Unit+of+Work+Overview

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 * __Lesson 1: __**This lesson will focus on the background information of The Great Barrier Reef, including its marine life, location and significance in the world. Resource one, 'The Great Barrier Reef Book, by Dr Mark Normann', will give students the opportunity to explore The Great Barrier Reef through high modality images and key information blurbs. It will provide students, through modeled reading, with key information necessary to complete the written component of the lesson. The major component of this lesson will ask students to develop a factual description, based on a marine animal/plant of interest. ======


 * __Lesson 2: __** Lesson 2 will be undertaken in the library, where students are to explore the impact of pollution and how it can affect our oceans. This lesson ensures students are familiar with aquatic life, the eco-system and life underwater, and how when polluted there are damaging consequences. Library research provides an opportunity for students to understand the current state of our waterways. Library learning and research provides an array of resources for students. Time will be evenly allocated to computer and text research. The teacher will provide a number of websites such as: [] to ensure students are using relevant and reliable information sources. Students are to individually compile their own research, and write a report on the effects of pollution in the Great Barrier Reef.


 * __Lesson 3: __** Lesson topic is to increase students’ awareness about our environment (specific to under the sea). Students will be engaged in learning about Global Warming and its effects, as well as how we as a society can prevent damage to our oceans. Prior lessons have given students an opportunity to explore what impact pollution has on our Aquatic Life in Australia, as well as the Eco-system which has engaged them enough to learn about preventions. This lesson aims to work towards providing students a greater understanding of peoples’ interaction with the environment by extraordinarily watching a 3D movie about life under the sea (Resource 1). It will engage them with real life creatures, changes taking places and how environmental issues are affecting the reef. From the movie students will conduct presentation which will focus on preventions of further damages to living things in the Great Barrier Reef.


 * __Lesson 4: __** Based on what they have learnt on their excursion to the Imax Theatre in the previous lesson, students in pairs are to present their findings to the class. This lesson enables them to collaborate their ideas and notes which they took following their viewing of the 3D film ‘Under the Sea’ (Resource 2). Students have permission to bring in further research they have conducted after their excursion. Students are to present their information in an engaging news documentary context where they take on the role of news presenters, dividing the information they are presenting. The teacher begins the lesson by showing examples and running through the features of a news documentary segment.

A list of the following is what will need to be included in the presentation: - Exploring the Greet Barrier Reef. - How are animals and corals affected by pollution? - How can the reef be protected? - What will the reef look like if no changes have been made?


 * __Lesson 5: __** In this lesson student’s focus upon using their written literacy skills to create their own Information reports. Throughout this lesson students are involved in both the research and the writing of a report on the Great Barrier Reef. They are given websites that contain all the information they need and the subheadings under which to summarise. Additionally they experience using online technology to construct their own text that covers the Great Barrier Reef and its location, animal life, tourism, pollution, and the impact of human interaction.

__**Lesson 6: **__<span style="font-family: Arial,Helvetica,sans-serif;">The focus of this lesson will be on visual literacy. Students will analyse visual texts using visual grammar and terminology to underline representational, interactive and compositional meanings. More specifically, students explore campaign posters (Resource 3- Reef Beat Poster), and in reference to the focus outcome, ways in which the community can help in maintaining the Great Barrier Reef. Students thus engage in the components (visual and written) of a campaign poster that aims to promote the sustainability and management of the Great Barrier Reef, and are given an opportunity to create one in groups with different materials provided by the teacher. Students then present their campaign poster to their class members in a dramatic context of being in a campaign meeting whereby deliberation regarding ways in which the community can help the Great Barrier Reef is taking place.

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__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Lesson 7: **__<span style="font-family: Arial,Helvetica,sans-serif;"> The aim of the lesson is to provide students a focus on multimodal text and how it works. Students at this stage have been exposed to a wide range of resources such as storybooks, websites, a 3D film, information report, posters and are now ready to move onto the Multimedia focus and how multimedia text works. To tie in with our Unit of work, students will be researching YouTube videos/campaigns provided by the teacher to ensure they have a greater understanding of how this resource works. This part of the lesson brighten students knowledge on what multimodal text is and will encourage students to create their own persuasive video based on continuous issues based through out the unit. ======

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Lesson 8: **__<span style="font-family: Arial,Helvetica,sans-serif;"> Used as a follow on from all the lessons thus far, students will now begin the planning process for their multimodal text. Students will utilise all the information, and some key resources, used over throughout the duration of the unit, applying key information into their storyboard and script. Students will take time shifting between several stations in order to adapt key elements/skills necessary to build this persuasive film clip (i.e. visuals, audio, fonts/text). The story board will allow students to decide on all important scenes throughout their video clip, including the visual images and accompanying text or voice over. Finally students will delegate set roles for the final production lessons.

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 * __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Lesson 9: __**<span style="font-family: Arial,Helvetica,sans-serif;"> In this lesson students begin to develop their multimodal texts. Each group, once their storyboard has been checked and marked is given a video camera to begin filming their campaign. Students will utilise all they have completed in this unit but particularly the skills learnt in lesson 8. Students will be given access to any equipment and props present in the classroom needed to film their campaign. Although completing the tasks independently, the teacher will spend time with each group and be available at all times to help students. ======

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 * __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Lesson 10 __**<span style="font-family: Arial,Helvetica,sans-serif;">**:** In this final lesson students will spend time filming final touches of their campaign and selecting the version that will be displayed to the class. This lesson will focus on any editing, sound effects and cutting that needs to take place. Once again the teacher will spend time with each group troubleshooting any problems. Additionally in this lesson students will develop a small oral introduction to their film to be shared with the class. Each groups campaign will be uploaded onto the SMARTboard ready for viewing by the class. ======