Facts and Fishes Assessment

See the range of suggested assessment tasks below which are also embedded into the sequence of learning for this unit of work. Note that some of the student worksheets would also work well as a means of assessment.

Formative Assessment 1

Creative Task.

Students to design a poster which busts the myth: Fishes aren’t Sophisticated.

Refer to Focus Area 1: Myth Busting – The Capabilities of Sophisticated Fishes, for more information on this task.

 

Formative Assessment 2 

Research Task. 

Students undertake a research task and complete a Fishes Fact File.

Refer to Focus Area 3: Myth Busting – Memory and Innovation for more information on this task.

 

Formative Assessment 3 

Report.

Students write a report on one of the three higher order thinking questions from the ‘Discuss’ section of Focus Area 4.

Refer to Focus Area 4: Myth Busting – Social Schooling for more information on this task.

 

Formative Assessment 4 

Reflection – Assessing the ability to reflect.  

All 5 focus areas have a reflection component which could be used as a formative reflection assessment.

 

Summative Assessment 

Evidence of student work from each of the 4-5 focus areas can be brought together as a portfolio of work to show how achievements have been met.

Voiceless would be delighted to receive any completed student work to feature on the Voiceless website (subject to parental consent). Please email any work or feedback to education@voiceless.org.au.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Australian Curriculum alignment

Learning Area: Science
Year Level: Year 7
Achievement Standards

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

 
Acknowledgments

This Australian Curriculum alignment statement is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) materials, which are licensed under CC BY 4.0. The material has been modified from the Australian Curriculum website (accessed July 2019).

All activities have been created by educators for educators and are linked to the Australian Curriculum (Version 8.4). We advise teachers to consult the ACARA website for the most up-to-date curriculum outcomes.

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