Learning Area(s):English and Science and Technology
Unit Aim: For students to be able to identify and describe the structure and function of a Koala and the ways in which a Koala interacts with other living things and its environment
Lesson Outcome: LT 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 · Identify and describe the habitat of a Koala · Identify and describe the appearance of a Koala · Identify and describe the diet of a Koala · Identify and describe the life cycle of a Koala
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. · Identifies key words in relation to the visual · Is able to annotate a visual image (i.e. structural analytical)
Resources: · Various images of animals, some narrative, some conceptual, some structured analytical, some unstructured (Appendix B: 1). · Paired worksheets (Appendix B: 2) · Large copy of an unstructured Koala image (or image on IWB) (Appendix B: 3) · Koala labels with blue tack on them · Hat/bag/box to put labels in.
Lesson Outline The teacher begins the lesson by saying that they will be continuing their Koala: An Australian Native Animal Unit.
Introduction: · Explain to students that this lesson we will be looking at images and what sort of images are most appropriate for an information report. · Show students a variety of images of animals. Show a couple that show narrative, a couple that are unstructured conceptual and some that are structured analytical (Appendix B: 1). · Ask students which images tell us more about the animal? · Ask students which pictures they might use in an advertisement (receive a few responses), which in a narrative picture book (again wait for responses), and which in an information report, and why?
Teaching strategy/LearningActivity:
Students will ……
· Sit at their seats watching and listening to the teacher. Asks questions to clarify their understanding.
· Listen to instructions.
· Students get materials they will need (pencils, rubber, worksheet) and sit with their partner. · Students complete activity as described by teacher.
· Students return to their seats and face the front.
Teacher will…
· Explain the features of the type of structured analytical image students should use for their final PowerPoint information report (i.e. an annotated image of the animal). In particular focus on text being written horizontally and the connecting lines pointing directly to the point.
· Explain that students will now do a barrier activity and explain how the activity will work. · Put students into pairs and hand out worksheets. · Students will sit back to back. Both students will have the same image, however one student will have the labels on their image and the other student will not have labels on their image. The student who has the labels on their image will have to tell their partner where to write and what to write on the image. When students are finished, compare images to see if it is correct, then ask the teacher for the next image and swap roles.
· Teacher observes students working and gives suggestions to students who are struggling.
· The teacher then asks the students to get into groups of 3-4. The teacher hands out a large, low modality image of a Koala to each group and an envelope containing the labels and arrows (See Appendix B: 3). The students will have to work as a group to label the image of a Koala using these labels by blue tacking them on (here students are creating a structured analytical image). Students can also incorporate their knowledge of Koalas from previous lessons to help them.
· Ask some students to one at a time choose a label and place it in the correct place. Tell students that there are more labels than lines and therefore students need to draw on extra lines on the image. Students at their seats make comments and assist students who may not be sure where the label goes.
Concluding strategy: Each group will present their annotated image to the class. The teacher will facilitate whole class discussion if any students have made mistakes helping them to clarify their understanding.
Teacher puts the whole class into two groups and plays a fun activity. The teacher will place up on the white board a series of images (one at a time), where students need to call out either structured analytical, unstructured analytical, etc). The group that calls it out first receives a point and the group that gets to five points first is the winner.
Assessment: Observations will be made (by writing notes on sticky notes to be later stuck into teacher’s assessment folder) of students working on the images, and of responses given to questions relating to images. Students’ ability to appropriately label an image will be assessed through observation of whole class activity and by collecting work samples from the paired activity.
Any special considerations or contingency plans: Students with special needs will be paired with a partner who will be supportive and who the students generally works well with. If required students may have the image or writing on their worksheet larger than their peers, or may be able to cut and paste labels where their partner describes to them. When describing students may be given a sheet with useful words to use when giving someone directions.
Self-reflection Did students recognise the importance of structured analytical images? Were students able to correctly label images, using the correct techniques? Were the activities pitched at an appropriate level? Were students with learning needs effectively catered for? How could the lesson be improved?
For students to be able to identify and describe the structure and function of a Koala and the ways in which a Koala interacts with other living things and its environment
LT 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
· Identify and describe the habitat of a Koala · Identify and describe the appearance of a Koala · Identify and describe the diet of a Koala · Identify and describe the life cycle of a Koala
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
· Identifies key words in relation to the visual · Is able to annotate a visual image (i.e. structural analytical)
· Various images of animals, some narrative, some conceptual, some structured analytical, some unstructured (Appendix B: 1).
· Paired worksheets (Appendix B: 2)
· Large copy of an unstructured Koala image (or image on IWB) (Appendix B: 3)
· Koala labels with blue tack on them
· Hat/bag/box to put labels in.
The teacher begins the lesson by saying that they will be continuing their Koala: An Australian Native Animal Unit.
· Explain to students that this lesson we will be looking at images and what sort of images are most appropriate for an information report.
· Show students a variety of images of animals. Show a couple that show narrative, a couple that are unstructured conceptual and some that are structured analytical (Appendix B: 1).
· Ask students which images tell us more about the animal?
· Ask students which pictures they might use in an advertisement (receive a few responses), which in a narrative picture book (again wait for responses), and which in an information report, and why?
· Sit at their seats watching and listening to the teacher. Asks questions to clarify their understanding.
· Listen to instructions.
· Students get materials they will need (pencils, rubber, worksheet) and sit with their partner.
· Students complete activity as described by teacher.
· Students return to their seats and face the front.
· Explain the features of the type of structured analytical image students should use for their final PowerPoint information report (i.e. an annotated image of the animal). In particular focus on text being written horizontally and the connecting lines pointing directly to the point.
· Explain that students will now do a barrier activity and explain how the activity will work.
· Put students into pairs and hand out worksheets.
· Students will sit back to back. Both students will have the same image, however one student will have the labels on their image and the other student will not have labels on their image.
The student who has the labels on their image will have to tell their partner where to write and what to write on the image. When students are finished, compare images to see if it is correct, then ask the teacher for the next image and swap roles.
· Teacher observes students working and gives suggestions to students who are struggling.
· The teacher then asks the students to get into groups of 3-4. The teacher hands out a large, low modality image of a Koala to each group and an envelope containing the labels and arrows (See Appendix B: 3). The students will have to work as a group to label the image of a Koala using these labels by blue tacking them on (here students are creating a structured analytical image). Students can also incorporate their knowledge of Koalas from previous lessons to help them.
· Ask some students to one at a time choose a label and place it in the correct place. Tell students that there are more labels than lines and therefore students need to draw on extra lines on the image. Students at their seats make comments and assist students who may not be sure where the label goes.
Each group will present their annotated image to the class. The teacher will facilitate whole class discussion if any students have made mistakes helping them to clarify their understanding.
Teacher puts the whole class into two groups and plays a fun activity. The teacher will place up on the white board a series of images (one at a time), where students need to call out either structured analytical, unstructured analytical, etc). The group that calls it out first receives a point and the group that gets to five points first is the winner.
Observations will be made (by writing notes on sticky notes to be later stuck into teacher’s assessment folder) of students working on the images, and of responses given to questions relating to images.
Students’ ability to appropriately label an image will be assessed through observation of whole class activity and by collecting work samples from the paired activity.
Students with special needs will be paired with a partner who will be supportive and who the students generally works well with. If required students may have the image or writing on their worksheet larger than their peers, or may be able to cut and paste labels where their partner describes to them. When describing students may be given a sheet with useful words to use when giving someone directions.
Did students recognise the importance of structured analytical images?
Were students able to correctly label images, using the correct techniques?
Were the activities pitched at an appropriate level?
Were students with learning needs effectively catered for?
How could the lesson be improved?