Unit+of+Work+Overview

__ ENS2.5 __ Describes places in the local area and other parts of Australia and explains their significance. - //Uses geographical terminology (e.g. north/south/east/west) to describe the location of Graythwaite Parklands in relation to the school.// //- Demonstrates an understanding of the significance of natural, heritage and built features in the local area, NSW and Australia, and their uses.//
 * ** Unit Title: ** |||||| Community Conservation || ** Stage/Year: ** || 2/ Year 4 ||
 * ** HSIE Outcomes and Indicators: ** |||||| ** Focus Outcomes and Indicators **

__ SSS2.8 __ Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. //- Researches the contributions of paid and unpaid workers and voluntary organisations in the community and how they contribute to the sustainable management of the Graythwaite Parklands/Estate.//  //- Describes the roles and responsibilities of citizens in the local government in relation to significant and heritage sites.//

** Related Outcomes ** __ ENS2.6 __ Describes people’s interactions with environments and identifies responsible ways of interacting with environments. // - Researches groups associated with places and features, including Aboriginal people. // //- Demonstrates an understanding of the importance of the management and care of features, sites, places and environments.//

<span style="font-family: Tahoma,Geneva,sans-serif;">__ SSS2.7 __ Describes how and why people and technologies interact to meet needs and explains the effect of these interactions on people and their environment. <span style="font-family: Tahoma,Geneva,sans-serif;">// - Students learn about the services and contributions made by community organisations and groups in relation to significant and heritage sites. // || <span style="font-family: Tahoma,Geneva,sans-serif;">** Unit length: ** || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">60 mins x 10 lessons || <span style="font-family: Tahoma,Geneva,sans-serif;">// - writes for a chosen audience// <span style="font-family: Tahoma,Geneva,sans-serif;">//- selects relevant information to use in own writing//
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Focus English Outcomes and Indicators: ** |||||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ WS2.9 __ Drafts, revise, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features.

<span style="font-family: Tahoma,Geneva,sans-serif;">__ 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. <span style="font-family: Tahoma,Geneva,sans-serif;">//- adjusts speech to suit familiar situations, eg gives instructions to younger child, uses aids when presenting an information report to enhance meaning for peers// <span style="font-family: Tahoma,Geneva,sans-serif;">//- engages with the audience and uses appropriate body language when presenting// //performs, giving some consideration to use of voice and gesture, e.g. in the final video// || <span style="font-family: Tahoma,Geneva,sans-serif;">__ BES2.1 __ Creates models and evaluates built environments reflecting consideration of functional and aesthetic factors <span style="font-family: Tahoma,Geneva,sans-serif;">__ LTS2.3 __ Identifies and describes the structure and function of living things and ways in which livings things interact with other livings things in their environment <span style="font-family: Tahoma,Geneva,sans-serif;">** Creative Arts ** <span style="font-family: Tahoma,Geneva,sans-serif;">// Drama // – __DRAS2.2__ Builds the action of the drama by using the elements of drama, movement and voice skills. __DRAS2.3__ Sequences the action of the drama to create meaning for an audience. <span style="font-family: Tahoma,Geneva,sans-serif;">// Visual Arts // – __VAS2.3__ Acknowledges that artists make artworks for different reasons and that various interpretations are possible. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.2 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">RS2.5 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">RS2.6 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Significant Sites __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">In this lesson, students will be introduced to the topic of significant sites within Australia and NSW by locating, describing and explaining their importance. This will also involve an exploration of heritage listed sites and significant indigenous sites. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Students will begin the lesson with a sorting exercise, which will identify heritage and significant sites around Australia by written description and visual representation. This will allow students to gain a greater understanding of the classification ‘heritage’ and its role in identifying significant site. Students with then complete an interactive mapping exercise to locate these sites around Australia. At the completion of the mapping exercise, students will be arranged into groups to complete a heritage site analysis in which students are given questions to assess the validity of sites and their heritage status <span style="font-family: Tahoma,Geneva,sans-serif;">** Resources ** : Resource 1 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Lester A. (2004). //Are we there yet?// Penguin Group: Australia. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">Pyers, G. (2011). //World Heritage in Australia: What is World Heritage.// Pearson Education. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">World Heritage Checklist || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.2 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">RS2.5 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">RS2.6 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ What is conservation? __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">This lesson will build upon the concept of significant and heritage sites in NSW and Australia by introducing the concept of conservation. Students will gain an understanding of the difference between preservation and conservation and its relationship with significant and heritage sites. Students will begin the lesson with an activity in which they think about something that is of value to their family. Students will then think/pair/share with the following questions; what is it, why is it important they look after it, what might happen if it didn’t protect it, who is responsible for protecting it, then report back to the class. Students will then begin to explore the roles, rights and responsibilities associated with conservation by working in groups to explore with case studies of significant/heritage sites and organisations which are attempting to conserve the site. For example Great Barrier Reef, Graythwaite North Sydney, Ayres Rock, Sandon Point Tent. Students will be given an evaluation sheet to extract key points from the case studies excerpts. For example; what is it, where is it, what are its values (historical, cultural, environmental), what are the threats against the site, whose responsibility is it and what is being done? Students are to report back to the class their findings. To consolidate learning, students will then write about conservation, its importance and general thoughts regarding significant and heritage sites. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">NB – Ensure students aware that Graythwaite is a significant site in local area. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">This lesson will provide students with the opportunity to experience the Graythwaite conservation dilemma by visiting both the site and nearby community park. At the Graithwaite site a Lavender Bay Public School council representative will discuss with students the developmental proposals for the site in expanding the school grounds and recreational activities. At Wendy’s Garden, in Lavender Bay, a community representative will take students through the site and describe the community’s efforts in conserving the environment and maintaining community access. Students will be provided with a worksheet in order to record their observations. Upon return to the school, these worksheets will provide the basis for a class discussion on opinions, perspective and initial reactions to the debate. The worksheets will include areas of school, council, community and children to help students consider multiple perspectives <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">NB: Special guests will be prompted prior to the visits to encourage inclusion of the 4 perspectives of school, council, community and kids. Teacher to take pictures during the visits to upload on communal database (links to lesson 8) || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.2 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">WS2.9 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">WS2.10 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Getting Together __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">This lesson will encourage students to consolidate their knowledge from the previous lesson and consider multiple perspectives of the Graythwaite conservation debate. Students will be organised into 4 groups to represent the school, local council, community and students and will discuss within their groups the issues or concerns from the viewpoint of their designated group. Students are to consider the success of Wendy’s Garden in environmental and community conservation and if this approach would be applicable to the Graythwaite site. Once students have consolidated their thoughts within their groups they are to present their perspective and ideas to the class in the form of a Town Meeting. Students will be able to provide feedback to each group. At the completion of the discussion, students will be given the opportunity to write an opinion piece stating their personal stance on Graythwaite the debate to be submitted to the school newsletter. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">WS2.10 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">RS2.8 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">TS2.1 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">TS2.2 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Constructing Expositions – Grammar Lesson __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">This lesson will revise student’s prior understanding of expositions and extend this knowledge to produce a more demanding text. To begin students will work in groups to explore the structure, social purpose and audience, technical language and persuasive language in a persuasive 'Letter to the Editor'. Students will then explore the role of modal verbs in persuasive language and devise statements regarding the Graythwaite conservation campaign using modal verbs which they have learnt. Students will combine their knowledge of expositions and new knowledge of modal verbs to create a Campaign Rap to promote the Graythwaite Campaign and perform it to the class. At the completion of this lesson, students will evaluate the effectiveness of persuasive texts and their role in community issues and debates. <span style="font-family: Tahoma,Geneva,sans-serif;">**Resources**: Resource 2 <span style="font-family: Tahoma,Geneva,sans-serif;">"Letter to the PM" || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">RS2.7 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Visual Literacy __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">In this lesson, students will explore the role of visual literacy and its function in promotional campaigns. Students will begin this lesson by analysing professional promotional campaign and assessing their visual features. In this introductory activity, campaign posters will be placed at 5 stations around the classroom. Students will move in groups around the room and use post its identify aspects and features on the visual image. Students will be guided with technical terms shown in the board such as framing, vectors, angle, salience, colour, offer or demand. At the completion of this activity, students will discuss what were the most effective posters and why. Students will then be shown local campaign posters which have attempted to gain support for local community advocates. Students will be required to assess their effectiveness in promoting the campaign, then offer suggestions as to how to improve them, using visual literacy aspects. The final task will allow students to implement the visual literacy skills they have developed in previous activities by creating a poster which promotes the campaign to conserve Graythwaite. Encourage students to consider the points made in their written exposition in the previous lesson to help guide their design. At the completion of this task, the teacher will arrange the posters in an art gallery form in the classroom. Students will move around and appreciate each poster. Students will then offer which poster was most effective in promoting the campaign and offer why. <span style="font-family: Tahoma,Geneva,sans-serif;">** Resources ** : Resource 3 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">WWF Pictures, Local campaign posters || <span style="font-family: Tahoma,Geneva,sans-serif;">TS2.2 <span style="font-family: Tahoma,Geneva,sans-serif;">RS2.5 <span style="font-family: Tahoma,Geneva,sans-serif;">RS2.6 <span style="font-family: Tahoma,Geneva,sans-serif;">WS2.10 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Campaign Time: Part 1 __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">In this lesson, students will be divided into 4 groups in order to represent the environmental, historical, community recreation and local residential perspectives. Students will be informed that in these groups they will be producing a multimodal campaign to promote the conservation of Graythwaite park. Students will be given time in this lesson to gather ideas and research relevant information in order to promote their designated perspective. This will be a student focused task, with the teaching suggesting websites, references and books which may be used to assist in their research. Prior to the conclusion of the lesson, students will come together and discuss their findings and share ideas regarding a certain angle which they may use to promote their perspective. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 12px;">TS2.2
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Unit Description: ** |||||||||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">This unit aims to explore the management and care of sites and places in local areas, wider NSW and Australia. Students will investigate traditional and contemporary conservation strategies and assess their effectiveness in conserving heritage sites and significant natural features. In addition to the HSIE focus, this unit will require students to explore the purpose of an exposition in creating a multimodal campaign. This campaign will allow students to demonstrate their knowledge and understanding of the responsible ways people interact with environments. ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Link to other KLA’s: ** |||||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">** Science and Technology **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Lessons ** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">** English Outcomes (Indicators in lesson plans) ** |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">** Sequence of Lessons ** ||
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 1 |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.1
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 2 |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.1
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 3 |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.1 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Take A Walk in the Park __
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 4 |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">TS2.1
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 5 |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">WS2.9
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 6 |||| <span style="font-family: Tahoma,Geneva,sans-serif;">TS2.2 RS2.6
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 7 |||| <span style="font-family: Tahoma,Geneva,sans-serif;">TS2.1
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 8 |||| <span style="font-family: Tahoma,Geneva,sans-serif;">TS2.1

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 12px;">RS2.8
|||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Campaign Time: Part 2 __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">This lesson will allow students to consolidate the knowledge and understanding of visual literacy, expositions and Graythwaite conservation to begin planning for their multimodal campaign. In this lesson, students will be shown an example of a multimodal advertising campaign in which students are required to identify and reflect upon the effective features and aspects used in the text noting images, sound, spoken language and/or written text and also the use of persuasive language or techniques. Discuss the use of these features in the persuasive nature of the clip. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Students will then gather in their groups and work together to create a story board for their multimodal text. Students will be required to plan and design 6 storyboards which must include the following criteria; at least one image, sound, spoken language, written text and the use of persuasive techniques. At the completion of the their story boards, each group will put forward their ideas and provide feedback, make amendments etc. Students must also as a class consider the cohesiveness of the text as a whole for example music, catch phrase, organisation etc. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Resource: Resource 4 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">WWF Campaign || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 12px;">TS2.2
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 9 |||| <span style="font-family: Tahoma,Geneva,sans-serif;">TS2.1

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 12px;">WS2.9
<span style="font-family: Tahoma,Geneva,sans-serif;">WS2.10 |||||||| <span style="font-family: Tahoma,Geneva,sans-serif;">__ Lights, Camera, Action __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">In this lesson students will begin in the production phase of their multimodal text, using the ideas from their storyboards. Students will be given the opportunity to film, source sound and images, ensuring all criteria are met. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">TS2.2
 * <span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Lesson 10 |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">TS2.1

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">WS2.10
|||||||| __<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Campaign Time: The Finale __ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">Students will use this lesson to combine all the aspects sourced in Lesson 9 to complete their video. Those students who complete early can begin to prepare for the meeting, view each other’s and analyse the overall effectiveness of their video. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- How did I cater for the range of learning styles? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- How did I modify/differentiate the learning for my students? Was this effective and adequate? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Were the extension activities adequate and challenging? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Were my teaching strategies appropriate? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Was the assessment/evidence of learning appropriate and valid? Were they effective enough to gain an understanding of student knowledge? <span style="font-family: Tahoma,Geneva,sans-serif;">- Did the students demonstrate an understanding of the significance of maintaining and caring for heritage sites? (ENS2.5, ENS2.6) <span style="font-family: Tahoma,Geneva,sans-serif;">- Did the students work effectively with the guest speakers in Lesson 3? <span style="font-family: Tahoma,Geneva,sans-serif;">- Did students demonstrate an overall understanding of the importance of persuasive language in promoting a cause? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Did the group structures work? why/why not? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Were the resources relevant and did they enhance learning? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Were groups able to successfully create effective campaign videos that embodied the purpose of an exposition? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Were students able to effectively turn the 'more written like' texts created in the middle of the unit to 'more spoken like' language for the final video? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Was the timing of activities reasonable? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Were the allocated ten lessons sufficient, or was more time needed to consolidate knowledge and understanding? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- What were the management issues? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- What will I change for next time? ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Unit Evaluation ** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">- Were the learning outcomes achieved? If not, why?