farrall & Harding, 2015)

Exit note: What I have learned and how it affects my life. These are graded per lesson and are graded by completion. These are done to
check for understanding to ensure that all students have learned the concept. If needed extra review or misconceptions will be addressed.

3. A written explanation
Overall the approach taken with designing this unit is based on the constructive alignment and Understanding by Design [UbD] (Wiggins & McTighe,
2005). Constructive alignment and UbD are based on the idea that learning is constructive and students build their knowledge and understandings towards
clear goals. Further, students demonstrate their knowledge and skills through an applied activity (Readman & Allen, 2013. p.71). Using this as the base for
planning the first step was to make learning explicit and the structure for this came from the Australian Curriculum for year level 4.
The Australian Curriculum, Assessment and Reporting Authority [ACARA], (2016) outcomes for science [intended learning outcomes] were identified as
providing a focus for the unit. This leads to a decision on what learning students would need to demonstrate by differing forms of assessment, as they
move towards achieving the outcomes. In terms of UbD, this is stage 1 of planning. As Wiggins & McTighe (2011. p. 46-47) emphasise if the teacher does
not know the outcomes how can they create the instructional path to get the students there and avoid making learning an accident.
The long term goal is based on the key ideas of Science. They [year 4] learn that forces include non-contact forces and begin to appreciate that some
interactions result from phenomena that cant be seen with the naked eye. They begin to appreciate that current systems, such as Earths surface, have
characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable
ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions
of humans (ACARA ,2016). Therefore, the long-term goal is to have students understand and apply the basics of physics to the world around them.
From the long-term goal, the short-term goals can be planned for through a series of lessons. Making sure the student reaches the goals of stage 1 is an
important part of UbD stage 2. Concrete evidence of students reaching the short term and long term goals needs to be planned for through assessments.
Wiggins & McTighe (2011. p.49) states, in stage 2 we need to include assessment tasks that call for explanation and application. Students must not only
give answers but justify them, and they should be able to apply their recent learning to new but related situations. Through the science unit, the lessons

are structured to have students not just answer the questions. Students are required to predict, engage in the learning and then apply this new learning to
everyday life.
Data of student progression will be collected to ensure students meet the desired objectives. This will allow the teacher to reflect on whether the learning
experiences are helping students reach their goals. Assessments as Wiggins & McTighe (2011. p.55) insist must be goal aligned, consistent and contain
valid assessment evidence of all the goals. Part 3 of the UbD is the lesson planning, experience and instruction.
The assessments in the science unit of work are broken up to contain each element of the big picture. For example, force is given a separate lesson to
start. This first lesson uses diagnostic and formative assessments. Diagnostic assessments are purposefully planned to drive the teaching and check for
misconceptions that may interfere with the later transfer of short and long term goals (Teach for America, 2011. p. 29). In this unit of work, for example, the
diagnostic assessment is through direct teacher questioning and students making predictions about the mini experiment.
It is important to assess students regularly and use the information to modify teaching practice. Teachers use formative and diagnostic assessment to
make the work undertaken with pupils more appropriate to their learning needs (Headington, 2003. p. 113). Formative assessments are in each part of the
learning plan. This is to keep the teacher focused on the student and modifying instruction if necessary. In each lesson, exit notes are used for formative
assessment. This allows the teacher to reflect on the students answers and address them at the beginning of the next lesson.
At the end of the unit, the summative assessment is planned for students to apply their knowledge and skills. Mc Millan (2011. p.6) states that summative
assessment is conducted at the end of instruction as a way to document what students know, understand and can do. In the case of this unit of work, this
was the driving influence of the lesson sequence. The lesson plan ends with the summative assessment where students design, [based on strong scientific
reasoning and scientific literacy] a roller coaster. The idea is that this form of assessment is not just an add-on but is fed by the other lessons.
The summative assessment enables students to connect their learning from the lesson sequence and apply their knowledge to an authentic activity. The
general idea of assessment in this unit of work is to progress students to higher order thinking skills (Bloom cited in Readman & Allen, 2013. p. 69). The
first lesson students are asked to remember what they know; the second lesson calls for students to apply; the third and fourth lessons moves to students
application, analysis and evaluation; and the final two lessons use the upper end of Blooms taxonomy where students are asked to analyse, evaluate and
create.
The summative assessment is authentic and motivating for students to complete. As students create plans for a roller coaster they will link scientific
learning and links to real life activities. Sambell, McDowell & Montgomery cited in Readman & Allen, (2013. p.15) agree that a carefully designed authentic
assessment is one of the most powerful means we have to foster students productive, worthwhile approaches to learning. Along with good assessment,
the teacher must plan for feedback. Feedback from all assessments must be supportive of students further learning and address the individual needs of

each student (Brophy & Good, cited in Killen, 2005. p.38). It is acknowledged that each student will progress with their learning at differing rates.
Throughout the lessons, the student will learn collaboratively providing supports for each other. Through assessment students needs will evolve and the
teacher will modify instruction accordingly.
It is important to have clear goals for students and providing hands-on learning as opposed to the rote style of learning. Formatively assessing and
feeding this back into learning for students. All of this requires careful structuring of the lesson and clear leadership by the teacher (Brophy & Good, cited
in Killen, 2005. p.38). The clear leadership comes from strong outcomes for each lesson, leading to the final summative assessment.
Each planned activity will provide the teacher with a snapshot of whether the student is achieving what the curriculum sets out. If teachers have judged
that student achievement is below the expected standard this suggests there should be some review of the teaching programs and practice to assist
individual students in improving their learning in the future. It also suggests additional support and targeted teaching will be needed to ensure the student
does not fall behind (Australian Curriculum, Assessment and Reporting Authority, 2010. p. 21). Assessment data will be collected using formative methods
such as exit notes, verbal feedback, rubrics, science matrix and student work samples from science journals.