Short Response Rotation lesson - Mighty...

Short Response Rotation lesson

QCS LessonSRI Theta

Resource code: 27052027

SAMPLE

Please note: any activity that is not completed during class time may be set for homework or

undertaken at a later date.

SRI Theta Rotation Lesson

• Activity Description:• This lesson contains three Short Response Units comprised of questions testing the Theta

Common Curriculum Elements.

• The first unit provides students with a logo and asks them to identify aspects of the logo

that relate to the company.

• In the second unit, students are provided with a brief informative passage about Golden

Ages, as well as information about a Golden Age in England’s history. They are then

required to answer questions based on this information.

• In the third unit, students have to analyse an equation used by an archaeologist. They are

also required to analyse vocabulary used in a letter written by the archaeologist.

• Purpose of Activity:• This lesson is designed to provide students with the opportunity to practise

the Theta Curriculum Elements that are tested in the Short Response QCS

Test.

• CCEs:• Reaching a conclusion which is necessarily true provided a given set of

assumptions is true (θ32)

• Hypothesising (θ41)

• Criticising (θ42)

• Analysing (θ43)

• Synthesising (θ44)

• Judging/ evaluating (θ45)

• Justifying (θ48)

• Suggested Time Allocation:• This rotation lesson is designed to take one hour to complete – approximately 20 minutes

per unit.

• Teaching Notes: • If an extension activity is required, students could design their own logos and justify their

appropriateness for a company.

• After students have completed each section, go through the answers thoroughly with them

to ensure they understand how to reach the correct answer.

• Encourage students to volunteer their own answers, and if possible, start a group

discussion about different answers.

Item Description- SRI Theta -

For the Teachers

SAMPLE

UNIT ONE

A new courier company came up with a logo that it felt embodied the image it wanted to convey

to its customers.

ITEM 1 [*]

Give two

different

aspects.

What particular aspects of the company could they be trying to convey to their customers? Relate

these aspects back to the image.

1

2

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The crocodile’s snappy teeth snappiness (i.e.

speed and efficiency )

The crocodile’s fierce nature and the fact that it is

top of the food chain competitive prices

UNIT ONE

A new courier company came up with a logo that it felt embodied the image it wanted to convey

to its customers.

ITEM 1 [*]

Give two

different

aspects.

What particular aspects of the company could they be trying to convey to their customers? Relate

these aspects back to the image.

1

2

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Marking SchemeUnit One

Model Response:

1. The crocodile’s snappy teeth – snappiness (i.e. speed and efficiency).

2. The crocodile’s fierce nature and the fact that it is top of the food chain – competitive prices.

3. The crocodile’s bright green colour – eco-friendly

4. The crocodile’s open jaw – hungry for new customers

A Both responses list different aspects from the picture of the crocodile. Each aspect links to

a particular trait the company is trying to convey.

B Both responses list different aspects from the picture of the crocodile. One aspect links to

a particular trait the company is trying to convey.

C Both responses list different aspects from the picture of the crocodile. Neither aspect links

to any trait.

OR

One response has been made that links to one particular trait.

D Only one answer has been given, with no attempt made to link to any trait.

N Response is unintelligible or does not satisfy the requirements for any other grade.

O No response has been made at any time.

In this unit, students were required to analyse an image provided and think about what it

signifies as a company’s logo.

CCEs Present in Unit:

32 Reaching a conclusion which is necessarily true provided a given set of assumptions is

true.

43 Analysing.

48 Justifying.

Unit One Item 1

SAMPLE

Much of the 16th century has been labelled a Golden Age in England by many contemporary

historians. The term ‘Golden Age’ comes from Greek mythology and refers to a period that begins

a sequence of several Ages of Man. The Golden Age always occurs first, followed by a Silver

Age, Bronze Age, Iron Age and then usually ends with the present - a period of decline. Golden

Ages are generally characterised by peace, stability, harmony and prosperity.

16th century England, ruled by Elizabeth I, is considered a Golden Age in England’s history. An

excerpt from a PhD thesis on the period is reproduced below.

UNIT TWO

ITEM 2 [**]

Why are the periods before and after the Golden Age important to its definition?

In comparison to the ages before and after, 16th century England was

an exciting place to live. Not only did theatre, poetry and literature

flourish, but it was also a term of relative respite from the wars which

ravaged Europe and Britain almost constantly. The Spanish Armada

had been defeated and England and France were – for once – not at

war; England was tranquil for a number of years. Numerous scientific

discoveries made exploration and navigation much more possible:

Francis Drake circumnavigated the globe and Martin Frobisher

explored the Arctic. On the other hand, after a long period of religious

instability, England was (for the most part) united under Protestantism.

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Give one

reason in

sentence

form. SAMPLE

ITEM 3 [***]

Provide two examples categorised under the terms of a Golden Age (peace, stability, harmony and

prosperity) and explain why this period was so successful.

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Give at

least two

reasons,

using each

term only

once.

1. Term:

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2. Term:

SAMPLE

UNIT TWO

Much of the 16th century has been labeled a Golden Age in England by many contemporary

historians. The term ‘Golden Age’ comes from Greek mythology and refers to a period that begins

a sequence of several Ages of Man. The Golden Age always occurs first, followed by a Silver

Age, Bronze Age, Iron Age and then usually ends with the present - a period of decline. Golden

Ages are generally characterised by peace, stability, harmony and prosperity.

16th century England, ruled by Elizabeth I, is considered a Golden Age in England’s history. An

excerpt from a PhD thesis on the period is reproduced below.

ITEM 2 [**]

Why are the periods before and after the Golden Age important to its definition?

In comparison to the ages before and after, 16th century England was

an exciting place to live. Not only did theatre, poetry and literature

flourish, but it was also a term of relative respite from the wars which

ravaged Europe and Britain almost constantly. The Spanish Armada

had been defeated and England and France were – for once – not at

war; England was tranquil for a number of years. Numerous scientific

discoveries made exploration and navigation much more possible:

Francis Drake circumnavigated the globe and Martin Frobisher

explored the Arctic. On the other hand, after a long period of religious

instability, England was (for the most part) united under Protestantism.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Give one

reason in

sentence

form.

The periods before and after the Golden Age are important to its

definition because of the chronology of the ‘Ages of Man’. Because the

periods before and after were less prosperous, peaceful or stable, the

Golden Age is considered the pinnacle of civilisation at that time. SAMPLE

ITEM 3 [***]

Provide two examples categorised under the terms of a Golden Age (peace, stability, harmony and

prosperity) and explain why this period was so successful.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Give at

least two

reasons,

using each

term only

once.

1. Term:

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2. Term:

Peace

Prosperity

The Golden Age can be called prosperous in many ways, but especially in terms of the

arts. During the period, English theatre, poetry and literature flourished.

The Golden Age was peaceful due to the relative lack of wars being fought

by England at the time – England and France were not at war, and although

England was warring with Spain, they defeated the Spanish Armada.

SAMPLE

Marking SchemeUnit Two

Model Response:

1. The periods before and after the Golden Age are important to its definition because of the

chronology of the ‘Ages of Man’. Because the periods before and after were less prosperous,

peaceful or stable, the Golden Age is considered the pinnacle of civilisation at that time.

A The student answered in proper sentence form, ideally including in their answer the ‘Ages

of Man’ and the fact that the time periods either side of a Golden Age are important to this

chronology because they are not as prosperous, peaceful or stable as the Golden Age.

B The student answered in proper sentence form, alluding to the idea of a chronology but not

including the ‘Ages of Man’. The student identified that the time periods either side of a

Golden Age are important because they are not as prosperous, peaceful or stable as the

Golden Age.

C The student answered using poor sentence form, and did not include the idea of a

chronology. The student identified that that the time periods either side of a Golden Age

are important because they are not as prosperous, peaceful or stable as the Golden Age.

D The student answered using poor sentence form, and did not include the idea of a

chronology. The student identified that the time period either before or after the Golden

Age is important to the Golden Age because it is not as prosperous, peaceful or stable as

the Golden Age.

E The student answered without using sentence form (i.e. bullet points or other) and only

identified that the time period either before or after the Golden Age is important to the

Golden Age because it is not as prosperous, peaceful or stable as the Golden Age.



In this unit, students were required to answer several questions related to an excerpt from a PhD

thesis on the Golden Age of England. In order to successfully complete the unit, they should

have thoroughly read through the instructions and information passages.



true.

34 Inserting an intermediate between members of a series.

41 Hypothesising.

48 Justifying.

Notes:

1. The information for the model answer should be taken from the first information passage

instead of the excerpt.

Unit Two Item 2

SAMPLE

Marking SchemeUnit Two

Model Response:

1. Peace: The Golden Age was peaceful due to the relative lack of wars being fought by

England at the time – England and France were not at war, and although England was

warring with Spain, they defeated the Spanish Armada.

2. Prosperity: The Golden Age can be called prosperous in many ways, but especially in terms

of the arts. During the period, English theatre, poetry and literature flourished.

3. Stability: The Golden Age was stable because it was a time in which England was (for the

most part) united under Protestantism rather than awash with religious instability.

4. Harmony: The Golden Age was harmonious because not only was England not really in

conflict with other nations, but their was no civil conflict within its borders due to the country

being, for the most part, united under one religious denomination.

A The student answered both questions under different categories (two from peace, stability,

harmony, prosperity) and correctly identified a justifiable reason for the Golden Age of

England to be placed under these categories.

B The student answered both questions under different categories (two from peace, stability,

harmony, prosperity). In one question, the student identified a justifiable reason for the

Golden Age of England to be placed under that category. In the other question, the student

has answered with an attempt at a justifiable reason for the Golden Age of England to be

placed under that category, but has answered with an irrational reason.

C The student answered both questions under different categories (two from peace, stability,

harmony, prosperity). In both questions, the student has answered with an attempt at a

justifiable reason for the Golden Age of England to be placed under these categories, but

has answered with two irrational responses.

D The student answered both questions under the same category (peace, stability, harmony,

prosperity). In both questions, the student has answered with an attempt at a justifiable

reason for the Golden Age of England to be placed under this category, but has answered

with two irrational responses.

OR

The student answered only one question under one category (peace, stability, harmony,

prosperity) with a justifiable reason for the Golden Age of England to be placed under that

category.

E The student answered one question under one category (peace, stability, harmony,

prosperity) with an irrational response.



Notes:

1. In order for both answers to be justifiable, the student needs to have clearly identified which

category their answer was under.

2. The student should have used information from the text to justify their answers. If they have

not used this (or have made up information) their response is irrational.

Unit Two Item 3

SAMPLE

UNIT THREE

While researching, an archaeologist discovered an equation used by her ancient predecessors to

find the exact location of fossils buried deep in the earth. The equation is written below.

(Where D = depth, Y = years passed since the date object was buried, and T = average

temperature of the area over the years since object was buried).

ITEM 4 [***]

Before the archaeologist makes her discovery known to the world, can you identify any

shortcomings or limits this equation may have?

D = Y – 20 + (T x 3)

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Give three

reasons in

point form.

1

2

3

SAMPLE

ITEM 5 [**]

The archaeologist is writing a letter to the director of the Australian Archaeology

Association to announce her discovery. Some of her word choices are not ideal given the

message she is trying to convey. What might be better options for the words underlined in

the letter? (Excerpt below)

Dear Mr. Bennet,

I have come across a very exciting discovery and wish you to be aware so it may

be spread throughout the archaeological community. My discovery is a flawless

equation, used in ancient times by okay archaeologists. It can’t go wrong!

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Provide

one new

word for

each and

justify your

answer.

Flawless:

Okay:

SAMPLE

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The equation doesn’t take into account human disruption or natural

disasters that have disturbed the earth since the time the object was

buried.

To find the depth of an object, the archaeologist must know exactly

when it was buried; often archaeologists only know approximate dates.

The equation makes no mention of the units of measurement of each

variable. Is depth in metres or centimetres? Is temperature in degrees

Celsius or Kelvin?

UNIT THREE

While researching, an archaeologist discovered an equation used by her ancient predecessors to

find the exact location of fossils buried deep in the earth. The equation is written below.

(Where D = depth, Y = years passed since the date object was buried, and T = average

temperature of the area over the years since object was buried).

ITEM 4 [***]

Before the archaeologist makes her discovery known to the world, can you identify any

shortcomings or limits this equation may have?

D = Y – 20 + (T x 3)

Give three

reasons in

point form.

1

2

3

SAMPLE

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

One word that could be used instead is ‘useful’. The

original word isn’t correct as the equation isn’t flawless; ‘useful’ is a

much more accurate description.

Talented. The word ‘okay’ denotes mediocrity, while the

archaeologist is trying to convince the director of the equation’s

usefulness. ‘Okay’ is also a basic and colloquial word; the tone of

the letter should be more formal.

ITEM 5 [**]

The archaeologist is writing a letter to the director of the Australian Archaeology

Association to announce her discovery. Some of her word choices are not ideal given the

message she is trying to convey. What might be better options for the words underlined in

the letter? (Excerpt below)

Dear Mr. Bennet,

I have come across a very exciting discovery and wish you to be aware so it may

be spread throughout the archaeological community. My discovery is a flawless

equation, used in ancient times by okay archaeologists. It can’t go wrong!

Provide

one new

word for

each and

justify your

answer.

Flawless:

Okay:

SAMPLE

Marking SchemeUnit Three

Model Response:

1. The equation doesn’t take into account human disruption or natural disasters that have

disturbed the earth since the time the object was buried.

2. To find the depth of an object, the archaeologist must know exactly when it was buried; often

archaeologists only know approximate dates.

3. The equation doesn’t take into consideration climate change over the years. This makes it

extremely difficult to correctly calculate the average temperature.

4. The equation makes no mention of the units of measurement of each variable. Is depth in

metres or centimetres? Is temperature in degrees Celsius or Kelvin?

A The student provided three valid criticisms of the formula and provided a justified reason

for these criticisms.

B The student provided three answers but only two were valid criticisms of the formula with

justified reasons. The third was an invalid criticism with an attempt at justification.

C The student provided three answers but only one of them was a valid criticism of the

formula with a justified reason. The other two were invalid criticisms with an attempt at

justification.

D The student provided two answers that were invalid criticisms with no justification

whatsoever. The third was left blank.

E The student provided only one answer which was valid criticism with no justification

whatsoever. The other two were left blank.



In order to successfully complete this unit, students were required to critically analyse a formula

discovered by an archaeologist that finds the depth of an object in the earth.



true.

42 Criticising.

45 Judging/evaluating.

48 Justifying.

Notes:

1. Students should have justified their answers with common sense. This requires a basic

knowledge of the world and geography. No justification for criticism was provided in the

question or information.

Unit Three Item 4

SAMPLE

Marking SchemeUnit Three

Model Response:

1. One word that could be used instead is ‘useful’. The original word isn’t correct as the

equation isn’t flawless; ‘useful’ is a much more accurate description.

2. Talented. The word ‘okay’ denotes mediocrity, while the archaeologist is trying to convince

the director of the equation’s usefulness. ‘Okay’ is also a basic and colloquial word; the tone

of the letter should be more formal.

A The student identified both underlined words in their context and provided a justifiable

alternative word and the reason for this word for both questions.

B The student identified both underlined words in their context and provided one justifiable

alternative word and the reason for this word. For the other word, the student provided a

rational alternative word but didn’t provide justification.

C The student identified both underlined words in their context and provided rational

alternative words for both; however, they did not provide justification.

D The student did not manage to identify the words in their context and so answered with two

irrelevant words with no justification.

E The student did not manage to identify the words in their context and so answered with

only one irrelevant word with no justification. The other was left blank.



Notes:

1. In order for the words to be rational, justifiable alternatives, the student needs to first identify

the words in the paragraph and the reason that they are not ideal. This will allow them to

create a more appropriate choice for each word.

Unit Three Item 5

SAMPLE

Short Response Rotation lesson - Mighty...

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Transcript of Short Response Rotation lesson - Mighty...