Lesson+Four

//Science & Technology//- This lesson entails students using the website Jay-Cut to create a multimodal text in the form of an advertisement which promotes the conservation of rainforests. |||||| **Links to other KLAs** //English// – Students will be divided into groups and must work together, discussing and planning their finished product. f //H.S.I.E// – Students will be describing how humans have impacted negatively on rainforest environments and promoting preservation || //Information and Communication ICS2.2// – Creates and evaluates information products demonstrating an understanding of the needs of particular audiences. f //Living Things 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. f //Talking and Listening 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. f //Environments ENS2.6// – Describes people’s interactions with environments and identifies responsible ways of interacting with environments. |||||| **Indicators** - Plans and produces a multimodal text which explains the impact of deforestation on plants and animals and promotes rainforest conservation f f - Describes how plants and animals rely on each other and thus the devastation and imbalance that humans cause through deforestation. f f - Students interact effectively in their groups, talking, listening, discussing and planning their multimodal text. f f - Students describe the effects of deforestation and discuss the importance of conservation of these environments. || This lesson is the eighth in the sequence of this unit. Students will need to have developed an understanding of how animals and plants interact in this environment, and how humans have negatively impacted on this balance. In lessons 6-7 students would have created an exposition on why rainforests should be protected. They are to refer to the arguments they came up with to create their multimodal text. |||||| **Resources** - example of multimodal text (see Rainforest Advert Example) - clipboard - suit jacket - butcher’s paper - design brief x5 (see Appendix) - markers - blank white rectangular stickers - computer room/lab - expositions from previous lesson - smart board - rainforest images, audio and videos (taken for example, from the resources students have been exploring within this unit- Saving Sumatra, Where the Forest Meets The Sea etc...) - the program Jay-Cut ([]) || f Classroom teacher knocks on the door, wearing a suit jacket and holding a clipboard, putting on the character of an advertiser. The computer lab teacher introduces the advertiser and tells students that the advertiser has come to the school with a special request. The advertiser tells students about the advertisement agency they work for and how they heard that the class was learning about rainforests. The teacher tells the students that the agency is interested in doing a campaign about the conservation of rainforests and that the students are to create 2 minute advertisements which promotes the preservation of rainforests around the world. f To help explain the task to the class and allow them to see what they are working towards creating, the advertiser shows the class an example of an advertisement on deforestation (see Rainforest Advert Example) on the smart board. Students are told that they will be making a similar advertisement on rainforests. f The computer lab teacher then divides students into 5 groups of 4. The classroom teacher (who is dressed as the advertiser) walks to each group and hands them the design brief (see Appendix) which gives more in-depth information about what students are to do and incorporate in their videos. Students are told to read through the brief with their group members. |||| Students are seated on the floor waiting for instruction. f f  f  f Students are seated on the floor in front of the teacher and advertiser, listening attentively to instructions. f f  f  f  f  f  f  f  f Students are listening and watching the short advertisement which they are being shown as an example. f f  f  f Students are listening to instructions and move to sit on the floor with their group members. Students then read through the design brief with their group members, so they know what is expected of this task. || 10 mins || - What do you think you will need to include in your advertisements? - How can we use images, text and music to create meaning? - What facts about rainforests should be included (e.g. about animals and plants that live there)? - How have humans negatively impacted on rainforests? - Why should rainforests be saved? Prompt students to think about previous lessons on visual literacy, animals and plants in rainforests, the impact of humans and reasons why rainforests should be saved. The computer lab teacher writes up ideas and key points on the smart board, so students can refer back to them during their planning afterwards. f Each group is then given a sheet of butcher’s paper and markers for planning. Students are instructed to use the butcher’s paper to plan their advertisement in their groups. Teachers walk around and hand back student expositions from the previous lesson- to help students with their planning. Teachers also help students with planning, prompting them to think about what was discussed earlier and what is written on the smart board. When that is done, students are each given a blank rectangular sticker and they must allocate roles for each group member. In each group, there need to be two editors (working on the video clip), one researcher (looking up information on the internet about rainforests) and one script-writer (coming up with the text for the video). These roles will be written on the stickers and each group member must have one. f Once planning and role-allocating is complete, the teachers tell students that they will be using a program called Jay-Cut to create their videos. The classroom teacher demonstrates how the website works, how to add images, transition effects, music, text and video clips and shows students how to preview their work. This is done on the smart board. Students are then instructed to play around on the site for a bit, to see how it works themselves. f Finally, the teachers instruct students to find three computers for their group- one for the researcher, one for the script-writer and one for the editors. Students are instructed to start making their advertisements, using the videos, images and music the teacher has put on the site. Students are also told that they will need to report back to the advertiser at the end of 25 minutes, on how their advertisement is going. The computer teacher points out that they will have next lesson to work on their advertisement too. Teachers then walk around the room, answering any questions, aiding students having difficulty with the website and monitoring teamwork. Students are told at regular intervals how much time is left. When time is up, students are instructed to save their work and then sit on the floor, once again in their groups, ready to report back on their progress. |||| Students participate in class discussion, listening to others’ opinions and ideas, adding their own, revising prior knowledge and thinking about what they will need to include in the advertisement. f f  f  f  f  f  f  f  f  f  f In their groups, students plan their advertisement, writing any ideas on what they need to research, include and prepare, referring to their expositions and notes on the smart board for extra support. The ideas are all written on butcher’s paper. Students then allocate roles for each member of their group, writing the roles on the blank stickers and selecting one each. f f  f  f  f  f  f Students listen to instructions, watching attentively as the teachers demonstrate how to use Jay-Cut to create a video. Students then play around on the website themselves, getting a feel for it and seeing how it works. f f  f Students listen to teacher instructions, finding three computers for their group when instructed to move. Students then separate to work on their parts, coming together to help and tell the others about any findings etc as they work. One student is working on the text which will be added to the video, another will be researching into any facts about animals or plants in the rainforest etc, while the other two work on Jay-Cut, putting together images, video and music (from the ones the teacher has provided on the site). Students are listening to teacher alerts as they work, pacing themselves and saving their work when time is up, and moving to sit on the floor. |||| 5 mins f f  f  f  f  f  f  f  f  f  f  f  f  f  ﻿ 10 mins f f  f  f  f  f  f  f  f  f  f  f  f 10 mins f f  f  f  f  f  f 20 mins || f Students are then told to revise their plan on the butcher’s paper, adding in any teacher comments or feedback or any other ideas they have come up with, so they have a clear idea of what needs to be done next lesson. |||| Students report back to the class and the advertiser on their progress. They talk about how they have been working as a group and splitting the work load, what they have completed and what they still need to do next lesson etc. Students are using their group plan on the butcher’s paper as a prompt if needed. f f  f In their groups, students revise their plan, adding any changes they want, as well as teacher feedback. |||| 10 mins || - Questioning about prior knowledge during the class discussion and while students are planning in their groups. - Marking of end products (each group’s advertisement) || Were lesson outcomes met? Were students working well in groups? Were there any behaviour issues? If so, how were they dealt with and how can they be prevented in future lessons? Was time management successful? Is there anything which could be changed if the lesson was to be repeated? || ** APPENDIX ** Design Brief:
 * Lesson 8 of 10 **
 * **__Creating a Multimodal Text__** ||
 * **Key Learning Area**
 * **Outcomes**
 * **Previous Knowledge**
 * SEQUENCE OF TEACHING/LEARNING EXPERIENCES ||
 * **Teacher** |||| **Students** || **Time** ||
 * **Introduction** ||
 * Students will be seated on the floor in the computer lab in front of the computer lab teacher (teacher will need to have negotiated the time with the computer lab teacher as they will need to work together to help students create their multimodal texts).
 * **Body** ||
 * After the students have read through their design brief, the advertiser leads a discussion with the students, getting them to think about what their advertisement should include, asking questions such as:
 * **Conclusion** ||
 * Each group is asked to report back to the advertiser and the rest of the class on their progress- what they plan to include in the advertisement, how much they have managed to complete, how they have been working as a group and what they plan to do next lesson. Students are allowed to use the butcher’s paper to prompt them. The advertiser gives feedback, telling each group if they should include anything else or put more focus on a particular aspect of their work etc.
 * ASSESSMENT ||
 * - Observation of students as they work in their groups, planning, discussing and doing individual roles to help their group.
 * EVALUATION ||
 * Were students engaged and participating throughout the lesson?

f  **Let’s work together to save our rainforests!**  ||
 * ** Rainforest Conservation: **  **f**  ** Design Brief- ** An advertisement agency has chosen to do a campaign against deforestation and the destruction of rainforests. Your class has been chosen to create 2 minute advertisements which promote rainforest conservation and preservation. In groups of 4, you will be working on these advertisements.  f  ** In your advertisement, think about including- ** * Facts about the importance of saving rainforests
 * What will happen if we don’t act against deforestation and stop it now
 * Information about plants and animals that live in rainforests
 * Information about deforestation and the negative impact humans have had on rainforest environments
 * Images, videos, music and text