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BACKWARD MAPPING for CONSISTENT ASSESSMENT

Working with the end in mind

 Identify desired result

 Determine appropriate & acceptable evidence

Desired Results 

Deep understanding of how we grow food and prepare food for our needs.

Knowledge of how people grow and process food

Identify The similarities and differences between living things

Understanding that the environment provides the needs of living things

Deep knowledge that the sun supplies a source of energy for living things

K/1 2009

 Plan learning experiences & instruction

Forms of Evidence 

Grow individual plants

Analyse plant stem and record information

Creation of healthy adverts and displays around school.

 

Creation of healthy food register

Make food snacks.

Create book on food processing.

Establish records of healthy lunches

Hold food fair


Backward Map for Early Stage 1 Stage 1 STEP 1

Unit called: Good Tucker

Desired Results (linked to what the data is telling us)

Established goals                               

TES.1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding making connections between own knowledge and experience and information texts. WES1.9 Engages in writing texts with the intention of conveying a message WS1.9 Plans reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WES1.10 Produces simple texts that show the emergence of grammar and punctuation needed to achieve the purpose of the text Produces texts using the basic grammatical features of punctuation conventions of the text type. BES1.1 Creates modifies or models built environments to suit the needs of users. LTS1.3 Identifies and describes ways in which living things grow and change. INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations. DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants. UTS1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task VA1 Demonstrates confidence in their own ability and willingness to make and implement decisions when investigating, designing and making and using technology. VA4 Gains satisfaction from their efforts to investigate, to design, to make and to use technology. VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges


Students will understand the significance of our environment and the need to sustain an sustainable environment Understandings Students will gain a deep understanding of the ways in which we rely on living things as food. Students will develop skills to decipher healthy foods from unhealthy foods. Students will develop an understanding of processing food, food preparation, growing conditions and weather implications

Essential Questions

Specific knowledge

Specific skills

Students will know how to grow specific plants Students will know healthy and unhealthy foods Students will know how the sun creates energy Students will know how some foods are processed Students will know some ways to help keep our environment sustainable.

Students will be able to prepare specific foods for consumption

STEP 2

How do we grow food and prepare food for our needs? What are plants? What does a garden need? How is food changed into different products? What different foods do people eat and why? How are meals prepared? World foods?

Students will be able to care for their immediate environment Students will be able to choose healthy food Students will test the variables of growing conditions on food they grow

Assessment Evidence (including opportunities for judgments to be made consistently, reliably and comparatively)

Performance tasks:         

Summative Growing seeds growing plants worksheet Oral procedure of how to grow potatoes Written retell of how to grow potatoes Topic assessment worksheet How to grow comprehension Chart of healthy and unhealthy food Maths tally charts of foods

Other evidence  Formative  self assessment  anecdotal notes of group and independent participation in all activities  Food fair  Speeches of favourite foods  work samples of food pyramids  Advertisements of healthy food  Healthy lunch logs


Step 3

Learning Plan

Learning sequence How do we grow food and prepare food for our needs? • • • • • • • • • • • • • • • • • •

What are plants? Create a healthy lunch boxes chart Begin learning theme song ‘Good Tucker” Assess pre unit knowledge of plants and food sources. Make a word map of all words related to this topic (this will be repeated at the end of the unit to show development of vocabulary). Put vocabulary into personal dictionary. Pull up weeds and record their observations of root system drawings. Follow procedure for growing alfalfa Plants as Food. Students keep plant diary to draw and describe the changes in the seeds. Put one test plant away from sunlight and another without water during growth time. Record these results and make conclusions about what plants need to survive. What does a garden need? Read the book “The Vegetable Garden” ask leading questions to elicit meaning of students Discuss appropriateness of our vegetable garden. Organise a questionnaire for Abbey’s project team to understand what else is needed to ensure the vegetable garden will flourish. Examine the tools needed and the jobs they help us do in a garden. Develop a job description and characters for people who work in gardens Create a class roster of garden maintenance throughout the term. Make a class plan of the vegetable garden. Students make individual plan of the vegetable garden. Plant some vegetables. Record on growth chart how vegetables are growing. When vegetables have fully grown pick and eat them. Write a procedural recount of the process from seed to feed.

• How is food changed into different products? • • • • • • • • • •

Display and talk about visual flow charts of the process of natural food products to processed food products. Read a range of books on the processes involved in creating different food products Display factsheet of peanuts to peanut butter Students label factsheet of peanuts to peanut butter as assessment Start a seed collection in an egg carton. Students can bring in a variety of seeds to show the vast variety. Label these and put static display. Re-read books that highlight food processing. Discuss and identify the stages of processing. Observe pictures in steps. Identify key vocabulary : plants, dry, machines, shells, roast, skins, grind, pack, jars, supermarket. For Kindergarten Match text to pictures to explain the action (verbs) that the equipment (nouns) do. Question the students and ask them to number and record how many steps are involved in processing certain foods record as writing and knowledge assessment. Students draw a flow chart to explain further the process and add to assessment. To show a simple method of making peanut butter, students sequence for pictures and make a mini booklet.


• • • • • • • • • • • • • • •

What different foods do people eat and why? Blind fold taste tests and record descriptions as class. Create a class descriptions book of specific foods. Using felt food pyramid demonstrate the contents of the five food groups and the meaning of pyramid shape. Discuss the source of the food in each part. Write a brief explanation of what food pyramid is. Read “Do People Eat Flowers”. Discuss and brainstorm what plants people eat. Draw a graph of the plants that people eat. Complete a representation of the food pyramid, inserting other foods the students are familiar with. Plan a healthy days menu, taking care to have healthy proportion of the food groups and making meal interesting to students. Write a recipe plan book of class menu plans, use as assessment task. Draw pictures of what meals would look like and label them use as assessment Oral explanation of what foods are healthy and what foods are unhealthy. Create a traffic light cuing system of good foods, only treat foods and bad foods. Display around school. Create an advertisement for healthy foods. Make a whole class storyboard of advertisement. Rehearse and act out advertisement and record.

• How are meals prepared? • • • • • • • • • •

Using ‘Washing Hands With Elmo’ discuss the importance of hygiene and food preparation. Feely bag with different utensils and food.- students feel and describe and record. Demonstrate how to set the table for a meal including; place setting, cutlery, napkin, decoration, plate, cup Students practice setting the table for a meal. Write a procedure for making a snack using vegetables grown. Revise hygiene care and kitchen safety. T & L task students give an oral description of utensil/ food given. Discuss how different cultures set a table for a meal e.g. Aboriginal, Asian, Turkish, African families. Students set their table for a meal. Following procedure already written students prepare a snack to eat.

• Foods of the world • • • • • • •

Discuss different cultures in class and as homework ask parents to prepare a cultural dish from somewhere around the world. Explain the notion of having a food fair where we will present our terms work and invite parents and school members to join in our celebration Create invites and send them Create plan of what we will need to have a food fair. Rehearsal of food fair items Create menu of food fair Have food fair and enjoy world foods and celebration!


Backward Map  

Backward mapping for good tucker

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