Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

Rich Task: Animal Habitats – Designing an ideal home for an animal in the local environmentScience and Technology Stage 1

Duration – 2 lessons 1.5 hours each. Part of a 10 week unit on living things. This activity covers the third, fourth and an optional fifth lesson in this unit.

Rich Task Overview This Rich task is designed to teach students in stage 1 about the importance of habitats to living things. Studentswill investigate and identify the features of a habitat, identify habitats within their local environment and design an ideal home for an animal from this environment incorporating their new knowledge of living things and habitats including need for shelter, food and water. The Rich task utilises the five phases of the learning cycle (Koch, 2013, p320) over two lessons with the option to extend to a third lesson. KeysAustralian Curriculum Content codes and Cross-curriculum icons have been used in accordance with NSW Science and Technology K-6 Syllabus (Board of Studies, 2013). An explanation of codes and icons can be found in Appendix A of this document. Other ConsiderationsTeachers should be aware that some students may have allergies related to animal and plant contact. Hygiene should be considered for all students following animal and plant contact. Science and Technology Syllabus Outcomes and Indicators for Rich TaskST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know.Students can: question and predict outcomes by responding to and posing questions (ACSIS024, ACSIS037) make predictions about familiar objects and events and the outcomes of investigations (ACSIS024, ACSIS037, ACSHE021, ACSHE034) can conduct investigations by working cooperatively and individually when participating in different types of guided investigations to explore and

answer questions, such as manipulating materials, testing ideas, and accessing information sources, surveys and fieldwork (ACSIS025, ACSIS038) use a range of methods to gather data and/or information, including using their senses to make observations safely and carefully, using simple tools

and equipment communicate ideas and findings by displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs,

using digital technologies as appropriate ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants.Students can generate and develop ideas by: researching and exploring different sources of information, including the internet using techniques for documenting and communicating design ideas, including simple plans, drawings and models, using familiar materials describing the features of design ideas and the materials they selectStudents can produce solutions by suggesting simple steps for production, working cooperatively and safely, and can evaluate solutions by identifying how their solution meets the needs and wants of users/audiences

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

ST1-11LW describes ways that different places in the environment provide for the needs of living things.Students can: identify that living things live in different places where their needs are met. (ACSSU211) observe the different places in a local land or aquatic environment where living things can be found, e.g. a schoolyard, pond, beach or bush explore the needs of a plant or an animal in its environment

describe how some different places in a local land or aquatic environment provide for the needs of the animals or plants that live there ST1-14BE describes a range of places and spaces in the local environment and how their purposes influence their design.Students can: identify that there are a range of places and spaces in the local environment and the purposes of places and spaces in the local environment influence

their design. describe how the different purposes of places and spaces in the local environment influence their design, e.g. storage and cooling areas in a

supermarket and enclosures for pets and farm animals ST1-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.Students actively participate in activities and classroom discussions.ST1-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futuresStudents demonstrate an active interest in developing solutions to issues outlined. Other Key Learning Areas Integrated Outcomes - Integration of KLAs are also noted in the Rich task details as they occur. English Outcomes (NSW Board of Studies, 2012a, p14-17)EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations.EN1-3A composes texts using letters of consistent size and slope and uses digital technologiesEN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies.EN1-5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words. EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewersEN1-12E identifies and discusses aspects of their own and others’ learningMathematics (NSW Board of Studies, 2012b, p16-27)MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbersMA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbersMA1-16MG represents and describes the positions of objects in everyday situations and on mapsMA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the resultsHuman Society and its Environment (HSIE)(NSW Board of Studies, 2006b, p30)

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

ENS1.5 compares and contrasts natural and built features in their local area and the ways in which people interact with these features.Creative Arts (NSW Board of Studies, 2006a, p24)VAS1.1 makes artworks in a particular way about experiences of real and imaginary things.VAS1.2 uses the forms to make artworks according to varying requirements.Personal Development, Health and Physical Education (PDHPE) (NSW Board of Studies, 2007, p18)COS1.1 communicates appropriately in a variety of waysINS1.3 develops positive relationship with peers and other people.Assessment of Outcomes of Rich Task Students will complete a range of assessments including diagnostic, formative and summative assessments (The State of Queensland - Department of Education, Training and Employment, 2012) during the course of the Rich task.

DiagnosticStudents will participate in group brainstorming activities to determine prior knowledge and make predictions regarding the outcome of the exploration phase.

Formative Students will chronicle learning activities, including reflections on learning, in a science unit notebook (Koch, 2013, p345-350), using drawings, pictures and text. The notebook will contain formal and informal entries. For this activity, students will conduct observations on real animals using a guided worksheet and record in notebook. They will locate and count the number of animals within the local environment to create a table. In addition, they will make notations on a simple map of the local environment / school, indicating natural and built environments and location of animals. Students will conduct research on and offline and note findings in their science unit notebook. Students will create an outline of their habitat design in their notebook.

Students will participate in class group discussions during the explain phase.

SummativeOther assessment item for this activity is the completion, within a small group, of an animal habitat model which includes shelter, food and water source, labelled and presented to the class. The science unit notebook will be turned in for evaluation by the teacher at the completion of the unit.

Assessment items have been noted within the activity details as they occur and marked with an (A).

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

Rich Task DetailsContent Activity details KLA Integration ResourcesStage 1 - Working ScientificallyStudents question and predict by: responding to and posing

questions (ACSIS024, ACSIS037)

making predictions about familiar objects and events and the outcomes of investigations (ACSIS024, ACSIS037, ACSHE021, ACSHE034)

Lesson 1:Engage: Tell students they are animal detectives and will be trying to find real animals within the school setting or local environment (Newman College, 2011, p1). This will dependent on time, school location and access to natural and built environments. Students can be encouraged to dress up as detectives as part of the activity and / or ‘animal detective’ badges can be given out to each student. Tell students they will be working in small groups, using their knowledge of animals to explore the local environment and locate, count and note animals.

Introduce the terms habitat, environment, local, natural and built environment.

As a group, using a map of the local environment and pictures of animal categories, ask students what animals they think they might see in the local environment. (A)Do they think they will see a lot or a little of these animals? Why do they think this? Where do they think they will see these animals? Why? Have students identify natural areas and built areas on the map. Do they think they will see more or less animals in these areas? Why?Map these predictions on the map.

English: Students use speaking and listening skills during group discussion about the prediction of animals in the local environment (EN1-1A).

PDHPE:Students communicate appropriately during classroom discussion including waiting to be called on to speak, being polite and listening to others (COS1.1).

Dress up materials and / or detective badges.

Map of local environment and / or school environment

Pictures of animals and animal categories including those likely to be found in local environment.

Stage 1 - Working ScientificallyStudents conduct investigations by:

Explore:Divide students in small groups. Each group will use a map and list of animals to explore the local

English: Students use reading skills to interpret worksheets

Observation matrix worksheets and table of recording number of animals

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

working cooperatively and individually when participating in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources, surveys and fieldwork (ACSIS025, ACSIS038)

using a range of methods to gather data and/or information, including using their senses to make observations safely and carefully, using simple tools and equipment

Students communicate by: displaying data and

information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital technologies as appropriate

Stage 1 - Living World Living things live in different places where their needs are met. (ACSSU211)Students: observe the different places in

a local land or aquatic environment where living things can be found, e.g. a

environment. During the explorations, students will: use the previous lessons knowledge and their

prior knowledge of animal types to count and categorise animals observed.

use maths skills to add animals observed and create a simple table

make observations about animals in their notebook based on a set criteria

identify natural and built environments on a map of the local environment

identify the location of animals observed.They will note these on worksheets which will be placed in their science unit notebook (A).

and instructions. Students use communication skills to interact with peers in achieving task. Students use writing, handwriting and spelling to describe animals they view during exploration. (EN1-1A, EN1-3A, EN1-4A, EN1-5A)

Mathematics:Students count the number of animals within each category and add the total number within each group. Students represent this information on a simple table. Students use a map reading and direction skills to locate different areas and note animal sighting.(MA1-4NA, MA1-5NA, MA1-16MG, MA1-17SP)

PDHPE:Students engage in small group activities developing positive relationship with peers and using effective communication skills to complete task. (COS1.1, INS1.3).

Map of local environment

Magnifying glasses

Binoculars

Gloves for turning over rocks, moving dirt etc.

Soap or similar for washing hands afterwards

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

schoolyard, pond, beach or bush

Stage 1 - Living World Living things live in different places where their needs are met. (ACSSU211) explore the needs of a plant or

an animal in its environment describe how some different

places in a local land or aquatic environment provide for the needs of the animals or plants that live there

Explain:Collate the information obtained during the exploration of the local environment through a group discussion. (A)What did each group discover? Was it the same or different?Where did each group find the most animals and the least?Was this similar to the predictions made at the beginning of the lesson? Why or why not?

English: Students use speaking and listening skills during group discussion about the prediction of animals in the local environment (EN1-1A).

PDHPE:Students communicate appropriately during classroom discussion including waiting to be called on to speak, being polite and listening to others (COS1.1).

Whiteboard or poster board to record group findings

Map of local environment and / or school environment from first part of Lesson 1

Pictures of animals and animal categories including those likely to be found in local environment from first part of Lesson 1

Stage 1 - Living World Living things live in different places where their needs are met. (ACSSU211) explore the needs of a plant or

an animal in its environment describe how some different

places in a local land or aquatic environment provide for the needs of the animals or plants that live there

Stage 1 - Built Environments There is a range of places and spaces in the local environment.The purposes of places and spaces in the local environment influence their design.Students:

Lesson 2 (option to add additional lesson if required)Explain (continued):As a class, reflect on the observations made during the previous lesson. Based on the student observations, discuss as a group where animals were found and what needs were available to them. Was there shelter, food, water?What other reasons might the animals have for being in that area?What evidence did students see that other animals may have been there but are not there now? Why?Compare the natural areas to the built environments. Were there more or less animals there and why?

English & PDHPE: As above.

HSIE:Students compares and contrasts natural and built features found during their explorations and look at the ways in which animals interact with these features (ENS1.5)

Predictions and observations recorded from Lesson 1

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

describe how the different purposes of places and spaces in the local environment influence their design, e.g. storage and cooling areas in a supermarket and enclosures for pets and farm animals

Stage 1 - Built EnvironmentsThe purposes of places and spaces in the local environment influence their design.Students: examine some familiar places

and spaces in the local environment and suggest modifications to their design

Stage 1 - Living World Living things live in different places where their needs are met. (ACSSU211)Students: observe and record ways

people use science knowledge and skills in their daily lives to care for living things, such as gardeners, farmers or pet carers (ACSHE022, ACSHE035)

Stage 1 - Working Technologically Students generate and develop ideas by: researching and exploring

different sources of

Evaluate:Watch a short video about improving gardens to attract animals. Based on the observations of the students and the video, ask the students to brainstorm some ways in which the local environment could be improved. Questions for reflection include:What can be added to the local environment to attract more animals? What type of animals?What could be removed?What could be replaced?

Based on the brainstorming activity, in small groups, the students design an ideal habitat based on their local environment. Each student within the group selects a different animal from a list of common local animals. The students then use the knowledge from previous lessons, offline and online resources to investigate the habitat of the animal. The students outline their findings and ideas in their science unit notebook and then implement the design using a range of materials in a shoebox (Wildscreen, 2013) (A).

Each group presents their habitat to the classroom, highlighting the animals present, areas for shelter,

English:Students use speaking and listening skills to present model to the class and answer questions on their design. Students identify and discuss aspects of their own learning through presentation of their model. Students reflect on others’ learning by assessing the designs of other students. (EN1-12E).

Creative Arts:Students create a model using a variety of materials, reflecting their real experiences while utilising creativity and imagination and meeting the design criteria set (VAS1.1,VAS1.2)

PDHPE:Students engage in small group activities developing positive relationship with peers and

Video:http://www.qm.qld.gov.au/microsites/wild/wild-backyards.asp (Queensland Museum, n.d.)

Guided habitat worksheet for online and offline research

A selection of offline resources about animals likely to be found in local environment e.g. 1001 Awesome Animal Facts (Powell, 2009)

A selection of online resources about animals likely to be found in the local environment e.g.http://www.environment.nsw.gov.au/animals/NativeAnimalFactsheetsByTit

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

information, including the internet

using techniques for documenting and communicating design ideas, including simple plans, drawings and models, using familiar materials

describing the features of design ideas and the materials they select

Students produce solutions by: suggesting simple steps for

production working cooperatively and

safely Students evaluate by: identifying how their solution

meets the needs and wants of users/audiences

water and food and how they have improved the local environment. The students reflect on how the environment has been improved and the benefits and limitations of their design, with assistance from the class and teacher. (A)

Questions to promote reflection include: How is the model habitat different from the

local environment? What has been added or taken away?

What would we need to do to create this model in the local environment? Would this be hard or easy? Why or why not?

Extend:List the ideas the students have created. Let the students reflect on the ease or difficulty of implementing these ideas in the real local environment based on the reflection questions listed above. Select one of the ideas for implementation.

using effective communication skills to complete task (COS1.1, INS1.3).

le.htm (NSW Government Office of Environment and Heritage, n.d.)http://www.wires.org.au/images/stories/pdf_other/Wildlife_Fact_Sheets.PDF(WIRES. 2010)

Internet access

Shoeboxes

A variety of craft materials for construction

A sheet of common local animals, paper for students to draw their own and / or printer for students to print out their own

Paint and / or colour markers

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

Knowledge and skills required to complete taskContext and prior knowledge:Students have been studying a unit work called living things. A mind map was created at the start of the unit to evaluate prior student knowledge and students brainstormed all the information they knew regarding living and non-living things. The first two lessons focused on the learning outcome ST1-10LW where students can describe the external features, changes in and growth of living things (NSW Board of Studies, 2013, p45).As a result, students should be able to: understand the difference between non-living and living things and understand everything can be classified as either living or non-living understand that living this can be classified further into subcategories such as plants and animals can identify categories of animals such as bird, reptiles, insects, mammals, amphibians and fish understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light. recognising that different living things live in different places such as land and water.

Big ideas focus for this task:Living things live in different places, called habitats, where their needs are met.Habitats exist in the natural and built environments therefore, it is important for people to be aware of and protect habitats.

New knowledge to be taught:Students will need to learn: terms such as habitat, local environment, built environment and natural environment. the features of a habitat and identifying a habitat in their local environment that some animals can live in more than one habitat that more than one animal can live within a habitat what happens when habitats change and some living things can no longer have their needs met. ways that people can use science knowledge and skills in their daily lives to care for living things such as improving the local environment describe how the different purposes of places and spaces in the local environment influence their design compares and contrasts natural and built features found during their explorations and look at the ways in which animals interact with these features.

Scientific skills required:

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

Students will need the following scientific skills to complete the task: ability to make predictions about familiar objects and events and the outcomes of investigations ability to follow a scientific method and work cooperatively through a guided investigation to explore and answer questions using their senses and simple

tools to gather data display data and information in a using simple texts, drawing and tables make accurate observations and notations make conclusions using observations and research.

These skills may or may not have been developed prior to this Rich task and hence, may need to be incorporated as part of the teaching.

Other skills required: English skills including reading skills to interpret worksheets and instructions, and writing, handwriting and spelling skills to complete worksheets and label

models Mathematical skills including counting, tallying and addition basic map reading skills including directions, and left and right art construction skills including gluing and cutting.

Most of these skills should be developing through the course of Stage 1 except for map reading which may require additional instruction during this Rich task.

Evaluation of Rich task using Newman and Wehlage’s Five Standards of Authentic Instruction

Standard Rank according to scale(Newman & Wehlage, 1993, p10).

Higher-Order Thinking 4Depth of Knowledge 4Connectedness to the World 5Substantive Conversation 5Social Support for Student Achievement 5

Explanation of Evaluation

The Five Standards of Authentic Instruction seek to improve learning instruction for students by measuring outcomes based on the construction of knowledge, disciplined inquiry and providing value beyond the school environment (Newman & Wehlage, 1993, p8). Tasks, such as the Animal Habitats Rich task detailed

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

above, can be measured using these standards to ensure students fully utilise their cognitive function and ensure the task has value outside of achieving school success. The Five Standards are higher-order thinking, depth of knowledge, connectedness to the world, substantive conversation and social support for student achievement (Newman & Wehlage, 1993 p8).

Higher-order thinking, the first standard of measurement in the Five Standards of Authentic Instruction, can be defined as that which requires critical, logical, reflective or creative thinking (King, F.J., Goodson, L. & Rohani, F., 2008, p1). According to Newman & Wehlage (1993, p9), students under take higher-order thinking when they are required to manipulate information to analyse, evaluate and create while lower-order thinking is associated with remembering, understanding and applying (Forehand, 2005). Students in this task are required to take information they obtain in earlier lessons regarding the needs of living things and make predictions about where animals might be found in their local environment. The students then take these predictions and evaluate theses predictions against their observations, drawing conclusions about animal habitats. Finally, they apply all of this knowledge in the creation of a new and improved local environment. Using Bloom’s taxonomy, “a multi-tiered model of classifying thinking according to six cognitive levels of complexity” (Forehand, 2005), this Rich task moves from lower order cognitive processes through to more complex processes. The highest level, creating, in Bloom’s taxonomy (Forehand, 2005), can be seen in final step of the Rich task as it requires the students to combine their knowledge, plan a solution and actualise this solution through production of a model. While the first lesson does rely primarily on mid-range thinking, such as applying knowledge, the second lesson is focused on analysing, evaluating and the creation of a real world solution thus meeting the criteria of a four on the Higher-order thinking scale (Newman & Wehlage, 1993, p9).

The second standard of measurement in the Five Standards of Authentic Instruction, depth of knowledge, can be defined as the extent to which the knowledge provided during the lesson is a key concept in the topic and to what extent the students understand this concept (Newman & Wehlage, 1993, p9). This Rich task scores highly on knowledge content depth as the topic covered, habitats, is central to the unit topic, living things. In addition, the lessons are focused, with only two big interconnected ideas being introduced. The knowledge builds in a structured way, or scaffolds (Koch, 2013, p26), to ensure students reach understanding. In this case, the knowledge of the needs of living things obtained in previous lessons are reflected upon and used to predict where animals may be found in the local environment, connecting the big idea from the previous lesson (understanding animals need air, water, food, and shelter) with the big idea from the current lesson (living things live in different places, called habitats, where their needs are met). The knowledge continues to build as students use their knowledge of habitats to solve the problem of attracting animals to the local environment. The Rich task also scores highly on the extent to which students understand the concept. Using the Depth of Knowledge scale (Webb, 2011, p8), activities that have a high depth of knowledge require strategic and extended thinking such as drawing conclusions from observations and using concepts to solve problems (Webb, 2011, p12). This Rich activity meets this criterion as students conduct observations in the local environment during lesson one, using the concepts explored, and then use the observations in lesson two to solve the problem of creating an ideal habitat.

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

The third standard for Authentic Instruction is connectedness to the world. Tasks that score low on this measure have little or no value outside of the classroom where as tasks that connect to local or world problems and relate directly to student experiences, rank highly against this measure (Newman & Wehlage, 1993, p10). In the Rich task detail above, the focus of the learning is conducted in the local environment, directly connecting the big idea of habitats to student’s personal daily experience. In doing this, the task is immediately relatable and meaningful as students can view first-hand the impact of people on animal habitats. The culmination of the Rich task requires providing a solution to improving the local environment. This allows students to see the practical application of their knowledge outside of the classroom environment. The extension task of implementing one or more of the student ideas would further satisfy the criteria for world connectedness. By showing a student developed solution in action, students could make an important connection to the learning and the practical application of the knowledge obtained during the Rich task.

Substantive conversation is the forth standard for measuring Authentic Instruction. Substantive conversation can be defined using a number of criteria. Firstly, substantive conversation according to Newman & Wehlage (1993, p10) incorporates interaction about the ideas of the subject matter. The conversations do not just involve recalling facts and reporting. In the Animal Habitats Rich task, students engage in a range of substantive conversations throughout the lessons regarding the key concept, habitats. This includes a class brainstorming session predicting the whereabouts of animals within the local environment, group discussions regarding observed findings relative to predictions, group work where students investigate design options for an ideal habitat and group reflections on the habitat solutions. Secondly, substantive conversations are unscripted, not teacher directed, and open for feedback, questioning, and a variety of answers (Berlark, 1992, p77). In this Rich task, the teacher uses reflective questions to initiate discussion, however, the questions suggested are opened ended and designed to initiate reflection by the students on their prior knowledge, observations and new learning rather than dictate a specific response. Thirdly, substantive conversations build on collective ideas with the view to promoting knowledge and understanding (Newman & Wehlage, 1993. p10). This can be seen most effectively in the brainstorming activities particularly in the solution discussion following the video in lesson two. This is an opportunity for students to collectively share their solutions while the teacher can observe the students’ understanding of the concepts. To obtain a high score on this measure of Authentic Instruction, all three of these features of substantive conversation must be present with multiple students participating (Newman & Wehlage, 1993, p10). In this Rich task, there are a number of examples where this occurs including brainstorming activities in the engage and evaluate phase, the group discussions during the group work and as a class during the explain phase, and the group reflective discussions at the end of the task.

The last standard for measuring authentic instruction is social support for student achievement. High standards of social support within a classroom are characterised by high expectations, challenging work, mutual respect between teacher and student and include the ability for all students to actively participate and achieve (Newman & Wehlage, 1993, p11). It is difficult to evaluate the Animal Habitats Rich task without viewing it in the context of a classroom setting as the characteristics of high expectations and mutual respect are somewhat reliant on the teacher-student interaction not the activity. However, this Rich task offers the ability for all students to participate in a range of ways, thus supporting a range of student abilities. Gardner’s Theory of Multiple Intelligences proposes that the majority of children are intelligent in one way or another and that students can successfully master concepts when the instruction is

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

tailored to their individual intelligence strength (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013, p300). During this task, students participate in writing, mathematics, art, outdoor, group and individual activities offering the potential for all students to succeed in at least one area. In addition, variety and diversity of tasks are more likely to facilitate an interest in learning and hence, student achievement (Ames, 1992, p263). The open nature of the activities allows for a range of discoveries and risk taking which are characteristic of classrooms with high social support (Newman & Wehlage, 1993, p11). Collaborative group work removes the focus from competition which can have a detrimental effect on learning and risk taking (Ames, 1992, p264). The main assessment item, construction of an idea habitat, is done in a collective way through classroom discussions and small group collaboration, allowing low-achieving students to be supported in achieving alongside high-achieving students.

The Rich task, Animal Habitats, ranks highly on all Five Standards of Authentic Instruction (Newman & Wehlage, 1993). The Rich task requires higher-order thinking, such as analysing, evaluating and creating, and a depth of knowledge by the students in order to complete the final assessment item, creating an ideal habitat in the local environment. In addition, the Rich task encompasses a strong connection to the real world with the student actively engaged in solving a problem in their local environment. In the process, students are engaged in substantive conversation with the teacher and other students regarding the key concepts of the lesson and receive strong social support through group participation, small group activities and group reflection.

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Assessment Item 2: Rich Task Design EMS418By Kerryn Agnew, student #11533562

Appendix A: Codes and icons used for outcomes and indicators

Science and technology K–6 syllabus codes and icons (NSW Board of Studies, 2013, p9-11)

Syllabus outcomes code identifies the subject, stage, outcome number and the way content is organised.Stage 1, the only code used in this report, is indicated with a 1.

The outcome codes indicate the subject, stage, outcome, strand or sub strand. The values and attitudes outcomes used in this report are coded as follows:Outcomes CodesScience and Technology (K–6) (ST)Values and Attitudes (VA)Skills strandsWorking Scientifically (WS)Working Technologically (WT)Knowledge and Understanding sub strandsMaterial World (MW)Products (P)

The Australian curriculum Science codes used in this document are:ACSIS - Australian Curriculum, Science Inquiry SkillsACSHE - Australian Curriculum, Science as a Human EndeavourACSSU - Australian Curriculum, Science Understanding

The cross-curriculum and general capability icons used in this report are as follows:Cross-curriculum priorities

SustainabilityGeneral capabilities

Critical and creative thinkingInformation and communication technology capabilityLiteracyNumeracyPersonal and social capability

Other learning across the curriculum areasWork and enterprise

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References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3). 261-271. doi: 10.1037/0022-0663.84.3.261

Berlark, H. (1992). Toward a new science of educational testing and assessment. Albany, N.Y.: State University of New York Press

Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

King, F.J., Goodson, L. & Rohani, F. (2008). Higher order thinking skills – Definition, teaching strategies, assessment. Retrieved from http://www.cala.fsu.edu/portfolio/#instructionTraining

Koch, J. (2013). Science stories: Science methods for Elementary and Middle school teachers (5th ed.). Belmont, CA: Wadsworth

McDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest: Pearson Australia

NSW Board of Studies. (2006a). Creative Arts K-6 syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/creative-arts

NSW Board of Studies. (2006b). Human Society & Its Environment K-6 syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/hsie

NSW Board of Studies. (2007). Personal Development, Health and Physical Education K-6 syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe

NSW Board of Studies. (2012). English K-10 syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/download/

NSW Board of Studies. (2013) Science K–10 (incorporating Science and Technology K–6) syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/download/

NSW Government Office of Environment and Heritage. (n.d.) Native animal fact sheets. Retrieved from http://www.environment.nsw.gov.au/animals/NativeAnimalFactsheetsByTitle.htm

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Newman College. (2011). Year 2 Science program – Life & living – Schoolyard safari. Retrieved from http://www.ceo.wa.edu.au/home/carey.peter/Schoolyard_Safari/resources/_pdf/Year2_Science_Schoolyard_Safari.pdf

Newmann, F.M. & Wehlage G.G. (1993). Five Standards of Authentic Instruction. Educational Leadership,50(7), 8-12. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx

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