Extra+stuff+-+e.g.+lesson+summaries+&+outcomes

__Stage 2, 5 resources (video, image, website, text). __   __Lessons – 1 intro, 1 written, 1 visual, 1 video. __   __Jeniffer – jhar6802@uni.sydney.edu.au __ __Courtney – ccox8172@uni.sydney.edu.au __ __Megan – mear4540@uni.sydney.edu.au __ __Grace - __ __Kasia-kasia_zieba@hotmail.com __
 * **__EDUP3006 Wiki Assigment – Monday 12th September, 2011 Meeting __**

Students create (draw, narrate, organise, record, edit) a visual animation based on still-images, depicting the life cycles of a butterfly.
 * Unit of Work Summary **


 * KLA’s ** English, Visual Arts, Science and Technology


 * Focus Outcome **..


 * Unit of Work **
 * Lesson 1 – Reading a book about a butterfly //<span style="font-family: 'Cambria','serif';">(Resource: Fiction Book about Butterfly Life Cycles), //<span style="font-family: 'Cambria','serif';"> focusing on the topic of change in living things. Students learn to appreciate how different texts can convey the same information in different ways i.e. written, visual, multimodal etc. **

<span style="font-family: 'Cambria','serif';">Science and Technology - Living Things S2.3: Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. <span style="font-family: 'Cambria','serif';">Science and Technology- Using Technology //<span style="font-family: 'Cambria','serif';">UT S2: //<span style="font-family: 'Cambria','serif';">Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. //<span style="font-family: 'Cambria','serif';">. // <span style="color: black; font-family: 'Cambria','serif';">English - (Talking and Listening) TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. <span style="color: black; font-family: 'Cambria','serif';">English - (Reading and Viewing) RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. <span style="color: black; font-family: 'Cambria','serif';">English - (Reading and Viewing) RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. <span style="font-family: 'Cambria','serif';">English - (Writing) WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">This video is useful in representing the different stages of the life cycle with moving imagery and graphic detailing of what is occurring in each stage. It allows students to recognise what is happening and how (e.g. the cells in the caterpillar 'dissolve and reshape' to create a cocoon and eventually a butterfly) in a visual manner so that any misunderstandings are altered. This video builds on prior knowledge of the butterfly life cycle with new information that is easily accessible in a manner that students will be able to relate to. <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">This video can be incorporated into a lesson as a base for more investigation through computer work and can be analysed through video techniques such as fast forwarding, close ups and multiple camera angles, as well as sound and narration. <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">The voice narration provides students with technical information and uses tone to reinforce important stages and the miracle transformation of caterpillar into butterfly. <span style="font-family: 'Cambria','serif';">Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. Selects and uses a range of equipment, computer-based technology, materials and other <span style="font-family: 'Cambria','serif';">resources with developing skill to enhance investigation and design tasks. //<span style="font-family: 'Cambria','serif';">• chooses a means of publishing a report on the life cycle of an animal, eg silk worm or frog //
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Outcomes: **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson 2 – //<span style="font-family: 'Cambria','serif';">(Resource: National Geographic Documentary Video). //Watch a 3 min documentary video about Butterfly Life Cycles. Class collectively constructs a poster summarising the different stages in the life cycle of a butterfly from the information in the video. **
 * <span style="color: #333333; font-family: 'Cambria','serif';">Outcomes: **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson 3 – Students are put into groups, each allocated a different stage of the life cycle of a butterfly. Introduce website //<span style="font-family: 'Cambria','serif';">(Resource: Website about Butterfly Life Cycles) //. Using the website, groups read about and get familiar with their life cycle stage (separately). **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Outcomes: **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson 4 & 5 – //<span style="font-family: 'Cambria','serif';">(Resource: Visual Image/Diagram – Summary of the Butterfly Life Cycles). //Class discussion of the different life cycles, each group recognising which is their own stage. Taking a blown-up version of their allocated life cycle from the visual image, students create a visual depiction of their given stage of the Butterfly Life Cycle. **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Outcomes: **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson 6 – Students write a speech information report (or script) about their stage of the life cycle. **
 * <span style="font-family: 'Cambria','serif';">Science -Living Things S2.3: **
 * <span style="font-family: 'Cambria','serif';">Science - Using Technology ****//<span style="font-family: 'Cambria','serif';">UT S2: //**

<span style="font-family: 'Cambria','serif';">• jointly and independently construct a range of texts for different audiences and purposes, eg descriptions, recounts, procedures, narratives, poems, sequential <span style="font-family: 'Cambria','serif';">explanations, personal responses, expositions <span style="font-family: 'Cambria','serif';">• use a range of drafting strategies, eg note-taking, planning, organising headings, <span style="font-family: 'Cambria','serif';">writing key words, revising, final drafting, editing, proofreading <span style="font-family: 'Cambria','serif';">• write about both familiar and researched topics <span style="font-family: 'Cambria','serif';">• work with a variety of forms, eg projects, letters, diagrams, posters, multimedia
 * <span style="color: #333333; font-family: 'Cambria','serif';">English - WS2.9 ****<span style="font-family: 'Cambria','serif';">Producing Texts **

<span style="font-family: 'Cambria','serif';">• prepare for writing, eg by planning text structure using pro formas
 * <span style="font-family: 'Cambria','serif';">English - WS2.10 **

<span style="font-family: 'Cambria','serif';">• make explicit the basic structure and grammar of a variety of text types including information report, procedure, recount, simple explanation and simple exposition
 * <span style="color: #333333; font-family: 'Cambria','serif';">English - WS2.14 **


 * //<span style="font-family: 'Cambria','serif';">Science - INV S2.7 //**
 * <span style="font-family: 'Cambria','serif';">Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing **
 * <span style="font-family: 'Cambria','serif';">conclusions. **


 * <span style="color: #333333; font-family: 'Cambria','serif';">Lesson 7 – Present their visual images with narration (script) to class. **
 * <span style="color: #333333; font-family: 'Cambria','serif';">Outcomes: **


 * <span style="color: #333333; font-family: 'Cambria','serif';">VA? **


 * <span style="color: #333333; font-family: 'Cambria','serif';">Lesson 8 – Filming of each group’s work. **
 * <span style="color: #333333; font-family: 'Cambria','serif';">Outcomes: **

<span style="font-family: 'Cambria','serif';">• devises action through movement and voice to adapt a character to create dramatic meaning through metaphor <span style="font-family: 'Cambria','serif';">• expresses feeling and other responses when depicting an event <span style="font-family: 'Cambria','serif';">• interprets imagined situations to make drama by deciding on dramatic elements, eg tension, contrast, symbol, time, focus and mood. <span style="font-family: 'Cambria','serif';">• jointly and independently construct a range of texts for different audiences and purposes, eg descriptions, recounts, procedures, narratives, poems, sequential <span style="font-family: 'Cambria','serif';">explanations, personal responses, expositions <span style="font-family: 'Cambria','serif';">• use a range of drafting strategies, eg note-taking, planning, organising headings, <span style="font-family: 'Cambria','serif';">writing key words, revising, final drafting, editing, proofreading <span style="font-family: 'Cambria','serif';">• write about both familiar and researched topics <span style="font-family: 'Cambria','serif';">• work with a variety of forms, eg projects, letters, diagrams, posters, multimedia
 * <span style="color: #333333; font-family: 'Cambria','serif';">Creative Arts **
 * <span style="font-family: 'Cambria','serif';">DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson 9 – Record and add narrations to film. **
 * <span style="color: #333333; font-family: 'Cambria','serif';">English - WS2.9 ****<span style="font-family: 'Cambria','serif';">Producing Texts **


 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Outcomes: **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson 10 – Viewing finished multimodal text. Put it up on Youtube together. **
 * <span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Outcomes: **

**__<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Allocation of Work __** __<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Megan – Finding the resources. Resource explanations (if possible i.e. after lesson plans are completed). __   __<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Lesson Plans – Choose one from 2-5. __   __<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Kasia-Lesson 4 __ __<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Jeniffer – Lesson Plan 1 __ __<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Grace – Lesson Plan 3 __ __<span style="color: #333333; font-family: 'Cambria','serif'; font-size: 15px;">Courtney – Lesson Plan 2 (sent) __