Unit of Work Summary Students create (draw, narrate, organise, record, edit) a visual animation based on still-images, depicting the life cycles of a butterfly.
KLA’s English, Visual Arts, Science and Technology
Focus Outcome..
Unit of Work Lesson 1 – Reading a book about a butterfly (Resource: Fiction Book about Butterfly Life Cycles), 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.
Outcomes: Lesson 2 – (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. Outcomes: 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. Science and Technology- Using Technology UT S2: Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.. 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. 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. 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. 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 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. 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. The voice narration provides students with technical information and uses tone to reinforce important stages and the miracle transformation of caterpillar into butterfly. Lesson 3 – Students are put into groups, each allocated a different stage of the life cycle of a butterfly. Introduce website (Resource: Website about Butterfly Life Cycles). Using the website, groups read about and get familiar with their life cycle stage (separately). Outcomes: Lesson 4 & 5 – (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. Outcomes: Lesson 6 – Students write a speech information report (or script) about their stage of the life cycle. Science -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. Science - Using Technology UT S2:
Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. • chooses a means of publishing a report on the life cycle of an animal, eg silk worm or frog
English - WS2.9 Producing Texts • jointly and independently construct a range of texts for different audiences and purposes, eg descriptions, recounts, procedures, narratives, poems, sequential explanations, personal responses, expositions • use a range of drafting strategies, eg note-taking, planning, organising headings, writing key words, revising, final drafting, editing, proofreading • write about both familiar and researched topics • work with a variety of forms, eg projects, letters, diagrams, posters, multimedia
English - WS2.10 • prepare for writing, eg by planning text structure using pro formas
English - WS2.14 • make explicit the basic structure and grammar of a variety of text types including information report, procedure, recount, simple explanation and simple exposition
Science - INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
Lesson 7 – Present their visual images with narration (script) to class. Outcomes:
VA?
Lesson 8 – Filming of each group’s work. Outcomes:
Creative Arts DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills • devises action through movement and voice to adapt a character to create dramatic meaning through metaphor • expresses feeling and other responses when depicting an event • interprets imagined situations to make drama by deciding on dramatic elements, eg tension, contrast, symbol, time, focus and mood. Lesson 9 – Record and add narrations to film. English - WS2.9 Producing Texts • jointly and independently construct a range of texts for different audiences and purposes, eg descriptions, recounts, procedures, narratives, poems, sequential explanations, personal responses, expositions • use a range of drafting strategies, eg note-taking, planning, organising headings, writing key words, revising, final drafting, editing, proofreading • write about both familiar and researched topics • work with a variety of forms, eg projects, letters, diagrams, posters, multimedia
Outcomes: Lesson 10 – Viewing finished multimodal text. Put it up on Youtube together. Outcomes:
Allocation of Work Megan – Finding the resources. Resource explanations (if possible i.e. after lesson plans are completed). Lesson Plans – Choose one from 2-5. Kasia-Lesson 4 Jeniffer – Lesson Plan 1 Grace – Lesson Plan 3 Courtney – Lesson Plan 2 (sent)
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
Unit of Work Summary
Students create (draw, narrate, organise, record, edit) a visual animation based on still-images, depicting the life cycles of a butterfly.
KLA’s English, Visual Arts, Science and Technology
Focus Outcome..
Unit of Work
Lesson 1 – Reading a book about a butterfly (Resource: Fiction Book about Butterfly Life Cycles), 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.
Outcomes:
Lesson 2 – (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.
Outcomes:
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.
Science and Technology- Using Technology UT S2: Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks..
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.
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.
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.
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
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.
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.
The voice narration provides students with technical information and uses tone to reinforce important stages and the miracle transformation of caterpillar into butterfly.
Lesson 3 – Students are put into groups, each allocated a different stage of the life cycle of a butterfly. Introduce website (Resource: Website about Butterfly Life Cycles). Using the website, groups read about and get familiar with their life cycle stage (separately).
Outcomes:
Lesson 4 & 5 – (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.
Outcomes:
Lesson 6 – Students write a speech information report (or script) about their stage of the life cycle.
Science -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.
Science - Using Technology UT S2:
Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
• chooses a means of publishing a report on the life cycle of an animal, eg silk worm or frog
English - WS2.9 Producing Texts
• jointly and independently construct a range of texts for different audiences and purposes, eg descriptions, recounts, procedures, narratives, poems, sequential
explanations, personal responses, expositions
• use a range of drafting strategies, eg note-taking, planning, organising headings,
writing key words, revising, final drafting, editing, proofreading
• write about both familiar and researched topics
• work with a variety of forms, eg projects, letters, diagrams, posters, multimedia
English - WS2.10
• prepare for writing, eg by planning text structure using pro formas
English - WS2.14
• make explicit the basic structure and grammar of a variety of text types including information report, procedure, recount, simple explanation and simple exposition
Science - INV S2.7
Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing
conclusions.
Lesson 7 – Present their visual images with narration (script) to class.
Outcomes:
VA?
Lesson 8 – Filming of each group’s work.
Outcomes:
Creative Arts
DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills
• devises action through movement and voice to adapt a character to create dramatic meaning through metaphor
• expresses feeling and other responses when depicting an event
• interprets imagined situations to make drama by deciding on dramatic elements, eg tension, contrast, symbol, time, focus and mood.
Lesson 9 – Record and add narrations to film.
English - WS2.9 Producing Texts
• jointly and independently construct a range of texts for different audiences and purposes, eg descriptions, recounts, procedures, narratives, poems, sequential
explanations, personal responses, expositions
• use a range of drafting strategies, eg note-taking, planning, organising headings,
writing key words, revising, final drafting, editing, proofreading
• write about both familiar and researched topics
• work with a variety of forms, eg projects, letters, diagrams, posters, multimedia
Outcomes:
Lesson 10 – Viewing finished multimodal text. Put it up on Youtube together.
Outcomes:
Allocation of Work
Megan – Finding the resources. Resource explanations (if possible i.e. after lesson plans are completed).
Lesson Plans – Choose one from 2-5.
Kasia-Lesson 4
Jeniffer – Lesson Plan 1
Grace – Lesson Plan 3
Courtney – Lesson Plan 2 (sent)