# data[].attributes.body
In terms of the attitudes and profile traits, I'd say students demonstrated more care this year. The also inquired in a more structured and effective method. Students took risks on the field study and cooperated (for the most part) in the lab. Students seemed to appreciate the subject more, in particular the part about human interaction with nature.

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The students were more able to share, communicate effectively and take turns (social skills). Students managed themselves in a more responsible manner; they conducted their investigations in a more thorough manner and make more informed choices. They managed their time better and planned their investigations more intentionally (self-management). Students were engaged in research. I was a little disappointed over the lack of current events related to the unit in my class (research skills). Tables of information were more detailed and students were able to classify data and organize information more effectively. Seesaw posts were of a higher quality. Listening is still an area for improvement. I was disappointed at how poorly some students listed during the field study (communication). Thinking skills were more advanced, although the knowledge concepts in this unit are quite advanced and therefore it was hard for certain students to make big connections and understand certain processes

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The focus on skills and organisation/planning in the lab enabled more depth and more enjoyable of an experience using the equipment/lab.

The field trip enabled more students to make the connections from what they were reading/watching to real life, deepening meaning and understanding. The field trip also helped reinforce Independence, Respect and Appreciation.  It also gave students another venue to be Inquirers and also Risk-Takers with the physical aspect.

The book resources were excellent, having more books allowed more "free time" reading with the unit, which lead to more students having "expertise" as the unit unfolded.

The videos helped to make the seemingly "boring" things, interesting and real for 10/11 year olds.

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Students experienced and observed their natural surrounding while hiking around the school and in the surrounding areas.

In connection, students read various articles on earth's landforms and weathering. Students recorded their findings using various note-taking skills including mind mapping, keywords strategy and read around the text to write summaries. Students kept a journal to record and organise their learning.

The class had a Wonder Wall where students recorded their questions as we researched. Students used this wonder wall for independent and in class inquire.

videos to support their inquiries were also shown including Cosmos.

investigating their rock samples in the lab gave students the opportunity to collect and organise their data. Students needed to reflect and demonstrate safety expectations in a lab.

Students demonstrated research skills both in the lab and in their independent inquiry. Students came to the lab prepared, with a plan to carry out tests and a method of organising their data prior. Students systematically recorded their findings.

Students took responsibility in keeping their workspace, the lab and their work tidy and organised. They showed respect for their classmates and their classmates' work.

Integrity did arise in the class with one student creating data rather than doing the tests.

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What were the learning experiences that enabled students to:

●   develop an understanding of the concepts identified in “What do we want to learn?”

●   demonstrate the learning and application of particular transdisciplinary skills?

●   develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

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Understanding of concepts:
- Video links (COSMOS series, Treasures of the Earth, Down to the Earth's Core)
- Up-to-date and age-appropriate books
- Online teaching resources (Mystery Science)

Learning and application of skills:
- Washing rocks and cataloguing them
- Reading experiment prompts (hardness, limestone, magnetism)
- Rock lab (weighing and testing)
- Creating appropriate tables to collect their data
- Close observation and the importance of documentation
- Measuring their rock's dimensions to build a shape net box that would snugly fit their rock
- Work individually and in groups
- Using mind maps, keywords, close-reading
- Exploring appropriate sources of information (BrainPop, Britannica, worldlandforms, world-geography-games, eschooltoday, onegeology)
- Finding and sharing information about landforms and cycles from various sources in various styles: audio, visual, written text
- Paraphrasing and writing summaries in their own words
- Connecting Current Events to unit concepts
- Using Google Classroom to collect class wonderings (Question: "What is one question you have about the unit so far?")

Develop attributes of the learner profile/attitudes:
- Working in various groupings
- Organising their materials, information, time, physical space
- Building factual knowledge

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Having the students keep a geology journal for recoding all of their findings was very valuable. Giving fewer choices about the style of documentation _ table/graphs/charts increased the quality of the recording and helped the students to work in a more scientific manner. Having the lab set up with adequate supplies for everyone in an investigating group helped the students to stay "in role" as geologists. Seeing videos of what geologists do and how they work helped the students to think beyond rocks and gave some greater motivation for inquiry. The geology lab and the walk were very good applications of the learning. All students felt involved and interested in both the math and the scientific aspects of the unit.

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concepts: form, change, causation

related concepts: evidence, transformation, investigation

skills: research

LP: Inquirer, knowledgeable, reflection; Attitudes: Appreciation, curiosity, independence

valuable learning engagements:

videos about geologists (skills, attitudes),

mystery science lessons (Earth's physical features & phenomena)

rock lab (purposeful investigations, science skills, research skills)

collecting rock samples outdoors (appreciation, curiosity)

linking math knowledge, skills, understandings to unit

hands-on learning - engagement, (curiosity, independence)

centres: using easi-scope & iPads, making plasticine landforms,  researching topics with prompts (adds purpose)

Geology notebooks: experience collecting info, organising data, making connections, listing observations, posing questions,

linking current events to unit - physical changes on Earth

class question wall: beginning, during, after

class discussions: student comments & questions

linking reading texts to unit

flexible work groups: independence, pairs, small groups (self-management skills: time, space, belongings)

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The students showed dramatic improvement in terms of the skills they acquired. The were focused, responsible, and authentically investigating, observing, recording, and sharing. They communicated a far deeper level of knowledge and understanding than in previous years.