EDU 318 – Task 2 - Charlene Wood 1058975

Modified Science Unit

Student Name: Charlene WoodStudent Number: 1058975Course: EDU318Tutor: Angela HansenDue date: 27.04.14

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Modified Science Unit

Introduction

Analysis of work samples identified that students were academically achieving at a satisfactory to an above satisfactory level, and within ACARA’s Year 3 Science and English standards. The work samples were assessed at the end of term 2, prior to the commencement of term 3. This provided an educator the ability to develop an in-depth knowledge and understanding of student progression within the Science and English Curriculum, in order to make necessary modifications to the term 3 science unit, ‘Feather, Fur or Leaves’ to cater for the individual needs of the class. Two learning goals were established to ensure that students progressively develop their knowledge, understanding and ability in Science and English. The classroom learning goals are to provide the class with learning opportunities to develop and demonstrate their English knowledge, understanding and ability, to write a scientific information report and to provide the class with learning opportunities to develop their scientific knowledge, understanding, skills and vocabulary. The science unit has been strategically modified to provide students with opportunities to develop according to the two classroom-learning goals. Modification made to the science unit requires students to apply their scientific knowledge, understanding and skills to critically answer questions within ‘Appendix H’, along with the reading of the book, ‘Nim’s Island’, written by Wendy Orr. Furthermore, students will be required to apply their English and Science knowledge and understanding to write an information report on their chosen animal. To enhance student learning, it is imperative that an educator apply appropriate teaching strategies such as the ‘literacy buddy system’ and the embracement of the 5E’s within ACARA’s Science curriculum, which will ensure students develop progressively to achieve the two classroom learning goals.

Science work samples of student prior knowledge, understanding and ability

When analysing ‘Appendix A’ it is evident that the work depicts a satisfactory standard within ACARA’s assessing and report principles and the Primary Connections Science Unit. This work sample (refer to ‘Appendix A’) demonstrates that students are able to identify a range of features of each selected living thing,

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including how they move, what they eat and how they are structured, that the two selected living things both eat and breathe and that all living things have common features, such as breathing. Moreover, ‘Appendix A’ was accompanied with a Venn diagram, thus adequately communicating the child’s scientific observations and ideas.

Furthermore, ‘Appendix B’ portrays an above satisfactory standard within ACARA’s assessing and reporting principles and the Primary Connections Science Unit. ‘Appendix B’ provides evidence that the work sample displays students competencies in identifying a range of features of each selected living thing, including how they move, what they eat and how they are structured, that living things both eat, drink and breathe and that living things have common features, such as eating, drinking, breathing, moving, growing and reproducing. The work sample was accompanied with a Venn diagram, thus demonstrating that the student was able to adequately communicate their scientific observations and ideas.

English work samples of student information report writing knowledge, understanding and ability

The satisfactory work sample (refer to ‘Appendix C’) demonstrates a child’s sound understanding of the features of an information report. The report structure is adequate, with relevant and sequenced information. Some technical language has been used, such as adjectives. It is evident in this work sample that improvements can be made through the use of further developing literacy components, actively providing more detail to support the statements made, giving more attention to paragraphing within the report by using more complex sentences and further developing the technical language used within the report.

In addition, ‘Appendix D’ depicts a child achieving at an above satisfactory level. The report displays a thorough understanding of the features of an information report. Relevant information has been recorded and appropriately structured in paragraphs and subheadings. There is a high level of technical language and effective use of compound sentences. However, the work sample could be enhanced through the use of complex sentences, additional adjectives and a concluding statement.

Class data findings

Class data identified that the students have the foundational scientific knowledge and understanding to demonstrate a satisfactory level, within ACARA’s Year 3

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Science Curriculum Standard. Moreover, the data identified that the class would benefit from developing their language ability to construct an information report, whilst extending their scientific knowledge, understanding, ability and vocabulary, within their zone of proximal development (ZPD).

Literature about supporting student learningLearning within a school environment is typically goal-directed (Marsh, 2010). Learning goals refer to the desired outcomes for students as a result of experiencing a particular curriculum (Marsh, 2010). According to Ornstein and Hunkins (2003) goals should have a degree of timeliness about them. That is they should address particular times but the wording should also be appropriate for future times (Ornstein & Hunkins, 2003). The setting of learning goals is an intrinsic part of the iterative nature of self-assessment (Assessment for Learning Curriculum Corporation, 2013). Student self assessment begins with setting learning goals, proceeds through the production of work that aims to achieve those goals, to assessment of the work to see if it does in fact meet the objectives and then, finally to the setting of new learning goals or revising ones that were not achieved (refer to ‘Appendix F’) (Dwech, 1986). Students will increasingly accept responsibility for the setting of their learning goals and for the monitoring or tacking of those goals (Dwech, 1986). However, a students’ ability to effectively do this will differ, and teacher assistance will be more important to some students than to others (Dwech, 1986). The provision of suitable ‘progress tracking sheets’ is an obvious teaching strategy to assist and document student’s progression of learning, as a lifelong learner (Dwech, 1986).

Furthermore, achievement motivation involves specific categories of goals. Those involving competence appear to fall into two categories, learning and performance goals. Firstly learning goals, in which individuals seek to increase their competence, to understand or to master something new. Secondly performance goals, in which individuals seek to gain favourable judgments of their competence or avoid, negative judgment of their competence (Dweck & Elliott, 1983; Nicholls & Dweck, 1979). Research has identified that children have a tendency to avoid and withdraw from challenges, which focus on ability judgement, whereas focus on progress through effort creates a tendency for students to seek and be energized by challenge (Dwech, 1986). Therefore learning goals that focus on the progression of a child’s develop and mastery of a skill through effort is more successful within a classroom (Dwech, 1986). In addition learning goals generally use obstacles as a cue to increase their student effort or to analyse and adjust their strategies, which often results in improved performance in the face of obstacles (Ames, 1984; Leggett, 1986).

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Therefore, when it comes to establishing classroom-learning goals, it is essential that an educator acknowledge the above factors that influence student goal orientated learning. When reflecting upon the work samples it is evident that the class would benefit from developing their information report writing ability and also their scientific knowledge, understanding, ability and vocabulary. It is essential that the classroom-learning goals be established within term 3’s science unit, thus enabling students to progressively develop with the ACARA’S Year 3 English and Science curriculum.

Classroom learning goals

English learning goal

Provide the class with relevant learning opportunities to demonstrate their English knowledge, understanding and ability, to write an information report. This English learning goal enables students to develop within the Year 3 English and Science Curriculum, specifically linking to the below content descriptors:

Literacy – creating textso Plan, draft and publish imaginative, informative and persuasive

texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682);

o Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683);

Literacy – interacting with otherso Listen to and contribute to conversations and discussions to share

information and ideas and negotiate in collaborative situations (ACELY1676);

o Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792);

Language – text structure and organizationo Understand how different types of texts vary in use of language

choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478);

o Understand that paragraphs are a key organisational feature of written texts (ACELA1479);

Language - expressing and developing ideaso Learn extended and technical vocabulary and ways of expressing

opinion including modal verbs and adverbs (ACELA1484); and

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Science Inquiry Skills - communicatingo Represent and communicate ideas and findings in a variety of ways

such as diagrams, physical representations and simple reports (ACSIS060) (ACARA, 2014).

Science learning goal

Provide the class with relevant learning opportunities to develop their scientific knowledge, understanding, skills and vocabulary. This science-learning goal provides students with the opportunity to develop within the Year 3 Science content descriptors as follows:

Science Understanding – biological scienceso Living things can be grouped on the basis of observable features

and can be distinguished from non-living things (ACSSU044);Science as a Human Endeavour – nature and development of science

o Science involves making predictions and describing patterns and relationships (ACSHE050); and

Science as a Human Endeavour – use and influence of scienceo Science knowledge helps people to understand the effect of their

actions (ACSHE051).

Modifications made to the science unit, ‘Feathers, Fur or Leaves’

(Refer to ‘Appendix F’ for modified science unit, ‘Feathers, Fur or Leaves’.)

Modifications made to the science unit incorporates the 5’E’s science learning model, along with Bloom’s Taxonomy Pyramid and Vygotsky’s Constructivist Learning Theory. It was evident that by incorporating the reading of the ‘Nim’s Island’, by Wendy Orr and ‘Nim’s Island Writing Unit’ (refer to ‘Appendix H’ for Nim’s Island Writing Unit) student scientific knowledge, understanding and ability, would be scaffolded progressively. Students will be able to make connections to the science content within the unit and ‘Nim’s Island’ book and writing unit, to everyday life, thus educating students to be actively responsible and involved within protecting and sustaining the environment for future generations.

Moreover, the modification made to the evaluate phase in the science unit, where students will be required to actively research a chosen animal, in order to write an information report, actively incorporates the 5E’s Science Learning Model.

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This enhances student learning, thus enabling students to progress to the next stage of Bloom’s Taxonomy Learning Theory, within their English knowledge, understanding and ability, to write an information report within their ‘ZPD’.

In addition, a modification within the science journals that students are required to develop will include a science glossary at the back of the book. This exposes students to build up their scientific vocabulary to address the science-learning goal. Students will be encouraged to apply new scientific vocabulary within writing their information report on their chosen animal. Furthermore, utilisation of the ‘literacy buddy system’ will additional expose students to extending their scientific vocabulary, whilst being able to develop a foundational comprehension as to how each new scientific vocabulary can be appropriately used, when communicating scientific ideas or thoughts.

Bridging learning goals, content, pedagogy and modification within the science unit:

As an educator it is essential to develop an in-depth knowledge and understanding of the importance of being able to appropriately adjust learning experiences, to ensure student learning is developing progressively (Marsh, 2010; Krause, Bochner, Duchesne, & McMaugh, 2009). Therefore it is crucial for an educator to develop a solid professional teacher-student relationship (Marsh, 2010). It is through this professional teacher-student relationship that will strategically provide an educator the opportunity to gain an in-depth knowledge and understanding of each student’s developmental requirements (Marsh, 2010). It is through an educator’s ability to gain this in-depth knowledge and understanding of student development that will enable them to develop and maintain an effective learning environment, which aligns with ACARA, The National Teaching Standards for Teachers and the Education Act 1989 (Australian Institute for Teaching and School Leadership, 2011,).

When establishing a learning goal it is imperative that an educator critically analysis and evaluate the learning environment, in order to apply appropriate learning theories or models within all teaching and learning experiences, which also align with ACARA (Marsh, 2010). The science unit, ‘Feathers, Fur or Leaves’ actively incorporates Vygotsky’s Constructivist Learning Theory, Bloom’s Taxonomy Pyramid and the 5E’s Science Learning Model (Australian Academy of Science, 2012). With all of these factors in mind, it is critical that the learning theories and model are integrated within the modifications made to the science unit. In addition, suitable teaching strategies need to be utilised, to enhance progression of student development within ACARA’s Year 3 Science and English Curriculum.

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When evaluating the modifications made to the science unit (refer to ‘Appendix F’ for modifications) it is evident that student learning has been maximised, to ensure student success within the two classroom-learning goals. For example modification of reading the book, ‘Nim’s Island’, by Wendy Orr to the class, along with Nim’s Island Writing Unit (refer to ‘Appendix H’ for Nim’s Island Writing Unit), scaffolds students, to develop and apply their scientific knowledge, understanding and ability within their ‘ZPD’, to make clear connections to the science content, to everyday life. It also enables students to develop an in-depth knowledge and understanding as to how each living creature is interconnected and dependant on human endeavours to sustain the environment for future generations. Enabling students to make this significant connection provides them the opportunity to progressively develop their scientific knowledge and understanding, within the next phase of Bloom’s Taxonomy Learning Theory, within their ‘ZPD’.

Moreover the 5E’s Science Learning Model encourages students to co-operative work with fellow peers (ACARA, 2014). According to Vygotsky’s Constructivist Learning Theory it highlights the important influences of social, cultural and historical background and experiences that shape cognitive development (Krause et al., 2009). In addition, Vygotsky proposes that social interaction significantly enhances a person’s cognitive development (Krause et al., 2009). Therefore teachers have an enormous impact on student development and need to be conscious of the way they present themselves to a class, as it is through the co-construction made by the teacher and student overall, that imprints on a child’s development (McLeod, 2011). Due to the fact that social interaction is a major influence on student development, it would ideal for a teaching strategy such as the ‘literacy buddy system’ to be incorporated within the modifications made to the science unit.

The ‘Literacy Buddy System’ is a co-operative peer learning strategy that intrinsically motivates students to develop within their ‘ZPD’ (Krause et al., 2009). Peer learning has been proven to be an effective way to provide students with the opportunity to develop progressively (Krause et al., 2009). However, in order to ensure that peer learning is utilized accordingly, it would be appropriate for the educator to strategically group students academically. For example peers who are achieving at an above satisfactory level can scaffold students who are achieving at a satisfactory level. By doing this it will further extend both students, by reinforcing and providing students with peer feedback, in order to correct student knowledge, understanding and ability within their ‘ZPD’, whilst enabling students to progress to the next phase within Bloom’s Taxonomy Pyramid. It is within the opportunity of allowing students to advance to the next phase in Bloom’s Taxonomy Pyramid that provide an educator and an individual

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student with formal and informal evidence of how they are developing their scientific knowledge, understanding, skills and vocabulary, to achieve the Science learning goal.

Furthermore, this co-operative learning environment will provide students the opportunity to be exposed to new scientific vocabulary. The modification of the science unit requires students to keep a scientific glossary at the back of their science journals. The use of a scientific glossary will provide an educator with an indication as to what new scientific words students are being exposed to. In addition, students will be actively encouraged to apply their new scientific vocabulary whilst communicating their scientific ideas or thoughts. Therefore enabling an educator to assess student development within the Science learning goal, both formally and informally, to ensure students are appropriately using new scientific words.

Bloom’s Taxonomy Pyramid, Vygotsky’s Constructivist Learning Theory and the 5E’s Science Learning Model is utilised within the Primary Connection’s science unit (Australian Academy of Science, 2012). Therefore it is appropriate that the science unit modifications (refer to ‘Appendix F’ for the science unit’s modification) apply the learning theories and model to enhance the success of student learning within the science unit. The science unit modification within the elaborate phase that requires students to write a information report on a chosen animal, strategically exposes students to critically direct and reflect upon their writing skills, in order to improve their English knowledge, understanding and ability, to write an information report within their ‘ZPD’. It is through the provision of a progress-tracking sheet (refer to ‘Appendix G’ for progress-tracking sheet) that enables students to critically analyse, evaluate and self reflect upon the development of their information report, to make necessary changes to improve their information report. Moreover, this progress-tracking sheet will be adapted so that an educator is able to individually work alongside each student to identify strengths and weakness within their information report. Thus actively providing students with formal feedback as to how they can improve the structure and writing within their information report, in order to scaffold and provide students with learning opportunities to achieve the English learning goal, within their ‘ZPD’.

Moreover, the ‘literacy buddy system’ will allow students to share their development of an information report, along with a formal peer feedback sheet, adapted from the progress-tracking sheet (refer to ‘Appendix G’ for progress-tracking sheet). During this sharing time, students will be able to gain formal peer feedback as to how they could improve their information report overall. It is through this scaffolded share time that will enable students to critically reflect upon their own reports, to identify ways in which their information report can be

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improved. This share time strategically provides students with structured learning opportunities to achieve the English learning goal, within their ‘ZPD’. However to enhance the impact of the ‘literacy buddy system’ it would be more effective for an educator to ensure each share time, is with a different ‘literacy buddy’. This scaffolds student peer learning to further develop each student’s English knowledge, understanding and ability to write an information report, thus improving their final product, in comparison to term 2’s information report. In addition, it is through an educator’s ability to compare student’s final information report to term 2’s information report that will provide one with the ability to critical analyse, evaluate and judge each students development within the English learning goal.

ConclusionAnalysis of the work samples of the Year 3 class identified that students were achieving at a satisfactory and above satisfactory standard, as per ACARA’s Year 3 English and Science Curriculum. It was identified that it would be appropriate to further extend student English and Science knowledge, understanding and ability within their ‘ZPD’. In order to achieve this two learning goals were developed for the classroom. The first learning goal was to provide the class with relevant learning opportunities to develop their scientific knowledge, understanding, skills and vocabulary and the second learning goal was to provide the class with relevant learning opportunities to demonstrate their English knowledge, understanding and ability, to write an information report. Therefore, it was crucial that the science unit, ‘Feathers, Fur or Leaves’, be modified strategically to provide students with opportunities to develop and achieve the two classroom learning goals. By scaffolding student-learning experiences it is proposed that the holistic purpose of the science unit will be enhanced, whilst actively developing students to be sustainable global citizens and lifelong learners.

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Reference ListAmes, C, 1984, Achievement attributions and self-instructions under competitive and individualistic goal structures, Journal of Educational Psychology, 76, 478-487;Assessment for Learning Curriculum Corporation, 2013, Strategies to enhance self-assessment, Assessment for Learning Curriculum Corporation Retrieved from www.assessmentforlearning.edu.au/professional_learning/student_self-assessment/student_strategies_enhance.html on 16 April 2014;Australian Academy of Science, 2012, Primary Connections Linking Science with Literacy: Feathers Fur or Leaves? Year 3 Biological Sciences, Australian Academy of Science;Australian Curriculum, Assessment and Report Authority (ACARA), 2014, Year 3 English Curriculum, ACARA, Retrieved from www.australiancurriculum.edu.au/english/Curriculum/F-10#level3 on 16 April 2014;Australian Curriculum, Assessment and Report Authority (ACARA), 2014, Year 3 English Curriculum, ACARA, Retrieved from www.australiancurriculum.edu.au/science/Curriculum/F-10 on 16 April 2014;Australian Institute for Teaching and School Leadership (AITSL), 2011, National Professional Standards for Teachers, Retrieved from www.aitsl.edu.au on 16 April 2014;Corwim, J, 2008, ‘Nim’s Island Writing Unit’, Retrieved from www.sanctuaries.noaa.gov/education/pdfs/nims_edguide.pdf on 20 April 2014;Dwech, C, 1986, Motivational Processes Affecting Learning, University of Illinois, Retrieved from www.nisdtx.org/cms/lib/TX21000351/Centricity/Domain/21/j%20carlisle/Motivational%20Processes.pdf on 16 April 2014;Dweck, S, & Elliot, S, 1983, Achievement Motivation, In EM. Hetherington (Ed), Socialization, Personality, and Social Development, New York: Wiley;International Reading Association, 2014, Strategy Guide Peer Review, International Reading Association, Retrieved from www.readwritethink.org/professional-development/strategy-guides/peer-review-30145.html on 16 April 2014;Krause, K, Bochner, S, Duchesne, S, & McMaugh, A, 2009, Educational Psychology for Learning and Teaching, Cengage Learning Australia;Leggett, E, 1986, Individual differences in effort-ability inference rules: Implications for causal judgments, Paper presented at the meeting of the Eastern Psychological Association, New York;Marsh, C 2010, Becoming a Teacher Knowledge, Skills and Issues 5 th Edition, Pearson Australia Group Pty Ltd;McLeod, S, 2011, Lev Vygotsky, Simply Psychology, Retrieved from www.simplypsychology.org/vygotsky.html on 16 April 2014;Nicholls, G & Dweck, S, 1979, A definition of Achievement Motivation, Unpublished manuscript, University of Illinois;Ornstein, A & Hunkins, F, 2003, Curriculum: Foundations, Principles and Issues, 4th Ed, Pearson Allyn & Bacon;

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AppendixAppendix A – Year 3 Science, Satisfactory Work Sample, Venn diagram: Features of Living ThingsACARA, 2014, Science Year 3 Satisfactory Work Sample Portfolio, ACARA, Retrieved from www.acara.edu.au/curriculum/worksamples/Year_3_Science_Portfolio_Satisfactory.pdf on 11 April 2014.

Appendix B – Year 3 Science, Above Satisfactory Work Sample, Venn diagram: Features of Living ThingsACARA, 2014, Science Year 3 Above Satisfactory Work Sample Portfolio, ACARA, Retrieved from www.acara.edu.au/curriculum/worksamples/Year_3_Science_Portfolio_Above.pdf on 11 April 2014.

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Appendix C – Year 3 English, Satisfactory Work Sample, Information Report on an AnimalNew South Wales Government Assessment Resource Centre Board of Studies, 2014, Reporting Student Achievement using A to E, NSW Board of Studies, Teaching and Education Standards, Retrieved from www.arc.boardofstudies.nsw.edu.au on 11 April 2014.

Appendix D – Year 3 English, Above Satisfactory Work Sample, Information Report on an AnimalNew South Wales Government Assessment Resource Centre Board of Studies, 2014, Reporting Student Achievement using A to E, NSW Board of Studies, Teaching and Education Standards, Retrieved from www.arc.boardofstudies.nsw.edu.au on 11 April 2014.

Appendix E – Learning Goal ModelAssessment for Learning Curriculum Corporation, 2013, Strategies to enhance self-assessment, Assessment for Learning Curriculum Corporation Retrieved from www.assessmentforlearning.edu.au/professional_learning/student_self-assessment/student_strategies_enhance.html on 16 April 2014.

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Appendix F – Science Unit Plan, ‘Feathers, Fur or Leaves’ with ModificationAustralian Academy of Science, 2012, Primary Connections Linking Science with Literacy: Feathers Fur or Leaves? Year 3 Biological Sciences, Australian Academy of Science.

Yellow – Modification made to Science Unit

Phase Lesson At a glanceStudents will develop a scientific journal throughout the science unit, where they are able to write reflections at the end of each science lesson about their individual learning experiences. Furthermore within this scientific journal, it will have a scientific glossary at the back of the book for students to write new scientific words and their meaning. By doing this it will enable students to build up their scientific vocabulary, with the classroom science-learning goal. During the scientific journal students will answer questions adapted from the Nim’s Island Writing Unit (refer to ‘Appendix H’) to enhance student learning, to provide them the opportunity to extend their scientific knowledge, understanding and skills, within the next relevant stage within Bloom’s Taxonomy Learning Theory, within their ‘ZPD’. In addition the teacher will read the book, ‘Nim’s Island’, by Wendy Orr to the class, during the science unit. By doing this it compliments the Nim’s Island Writing Unit, whilst also actively developing students to gain an insight of how every living things is interconnected and dependant, upon human endeavours to be sustainable global citizens and lifelong learners.

ENGAGE Lesson 1Wondering about the World.Session 1Discovered journal.Session 2Home explorers.

To capture students’ interest and find out what they think they know about how living things can be grouped on the basis of observable features and can be distinguished from non-living things.

To elicit students’ questions about living and non-living things and animal groups

EXPLORE Lesson 2Sorting out life.

To provide hands-on, shared experiences of how to distinguish between living and non-living things.

Lesson 3Animal sort.

To provide hands-on, shared experiences of how to distinguish between plants and animals using observable features.

Lesson 4What am I?

To provide hands-on, shared experiences of different ways of grouping animals based on observable features.

EXPLAIN Lesson 5Animal assemblies.

To support students to represent and explain their understanding of how to identify living things and animal groups based on observable features, and to introduce current scientific views

ELABORATE Lesson 6Taxonomists in training.Session 1Scooping up leaf litter.Session 2Looking at leaf litter.

To support students to plan and conduct an investigation of the animals groups present in the leaf litter in the school grounds.

EVALUATE Lesson 7Classifying collections.

To provide opportunities for students to represent what they know about how living things can be grouped on the basis of observable features and can be distinguished from non-living things, and to reflect on their learning during the

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unit.Lesson 8Scientific Investigation on an animal, to demonstrate student ability to write a scientific information report.

To provide opportunities for students to build up their scientific word bank and to demonstrate their English knowledge, understanding and ability, in write a scientific information report.

ENGAGE – Students will be giving the opportunity to choose their own animal to investigate.

EXPLORE – Students will actively be researching about their chosen animal, in order to write a scientific information report.

EXPLAIN – Students start writing their scientific information report. Students will be provided within multiple opportunities to progressively share their scientific information report to peers, in order to effectively improve their report overall.

ELABORATE – Students will be improving their scientific information reports and justifying those changes through the usage of the ‘Progress Tracking Sheets’ (refer to ‘Appendix G’ for the example of the ‘Progress Tracking Sheets’).

EVALUATE – Students will be giving the opportunity to share their final product of their scientific information report on their chosen animal to the who class, through the usage of the ‘literacy buddy system’. In addition the teacher will formal provide students with the opportunity to mark their final products, to identify or make clear suggestions as to how they could improve their report next time, allowing students to self-reflect on their own development. By doing this it will provide the teacher with the insight as to how students have develop their English and Science knowledge, understanding and skills of how to write a scientific information report. Furthermore the teacher will provide students with formal feedback as to how they can improve their report in future learning experiences.

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Appendix G – Progress Tracking Sheet: Peer Feedback and Teacher/Student FeedbackAdapted from “Oral Presentation Peer Feedback”, by C, Jones, 2014.

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Appendix H – Nim’s Island Writing UnitCorwim, J, 2008, ‘Nim’s Island Writing Unit’, Retrieved from www.sanctuaries.noaa.gov/education/pdfs/nims_edguide.pdf on 20 April 2014.

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