Rebecca Falls
17875224
EDC101
Pinterest as Diagnostic Assessment
Time: 9.45-10.45 (60 minutes) – after morning reading
Learning area(s): Science – Biology, English, ICT
Grade: 2
Students will collect a variety of graphics that represent their beginning
Learning objectives
understandings of living things’ and their offspring, using Pinterest, and justify the
relevance of the resources collected.
Students will;
Learning indicators
 Find images/information that relates to living things and their offspring (using
Pinterest)
 Collect these resources in a student ‘board’ on the class Pinterest account
 Share found resources with small group and class, justifying the relevance and
usefulness of the resource/image
 Give feedback and constructive comments to their peers in regards to their
resources, use of ICT and sharing skills
Science
Curriculum links
Australian Curriculum  Living things grow, change and have offspring similar to themselves (ACSSU030)

People use science in their daily lives, including when caring for their environment and living
things (ACSHE035)
 Participate in different types of guided investigations to explore and answer questions, such as
manipulating materials, testing ideas, and accessing information sources (ACSIS038)
 Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play (ACSIS042)
English
 Understand that spoken, visual and written forms of language are different modes of
communication with different features and their use varies according to the audience, purpose,
context and cultural background (ACELA1460)
 Engage in conversations and discussions, using active listening behaviours, showing interest,
and contributing ideas, information and questions (ACELY1656)
ICT
 Recognise intellectual property - recognise ownership of digital products that others produce
and that what they create or provide can be used or misused by others
 Identify the impacts of ICT in society - identify how ICT is used at home and at school
 Define and plan information searches - use ICT to identify, record and classify textual and
graphic information to show what is known and what needs to be investigated
 Locate, generate and access data and information - locate information from a given set of
digital sources
 Select and evaluate data and information - explain the usefulness of located data or
information
Students can effectively log onto the class computers/laptops with ease and will
have had prior experience searching for graphics using Google Images.
Resources/Preparation A class set of computers/laptops/iPads
WiFi internet access and log on for all students
Class IWB
Executive and parents’ permission for access and use of Pinterest
http://www.pinterest.com/
After morning reading, the teacher will gather the class on the floor in front of the
Introduction
IWB. The teacher will then inform the class that their science inquiry for the next
5 weeks will be on living things and their offspring. The teacher will then show the
class on the IWB the webpage Pinterest and explain it’s use as an application for
searching, sharing and collecting graphics and information. The teacher will
briefly model the use of the program and answer any question as needed.
The teacher will then explain the task for the lesson, being that students will need
Body
to search and collect images and information on Pinterest to show what they know
and what they would like to know on the science topic. The teacher will ask a few
open-ended questions to spark discussion and interest in order to give students
Prior knowledge
Rebecca Falls
Conclusion
Assessment Methods
Evaluation/Follow up
17875224
EDC101
some ideas to get them started, and model how students would pin a resource to
their student board on the class page.
Once this discussion had ceased the class would be sent to their
computers/laptops/iPads to begin work on the task. Students will be given 20
minutes to complete the task. The teacher will circulate the room answering
questions/assisting/prompting ideas/keeping students on task as required. Students
will work individually on the task, but may quietly share with a partner.
Once the class has collected a reasonable amount of resources, the teacher will ask
the class to form groups of 4-5 students, where students will take turns to share a
resource they think represents their current knowledge and a resource that
represents what they would like to know more about.
Once this has been done, each group will choose one resource they would like to
share with the class, and each group will take turns to do so (justifying why they
chose that resource).
Throughout the sharing process the teacher will join in group discussions and take
notes as to students’ interests for future learning.
Once this has taken place the teacher will give the class feedback on their learning
(“I really like the way you …” and “Next time it would be great if I could see
more of you doing …”). Then the class will move to having fruit break before
recess.
This lesson has been a diagnostic assessment lesson to demonstrate knowledge and
skill in Science, English and ICT. The teacher will document the learning through
anecdotal records, photographs, the class Pinterest board, record of class
discussion and sharing and ideas for future inquiry.
•Did students achieve the set outcomes? Why/not?
•Were the teaching strategies used appropriate? Why/not?
•Were the resources used appropriate? Why/not?
•What needs to be improved for next time?
•What went really well?
•From the learning achieved in this lesson, where will the learning focus continue to?
Students successfully collected a wide range of graphics and sources of
information that have effectively demonstrated their prior knowledge on the topic
and their use of ICT. The use of Pinterest as an ICT resource was very useful and
user-friendly for the students and I will continue to use this as a class resource
across the year, including creating our own class pins for the web. The resources
found sparked lively conversation and interest among the class that has led to
possible lines of inquiry that will be taken up across the term. This lesson has also
demonstrated the areas of presenting and communicating that need to be
developed further.
References
Australian Curriculum, Assessment and Reporting Authority. (2014). Australian Curriculum: Science (version 6.0). Retrieved
from http://www.australiancurriculum.edu.au/science/Curriculum/F-10
Australian Curriculum, Assessment and Reporting Authority. (2014). Australian Curriculum: English (version 6.0). Retrieved
from http://www.australiancurriculum.edu.au/english/Curriculum/F-10
Australian Curriculum, Assessment and Reporting Authority. (2014). Australian Curriculum: General Capabilities – ICT (version
6.0). Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communicationtechnology-capability/Continuum#page=2
Pintrest. (2014). Pinterest. Retrieved from http://www.pinterest.com/