Resource+3

=__**//Resource 3://**__=

**//Save Our Earth : Recycling//**

 * //by Jo Gordon//**



**//Resource Reference ://**
Gordon, J (1992). //Save Our Earth: Recycling,// Gloucester Press, London.

//**Explanation of the Resource:**//
Taking a worldwide perspective, the book examines how waste is disposed and looks at the potential of recycling. It is a book from one of its series which examines the delicate balance of nature on our planet and the ways in which humankind has tampered with it. Through diagrams and real life photographs, the author attempts to explain what recycling is, how humans can use resources more efficiently and the problem of excess waste. It offers an optimistic approach towards better care and understanding of the world in the future. Included in the book is a things-to-do section. Jo Gordon is the team leader of Waste Watch, the national agency for promoting recycling in Britain.

//**Relevance to Focus Outcome :**//
This resource is important in achieving the HSIE focus outcome: //ENS2.6 -// //Describes people’s interactions with environments and identifies responsible ways of interacting with environments.// (Board of Studies NSW, 2006, p. 33). For example, the resource provides key information about what recycling is and what it involves through simple and visually engaging diagrams. It also includes information about interaction with living things in the environment. By addressing the structure of the recycling process and interactions within the environment, students will grow to understand the relevant information that they need to be focusing on if they are to create their multimodal text at the end of this unit of work.

//**Aspect of Literacy to be Explored :**//
The visual text is related to literacy outcomes as it allows students to identify all three aspects of visual grammar (representational, interactive and composition). The resource allows students to explore how composers represent meaning in analytical visual texts. Students will examine how “analysis involves selection”(Kress & Van Leeuwen, 2006, p.88) and therefore involves selecting what to include and what to regard in a visual representation. Specifically, students will be exposed to learning about the experiential, interactive and compositional elements of a visual text, in specific relation to a 'conceptual analytical structured' text. Students will identify and discuss how these elements are combined to create a text that is characteristic of a 'conceptual analytical structured' text. Moreover, students will explore images that represent the part/whole relationship, where the whole is referred to as the 'Carrier' and the parts as 'Possessive Attributes' (Kress & Van Leeuwen, 2006, p.88). In addition, concepts such as modality, social distance, salience, reduction of light and shade and the information value of the text will be explored via identifying these elements in the stimulus visual text (Kress & Van Leeuwen, 2006, p.88). Students will explore how these features create meaning to a text when combined. Through analysing the stimulus text, students will examine how 'structural analytical' visuals tend to have low modality and always have labels indicating the 'possessive attributes' of the 'carrier' ( Kress & Van Leeuwen, 2006, p.88). In this way, students will be able to use the classifications derived from the stimulus text to analyse pictures of sustainability (in particular, recycling) in this resource. This therefore links to the HSIE outcome of the unit.

//**References:**//
Gordon, J (1992). //Save Our Earth: Recycling,// Gloucester Press, London.

 NSW Board of Studies. (2006). //HSIE K-6 Syllabus.// Sydney: Author.

Kress, G., & Van Leeuwen, T. (2006). //Reading images: the grammar of visual design//. United Kingdom: Routledge.

Unsworth, L. (2001). //Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice//. England: Open University.