Context+and+Criteria+for+Evaluation

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 * //Where We Live! // **
 * CONTEXT** __

The context for which these resources are being evaluated is primary school, grade 3-4. In most schools, students have access to a lab on a weekly basis as well as some limited opportunity to access computers within the classroom. For the upmost this technology is used for publishing literacy work, for playing games during free time or as a student reward. While the computers are relatively modern, they only have basic capabilities. Students have limited internet access, basic software such as Microsoft Publisher and Power Point, as well as a variety of educational games. Students have access to a black/white printer; however with the teacher’s assistance have very limited access to a coloured printer and a scanner. All students are familiar with basic computer operations and can confidently operate the hardware and software to meet their own needs. The majority of our students have access to a computer at home with similar capabilities as those at school.

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 * __CURRICULUM AREA__**

__ Discipline-based Learning//:// __// Science - //** Science knowledge and Understanding ** At Level 3 - Students identify and describe the structural features of living things, including plants and animals. They identify how these features operate together to form systems which support living things to survive in their environments. They distinguish between biotic and abiotic factors in their environment and describe interactions that occur between them. They describe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things. Students explain how features of the landscape are altered by processes of weathering and erosion.
 * VELS - Level 3**
 * ** Progression point 2.25 ** || ** Progression point 2.5 ** || ** Progression point 2.75 ** ||
 * **Science knowledge and understanding **

awareness of similarities and differences between materials in a group  awareness of the living (biotic) and non-living (abiotic) components of the environment || **Science knowledge and understanding **

sorting of materials using basic criteria such as size, shape, colour and weight, and awareness that different criteria will result in different groupings

knowledge of interactions that are observed occurring between living (biotic) and non-living (abiotic) components of the environment || **Science knowledge and understanding **

understanding of events which may affect the sustainability of interactions occurring between living (biotic) and non-living (abiotic) components of the environment ||

(VCAA, 2008 p.1 - 3)

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 * __ EVALUATION CRITERIA: __**

Resource must build and develop students understanding of habitat and environment according to the VELS curriculum requirement Resource should be effective, efficient and learning outcomes easily assessed during or following the activity Resource must be explicitly isolated to the school site and be advertisement free to ensure students' online safety Resource must be easy to navigate around and use Activities must be appropriate for the level of middle primary students Resource must be suitable for the school system's resource capacity

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