on the lifecycle of a butterfly from the website and represents this information
with visual and written texts using ICTs and in the make of a poster.
Screenshot image Retrieved from website: http://www.thebutterflysite.com/life-cycle.shtml This lesson consists of students gathering more information from the website, to elaborate on their paragraphs made in Lesson 2. The students search through the website to retrieve interesting facts about the lifecycle of butterflies but also simultaneously exploring the different ways information is presented. Once students have collected enough information of their stages, they go through a process of either producing a poster or using Microsoft Word to represent these different stages as a finished product.
UNIT TITLE: Life Cycles
LESSON: 4/10
Year 3 Stage 2
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) UTS2.9:- Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. Science and Technology - (Investigating) INV S2.7:
- Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions ENGLISH 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 - (Talking and Listening) TS2.2:
- Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. 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 English - (Writing) WS2.12:- Uses joined letters when writing in NSW Foundation style and demonstrates basic desktop publishing skills on the computer.
ASSESSMENT:
Engagement in discussion and contribution to group discussions
Observing students engagement in the lesson
Asking questions to investigate their thinking processes
Peer feedback of group work
Skills of investigating in groups
PART AND TIMING
SUBJECT MATTER
TEACHING PRACTICE
RESOURCES/ORGANISATION
Introduction:15 mins
Using ICTs such as the Internet and computer should be encouraged within the classroom as students are able to search for information in a click. This is also because in these times, it is essential to know how to make use of such technological items, in order to function in our current society.
LT S2.3Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. - identifies the processes and actions taken place in their allocated stages of the lifecycle.- gathers information on the structure and function of the particular stages of the lifecycle. UTS2.9Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. - uses different elements of the website confidently to achieve investigating purposes e.g. playing the videos.
INV S2.7Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions - investigates the website to observe, question, collect and record further information.
- Ask students to sit in their previously allocated groups and hand out the paragraphs they had written in Lesson 2. - Instruct groups to read their paragraphs amongst themselves so that they recall what they had written and what may be missing. - Introduce to the students the website with the SmartBoard. Give brief instructions of how to the use the website. - Students work in their groups with computers to search more information on their allocated stages. The information retrieved from written text, visual text such as pictures and videos are noted in point form on the A3 page (Paragraph).
Resources:- Paragraphs from Lesson 2- Website- Internet, computers Organisation:Students are seated in front of the board on the floor. Enough computers should be provided so that one group may have at least 2 computers.
Body: 45 mins
UTS2.9Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks. - uses Microsoft word to construct a visual and written representation of their allocated stage with confidence
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. - interacts and works collaboratively with group members to accomplish the work given
WS2.9Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.- uses excerpts from the paragraph to explain features of the stage, which is also supported by the use of visual text
WS2.12Uses joined letters when writing in NSW Foundation style and demonstrates basic desktop publishing skills on the computer. - able to type and publish when using Microsoft Word
- Each group is then divided into two.
- One group would be instructed to collaborate their information both written and visual (from Lesson 3) to represent their stage in a poster in a creative and innovative way. While the other group does the same thing, however using ICTs, a blank template on Microsoft Word.
- Poster group: Students are to cut out their visual images and to write out the written information (referring to the paragraphs and note taken previously) with their own methods e.g. using labelling
- Microsoft Word group: Students use the visual images that they had saved in their student folders in the previous lesson (Lesson 3). This group may also use their own creative techniques to represent their stage of the lifecycle. The group must save their word document into their students folders.
- Teacher observes and asks why students chose to use particular ways to display their images or texts.
Resources:- Paragraphs from Lesson 2- Printed images relating to their stages from Lesson 3- Images saved in student folders- Internet, computers- Microsoft Word- A3 Paper for each group- coloured paper, textas and pens- Other stationery such as glue, scissors
Organisation:Students are grouped around the classroom.
Conclusion - 15mins Students are to evaluate their own work and the other students', thus grasping a firm idea of what was achieved throughout the lesson.
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. - communicates ideas and thoughts with the whole class, the teacher and in groups.
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. - identifies the power and messages behind the integration of images and written text.
- Once all groups are finished, all groups sit on the floor ready to share with the whole class. - Display some of the works done by students and discuss with the whole class the following questions:
What are some of the aspects of the work that was creative? Why?
How did the group represent their images? How did they represent their written text? Does it have any impact on the whole representation itself?
As a viewer, what do you like about the work? Why? How it is useful to inform you with information?
Resources: - Computer- SmartBoard - Finished posters of particular groups Organisation: Students are seated in front of the board on the floor.
Lesson Evaluation: Did students achieve the lesson outcomes? If not, what would need to be modified to enhance student learning? Were students engaged in the learning throughout the process? Why/why not was this the case? Did the students understand the relevance of the concepts explored? In what ways was this evident? Were the concepts explored relevant for subsequent lessons? How? Were the works finished or was there not enough time? How could this be improved? How were students motivated to achieve a finished piece of work? How effectively did students contribute to editing and creating final piece of work?
Students investigate and gather more information
on the lifecycle of a butterfly from the website and represents this information
with visual and written texts using ICTs and in the make of a poster.
Screenshot image Retrieved from website: http://www.thebutterflysite.com/life-cycle.shtml
This lesson consists of students gathering more information from the website, to elaborate on their paragraphs made in Lesson 2. The students search through the website to retrieve interesting facts about the lifecycle of butterflies but also simultaneously exploring the different ways information is presented. Once students have collected enough information of their stages, they go through a process of either producing a poster or using Microsoft Word to represent these different stages as a finished product.
Science and Technology - (Using Technology) UTS2.9:- Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
Science and Technology - (Investigating) INV S2.7:
- Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions
ENGLISH
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 - (Talking and Listening) TS2.2:
- Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
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
English - (Writing) WS2.12:- Uses joined letters when writing in NSW Foundation style and demonstrates basic desktop publishing skills on the computer.
Using ICTs such as the Internet and computer should be encouraged within the classroom as students are able to search for information in a click. This is also because in these times, it is essential to know how to make use of such technological items, in order to function in our current society.
- identifies the processes and actions taken place in their allocated stages of the lifecycle.- gathers information on the structure and function of the particular stages of the lifecycle.
UTS2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
- uses different elements of the website confidently to achieve investigating purposes e.g. playing the videos.
INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions
- investigates the website to observe, question, collect and record further information.
- Instruct groups to read their paragraphs amongst themselves so that they recall what they had written and what may be missing.
- Introduce to the students the website with the SmartBoard. Give brief instructions of how to the use the website.
- Students work in their groups with computers to search more information on their allocated stages. The information retrieved from written text, visual text such as pictures and videos are noted in point form on the A3 page (Paragraph).
Organisation:Students are seated in front of the board on the floor. Enough computers should be provided so that one group may have at least 2 computers.
UTS2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.
- uses Microsoft word to construct a visual and written representation of their allocated stage with confidence
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
- interacts and works collaboratively with group members to accomplish the work given
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.- uses excerpts from the paragraph to explain features of the stage, which is also supported by the use of visual text
WS2.12 Uses joined letters when writing in NSW Foundation style and demonstrates basic desktop publishing skills on the computer.
- able to type and publish when using Microsoft Word
- One group would be instructed to collaborate their information both written and visual (from Lesson 3) to represent their stage in a poster in a creative and innovative way. While the other group does the same thing, however using ICTs, a blank template on Microsoft Word.
- Poster group: Students are to cut out their visual images and to write out the written information (referring to the paragraphs and note taken previously) with their own methods e.g. using labelling
- Microsoft Word group: Students use the visual images that they had saved in their student folders in the previous lesson (Lesson 3). This group may also use their own creative techniques to represent their stage of the lifecycle. The group must save their word document into their students folders.
- Teacher observes and asks why students chose to use particular ways to display their images or texts.
Organisation:Students are grouped around the classroom.
Students are to evaluate their own work and the other students', thus grasping a firm idea of what was achieved throughout the lesson.
- communicates ideas and thoughts with the whole class, the teacher and in groups.
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.
- identifies the power and messages behind the integration of images and written text.
- Display some of the works done by students and discuss with the whole class the following questions:
- Computer- SmartBoard - Finished posters of particular groups
Organisation:
Students are seated in front of the board on the floor.
Did students achieve the lesson outcomes? If not, what would need to be modified to enhance student learning?
Were students engaged in the learning throughout the process? Why/why not was this the case?
Did the students understand the relevance of the concepts explored? In what ways was this evident?
Were the concepts explored relevant for subsequent lessons? How?
Were the works finished or was there not enough time? How could this be improved?
How were students motivated to achieve a finished piece of work?
How effectively did students contribute to editing and creating final piece of work?