Lesson+Two

//Science & Technology // – This lesson explores what rainforests entail (living and non-living things), and how plants and animals rely on each other. |||||| **Links to other KLAs ** //English //- The lesson is focused on writing. Students will break down a factual text, and then create their own information report. || //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. //
 * Lesson 2 out of 10 **
 * **__Exploring Information Reports __** ||
 * **Key Learning Area **
 * **Outcomes **

//Writing WS2.9 //**// – //**Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language

 //<span style="font-family: 'Cambria','serif';">Writing WS2.10 // **//<span style="font-family: 'Cambria','serif';">– //**Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.

//<span style="font-family: 'Cambria','serif';">Talking and Listening TS2.1 //**<span style="font-family: 'Cambria','serif';"> - **<span style="font-family: 'Cambria','serif';">Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. |||||| **<span style="font-family: 'Cambria','serif';">Indicators ** <span style="font-family: 'Cambria','serif';">- Explores various factual texts. <span style="font-family: 'Cambria','serif';">- Uses factual texts to collect information on rainforests. <span style="font-family: 'Cambria','serif';">- Describes how plants and animals rely on each other. <span style="font-family: 'Cambria','serif';">- Outlines structure of information reports. <span style="font-family: 'Cambria','serif';">- Language used in factual texts

<span style="font-family: 'Cambria','serif';">- Identifies grammatical features of language (i.e. adjectival phrases, noun groups etc.).

<span style="font-family: 'Cambria','serif';">- Participates in class discussions. || <span style="font-family: 'Cambria','serif';">This lesson is the second lesson of the unit. In order to successfully complete this lesson, students should be introduced to the concept of rainforests, where they are generally located and what they are (lesson 1). |||||| **<span style="font-family: 'Cambria','serif';">Resources ** <span style="font-family: 'Cambria','serif';">- Factual texts ( //<span style="color: #000000; font-family: 'Cambria','serif'; text-decoration: none;">A Walk in the Rainforest //<span style="font-family: 'Cambria','serif';"> by Kristin Joy Pratt, //Rainforests// by Greg Pyers, //Rainforests// by Rhett A. Butler, //Rainforests// by Tory Gordon, //Where the forest meets the sea// by Jeannie Baker and the YouTube video <span class="long-title" style="font-family: 'Cambria','serif';">//Rainforest animals and plant life in the Amazon jungle// <span style="font-family: 'Cambria','serif';">[]). <span style="font-family: 'Cambria','serif';">- Whiteboard & marker <span style="font-family: 'Cambria','serif';">- Science journals <span style="font-family: 'Cambria','serif';">- Butchers paper <span style="font-family: 'Cambria','serif';">- Computer <span style="font-family: 'Cambria','serif';">- Internet access ||
 * **<span style="font-family: 'Cambria','serif';">Previous Knowledge **
 * <span style="font-family: 'Cambria','serif';">SEQUENCE OF TEACHING/LEARNING EXPERIENCES ||
 * **<span style="font-family: 'Cambria','serif';">Teacher ** || **<span style="font-family: 'Cambria','serif';">Students ** || **<span style="font-family: 'Cambria','serif';">Time ** ||
 * **<span style="font-family: 'Cambria','serif';">Introduction ** ||
 * - <span style="font-family: 'Cambria','serif';">Have students gathered on the floor. Lead the discussion of a recapping of the previous lesson. Implement the strategy of open-ended questioning to prompt prior knowledge (//what are rainforests, what can we find in rainforests etc.).// || - <span style="font-family: 'Cambria','serif';">Students will participate in a discussion recapping information from the previous lesson (i.e. what rainforests are, what they entail and where they can be found). || <span style="display: block; font-family: 'Cambria','serif'; text-align: center;">5 mins ||
 * **<span style="font-family: 'Cambria','serif';">Body ** ||
 * # <span style="font-family: 'Cambria','serif';">Gather students on the floor facing the whiteboard. Encourage students to share what they think an information report is. Together with the students, create a shared definition of an Information Report //(Information reports are used to give generalised information about an entire class of things).// On a large piece of butcher’s paper, outline the structure of an information report step by step with the help of the students. Following this, introduce the language used in this text type and write them down on another piece of butcher’s paper including examples (refer to appendix 1).
 * 1) <span style="font-family: 'Cambria','serif';">Inform the students that they will be divided into groups of 4-5 and will be given a factual text and a piece of butcher’s paper. Using the text, they must select key pieces of information on rainforests and record them on the butcher’s paper. This information should include types of animals, insects, plants, weather and so on. Divide the students into groups of 4-5. Supply each group with one text, a large piece of butchers paper and a marker.
 * 2) <span style="font-family: 'Cambria','serif';">Bring all groups back together and have the groups nominate a speaker to share their findings. || # <span style="font-family: 'Cambria','serif';">Students will be introduced to information reports, structure and language used. They will contribute to creating a definition for information reports. Students will then assist the teacher in writing up the structure of the text type for future reference. Students will be introduced to the grammatical features of this text type.
 * 3) <span style="font-family: 'Cambria','serif';">Students will be divided into groups of 4-5. Using the text given and butchers paper, students will extract key pieces of information from the resource and list them on their large piece of butchers paper. Each student in the group should be given the opportunity to select information from the text and write it on the paper.
 * 4) <span style="font-family: 'Cambria','serif';">The nominated speaker from each group will share their findings with the rest of the class. || <span style="display: block; font-family: 'Cambria','serif'; text-align: center;">20 mins

<span style="font-family: 'Cambria','serif';"> 15 mins

<span style="display: block; font-family: 'Cambria','serif'; text-align: center;">5 mins || - <span style="font-family: 'Cambria','serif';">Extract key pieces of information from the factual texts? - <span style="font-family: 'Cambria','serif';">Using the information were they able to understand how plants and animals may rely on each other? - <span style="font-family: 'Cambria','serif';">Understand the structure of an information report and the language used? || - <span style="font-family: 'Cambria','serif';">Was there adequate timing given for the activities? - <span style="font-family: 'Cambria','serif';">By the end of the lesson, was there a greater level of understanding of rainforests? ||
 * **<span style="font-family: 'Cambria','serif';">Conclusion ** ||
 * # <span style="font-family: 'Cambria','serif';">After sharing pieces of work, ask students if anyone came across how animals and plants rely on each other during this activity. Ask students to discuss how they may rely on each other and brainstorm their ideas. This is to give students a deeper understanding of the rainforest and why it is the way it is. || # <span style="font-family: 'Cambria','serif';">Students discuss and brainstorm the relationship between animals and plants, and how they need each other to survive. || <span style="display: block; font-family: 'Cambria','serif'; text-align: center;">10 mins ||
 * <span style="font-family: 'Cambria','serif';">ASSESSMENT ||
 * <span style="font-family: 'Cambria','serif';">Through observations, were students able to;
 * <span style="font-family: 'Cambria','serif';">EVALUATION ||
 * - <span style="font-family: 'Cambria','serif';">Were students engaged in the lesson?