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As outline below, this is an example of how a poster of a dinosaur can be done by using white A2 cardboard. Students can decorate the poster using pictures, free drawing, colouring pencils or felt pens and text. They can be hung in the classroom for future references or for formative assessment. This is a hands on activity for individuals or in groups.
Heading Pictures and text
HeadingPictures and text
Heading Pictures and text
Heading Pictures and text
Heading Pictures and text
Heading Pictures and text
Heading Pictures and text
Heading Pictures and text
Heading Pictures and text

Page 1
Heading: Students name
Heading: dinosaur’s name
Heading: what it means
Picture: Photocopies and drawing
Page 2
Heading: Body
Heading: What does it eat?
Heading: How does it walk?
Students draw pictures of body,
food and walking either 2 legs or 4 legs
Page 3
Heading: How it defends itself
Heading: Fossils details
Students draw pictures of its defensive mechanisms and fossils drawings
Page 4
Heading: Who named the dinosaur?
Heading: 2 interesting facts
Students draw the person who founded and named the dinosaur and draw or use photocopy of pictures for interesting facts
Page 5
Students draw pictures of their dinosaur in its environment
Heading: date and year
Heading: teacher
This resource is for the assessment task for the book called "My dinosaur Journey". You can use different coloured paper for each page and then staple them together. Students put information on each page as outlined above.

This YouTube clip called 'A Palaeontologists Dream' is one of the ICT's you can use in your classroom. This video can be shown to your students and after pose questions and then can do an activity. Using YouTube videos clips is a good engagement tool, as students can see and hear the important information.

Rationale for unit:
This unit is called “What are dinosaurs” and explores the transdisciplinary key learning areas of English, Science, The Arts and ICT’s.
The cohort of students in this Year 3 class consists of 28 students in which there are 18 boys and 10 girls. In this classroom, there are no students that have any physical or mental impairment.
Some students found bones in their paddock thinking they were dinosaur bones. This was the main motive for putting this unit together. For each learning phases and assessment tasks, students are accommodated for their different learning styles, needs and skills.
Dr Howard Gardner multiple intelligences were used when deciding on the how, what and why of information for the learning experience sequences, and what formative and summative assessments were to be assessed. “By using these multiple intelligences each child has the opportunity to learn in ways harmonious with their unique minds” (Armstrong, 1998-2010). Not all students have one learning style and therefore reporting assessments should differ as well.
Students will be investigating and gathering information to complete learning experiences and assessment tasks, while incorporating Blooms Taxonomy of Creating, Evaluating, Analysing, Applying, Understanding and Remembering. These six levels of thinking will assist students’ interests and cater for their abilities to learn efficiently and acquire new learning skills to achieve the best outcomes in the learning experiences.
The framework for this unit is using the ‘Dimensions of Learning’ from Marzano and Pickering. Smith, Lynch and Knight (2007, p. 108) state “ These ‘dimensions’ are the results of a comprehensive body of education research that organises what research and theorist know about learning to define the learning process” and “when students perceive tasks as meaningful and relevant, they may achieve a higher level of understanding and proficiency related to that knowledge.” Incorporating ICT’s in this unit will help students’ engagement while creating enjoyment from the applications of websites, webquest, PowerPoint’s, DVD’s and CD:Roms.
The unit contains many whole group discussions and small group tasks, so that students can share their knowledge of learning. “A discussion is the exploration of ideas, beliefs and opinions. It involves the teacher and students in sharing ideas and in raising and exploring issues. It involves them in: Negotiating points of view, reflecting on and presenting alternative arguments, validating and negating evidence (Discussion as a Teaching Method, 2009). Questioning occurs thorughtout the unit by using the KWL chart, Text2mindmap or bubble.us. By using these tools, the learning manager creates higher order thinking skills for students by posing questions and this will encourage students to pose their own questions in which will create skills to become lifelong learners.
A guide to Productive Pedagogies: Classroom reflection manual states that:
Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking (Department of Education, Queensland, 2002, p. 1 cited in PowerPoint by Tarlinton, D, 2003).
References:
Armstrong, T. (1998-2010). Multiple Intelligences. Retrieved May 17th, 2010, from Multiple Intelligences by Dr Thomas Armstrong: http://www.thomasarmstrong.com/multiple_intelligences.php
Discussions as a Teaching Method. Tuturial handout distributed in the course EDED 11399- Learning Management 4, at Central Queensland University, Mackay, QLD, Australia, on July 14th, 2009
Marzano Robert J, P. D., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., Paynter, D. E., et al. (1997). Dimensions of Learning. United States of America: Desktop Publisher.
Tarlinton, D. (2003, July 14th). Blooms Revised Taxonomy. Retrieved September 19th, 2010, from Blooms Revised Taxonomy: http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

Formative Assessment
Posters- Students will be creating and demonstrating their knowledge of a particular dinosaur they have researched
and text
Formative Assessment – students will retrieve information by gathering evidence from resources to produce a poster. Learning Manager will be informed of progress from students poster using a checklist. Posters will be displayed in classroom to be reviewed by parents and students.
Science
·· Knowledge and
· Investigating
· Communicating
· Reflecting
English:
Knowledge and understanding
Constructing texts
Appreciating texts
Reflecting
Formative
Formative assessment
Dinosaur
Dinosaur Report – their dinosaur
Dimension 4- Problem Solving
Students will gather information and use this to solve the questions
Learning manager.
Science:
·
Science: · Knowledge and
· Investigating
· Communicating
· Reflecting
English:
· Knowledge and understanding
· Constructing Texts
· Appreciating texts
· Reflecting
Formative
Formative Assessment
Making of a Fossil activity: Students work in pairs to complete a worksheet on how fossils are formed.
Dimension 4 – Problem solving
Students will be working in pairs to solve the sequencing of dinosaur fossil
Formative Assessement – working in pairs students will be gathering information through discussion to complete activity. Students present their findings to class by an oral presentation. Checklist will be used to gather evidence for students involvement in activity.
Science:
·· Knowledge and
· Investigating
· Communicating
· Reflecting
English:
· Knowledge and understanding
· Constructing Texts
· Appreciating texts
· Reflecting
Summative
Summative Assessment
Role
Role play - group environment.
Dimension 4 – Problem Solving
Students will be working in groups and need to solve differences to complete task
criteria sheet.
Science:
·
Science: · Knowledge and
· Investigating
· CommunicatingCommunicating
· Reflecting
English:
· Knowledge and understanding
· Knowledge and understanding
· Creating
· Presenting
·
· Reflecting
Summative
Summative Assessment
My Dinosaur Journey
Dimension 4 – Problem Solving
Creating conclusions to a specific dinosaur to relay information to peers
Summative Assessment – students will produce “My dinosaur Journey” in a book format, that will show accurate information from gathering information of the research of their dinosaur. Learning manager can assess students knowledge and understanding in the science and english curriculum using the criteria sheet
Science:
·· Knowledge and
· Investigating
· Communicating
·· Reflecting
English:
· Knowledge and understanding
appropriate language to suit the topic
creative performance that engages audience
Learning Experiences and teaching strategies
DoL Focus
Resources/adjustments & modifications
Checks for Learning
Orientation Phase: (Read, views, speak, listen and write)
Hand out criteria sheet to students-discuss unit, assessment tasks and criteria sheet
Watch DVD " Magic school bus: In the time of the dinosaurs"
set up KWL chart - display in classroom
pose questions for KWL chart - what do they know about dinosaurs? what dinosaurs are you most familiar with? eg T-Rex, Stegosaurus, do you know when dinosaurs were living? were there dinosaurs living in Australia? what is your favourite dinosaur? why
set up mindmap using text2mindmap or bubble.us use related words to topic eg extinct, evolution, prehistoric-discuss meanings
show books and bones the students found and put on table and ask students to bring in items that relates to this unit
bring in plastic toy eggs to hatch in water (students can observe the transformation and guess what type of dinosaur they are). Set up worksheet to display in class with students names and their guesses) *enhance students engagement-observing the characteristics its displaying to guess the right dinosaur (prize for student)
Reading Log- keep a log book of books the students have read - have name, author, and how they think and feel about the book
Enhancing Phase:
make up plaster cast of fossils in sand
groups-set out different dinosaurs for skeleton match up
investigate different ytypes of dinosaurs using website enchanted learning to gather information for posters, report and dinosaur journey
investigate dinosaurs that are carnivores, herbivores and omnivores (students will have information from enchanted learning)
Top Level structure- have students categorised dinosaurs if they are carnivores, herbivores and omnivores and where, when they lived
students engage and complete learning manager webquest (usb-webqest direct) complete worksheet and put in students portfolio. students choose another webquest to gather more information about their dinosaurs
create poster of a dinosaur that students have chosen using headings, pictures and texts-display in classroom
students take turns to engage in CD-Rom 'Dinosaur' to read the fun facts, read along the information and complete activities
construct a letter to the local library for more information or items they can use, see or read- whole class
students gather information from poster and websites to fill in answers for a dinosaur report
students read poetry based on dinosaurs-students can write own poem using information for their chosen dinosaur-read to class
pairs-complete "making of a fossil" activity
students observe Youtube clip "A palaeontologists Dream"
students pretend they are Palaeontologists-clean their plaster cast of fossil
students create a 'voki' to represent a palaeontologist
revisit text2mindmap or bubble.us to add more information about dinosaurs
Synthesizing Phase:
students fill out a 'dinosaur licence' - teacher to student structureed and will be included in their dinosaur journey
students will be placed in groups to organise and create role plays -one student will be a news reporter from a television channel-other students will be either palaeontologists, or assitants (other roles students would like to create, will be informed to the learning manager for suitability)- role play will 5-8mins long (students discuss with learning manager time limits)
create and finalise 'my dinosaur journey' book
presentation- role play and dinosaur journey
Dim1: Attitudes and perceptions-class climate and classroom tasks through teaching practices and strategies, students must be aware what is acceptable and unacceptable behaviour in the classroom
Dim 2: Acquire and Integrate knowledge: declarative and procedural knowledge, students will understand through constructing meaning by using graphic organisers from prior knowledge and linking it to new knowledge from books, websites
Dim 3: Extend and Refine Knowledge-students will be investigating and summarising information through engagement of a CD:Rom and websites. This will help make connections, discover meanings, gain new insights and clarify misconceptions
Dim 4: Use knowledge meaningfully- students will be using information they have gathered to complete activities – fossil sequence, dinosaur report, role play and dinosaur journey book. Students will be using problem solving to overcome constraints or limiting conditions by understanding important knowledge and seek new knowledge that will be needed to complete tasks.
Students become an Active Investigator by gathering, processing and manage information
Dim 5: Habits of Mind – students will be using critical thinking to help facilitate accurate information, and pushing their limits of knowledge in creativity to classroom audience when role-playing, and presenting. Students will evaluate each other performances and respond to feedback.
Students become an effective communicator by expressing feelings, thoughts, ideas, understandings in role play
DVD: 'In the time of the dinosaur-library (written by Cole, J. & Degan, B) KWL chart-using a KWL chart ensures students to become a complex thinker
Website:Text2mindmap.com
or bubble.us
Kmart-buy variety of dinosaur eggs, set up name checklist for guesses website: http://www.enchantedlearning.
com/subjects/dinosaurs
assortment of fossils that has been collected from school staff and community
PowerPoint: “The age of the dinosaurs’ website
http://animals.ppst.com/
dinosaur.html
Reading Log – students will write in the English day pad their books they have read and produce at the end of the week for peer discussion
website: http://www.enchanted
learning.com/subjects/
dinosaurs
Plaster cast- resource centre (prep room)
Print out activity book for each student to complete during unit
Webquest: dinosaur webquest http://www.cap.nsw.
edu.au/bbsiteintro/stage1
modules/dinosaurquest/htm
A2 white card for students’ poster. Colouring pencils, felt pens, photocopy of dinosaur pictures,-classroom management- redirecting to the learning, ( prompting on task behaviour) and giving instructions (give clear and accurate instructions) 10 Essentials Skills
website: http://www.enchanted
learning.com/subjects/
dinosaurs
Website: http://www.youtube.com/
watch?v=xVPMQaNblWo
Plaster cast- science resource centre, moulds from prep room
website: www.voki.com
Print out dinosaur license- teacher to student structure. Waiting and scanning essential skill
students engagement in class discussion by using prior knowledge of topic. Use an observation checklist
using toy plastic dinosaur eggs will ensure continous engagement and create discussion amongst peers. preparing sheet on a wall for students to write down answers gives them opportunities to further their research and understanding of dinosaurs.
classroom discussion how a fossil is formed Participation by all students, lower knowledge of students is included as well as high achievers. Questions and answers by all
Website – focused analysis- students fill out sheet of questions to gain information of their chosen dinosaur
Webquest- students answers to worksheet and the name of the dinosaur in the photo. Collect worksheet and use a tick checklists for correct information
Posters: Formative assessment- use checklist for knowledge of information
Peer Assessment- students give constructive feedback on posters
Formative assessment: use checklist for evidence of knowledge
Formative assessment: use checklist to complete making of a fossil activity
Summative Assessment- Criteria sheet for Role-play and book “My dinosaur journey”
-give criteria sheet to students end of term
Specific student needs and modifications
Students who are at a high level of knowledge- fast finishers
Students will have the opportunity to peer teach, and extend their knowledge through extra curriculum ideas. Students will be given certain tasks to complete that are aligned with the topic. These can include: contribute to the word wall, KWL chart, reading or use the “Extra Activities’ folders that is equipped with puzzles and brain teasers in which is about the topic.
Students who are at a low level of knowledge- slow learners
Students will be modelled the task in different ways to cater learning styles, and will incorporate guided teaching in some circumstances.
Ways to monitor learning and assessment
Strategy of tool:
1. Poster - This is a hands on activity where students will use
photocopies of their dinosaur as well as free draw, using colouring pencils
and felt pens. The poster will have headings with detail information underneath.
Students will display these in the classroom for peer evaluation
Learning Manager will be using a checklist to tick off each heading
and information in which students have written or draw.
Learning Manager will inform students by giving the checklist
to them with constructive comments.
Peer assessement- students will observe each other posters for their own e
evaluation
2.Dinosaur report- This tool is an informative report with a
questions and answers worksheet.
This information will lead into making their dinosaur book
“My dinosaur journey”.
Learning manager will be using the same checklist from the poster.
Students will be informed from checklist if all knowledge is evident in report.
Gathering important and factual information will ensure
students have the requirements that will be presented in their dinosaur book.
3.Making of a fossil- students learnt how a fossil is formed
and how it impacts on the environment.
Students sequence the pictures in the correct order by
collaborating in pairs.
Student’s engagement in classroom tasks about fossils
will verify student’s knowledge of how the fossil is formed.
Students will be collaborating in pairs to sequence the pictures in the correct order.
Learning manager will be scanning the groups while using a checklist
to inform learners how many they have correct.
Students will be using the dimension 4 – problem solving to
complete task and use this knowledge meaningfully to understand the importance of fossils.

School Name: Mirani State School Unit Title: What are Dinosaurs? KLA's: Science, English, The Arts, ICT'S Year Level: 3 Duration of unit: 10 weeks
Essential Learnings:
Key Questions:
What are the features and characteristics of dinosaurs?
What are fossils and how do they impact on our environment?
What is a Palaeontologist and how do they identify dinosaurs?
Rationale for the Unit:
This unit links Science, English, The Arts and ICT's, in the classroom environment. Students will engage in learning experiences to develop their understanding of the dinosaur era. This unit will be implemented in Term 4 of the school year. The unit was instigated by a group of students who found some bones in their paddock and thought they were dinosaur bones. They did not know what type of dinosaur they thought it was and they did not have the knowledge how skeletons formed.
Ways of Working:
Science:
Students are able to:
pose questions and make predictions
plan activities and simple investigations, and identify elements of a fair test
identify and collect data, infromation and evidence
make judgements about the usefulness of the data, information and evidence
use identified tools, technologies and materials
draw conclusions and give explanations, using data, information and evidence
communicate scientific ideas, data, information and evidence, using terminology, illustrations or representations
follow guidelines to apply safe practices
reflect on and identify other points of view relating to science in everyday situations
reflect on learning to identify new understandings
English:
Students are able to:
identify audience, purpose and text type
identify main ideas and the sequence of events, and make simple inferences
recognise and select vocabulary to describe subject matter
interpret how people, characters, places, events and things have been represented
construct simple literary and non-literary texts by planning and by using prior knowledge and experience to match an audience and purpose
make judgments and justify opinions about their enjoyment and appreciation of texts using personal knowledge, experiences and direct references to the texts
reflect on and identify how language elements in texts represent people, characters, places, events and things in similar and different ways
reflect on learning to identify new understandings
The Arts:
Students are able to:
select ideas for arts works, considering particular audiences and particular purposes, using arts elements and languages
create and shape art works by combining arts elements to express personal ideas, feelings and experiences
practise arts works, using interpretive and technical skills
present arts works to familiar audiences, using arts techniques, skills and processes
follow guidelines to apply safe practices
respond to arts works and describe intitial impressions and personal interpretations, using arts elements and languages
reflect on learning to identify new understandings
ICT'S
students are able to:
follow guidelines to use ICT's and associated processes
explore ways to work with and manage personal ICT resources and files
apply basic formatting features when using ICT's
use strategies to seek help when using ICT's
Knowledge and Understanding:
Science:
Life and Living
animals, plants and non-living things have different features/characteristics
offspring have similar characteristics to their parents
living things depend on the environment and each other
Natural and processed materials
materials are categorised according to their observable properties
properties of familiar materials may be changed
English
Speaking and listening:
speaking and listening involve using oral, aural and gestural elements to interpret and construct texts that achieve purposes in familiar contexts
Reading and viewing
reading and viewing involve using a range of strategies to interpret and appreciate written, visual and mulitmodal texts unfamiliar contexts
Writing and designing
writing and designing involve using language elements to construct literary and non-literary texts for familiar contexts
Language Elements
interpreting and constructing texts involve exploring and using grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face to face modes (speaking and listening, reading and viewing, writing and designing) in familiar contexts
Literary and non-literary texts
exploring literary and non-literary texts involves developing an awareness of purpose, audience, subject matter and text structure
The Arts
role can be established using movement, voice, performance space, cues and turn-taking
purpose and context are used to shape roles, language, place and space to express ideas
Procedural Knowledge:
Science:
identify the characteristics of dinosaurs and the features they represent
plan activities and simple investigations to clarify the characteristics and features
research their dinosaur and gather information for report and journey book
English:
identify and collect information from all forms of texts about dinosaurs
plan and construct a poster on their chosen dinosaur to inform peers
construct a dinosaur report using texts and structure
present an role play about the role of a Palaeontologist
construct 'My dinosaur Journey" using text and structure
construct a dinosaur licence to have a dinosaur at home
The Arts:
plan and perform a role play about being a Palaeontologist that will reflect personal ideas, feelings and experiences
ICT's
complete online activities
engage and enhance learning through websites
Declarative Knowledge
Science:
dinosaurs are different by their characteristics and features
fossils are made through the dinosaurs dying and leaving bones on land or in the sea/lake
the environment affects where dinosaurs may live
English:
speaking and listening includes exchanging infromation, sharing ideas and retelling a story
in role plays students need to have a clear meaning of topic, that is clear and has appropriate language
the purpose of report and journey book is to convey information
generic structure of a report
The Arts:
Purpose of a role play are used to shape roles, language, place and space to express ideas
in a role play there needs to be movement, voice and turn-taking
ICT's
the purpose of using computers is to gather information
the strategies needed to complete online tasks
Type of assessment
What will be assessed
DoL Focus
How will evidence be gathered?
Assessable elements/criteria
Formative Assessment
Posters- Students will be creating and demonstrating their knowledge of a particular dinosaur they have researched
Dimension 3- Extend and Refine knowledge- students will be classifying information using headings, pictures and text
Formative Assessment – students will retrieve information by gathering evidence from resources to produce a poster. Learning Manager will be informed of progress from students poster using a checklist. Posters will be displayed in classroom to be reviewed by parents and students.
Science
· Knowledge and understanding
· Investigating
· Communicating
· Reflecting
English:
Knowledge and understanding
Constructing texts
Appreciating texts
Reflecting
Formative assessment
Dinosaur Report – students will be using language elements to construct an informative report about their dinosaur
Dimension 4- Problem Solving
Students will gather information and use this to solve the questions
Formative Assessment – students will produce a dinosaur report that will be engaging to their peers. Report will have accurate information of the characteristics of the dinosaur this will be assessed by using a checklist made by Learning manager.
Science:
· Knowledge and understanding
· Investigating
· Communicating
· Reflecting
English:
· Knowledge and understanding
· Constructing Texts
· Appreciating texts
· Reflecting
Formative Assessment
Making of a Fossil activity: Students work in pairs to complete a worksheet on how fossils are formed.
Dimension 4 – Problem solving
Students will be working in pairs to solve the sequencing of dinosaur fossil
Formative Assessement – working in pairs students will be gathering information through discussion to complete activity. Students present their findings to class by an oral presentation. Checklist will be used to gather evidence for students involvement in activity.
Science:
· Knowledge and understanding
· Investigating
· Communicating
· Reflecting
English:
· Knowledge and understanding
· Constructing Texts
· Appreciating texts
· Reflecting
Summative Assessment
Role play - students create an imaginative play in a group environment.
Dimension 4 – Problem Solving
Students will be working in groups and need to solve differences to complete task
Summative Assessment- students create an imaginative play through role playing. Students will demonstrate knowledge of what a Palaeontologist does, using speaking and listening skills, and social skills, Learning Managers will be able to gain insight of how the students perceive each other and where to improve for future assessable requirements, by presenting information on criteria sheet.
Science:
· Knowledge and understanding
· Investigating
· Communicating
· Reflecting
English:
· Knowledge and understanding
· Constructing Texts
· Appreciating texts
· Reflecting
The Arts:
· Knowledge and understanding
· Creating
· Presenting
· Reflecting
Summative Assessment
My Dinosaur Journey
Dimension 4 – Problem Solving
Creating conclusions to a specific dinosaur to relay information to peers
Summative Assessment – students will produce “My dinosaur Journey” in a book format, that will show accurate information from gathering information of the research of their dinosaur. Learning manager can assess students knowledge and understanding in the science and english curriculum using the criteria sheet
Science:
· Knowledge and understanding
· Investigating
· Communicating
· Reflecting
English:
· Knowledge and understanding
· Constructing Texts
· Appreciating texts
· Reflecting
Culminating task description:
Students will use the Dimension 4 Problem Solving to produce 'My dinosaur Journey" and a role play. Students will be writing information about their chosen dinosaur in a booklet form that will remain in the classroom until the end of the year. The booklet will be used by students in quiet time reading. Role play will be a 5 mins act (students negotiate time limits) that students will perform in front of peers. They will be Palaeontologists, assistants, reporter (other roles will be negotiated with Learning manager and students) that have found new bones and they do not know what dinosaur it is - could be a new species
At the end "My dinosaur Journey" book students will be able to know and do:
what are the characteristics and features of a dinosaur - this includes body details-weight and height
what does the name mean
who found the fossil
the date, location it was found
if it is a carnivore, herbivore or omnivore
produce information in a book format to convey information
At the end of the role-play, students will be able to show and demonstrate:
knowledge of concept and facts of what a Palaeontologist does
demonstrate correct questioning and answering
appropriate language to suit the topic
creative performance that engages audience

Welcome to my Wiki.
This is my first try of setting up a Wiki, I hope it works.
ICT"s that are a great engagement tool in the classroom, that I know are:
Powerpoints
You tube/teacher tube
Blogs
Webquests
Avatars -Voki
Please add more ICT's