Lesson+Plan+3

__**Lesson Plan 3**__ **Students represent the lifecycle of a butterfly through a visual representation (timeline) and also explore different** **examples of diagrams to critique and learn from.**

In this lesson students are to work in groups and as a whole class to create a big visual representation (timeline) of the stages in the lifecycle of a butterfly. The lesson begins by using the above image as a stimulus to introduce visual representations and students move into their previously allocated groups to search images to represent their stage in the lifecycle. The whole class then work collaboratively to join the pictures of different stages to make a completed timeline. Students examine and critique on other examples of diagrams and discusses what needs to be added, removed or changed to their timeline in order to make an appropriate and accurate visual representation. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- 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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**Science and Technology - (Using Technology) UT S2.9:** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- 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="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- 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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- 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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. |||| **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">ASSESSMENT: ** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Students are exposed to images and visual representations in their everyday lives. It is essential for students to be able to learn how to interpret visual texts as well as written texts. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- identifies pictures that relate to particular stages in the lifecycle // <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">//- interprets and gathers ideas from the visual text// <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">//- uses visual grammar terminologies to describe what they observe// |||| <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Ask students to get into their allocated groups. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Students are shown the visual image of the lifecycle of a butterfly (shown above) and asked whether or not their groups recognise which picture refers to their stage in the lifecycle. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Ask students how they viewed the image when they first saw it on the screen. Did they visualise it left to right? Did they start from the top or from the middle? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Teacher should encourage students to think of the visual elements of the image through scaffolding and questioning e.g. Reading Paths created by the strong vectors going across the image (rows of pictures like a movie film), Is the picture a timeline? It seems like a timeline but the stages of the lifecycle is not in order. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">(Students may be asked to come up to the screen to point out what they saw first and why) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Ask students whether or not they can figure out the timeline of the lifecycle of the butterfly with this image and why. (Unsworth, 2001, pp.90-91) || **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">__Resources:__ ** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- SmartBoard <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Images from <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">http://www.wyllz.com/id178.htm <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Computers <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;">**__Organisation:__** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Students are seated in front of the board on the floor. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Students are able to gain deep knowledge and understanding when they can contribute in practical activities where they are representing their learning visually and orally through communication with peers. || **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;"> 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="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- answers questions as a group as teacher comes around to ask questions about the pictures being used // //<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">﻿- communicates with peers to make decisions when problem solving for the best timeline // <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">**UT S2.9** **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**-** //uses the computer and the Internet to search for pictures successfully// |||| <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Show students the website of images of the butterfly life cycle and instruct them that they will be working in their groups to find images on the website that may help them to explain their stages better to their peers. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Students are asked to get into their groups and are allocated a computer for each group. The students explore the website and start printing and saving the image files in their student folders. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> * The pictures should be interesting, clear, appropriate to their stage and informative so that peers are engaged and informed about each stage of the lifecycle at the end of class. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- When children are matching their images with their stage in their groups, ask questions like why does this image belong to your stage? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">* Students should use technical language that belongs to their stage. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Ask all students to come back to the floor with their pictures. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- The whole class works together to align a big pictorial timeline of the different stages of the lifecycle across the whiteboard (imagining the whiteboard as a big piece of paper, students may use arrows provided) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">* Teacher leaves the task for students to work it out themselves, only assisting them when they are not able to reach physically. || **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">__Resources:__ ** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- SmartBoard <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Images from <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">http://www.wyllz.com/id178.htm <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Computers <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Colour printer <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Cut up arrows <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- WhiteBoard and bluetac <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Internet <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">Students are seated in front of the board on the floor. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Students are to evaluate their own work and of others thus grasping a firm idea of what should be achieved throughout the lesson. || **<span style="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">RS2.7 ****<span style="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">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: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- //discusses the features used in the different diagrams explains why the features are used// **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. ** //<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- identifies and appreciates visual features used in the diagrams﻿ // |||| <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Ask students how they constructed the timeline and why they did it that way. (Students may have a linear timeline or a cyclic timeline). <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">- Ask students the following question: <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">1. What type of text would need such a visual (timeline or diagram)? Answer: Explanation. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">Recall prior lesson on additional features in explanations and d <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">iscuss why explanations have visuals that go along with the text. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">Teacher shows examples of 3 different diagrams to the class. (Refer to Diagrams below)** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Ask students the following questions: <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">1. Which one is the most similar with our timeline? Which features are similar? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">2. What do all the diagrams have all in common? What are the differences? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">3. Why are the arrows used? In written text, what would replace the arrows? (Text connectives) <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">4. What else can be added to the diagram to improve it? || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">__**Resources:**__ <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Diagrams 1,2,3 <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Timeline on WhiteBoard **__Organisation:__** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">- Students are seated in front of the board on the floor. || <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Did students achieve the lesson outcomes? If not, what would need to be modified to enhance student learning? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Were students engaged in the learning throughout the process? Why/why not was this the case? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Did the students understand the relevance of the concepts explored? In what ways was this evident? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Were the concepts explored relevant for subsequent lessons? How? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Were the works finished was there not enough time? How could this be improved? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">How were students motivated to achieve a finished piece of work? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">How effectively did students contribute to editing and creating final piece of work? ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**UNIT TITLE:** Life Cycles ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">**LESSON: 3/10** |||| **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Year 3 Stage 2 ** ||
 * **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Science and Technology - (Living Things) S2.3: **
 * <span style="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">English - (Talking and Listening) TS2.1 **
 * <span style="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">English - (Reading and Viewing) RS2.5 **
 * <span style="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">English - (Reading and Viewing) RS2.7 **
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Visual Arts- (Appreciating) **
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Questioning students throughout lesson
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Engagement in discussion and contribution to group discussions
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Asking students questions about their perceptions and ideas
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Appropriate timeline is produced
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Observe whether or not students are able to work collaboratively ||
 * **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">PART AND TIMING ** || **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">SUBJECT MATTER ** |||| **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">TEACHING PRACTICE ** || **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">RESOURCES/ORGANISATION ** ||
 * **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Introduction: 5-10 mins **
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;"> RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. **
 * **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Body: 30 mins **
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">__Organisation:__ **
 * **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Conclusion: 20 mins **
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 16px;">Discuss as a class all the different features of a diagram (title, pictures, short texts to explain pictures, arrows)
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">__**Lesson Evaluation:**__

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;">**__Diagrams__** **<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;">Diagram 1: **

<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">Image Retrieved from http://www.sas.upenn.edu/~tait/dragonfliesandbutterflies.html

**<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;">Diagram 2: ** <span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%; text-align: left;">﻿Image Retrieved from http://mrsfickenscher.wikispaces.com/The+Butterfly's+Life+Cycle

**<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;">Diagram 3: ** <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 130%;"> <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 120%;">Image Retrieved from http://www.ottersandbutterflies.co.uk/userfiles/file/Lifecycle-Large.jpg