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How effectively did students contribute to editing and creating final piece of work?
How were students motivated to achieve a finished piece of work?
References:
Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29(1), 7-23.
Piaget, J. & Inhelder, B. (1974). The child’s construction of quantities. London: Routledge.

UNIT OF WORK SUMMARY
Lesson 1 – Resource: Non-fiction Book about Butterflies
with a worksheet.sheet to write down notes. Working in pairs,groups of 5, fill in
Lesson 2 - Resource: Video Documentary
Students are to watch a 3 minute National Geographic documentary video called 'Growing Up Butterfly'. The class then collectively constructs a poster summarising the different stages in the life cycle of a butterfly from the information in the video. Within this lesson, students begin work as a class, then work in groups and then reassemble as a class to piece together the different stages of the life cycle of a butterfly. Using the visual resource of the National Geographic video 'Growing Up Butterfly', students are able to recognise and visualise the different stages before investigating these stages in further detail. As the students reconvene as a class, each group presents what they have learnt, by peer teaching and creating their own poster representation. From this, the class creates a visual class display which can be used in future for work samples,education resources and class decorations. Group work allows students to discuss and question the different stages of the lifecycle. This peer to peer contact breaks down the technical barrier, ensuring all students are able to understand what is occurring. Through investigation and the presentation of their findings, students are then able to incorporate technical language into their everyday knowledge. The use of technology provides a teaching and learning method that caters for kinaesthetic, visual and aural learners and the possibility for creativity and presentation skills to be fostered within the lesson caters for students who thrive on producing artistic works.

Resources
Life Cycles).
{DSC02074.JPG} Clyne, D. (1994). Flutter by, Butterfly. St. Leonards, NSW: A Little Ark Book. {DSC02089.jpg} Example of Diagrams - Page 2 of 'Flutter by, Butterfly'
Outcomes Addressed:

{DSC02074.JPG} Clyne, D. (1994). Flutter by, Butterfly. St. Leonards, NSW: A Little Ark Book. {DSC02089.jpg} Example of Diagrams - Page 2 of 'Flutter by, Butterfly'
Outcomes Addressed:
Things) S2.3:
- Identifies Identifies and describes change in some living things
ENGLISHthings.
English - Listening) TS2.1:
- Communicates in Viewing) RS2.6:
-Uses Uses efficiently an Viewing) RS2.7:
- Discusses how Viewing) RS2.8:
- Discusses the Diagrams above).
Moreover, it is a good starting point for scaffolding knowledge about the butterfly life cycle, and hence the process of change in living things, because of its' relatively brief, easily-read and -understood coverage on the change that butterflies undergo (Clyne, pp. 7-11, 16-19). This allows for an effectively engaging and enjoyable introduction activity that scaffolds prior knowledge or schemas on the concept of butterflies' morphology, introducing key topic words to the unit of work, whilst allowing for greater amount of focus, research and investigation in the subsequent lessons.
Resource 2 : National Geographic Documentary Video: Growing Up Butterfly

Resources
Resource 1 : Book about a butterfly (Resource: Book about Butterfly Life Cycles).
{DSC02074.JPG} Clyne, D. (1994). Flutter by, Butterfly. By Densey Clyne.St. Leonards, NSW: A Little Ark Book. {DSC02089.jpg} Example of Diagrams - Page 2 of 'Flutter by, Butterfly'
Outcomes Addressed:
Science and Technology - (Living Things) S2.3:

Resources
Resource 1 : Book about a butterfly (Resource: Book about Butterfly Life Cycles).
{DSC02074.JPG} Flutter by, Butterfly. By Densey Clyne.
Outcomes Addressed:
Things) S2.3:
- Identifies and describes the structure and functionprocesses of living things and wayschange in whichsome living things interact with other living things and their environment.English
ENGLISH
English - (Talking and Listening) TS2.1:CommunicatesTS2.1:
- Communicates in informal across the curriculum.Englishcurriculum.
English - (Talking(Reading and Listening) TS2.2: Interacts effectively in groups and pairs, adopting aViewing) RS2.6:
-Uses efficiently an integrated range of roles, uses a variety of mediaskills and uses various listening strategies for different situations.Englishwhen reading and interpreting written texts.
English - (Reading and Viewing) RS2.7:DiscussesRS2.7:
- Discusses how writers Viewing) RS2.8:
- Discusses the text types.
This book is appropriate for effectively engaging students in the introduction to the topic of multimodalities in the Key Learning Areas of Science and English. In this first lesson, students are involved in a series of activities that involve viewing and critiquing how multimodalities - in this case, a written factual text including visuals - are made to achieve their function as a non-fiction text that aims to inform readers about a specific stream of information. This book contains a variety of good representational aspects of a factual written text, from which much multimodal experiences, discussion, critique, and even visual metalanguage can be initiated i.e. it is a non-fiction text, containing a variety of images (close up, detailed, high and naturalistic modality, representational of concrete everyday items), diagrams (overt taxonomies, structured analytical, transactional), and written text that accompany the images, or vice versa, with a range of everyday to technical words (see example of Diagrams above).
Moreover, it is a good starting point for scaffolding knowledge about the butterfly life cycle, and hence the process of change in living things, because of its' relatively brief, easily-read and -understood coverage on the change that butterflies undergo (Clyne, pp. 7-11, 16-19). This allows for an effectively engaging and enjoyable introduction activity that scaffolds prior knowledge or schemas on the concept of butterflies' morphology, introducing key topic words to the unit of work, whilst allowing for greater amount of focus, research and investigation in the subsequent lessons.
Resource 2 : National Geographic Documentary Video: Growing Up Butterfly
Growing Up Butterfly. Great Migrations. National Geographic. Retrieved from: http://video.nationalgeographic.com/video/player/national-geographic-channel/all-videos/av-8520-8756/ngc-growing-up-butterfly.html

References:
Target Texts.
Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29(1), 7-23.
NSW Board of Studies. (2001). K-6 English Syllabus. Sydney: Author.
NSW Board of Studies. (2006). Science and Technology K-6. Sydney: Author.
NSW Board of Studies. (2000). Creative Arts K-6 Syllabus. Sydney: Author.
McInerney, D. M. (Eds.). (2010). Educational Pyschology: Constructing learning. Frenchs Forest: Pearson.
Piaget, J. & Inhelder, B. (1974). The child’s construction of quantities. London: Routledge.
Unsworth, L. (2001). Teaching multiliteracies across the curriuclum: changing contexts of text and image in classroom practice. Buckingham, England: Open University.

Students are introduced to the topic of change in living things - butterflies. They focus on aspects of non-fiction written literacy and how meaning is constructed through the elements, taking on the roles of text-user and text-analyst to analyse a variety of texts, with a focus on the book Flutter by, Butterfly.
UNIT TITLE: Life Cycles
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LESSON: 1/10
Year 3 Stage 2
Ask students: What kind of text would you usually find information about something in? (Non-fiction). Instruct students that they will be shown a variety of different things for them to do a quiet guessing game in. Move students back to tables and take out their English workbooks. Instruct no talking or looking at each other’s notes. Show the following slides (pretend book covers), and at each pausing to let students write their answers for whether they guess it is a fiction or non-fiction book, and why.
- Slide 4: Blank background, Words ‘Is that a Butterfly?’
Slide 5: Blank background, Words ‘Flutter
- Slide 6: Words ‘Flutter by, Butterfly’ with different font.
- Slide 7: Words ‘Flutter by, Butterfly’ with different font, and accompanying photo of a real butterfly.
How effectively did students contribute to editing and creating final piece of work?
How were students motivated to achieve a finished piece of work?
References:
Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29(1), 7-23.
Piaget, J. & Inhelder, B. (1974). The child’s construction of quantities. London: Routledge.
SLIDE EXAMPLES {Screen_shot_2011-10-04_at_10.19.10_PM.png} Slide 4: Is that a Butterfly? {Screen_shot_2011-10-04_at_10.17.53_PM.png} Slide 5: Flutter by, butterfly. {Screen_shot_2011-10-04_at_11.46.48_PM.png} Slide 6: Flutter by, Butterfly (in different font) {butterfly.jpeg} Slide 7: Accompanying real photo of butterfly. {clara-almeida-girl-and-butterfly.jpg} Slide 8: Accompanying drawing of butterfly. {DSC02074.JPG} Slide 9: Real cover of book.