Lesson+1+of+10

Lesson 1 An introduction to the HSIE focus outcome using resource one. //Human Society and it’s Environment// **ENS2.5** Describes places in the local area and other parts of Australia and explains their significance. * gives reasons why particular activities may be associated with particular natural, built and heritage features
 * **Unit Topic:** Australia: There’s Nothing Like It! ||||  **Curriculum Link:** English  ||  **Stage/Year Level:** Stage 2/ Year 3  ||
 * **Lesson Number:** 1/10 ||||  **Lesson Topic:** Introduction to Significant Places  ||  **Learning Area(s):** HSIE  ||
 * **Unit Aim:** The aim of the unit is to develop student’s understanding of the natural, heritage and built features in Australia. The unit will provide opportunities for student’s to investigate and evaluate the significance of particular sites and places and what people value about them. ||
 * **Lesson Outcome:**

//English// **TS2.1** 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. * participates in a class discussion about significant places in Australia

**RS2.5** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. * contributes to class discussion after viewing || || To introduce the lesson in a motivating and engaging way, students will watch the //There’s Nothing Like Australia// video clip. The first viewing will be for enjoyment. Before the second viewing, students will think about the purpose of the video and what elements of the multimodal text help to achieve this purpose, i.e. linguistic, visual, audio, spatial and gestural elements (Healy, 2004, p. 21). The teacher will ask students how these elements work together, i.e the music works together with the gestures of the characters to create a casual laid back atmosphere etc. This introductory activity is a great way to engage students, and build on their oral language development, which will assist in gaining control over written forms of language (Rushton, 1996, p. 89), in producing the final multimodal task. That is, students will be given the opportunity to understand the different elements required to produce a multimodal text. || __Activity 2__ Now ask students to think of a place in Australia that they have visited or would like to visit. Tell students to close their eyes and think about what this places looks like and why they think it is special. Ask students to share this special location with person sitting next to them and explain why they believe it is special. They may use any of the reasons on the board or decide on their own. __Activity 3__ Draw a table on the board with the headings natural, built and cultural. Discuss the definitions of each word. Divide students into groups of 4, and give them a series of pictures on significant places in Australia. Ask students to draw a similar table on their poster paper and work collaboratively to categorise these sites into natural, built or cultural. |||| __Activity 1__ Students will identify significant places in Australia from the video and also their own personal experiences. They will explain why they believe these places are significant and what factors determined their reason. __Activity 2__ Students will close their eyes and think of a place in Australia that they have visited or would like to visit. Students will think about the features of the places and what makes it special. They will share their thoughts with the person beside them. __Activity 3__ Students will work collaboratively to categorise the images, of significant places in Australia, into built, natural or cultural. They will have discussions in their groups and reasons why they believe so. Once decided on the categories, students will divide their poster paper up into three columns and paste in the pictures under the headings. || To capture the main learning points of the lesson, students will present their posters to the class. Each group will explain their series of significant locations in Australia and explain their reasons for categorises into either built, natural or cultural. Prompt students to ask groups questions about what factors affected their decisions. Ask students if there were any locations that could have been classified in more than one area, i.e natural and cultural. || To assess student’s understanding of the outcomes, a range of assessing strategies should be considered, including: To address the individual learning needs of the students: In order to make judgements about the effectiveness and appropriateness of the lesson and the overall unit of work, the following questions will be asked:
 * **Resources:**
 * //There’s Nothing Like Australia// video clip (Resource 1)
 * IWB
 * A series of images on significant Australia places(Appendix 1)
 * Poster (one per group)
 * Textas
 * Glue ||
 * **Lesson Outline** This lesson will introduce students to the significant places and experiences in Australia. Students will view the video clip 'There's nothing like Australia', and discuss the places in Australia that are significant and give reasons why. They will write a list of the significant places in Australia and categorise based on natural, built and cultural features.
 * __Introduction (10 mins):__
 * __Teaching strategy/Learning Activity (40 mins):__ ||
 * **Teacher will ……** |||| **Students will…** ||
 * __Activity 1__ Ask students to identify some of the significant locations in Australia that they identified during the viewing. Write these responses on the IWB. Discuss why students believe these sites may be thought of as significant, e.g. natural beauty, unique construction/design, risks taken to discover it, historical significance, spiritual significance, environmental significance. Write the reasons on the board.
 * __Concluding strategy (10 mins):__
 * **Assessment:**
 * //Formative Assessment:// the teacher will listen to students comments about the different locations in Australia and their reasons for categorisation into built, natural or cultural. The teacher will assess the level of participation in groups and listen to students individual responses.
 * //Summative Assessment:// at the end of the unit, students will create an poster including an individual information report on a significant tourist attraction in Australia accompanied by a collaborative visual representation. This task will be an indicator as whether the unit was successful in students ability to meet the outcomes.
 * Diagnostic assessment: the information that is gained from the assessment, will allow the teacher to determine whether the students were able to effectively combine their knowledge of a significance place in Australia and literacy components to create a multimodal text. This diagnosis will determine future planning and programming (BOS, 2007, p. 88) and whether students were effectively able to achieve the outcomes of the unit. ||
 * **Any special considerations or contingency plans**
 * Ensure student grouping is compatible to the level of student ability. It may be best to group students in differing ability groups to ensure effective cooperative learning.
 * To promote an inclusive environment, allow students with English as a second language to describe their favourite place in a country other than Australia. This will ensure that students that have not visited a significant place in Australia are able to participate in the activity by talking about a place in their birth country. ||
 * **Self-reflection**
 * Were students able to achieve the intended outcomes of the lesson?
 * Were all the student’s needs catered for?
 * How effective was the unit of work in providing students with the necessary knowledge to successfully create a multimodal text?
 * Did students enjoy the unit of work? If not, how could it be made more interesting and motivating? ||