1. MakingConnections
Unit planning

2. Unit planning Facilitator/s: Date:
Delete trial 2007 from this and all future ppts

3. Workshop purpose
You are here to develop your knowledge and understanding of unit planning using the PrimaryConnections 5Es teaching and learning model.
Use the 5 Whys handout.
Demonstrate how this works eg why study maths
Use call out to share volunteers’ responses

4. Workshop outline (90 minutes)
INTRO: Purpose, outline, outcomes
(5 mins)
ENGAGE: Capture participants’ interest and elicit ideas and beliefs about unit
(15 mins) planning
EXPLORE: Explore the PrimaryConnections approach and plan a mini-unit
(25 mins) using backward design
EXPLAIN: Explain the importance of the backward design process
(20 mins)
ELABORATE: Conduct a planned investigation from the mini-unit
EVALUATE: Summarise, reflect and evaluate

5. Outcomes On completion of this module participants will be able to:
• plan a sequence of lessons using the backward design process
• link the design of curriculum units to specified curriculum outcomes
• work collaboratively to develop effective curriculum units
• include appropriate, embedded cooperative learning strategies, literacy focuses and assessment processes.

6. Statements of Learning for Science www. curriculum. edu
Statements of Learning for Science
Statements which ‘all education jurisdictions agree should be consistent across Australia.’

7. Statements of Learning for Science Year 5 Science as a body of knowledge – Matter
Students compare properties of an object with those of the material from which it is made. They consider how and why materials are chosen for particular purposes.

8. Outcome
Students will be able to
explain why the
properties of a material
make it suitable for a
particular purpose.

9. Three major steps in backward design
Identify the desired results.
Determine acceptable evidence.
Plan learning experiences and instructions.
(The Backward Design Process, a model designed by Wiggins and McTighe, 2001)

10. PrimaryConnections backward design process
Identify desired results/outcomes
Determine acceptable evidence of learning
Design evaluation activities and
summative assessment tasks
Plan and develop learning experiences, including strategies
and activities for the 5Es phases.

11. Tips for unit planning
• Collaborate with colleagues to maximise the generation of effective ideas.
• Don’t try to cover too much content.
• Begin at the end.
• Pay close attention to the purpose of each phase of the 5Es by using the PrimaryConnections 5Es teaching and learning model.
• Remember Explore before Explain.
• Brainstorm a variety of modes for students to represent their ideas.
• Limit the number of concepts for the unit.

12. Advantages of backward design
Backward design helps you to:
decide what is worth knowing, understanding and doing
know clearly what you want the students to achieve
decide what is acceptable evidence of understanding
plan the most effective learning experiences to achieve the outcome
avoid planning from activity-to-activity or day-to-day
avoid getting off track
avoid deciding on the assessment tasks at the end.

13. Review of mini-unit Phase Focus ENGAGE
Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE
Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN
Develop scientific explanations for observations and represent developing conceptual understanding
Consider current scientific explanation Formative assessment
What do you want them to not know?
ELABORATE
Extend understanding to a new context or make connections to additional concepts through a student-planned investigation
Summative assessment of the investigating outcomes
What do you want them to do?
Absorbency investigation: measure the absorbency of paper towel
EVALUATE
Students re-represent understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes
Summative assessment of the conceptual outcomes
Identify outcomes: Desired results
What do you want them to know? What do you want them to do?
Students will be able to explain why the properties of a material make it suitable for a particular purpose.
AAS view is that a strong education sector at all levels is vital to Australia’s future.
The primary purpose of school science education is to develop scientifically literate citizens with the skills to make informed decisions on issues of science, technology, the environment and their own health and well-being.
An important secondary purpose is to attract students into science related careers.
In order to achieve these goals, a strong foundation in primary school is necessary.
There is a lack of science being taught in Australian primary schools because many primary teachers lack confidence in their background knowledge and competence in teaching science.
We need a program that supports and encourages primary school teachers in teaching science.
We believe that Primary Connections, which was formerly known as the Primary Science and Literacy Project, is such a program. It links the teaching of science to the teaching of literacy in our primary schools and has received widespread support across the country.

14. In summary
PrimaryConnections develops knowledge and understanding of curriculum unit planning using the PrimaryConnections 5Es teaching and learning model by supporting teachers to:
plan a sequence of lessons using the backward design process
link the design of curriculum units to specified curriculum outcomes
work collaboratively to develop effective curriculum units
include appropriate, embedded cooperative learning strategies, investigations, literacy focuses and assessment processes.