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The Great Barrier Reef ||= Curriculum Link:  Human Society & its Environment || **Yr Level: **
 * **Unit Topic: **

Stage 2 ||
 * **Lesson Number: **

1 {60 minutes} || **Lesson Topic: ** Introduction to topic and rich task focus  || **Learning Area(s): ** English Human Society & its Environment ||
 * __**Lesson Aim: **__ ||
 * This is lesson will introduce the students to the background information of the Great Barrier Reef by being exposed to a variety of text types and literacy skills. This lesson will incorporate an introduction to visual, linguistics and audio literacy, as students will be engaging within multimodal texts and how grammar is identified through semiotics.

Reynolds (2009, p. 186) asserts that media literacy and critical viewing [of grammar] is vital within social studies classrooms. As this is a HSIE subject this lesson will use visual and linguistic grammar to develop background knowledge and critical viewing. Students will begin to work with their groups for the rich task and develop their ideas on how they will promote themselves as reef guardians, as they find evidence of human impact from a variety of texts. ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Focus Outcome: **__ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**ENS2.6** //Describes people’s interactions with environments and identifies responsible ways of interacting with environments.// ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Outcomes & Indicators **__ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**ENS2.6** Describes people’s interactions with environments and identifies responsible ways of interacting with environments.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Environmental changes

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Management and care of features, sites, places and environments

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Gives reasons for why a specified area should be cared and watched over by the government

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Identify and evaluate the impact of human on a specific site

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Compare and contrast two arguments of for and against human use of the reef. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**TS2.1** explores responses and attitudes of others expresses a point of view with justification

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Discusses and evaluates different points of views and ideas

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Compare a variety of response and justify through evidence

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Explores and reflect on new and varied ideas <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**RS2.5** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Obtain information from a variety of text both written and visual grammar

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">- Makes interpretations and develop ideas from a range of text and visuals

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Collaborate ideas in a summary plus, minus and interesting chart. || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Have students take down some notes on the reef, to get them thinking about how the reef may be impacted by humans. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Repeat video. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">After the video follow up with questions to develop their research:
 * **__<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Resources: __** ||
 * * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Variety of multimodal texts- (appendix 1)
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Butchers paper
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Pens
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Computers
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Library access (if possible)
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Resource 4 ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Lesson Sequence: **__ ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Introduction {10 mins} __ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Show the students the National Geographic clip of the Great Barrier Reef on a smart board or another presentation screen.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What are some benefits by having the reef open to people?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Could this affect the reef in the long term?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">From the clip what are some of the human impacts on the reef?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What has the marine authority put in place to reduce this?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What effects of the visual clip influenced you in positive or negative ways? why?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What language features contributed to the visuals to make the clip’s content more effective?

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Explain that scientist has shown that the reef is dying due to the human impact and climate change. Today we will be focusing on researching about the positive and negative effects humans have on the reef and what is being done to stop the change || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">points on the board e.g. Adjectives, Persuasive language (Must, If not), Visual representation in relation to text, Critical analysis of the writers view. Students should refer back to this list while in the research process to see how the audience can be influenced by the two views.
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Learning Activities {40 minutes} __ ||
 * **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">TEACHER ** <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Following the introduction the students would have grasped the central idea of the lesson. Bring in books about the reef, print off articles on human impacts and start up websites (See appendix 1 for all the research resources). Within this research period, have a list of visual and written grammar

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Split the class up into groups of four; explain that these will be their groups for the rich task at the end, spread students throughout the class with the different resources.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">After 15 mins bring students in front of a white board and brainstorm some of the information that they have researched. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">With this information on the board give each group a piece of butchers paper and explain that they will be creating a ‘Plus, Minus and Interesting’ chart on human’s interaction with the reef. For this task give the students roles: the writer, the presenter, and the two researchers. || **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">STUDENT ** <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be instructed to look at: <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-The Great Barrier Reef information <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-Human impact on the reef- negative effects <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-The positives of having people visit the reefs <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">-What measures and restrictions have be put in place to preserve the reef

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be slipt into groups and start researching a topic from above, according to their resource.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will discuss and brainstorm as a whole group on what they have found out.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will engaged with discussions in their groups and complete the Plus and Minus chart, they can look at the resources again if they need more information. || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Have the groups, once decided, come up and explain their decision and the plus, minus and interesting chart and indicate why they would want to protect the reef. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Suggest to students that they are creating the basis of an exposition as they are trying to convince people of what their views are. *this will lead onto the next lesson. || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students sill engage with discussion and observe the opinion and ideas that are evoked <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Reynolds, R. (2009). Teaching Studies of Society and Environment in the Primary school. Victoria, Australia: Oxford University Press ||
 * __<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Conclusion: {10 mins} __ ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Bring the class back together within their groups and explain that as a group they have to decide which side outweighs the other and which side they will be talking about.
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Evaluation: **__ ||
 * * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; margin-left: 18pt; text-indent: -18pt;">Were all the students engaged?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Was the task too challenging or too simple for the groups?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Did the research help or hinder the groups work? Did every group have the same amount of information in the end?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Was the task clearly outlined? Did the students reach the objective?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Was this an effective way of introducing students to the topic and how it helps them with the rich task?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Were their any aspects overlooked?
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Was there sufficient amount of time for each of the sections? ||
 * __**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Assessment: **__ *
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Plus and Minus chart to be completed
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Student will work with their group for the rich task and begin to think and design their approach to the task ||
 * <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">References: