Overview+of+Unit+of+Work


 * Overview and Summary of Unit of Work** **Unit Topic: Sustainability ﻿  **

**Focus Outcome**: //ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.//

[**NB**: Some of these lessons may take more than one lesson to complete. This unit of work can be modified to adapt to your teaching and students' learning needs] [**Note**: Bolded lessons will have a more in-depth lesson plan available in the navigation bar.]

__Lesson 1 __ Students will take part in a walk around the school where they will list down features of built and natural environments they can see. Students will show appreciation of the natural environment they live in and demonstrate responsible ways of interacting with the environment. Have students brainstorm features of a built environment and a natural environment using their prior knowledge and observations from the walk. This activity will be completed in small groups of four with the intention of reporting back to the class.

__Lesson 2 __ Pose the question to students, what is recycling? Students will participate in a brainstorm mind-map activity in small groups of mix-gender ability. This allows the teacher to access the students’ prior knowledge and is a tool for initial assessment to plan for future lessons in this unit of work. Students will bring knowledge of home and school recycling and ways of responsibly getting rid of waste. Students will then watch a short video on the types of materials and objects that can be recycled. Ask students to pay careful attention because they will have to participate in making a creative poster that clearly shows items that can be recycled in their house. Place finished posters on the wall to allow students to reflect on their work in future lessons during this unit of work on sustainability.

In this lesson, students will be introduced to the key concepts and ideas in the topic of sustainability. They will firstly watch the Chippendale House Video (//see Resource 1//) and participate in class discussion of the purpose of the text as well as focusing on the content found in the video. Students will then be lead on with a guided interview activity that will be completed in groups of four. In each group, pairs of students will either take on the role of the interviewers or as Michael Mobbs, the house owner in the video. After they have written down some possible questions and responses to use as a guide, each group will use props to enact a role-play based on the text they have just viewed earlier. Feedback from peers will be critical to this activity as they reflect on the content they have learnt through talking, listening, reading and writing
 * __Lesson 3 – Introducing concepts (Andrew) [Lesson A] __**

__Lesson 4 __ Using the Chippendale house video as a stimulus, students will be placed in mixed ability and gender groups of four for this design and make project. This lesson will be the design stage for students. Children will have an explicit criteria which openly states what they are expected to make and what sustainable features will need to be present. The teacher should ask students to be creative in their designs. In the first half of the lesson, students will be drawing up possible designs and describing the features of their house which are environmentally-friendly (i.e. recycling, solar panel, etc.). After the teacher has asked the group to present their designs to the rest of the class, have each group pick their favourite design which they will make in a few lessons time. Ask students in the second half of the lesson to make a list of the necessary materials that they will need to get in order to produce their sustainable house. Collect lists at the end of the lesson.

In this lesson students will be introduced to Reverse Garbage, a community organisation that is committed to environmental sustainability. Their website (see Resource 2), is full of information about the organisation, their products, processes and information for individuals to become more environmentally conscious. Students will be collectively navigating the website, researching the organisation for the purpose of writing an information report. Students must first identify appropriate grammatical features of an information report and then using a proforma (See appendix lesson B), research in pairs to inform the writing of their own information report about Reverse Garbage.
 * __Lesson 5 – Grammar (Tom) [Lesson B] __**

__Lesson 6 __ In this lesson, students will visit ‘Reverse Garbage’ to collect recyclable goods that can be used in making their very own sustainable house. This will be a short field trip to Marrickfield's Reverse Garbage where each group will bring along a list of materials that they need to get (completed in Lesson 4). Ensure all students have collected the necessary material before returning back to school. Ask students to place the resources collected in today's lesson away in a safe place so that they can easily access them in the next lesson.

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 7 __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In lesson 7, students will draw upon their designs from lesson 4 and the materials collected from the field trip to Reverse Garbage and make their very own sustainable houses. Ensure this lesson is at least ninety minutes to two hours. Give students the necessary space and time to complete their project. The role of the teacher is to make sure children are on-task, participating and working collaboratively as a team to successfully make their houses. This lesson is integrated with Science and Technology as students will be looking at products and renewable resources as well as developing skills such as communicating, decision making and planning. Remind students to continually refer back to the explicit criteria set out in Lesson 4 and help them stay on track by giving them time check reminders every twenty minutes. Assessment of their housescan be achieved through two ways, the first is taking a photo of their finished products to place on the classroom wall and the second is to have students incorporate their sustainable house into the making of their multimodality text in the last lesson. Display the sustainable houses around the classroom and ask parents to come in to see their children's design and make task.

====<span style="font-family: 'Times New Roman',serif; font-size: 110%;">In this lesson, students will be introduced to visual grammar (an aspect of literacy) by exploring the visual texts in Resource 3 and identifying the features of visual grammar prevalent in the images. The teacher will explain to students that like written text, images in multimodal texts are very powerful in conveying meaning. With the use of the diagram 'What is Recycling' ( page 6 - 7 from resource 3), students will be asked to make meaning of the text from the diagram and will be encouraged to use their knowledge from the previous lesson. The teacher will also explain the three major visual aspects of visual grammar (i.e. Representational, Interactive, Composition) using Resource 3 as the focus resource. Students will be working in groups where they will be examining and identifying features of the three visual aspects from different recycling posters. Each group will be asked to design their own poster to persuade others from the school and local community to recycle. Students may draw from their knowledge of previous lessons to design a meaningful poster. To conclude, each group will be asked to present their poster in front of the class where they will identify the visual aspects of their poster as well as catchy and persuasive features. ====
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 8 – Visual grammar (Jon) [Lesson C] __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will examine art with a focus on recycled art - art which has been made largely from recycled/reused materials. The artworks are images of the creations from a website focusing on recycled art (See Resource D). The focus of the lesson is to introduce visual literacy skills and to give students the skills and abilities required for appreciating a visual artwork. Students will examine the art through small group discussions which gives them opportunities to interact verbally with each other. They will examine elements such as placement, emphasis, vectors and colours through the worksheet which they are to complete in the groups. Then after the group discussion, one student from each group will report back to the class a summary of what they have discussed. Students are encouraged to view art from a different perspective and to think of it outside of the box - to break the tradition of the typical canvas on paint. Students will appreciate the purpose of the creations and what the artist is trying to convey or achieve. This lesson will be used to develop and integrate their knowledge of visual literacy with their content knowledge they have gained from this unit of work in order to produce a multimodality text (rich task) in the next lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 9 – Scaffold for multimodality text (Almerick) [Lesson D] __**

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 10 __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In this final lesson, students will be in their small groups where they will create a one minute video commercial. The purpose of this commercial is to persuade their targeted audience to become more environmentally friendly and live more sustainable lives. The commercial will incorporate resources the students have created in the previous lessons of this unit of work (posters, sustainable houses, artworks). Students will use JayCut, an online video editing software to create their multimodal text. This lesson may be split into two lessons to give students more time to complete their projects. Commercials can be used as a summative assessment task to gauge the level your students are working at.