Overview+of+Unit

This unit of work is on rainforests and students will be learning about the structure of rainforests, the plants and animals that call it home and they will be exploring the way living things interact in this environment. This includes the way animals and plants interact, as well as the way humans have been exploiting and destroying rainforests. Therefore our Unit Focus Outcome is the science outcome //**LTS2.3** Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment//. This outcome explores all the aspects mentioned above. However, the unit will also be linked to H.S.I.E closely, even though the focus will be science and technology, as human impact on ecosystems and the notions of conservation are linked to the H.S.I.E. Environments strand. As well as this, English outcomes and text-types will also be addressed throughout this unit as students will be using numerous means to present the new knowledge they have gained (for example, information reports, discussions, expositions, deconstructions of visual texts and multi-literacies).
 * Overview of Unit of Work **

Saying this, since the focus of the unit is science AND technology, students will be working towards creating a multimodal text promoting the protection and conservation of rainforests as the final product of this unit. This will allow students to explore and use technologies they may not have previously used whilst also learning about rainforests. The aim of the //Science and Technology Syllabus// itself is to provide students with “an enriched view of themselves, society, the environment and the future”, while also providing students with numerous opportunities to “select and use a range of technologies” (NSW Board of Studies, 1993, p. 7). Thus, this unit will meet both these aims as well, with the Information Communications strand of the //Science and Technology Syllabus// also being referred to and used.

In the //Professional Teaching Standards// the importance of the integration of technology in classrooms is also made evident. For example, in Element 1, Aspect 1.1.4, it is stated that teachers need to demonstrate knowledge in different technologies (NSW Institute of Teachers, 2005, p. 4). Therefore, this unit will provide students with deep and meaningful learning experiences.

The lesson sequence will move students towards being able to create their final multimodal text. In the first few lessons, students will be developing their field knowledge of the topic, looking at different resources and writing information reports, before moving on to looking at visual literacy and how images convey meaning. Following this, students will be exploring the impact of deforestation through role-play and exposition writing. This is to aid students in the construction of their final multimodal text, which is to take form as a convincing and persuading two minute advertisement which argues against deforestation, promoting conservation instead. Thus, student learning in this unit will be scaffolded and meaningful.

**References:**
NSW Board of Studies. (1993). //Science and Technology K-6 Syllabus and Support Document.// North Sydney: NSW Board of Studies.

NSW Institute of Teachers. (2005). //Professional Teaching Standards//. Sydney: NSW Institute of Teachers.