Lesson+3+of+10

· Explains the need for good health practices. · Identifies their responsibility to think proactively about a healthy environment. · Identifies how cultural influences (e.g. advertising and the media) impact upon health choices. · Discusses food needs for growth and activity. __**Literacy Link:**__ //English - Talking and Listening// //**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.// · recognises how different literary texts are organised according to their purpose · makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning //English - Reading// //**RS2.7.** Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.// · recognises how different literary texts are organised according to their purpose · makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning __**Creative Arts Link:**__ //Visual Arts - Making// //**VAS2.1.** Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.// · talks about and thinks about their intentions for artmaking and recognises how these affect their selection of ideas, materials, tools and techniques and methods of working //**VAS2.2.** Uses the forms to suggest the qualities of subject matter//. · experiments with techniques in painting, drawing, photography, digital and video to create particular effects to suggest such things as close-ups, middle distance and long distance views, mood and atmosphere, light and dark suited to how subject matter may be interpreted · emphasises or exaggerates certain qualities of selected subject matter by focusing on details, using distortion and elongation, changing viewpoint or enlarging or reducing the scale (eg in drawing, painting, digital works) ||
 * **Unit Topic:** Healthy Food Choices || **KLA Links**: PD/H/PE, English, Creative Arts |||| <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Stage/Year**: Stage 2, Year 4 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Lesson Number:** 3/10 || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Lesson Topic:** Visual Literacy |||| <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Learning Area/s**: Personal Health Choices ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Lesson Aim:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">To examine the elements of visual literacy by exploring the website **‘Go for 2 and 5’** which is part of the Australian campaign to encourage healthy eating amongst children. After analysing the features of a media campaign, <span style="font-family: Arial,Helvetica,sans-serif;">students will learn how features such as how size, composition and placement of images and choice of text can be used to promote a certain opinion. Students have the opportunity to draw on prior learning of persuasive texts and healthy eating as they apply their own knowledge, skills and strategies to create posters which promotes the school-wide program of **‘Crunch&Sip’.** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Lesson Outcomes & Indicators:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">__**PDHPE Focus Outcome:**__ //**PHS2.12.** Discusses the factors influencing personal health choices.//
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Resources:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· Interactive Whiteboard (IWB) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· Magnifying Glass <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· 10 x Coloured A3 Cardboard <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· 30 x Glue Sticks <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· 30 x Right and Left handed Scissors <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· Coloured Pencils and Crayons <span style="display: block; font-family: Arial,Helvetica,sans-serif;">· Pages Printed from the 'Go for 2 and 5' website ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**LESSON OUTLINE** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Student** || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Teacher** || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Time** || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Resources** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">//**Introduction**// ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Explore the **‘Go for 2 and 5’** website on the IWB as a class. Navigate through the range of resources (such as posters, booklets, recipes, activities and practical hints) using the IWB markers. Identify key characteristics of the layout, images and text which are used to promote healthy eating. Respond within a discussion based on whether certain devices are effective and the impact of the material. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Introduce the session on Visual Grammar by explaining that all the students are going to become VLDs (Visual Literacy Detectives) who are about to set off on an adventure to inspect an unknown website in order to uncover as many features which make it an effective media advertising campaign. Draw attention to features using the Magnifying Glass, such as title (size, colour, font, position), choice of images and text (placement, focal point, type). || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">10 minutes || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Interactive Whiteboard (IWB)
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Explore the **‘Go for 2 and 5’** website on the IWB as a class. Navigate through the range of resources (such as posters, booklets, recipes, activities and practical hints) using the IWB markers. Identify key characteristics of the layout, images and text which are used to promote healthy eating. Respond within a discussion based on whether certain devices are effective and the impact of the material. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Introduce the session on Visual Grammar by explaining that all the students are going to become VLDs (Visual Literacy Detectives) who are about to set off on an adventure to inspect an unknown website in order to uncover as many features which make it an effective media advertising campaign. Draw attention to features using the Magnifying Glass, such as title (size, colour, font, position), choice of images and text (placement, focal point, type). || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">10 minutes || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Interactive Whiteboard (IWB)

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Magnifying Glass || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Work together with classmates to sort the various images into various categories such as Healthy/Unhealthy, Active/Lazy, Positive/Negative etc. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">As they sort, they will discuss which images would be most appropriate to promote a healthy lifestyle such as a eating a balanced diet or participating in regular physical exercise.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**//Teaching Strategy/Learning Activity//** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">//Students will..//

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Actively contribute towards a class discussion regarding what images and text would be appropriate to encourage healthy eating amongst children their age. Participate in a Joint Construction to create a poster which promotes the schoolwide program of **'Crunch&Sip'**. Students will suggest appropriate types of images and accompanying text to engage an audience's attention and offer a particular perspective.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;">

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Work in small groups to produce a poster based on the initiative **‘Crunch&Sip’**. Using the provided A3 poster and craft materials, students must also select images and text from the pre-print pages of the ‘Go for 2 and 5’ website to enhance their poster || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">//Teachers will..//

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Gather students in a circle and place a collection of images (related to food, eating, exercise and lifestyle) from newspapers and magazines in the middle

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Explicitly discuss what elements contribute towards composing an effective and engaging image

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Scaffold a discussion by framing talk towards how choice of image and written text can be used to engage attention and convince a particular audience towards an certain choice.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Using the IWB, conduct a Joint Construction outlining how to compose a poster which aims to promote the program **‘Crunch&Sip’** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Draw attention to prior learning of persuasive language and gather suggestions of appropriate text to accompany particular images

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Divide students into working groups of three and allocate a particular working space within the classroom. Also distribute materials to begin the poster making, including one piece of coloured A3 cardbard and several printed pages from the **'Go for 2 and 5'** website containing both text and images.Encourage groups to initially allocate roles (such as scribe) according to preference and knowledge of their skills and learning styles <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Circulate during the creating task and assist the groups to produce their poster, by offering guidance and posing focus questions. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">40 minutes || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Collection of images from Magazines and Newspapers, related to food, eating, exercise and activity

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">10 x Coloured A3 Cardboard

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">30 x Glue Sticks

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">30 x Right and Left handed Scissor

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Coloured Pencils and Crayons <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Craft Materials

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Pages printed from the 'Go for 2 and 5' website <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Drying Rack || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Due to being the target audience of the campaign, students should offer their personal opinion on how effectively the chosen images, music and speech conveyed the message. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">One at a time, volunteers can participate in the Create A Vege Man game, from the website. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Instruct students to place their finished posters on the drying rack. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Then resettle students on the floor infront of the IWB. Watch one of the commercials from the **'Go for 2 and 5'** campaign on YouTube <span style="font-family: Arial,Helvetica,sans-serif;">[] <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Discuss if it successfully engaged the viewer's attention and whether the chosen images, sound and speech produced a convincing argument regarding including more fruit and vegetables as part of a balanced diet. Using the commerical as an example, highlight that visual literacy is not limited to still images and text but can also be interactive. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">To emphasise the message, finish with the interactive Create A Vege Man game (on the ‘**Go for 2 and 5’** website) where students can click and drag fruit and vegetable images across the screen to create the likeness of a person. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">10 minutes || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Interactive Whiteboard (IWB) || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Observation of whether students were able to collaboratively work with a small group to contribute towards the group project by both suggesting ideas and actively listening to contributions by other group members. Close attention should also be paid to whether students applied skills and knowledge gathered from prior learning experiences of persuasive language. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Concluding Strategy** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">As a whole class, students watch and discuss one of the commericals for the **'Go for 2 and 5'** campaign on the IWB.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Assessment:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">The collection of completed Posters by the small groups which will subsequently be placed around the school to promote the ‘Crunch&Sip’ program. Students should aim to combines visual images with appropriate written text which support each another, effectively include persuasive language and images and identify realistic, fun and relevant food options.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">//**Special Considerations:**// <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; lineheight: 115%; margin: 0cm 1.65pt 10pt 1.7pt; marginbottom: 10pt; marginleft: 1.7pt; marginright: 1.65pt; margintop: 0cm;">To provide inbuilt assistance within the poster creating task, pre-printed material from the website such as posters and brochures, will be supplied to each group. Although students have a basic understanding of persuasive text and images, the material models exemplary examples of persuasive language which they can later aim to emulate. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">//**Self-reflection/Evaluation:**// * Was sufficient scaffolding provided for students to achieve the goals of the lesson?
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Did the group structures support learning of all students?
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Were the different learning styles and abilities of all class members catered for through the various lesson structures and types of tasks?
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Could improvement be made in future lessons by providing more modelling of activities?
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Did all students grasp the core content of the lesson? Would they be able to build on this knowledge in future lessons through more challenging tasks? ||