twac mp cover 16/3/01 1:37 pm page 2 middle targeting writing … · 2017-09-20 · (argument) unit...

In an increasingly crowded curriculum, teaching time is

always at a premium. The Targeting Writing Across the

Curriculum series will help you to maximise student learning

potential by giving students the opportunity to achieve

outcomes in English while working with the subject matter and

skills of other important curriculum areas.

The author has chosen popular themes in both the Science

and the Society and Environment Learning Areas. Each theme

is linked to a writing unit that focuses on two appropriate text

types. These writing units contain a wide range of stimulating

and challenging activities, and can stand alone or be

expanded into a full integrated unit.

Here at last is a series that addresses the language demands

of the different Learning Areas. Students will improve the

structure and quality of their writing in all factual text types.

And they will transfer their knowledge and skills from

curriculum area to curriculum area.

MiddlePrimary

Targeting WritingAcross the Curriculum

Also availableTargeting Writing Across the CurriculumLower Primary

Targeting Writing Across the CurriculumUpper Primary

Companion seriesTargeting TextTargeting Society and Environment

Merryn WhitfieldISBN 1-86509-751-9

9

781865 097510

Integrating English with Society and Environment/Science

TWAC MP cover 16/3/01 1:37 PM Page 2

Integrating English with Society and

Environment/Science

Merryn Whitfield

Middle Primary

© 2001 Blake Education ISBN 1 86509 751 9Targeting Writing Across the Curriculum Middle Primary

Blake EducationLocked Bag 2022Glebe NSW 2037www.askblake.com.au

Publisher: Sharon DalgleishEditors: Maureen O’Keefe and Nick SzentkutiDesign and illustration by Jane Cameron, Fisheye DesignPrinted by McPherson’s Printing Group

Copying for educational purposes

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Copying for other purposes

Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism orreview) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by anymeans without prior written permission. All inquiries should be made to the publisher at the address above.

Copying of the blackline master pages

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For those pages not marked as blackline master pages the normal copying limits in the Act, as described above, apply.

978 1 86509 751 0

Contents

The Principles Underlying this Book 4

The Structure of this Book 5

Teaching Text Types 6

Text Types in this Series 7

Useful Resources 11

Student Assessment 13

Record SheetsBLM 1 Term Planner 14

BLM 2 English Outcomes: National Level 3 15

BLM 3 English Outcomes: NSW Stage 2 16

BLM 4 Society and Environment Outcomes 17

BLM 5 Science Outcomes 18

BLM 6 English Skills Checklist 19

BLM 7 Society and Environment Skills Checklist 20

BLM 8 Science Skills Checklist 21

BLM 9 Cross-Curriculum Checklist 22

Units Linked with Society and EnvironmentUnit 1 British Colonisation Recount and Discussion 24

Unit 2 The First Australians Information Report and Response 37

Unit 3 Significant Australian Places Description and Exposition (Persuasion) 50

Unit 4 Explorers Procedure and Discussion 63

Units Linked with Science Unit 5 The Human Body Description and Explanation 77

Unit 6 The Material World Procedure and Recount 90

Unit 7 Mini-Environments Information Report and Exposition 103

(Argument)

Unit 8 Machines Procedure and Explanation 116

© Blake Education 978 1 86509 751 0 Targeting Writing Across the Curriculum - Middle Primary

Teaching time with a class is always at a premiumin an increasingly crowded curriculum. Tomaximise student learning potential, teachers canintegrate Learning Areas. Targeting Writingprovides a wide variety of activities that ensurestudents have the opportunity to achieveoutcomes in English with either Science orStudies of Society and Environment (SOSE).

Certain skills are an integral part of all LearningAreas and K-12 syllabuses. By working to developthese skills, the integrity of each Learning Area ismaintained while still allowing connections to bemade in terms of content knowledge, values andattitudes, and life-long learning skills.

The following nine skills have been identified ascommon to all curriculum areas. Not all of theseskills need to be incorporated into every teachingand learning unit. However, it is important that,throughout the year, students are provided withopportunities to develop and enhance them all.Targeting Writing provides opportunitiesthroughout the program for students to developthese skills. A photocopiable record sheet (BLM 9) will assist teachers in assessing students’ development.

1 Information skillsStudents develop the ability to locate, select andevaluate information from people, books,pictures, computer technology and a variety ofother resources for a particular purpose.

2 CommunicatingStudents learn about how different audiences,contexts and purposes affect the way in whichgathered information is presented to others. Theyare involved in discussing and analysing theirown and others’ information so that it ismeaningful and concise.

3 Working cooperativelyThis does not simply mean group work. Itincludes the ability to work independently on aparticular task, as well as during whole-classexperiences. Students develop interpersonal andwork skills for learning in a variety of situations.

4 Social ResponsibilityThis takes place at a variety of levels. As studentsjourney through their school lives, they willdevelop an awareness of personal, local andnational roles and responsibilities as well as theroles and responsibilities of global citizenship.

5 CreativityIn all subject areas, students are required torespond to their own learning and the learning ofothers in a variety of ways – including throughactivities which can be creative or expressive.

6 Creating solutionsStudents learn the skills and strategies for solvingproblems in different situations. The main aim isto find a mutually acceptable result that ispositive rather than negative.

7 Applying technologyTechnology is an integral part of everyone’slearning. Students encounter many kinds oftechnology and need to learn to discriminatebetween a range of possibilities to choose the onewhich will best meet their needs for a particulartask.

8 Decision makingAll students are thinkers and are involved inmaking decisions every day. Their personaljudgements need to be informed and based onsound principles of learning and personalreflection.

9 Task managementStudents learn how to manage their time,resources and working relationships in aneffective manner so as to complete a set task or toactively participate in an activity.

4

The Principles Underlying this Book


5

The Structure of this Book

The UnitsThis book consists of eight units, each with twotext-type writing programs. Teachers can choosethe text type most appropriate for theirparticular class, based on their needs asindividuals and as a group, or they can choose towork through the activities for both text types.Four units are linked to Studies of Society andEnvironment (SOSE) topics and four are linked toScience topics.

Each unit consists of Teaching Notes andphotocopiable blackline masters for students’ use.The first page of each unit identifies the focus ofthe unit in terms of:• Topic• Text types• Cross-curriculum skills• Activities from the English syllabus and other

focus learning area (SOSE or Science) together with further possible activities from other key Learning Areas.

The second and third pages of each unit list theNational and New South Wales syllabus outcomesand indicators for the three strands of Englishand either SOSE or Science, depending on thefocus of the integration.

The Teaching NotesThe teaching notes for the unit are set out in twocolumns. The first column gives step-by-stepinstructions for teaching the unit while thesecond column highlights the writing modellingfocus of each activity so that teachers can see thetarget area at a glance.

Each unit contains a wide variety of stimulatingand challenging activities for each focus texttype. These activities aim to develop awareness ofthe particular text type as well as develop skills,knowledge and understandings of the integratedLearning Area. Not all activities will becompleted in a single lesson. Some may takeseveral, depending on the abilities and priorexperiences of the students. In addition to these

lessons, it should be noted that students needtime every week for free choice writing – both topractise writing and to enjoy the writingexperience.

The final activity for each text type acts asculmination of the learning that has taken place.It is an excellent opportunity for teachers toundergo some summative assessment of thestudents’ level of understandings of both theintegrated topic and the text type.

The Blackline Masters The units in Targeting Writing contain • Two text models for the featured text types• Four text type blackline masters (BLMs), to

be used during the writing component

The Teacher’s Record SheetsPages 14-22 comprise photocopiable BLM recordsheets for the following:• Student outcomes for both the National and

New South Wales English syllabus (BLM 2 & 3)• Student outcomes for the Learning Areas of

SOSE and Science (BLM 4 & 5) • Skills checklist for English, SOSE and Science

(BLM 6-8)• Cross-curriculum skills (BLM 9)There is also a blank term planner (BLM 1).


Teaching Text Types

6

Each unit in Targeting Writing focuses on twotext types that are compatible with the topic or theme of the unit. Teachers can choose to work on one or both of these text types. Eachunit takes the students through a series of stageswhich build on their understanding of and skills in the focus text type. Students will gain a thorough understanding of text types anddevelop the skills necessary for producing theirown texts.

The Five Teaching Stages in theTargeting Writing Program

1 Building the FieldBefore attempting any form of writing, studentsneed to know about the topic. This stage allowsthem time to develop their topic knowledge andvocabulary, usually through class discussion andgroup activities. This is where appropriateresourcing of the topic is crucial. Depending onthe prior experiences of the students, this maytake any number of lessons, the key being varietyand relevance.

2 Deconstruction/Modelled WritingThis phase relies on teacher guidance and inputto assist students in examining the structure,features and purposes of a particular text typeand how it can be used for a topic or context. It is best achieved in small groups to maximisestudent input and allow time for adequatequestioning.

3 Joint ConstructionDuring this phase, the teacher graduallywithdraws some of the direct assistance andbegins to involve the students in more concretewriting experiences. Teachers guide studentsthrough the necessary methods of collecting,categorising and organising the stages of theparticular text type. Again this stage is enhancedby opportunities for writing in small, teacher-ledor student-led groups.

4 Independent ConstructionThis phase provides students with theopportunity to experiment with the text type and to put into practice their understandings ofits structure, features and purpose. To beginwith, students may use a scaffold to assist theirunderstanding of the organisational structuresand features.

5 Editing and PublishingEither by themselves, with a peer, teacher orother adult, the students evaluate their text bychecking the application of common writingconventions and the organisational features of thetext type. They then make revisions if necessaryand publish their text for a particular audience.The use of computer technology can easily beincorporated into this stage.


7

All texts, both spoken and written, varyaccording to their purpose. For this reason, theyhave different organisational or structuralfeatures, as well as different languagerequirements. The two broad categories of textsare Literary and Factual.

Literary TextsThese texts usually examine human experiencesand involve the reader in a personal response.These texts include narratives and poetry.Targeting Writing does not include these text types.

Factual TextsThese texts provide information in order to direct,inform or persuade the reader. They usually try toappear objective rather than subjective. There aretypically eight different forms of factual textstaught in schools. Each one has its own specificfunction and organisational steps, and these aresummarised below. The features of different text types are dealt within greater detail in the Targeting Text series(including a set of full-colour wall posters), alsopublished by Blake Education.

Text Types in this Series

Description

Purpose To detail the characteristics of a subject

Organisation A statement to inform the reader of the topicA series of paragraphs, each describing different features of the subject

Language features Nouns and noun groups relating to the subjectAdjectives are vital and variedOften written in present tenseUse of adverbs and adverbial phrasesVerbs which express feelingsSubjective language

Response

Purpose To review or give a personal response to a text

Organisation Background information on the textA description of the text and its contentsAn opinion or judgement

Language features Written in present tenseNoun groups to describeSequencing of eventsThinking and saying verbsUse of personal pronouns


RecountPurpose To retell or recount events in a sequence, for

information or entertainment

Organisation When, who, whereA series of events in orderA personal evaluation of those events

Language features Written in past tenseUse of noun groups to assist in the development of descriptionsAdjectives to add detail to who, where, whatAdverbs and adverbial phrases used to sequence events chronologicallyConjunctions and connectives to sequence eventsIn personal recounts, evaluative language is used

Procedure (Instructions)Purpose To tell how to do something

Organisation The aim of the activity (what to make)The ingredients and utensils neededThe sequence of steps, often numbered to complete the activityThere is often a picture of some of the steps or of the finished product

Language features Adjectives, particularly to describe amountsPersonal pronouns are avoidedWritten in present tenseCan use technical languageFocus on action verbs at the start of each step

Procedure (Directions)Purpose To explain how to get somewhere

Organisation A statement of the aim, where they are goingA section containing extra information needed (optional)A sequence of steps to follow

Language features Nouns and noun groupsConjunctions to develop complex sentences and to link ideas in sequencePresent tenseAction verbs often found at the start of each stepReasons for the actions

8© Blake Education 978 1 86509 751 0 Targeting Writing Across the Curriculum - Middle Primary

9

Information ReportPurpose To give information about a particular topic

Organisation A classification statement regarding the topicA description of different features of the item(s), usually in paragraphs

Language features Objective rather than subjective languageSimiles and metaphors usually not usedWritten in third person, first person usage avoidedUse of noun groupsUse of technical or topic specific languageParagraphs used to help organise the information

ExplanationPurpose To explain why things are or how they happen

Organisation A statement regarding what is to be explainedA sequence of events to state how or why it happensAn optional concluding statement which refers back to the original statement or purpose

Language features Written in present tenseOften an inanimate topicUse of connectives to sequence events through timeUse of technical or subject specific vocabularySubject/verb and cause/effect relationshipsUse of passive voice

DiscussionPurpose To present two sides of an issue before making a decision

Organisation A statement of the issue to be examinedA series of arguments, often in paragraphs, to support one side of the issueA series of arguments, often in paragraphs, to support the opposite side of the issueA concluding statement where a decision is made on the merits of the arguments and may present an opinion or recommendation on the issue

Language features Written in present tenseUse of thinking, saying and action verbsAdverbsArguments linked through connectivesUse of modality and opinionsCan use quoted or reported speech


Exposition (Argument)Purpose To argue in favour of one side of an issue

Organisation A statement to inform the reader of the writer’s positionA series of arguments to support that positionA reorientation or summation of the arguments and point of view expressed

Language features Use of word familiesConjunctions to link cause and effect relationshipsA variety of verb typesReasons for actions or choices givenUse of emotive vocabularyUsually written in present tenseUse of modalityUse of passive voice

Exposition (Persuasion)Purpose To promote something or convince others

Organisation A positive statement regarding the topicA series of arguments to support the topicA reorientation or summation of the points to support the point of view expressed

Language features Directed at a specific audienceVery positive, can be biasedUse of complex sentencesEvaluative languageAuthoritative languageEmotive language


11

Useful Resources

English Integrated with Society and Environment

British Colonisation

Factual textsGail Taylor, Pemulwuy, Cambridge University Press, 1999.Alan Broadman,The First Fleet, Alan Broadman, Scholastic,1997.Wendy McDonald, Australia’s Convicts, Macmillan, 1999.Claiming a Continent: A New History of Australia, Angus andRobertson, 1997.Judith Simpson, Beginnings to Federation, Kangaroo Press,1999.John Nicholson, The First Fleet, Allen and Unwin, 1995.John Goode, Convicts and Penal Settlements, Hodder &Stoughton, 1980.

Literary textsLeonie Young, I Wish I’d Sailed With Captain Cook, Weldon,1997.Dianne Bates, Scrum O’Crum and the Bushranger Babes,Hodder, 1997.Malachy Doyle, 12 000 Miles From Home, Franklin Watts,1999.

Other resourcesOnce Upon Australia (video), ABC Videos, 1988.The Story of Australia (CD-Rom), New Horizons, 1995.http://www.shoalhaven.net.auhttp://www.win.tue.nz

The First Australians

Factual textsStanley Breedon, Growing up at Uluru, Steve ParishPublishing, 1995.Rhonda Craven, Teaching Aboriginal Studies, Allen andUnwin, 1997.Jan Bassett, The Oxford Illustrated Dictionary of AustralianHistory, Oxford, 1996.Alexander Reed, Aboriginal Words of Australia, NewHolland, 1998.Douglass Baglin, Aboriginal Art of Australia, Muvalon, 1997.Ruby Ginibi, Haunted by the Past, Allen and Unwin, 1999.Bruce Elder, Blood on the Wattle, New Holland, 1998.Alan Tucker, Side by Side, Omnibus, 1994.

Literary textsBronwyn Bancroft, Minah, Angus and Robertson, 1995.Percy Trezise and Dick Roughsey, Banana Bird and the SnakeMen, Collins, 1980.Alexander Reed, Aboriginal Stories, New Holland, 1999.

Other resourcesAboriginal Dreaming Stories (video), Maxwells Collection, 1998.The Dreaming: 13 Animated Stories for Children (video),DEET, 1994.Encyclopedia of Aboriginal Australia (CD-Rom), AboriginalStudies Press, 1992.

Significant Australian Places

Factual textsMarilyn Woolley, The Natural Shapes of Australia, Macmillan,1998.David Messent, Seven Days in Sydney, Messent Photography,1998.Steve Parish, Celebrating Australia (series), Steve ParishPublishing, 1998.Inland Australia, Little Hills Press, 1999.Robert Gott, South Australia, Heinemann, 1997(see also Northern Territory, NSW, Victoria, ACT, Tasmania).

Literary textsSally Morgan, Sally’s Story, Fremantle Arts Centre Press,1990.

Other resourcesContact the Australian Heritage Commission (national and state branches).Naturally Australia (video series), ABC, 1987.Natural Wonders of Australia (CD-Rom), MediasoftAustralia, 1995.National Parks of Australia (video), ABC, 1995.Wild Australia (video), ABC, 1995.I Spy Australia (CD-Rom), Dataworks, 2000.http://www.csu.edu.au

Explorers

Factual textsJohn Nicholson, Explorers of Australia, Allen and Unwin,1996.Cathy Dodson, Bass and Flinders, Scholastic, 1999.Bill Peach, The Explorers, ABC, 1984.Australian Explorers (series), Bay Books, 1979.John Barwick, Exploration and Expansion, Heinemann, 1999.Michael Dugan, Exploring Australia – Mapping the Coastline,Macmillan, 1993.

Literary textsKate Walker, The Letters of Rosie O’Brien, Scholastic, 1988.Sian Lewis, The Saddlebag, Young Piper Books, 1990.Sheila Lavelle, Ursula Exploring, Hamish Hamilton, 1980.

Other resourcesPeach’s Explorers (video), Maxwell’s Multimedia Collection,1987.Australian Explorers Database (CD-Rom), Edusoft, 1995.Journey Australia (CD-Rom), Journey, 1996.Across Australia (video), Gamma Films, 1997.


12

The Human Body

Factual textsBingham and Smith, The Amazing Body in a Book, DorlingKindersley, 1997.Dr M. Rose, The Human Body, Allen and Unwin, 1999.Kay Davies, Skeletons and Movement, Wayland, 1991.Steve Parker, The Body and How It Works, Hutchinson, 1987.Brian Ward, The Brain and the Nervous System, Watts, 1981.Tage Voss, Stomach and Intestines, Angus and Robertson, 1977.Dorothy Baldwin, Your Heart and Lungs, Wayland, 1983.Gwynne Vevers, Blood and Lungs, Bodley Head, 1983.

Literary textsJoanna Cole, The Magic School Bus Inside the Human Body,Scholastic, 1995.

Other resourcesBlood Lines (video), Red Cross Blood Bank, 1988.How Your Body Works (CD-Rom),The Learning Company, 1987.DK Amazing Human Body (CD-Rom), Edusoft, 1997.The Human Body and How the Mind Works (CD-Rom), EurekaSoftware, 1995.

Useful ResourcesEnglish Integrated with Science

Material World

Factual textsJacqueline Dineen, Metals and Minerals, Young Library, 1987.Kathryn Whyman, Rocks and Minerals, Gloucester, 1988.Philip Wilkinson, Science and Power, Dragon’s World, 1994.Jane Wilcox, Why Do We Use That? Watts Books, 1996.Graham Rickard, Focus On – Building Materials, Wayland, 1989.Malcolm Dixon, Building Materials, Wayland, 1993.Peter Riley, Materials, Dryad Press, 1986.Don Radford, The Materials We Use, Batsford, 1983.

Literary textsJohn Yeoman, The Do It Yourself House That Jack Built,Hamish Hamilton, 1994.Carme Vendrell, The Four Elements of Earth, Children’s Press,1985.

Other resourcesMy First Science Video (video), Dorling Kindersley, 1992.Materials Volume 1 and 2 (video), BBC Primary Science, 1997.

Habitats

Factual textsMichael Bright, The Greenhouse Effect, Gloucester, 1991.Bruce McClish, Earth Story – Erosion, Macmillan, 1994.Fay Robinson, Where Do Puddles Go? Children’s Press, 1995.Jennifer Cochrane, Land Ecology, Wayland, 1987.Joyce Pope, Seashores, Eagle Books, 1990.A Children’s Guide to Nature – the River and Riverbank, BayBooks, 1993.Barbara Taylor, Pond Life, Angus and Robertson, 1992.Jennifer Cochrane, Water Ecology, Wayland, 1987.Ruth Radlaver, Reefs, Children’s Press, 1983.

Literary textsJoanna Cole, The Magic School Bus Inside the Earth, Scholastic,1995.Hugh Lewin, A Shell On the Beach, Hamish Hamilton, 1989.Shirley Shackleton, Little Tree and the Everlasting Forest,Greening Australia, 1990.John Heffernan, Pete Paddock Basher, Margaret Hamilton, 1999.

Other resourcesInsects (video), Film and Video Library, 1995.The Hidden World (video), National Geographic, 1992.Earth Quest (video), NSW Board of Studies, 1988.Nature of Australia Parts 1 and 2 (video), ABC, 1991.Living Planet – Building of the Earth (video), BBC, 1987.

Machines

Factual textsMachines, Dorling Kindersley, 1994.John Kelly, Everyday Machines, Marshall Publishing, 1998.Henry Pluckrose, Machines at Work – On a Building Site,Franklin Watts, 1998.Ian Graham, 101 Questions and Answers – How Things Work,Hamlyn, 1993.Alexandra Parsons, What’s Inside? Great Inventions, DorlingKindersley, 1993.Peter Turvey, Everyday Things and How They Work, Watts,1995.Robin Kerrod, Oxford Children’s A to Z of Technology, OxfordUniversity Press, 1996.Rebecca Weaver, Machines in the Home, British Library, 1992.

Literary textsAnne Fine, Press Play, Picadilly Press, 1994.Rodney Peppe, The Mice and the Travel Machine, Viking, 1993.Joy Allen, Computer for Charlie, Puffin, 1990.

Other resourcesSimple Machines (video), Encyclopedia Brittanica, 1994.Floating Fluttering Flying Machines (CD-Rom), TrivolaElectronics, 1997.A Day on the Big Machines (video), Hughes Leisure Group, 1994.Push and Pull: Simple Machines at Work (video), RainbowEducation, 1996.


13

Teachers commonly use a wide variety ofmethods for recording information aboutstudents. Targeting Writing presents anintegrated approach to assessment, recording and reporting of student progress.

Student record sheets for outcomes (BLMs 2-5)and skills (BLMs 6-8) provide a systematic way ofgathering data and recording students’ progress.However, some teachers may prefer to developtheir own recording tools using these as a model.Students can also be encouraged to have inputinto the assessment and recording process.

Each blackline master has the assessableoutcomes noted at the bottom and these can beused for assessment when students havecompleted them independently. Teachers shouldnote in their anecdotal records when a studenthas needed or received either peer or adultassistance.

It must be noted that the development of valuesand attitudes cannot be measured in the sameway as outcomes and skills; instead teachers needto assess students during teacher/studentinteraction through discussion and observation.

Using the BLMs in Reports to ParentsReporting can be very difficult to do accuratelyand sensitively. As professionals, teachers havetheir own language and parents sometimes feelthreatened by this. Reporting directly onoutcomes, which are very general and quitewordy, can exclude parents from the assessmentand recording process.

Generally, teachers meet with parents to discuss astudent’s progress once or twice a year and it isdifficult to convey their knowledge of a student’sstrengths and weaknesses in ten to fifteenminutes. A portfolio of work which includessamples taken over time of the student’sachievements can be a useful tool in thereporting process. The student activity blacklinemasters in Targeting Writing provide relevantsamples for such a student portfolio.

For these samples to be relevant to parents theyshould have some sort of notation on them aboutthe type of task, when it was completed, whetherit was an individual or small group activity, whatthe goals for the students were and how well thestudent achieved those goals. Students could alsocomment on what they thought of their effortand performance of the task, and what theylearnt by doing it.

If these portfolios are sent home prior to anyparent/teacher meeting, then parents will bebetter prepared to discuss their child’s progressin the class learning context.

Student Assessment


14 © Blake Education Targeting Writing Across the Curriculum Middle Primary This page may be photocopied for non-commercial classroom use.

Theme/Topic: _______________________________ Term: ____________________________

Teacher: ___________________________________ Class: _____________ Year: _________

Week Monday Tuesday Wednesday Thursday Friday

1

2

3

4

5

6

7

8

9

10

This can be enlarged and used as a desk planner

BLM

1 Term Planner

Integrated Unit


15© Blake Education Targeting Writing Across the Curriculum Middle Primary This page may be photocopied for non-commercial classroom use.

BLM

2

Student Record

Strand Outcomes/Indicators Work sample type Date Comments

Speaking and 3.1 Interacts for specific purposes Listening using a small range of text types

3.2 Recognises that certain types of spoken texts are associated with particular contexts and purposes

3.3 Usually uses linguistic structures and features of speech appropriately

3.4 Reflects on own approach to communication and interaction

Reading 3.5 Interprets and discusses some relationships between ideas and events

3.6 Identifies some symbolic meanings and stereotypes in texts and discusses their purpose and meaning

3.7 Identifies and uses the linguistic structures and features of text types to construct meaning

3.8a Integrates a variety of strategies for interpreting printed and visual texts

3.8b With guidance, uses strategies for finding information in texts

Writing 3.9 Experiments with interrelating ideas and information when writing in a small range of text types

3.10 Recognises that certain text types and features are associated with different purposes

3.11 Controls most basic features of written language and experiments with features of texts

3.12a Experiments with planning strategies and proofreads own writing

3.12b Consistently makes informed attempts at spelling

Name ____________________________________________ Date ___________________

English Outcomes: National Level 3



Student Record

Strand Outcomes/Indicators Work sample type Date Comments

Talking and 2.1 Communicates in classroom Listening activities on a variety of topics

2.2 Interacts effectively in groups and pairs, and uses various listening strategies

2.3 Identifies the effect of purpose and audience on spoken texts

2.4 Identifies common organisational patterns and some language features

Reading 2.5 Reads independently on increasingly challenging topics

2.6 Uses a limited range of skills and strategies when reading and interpreting

2.7 Discusses how writers use language to achieve a wide range of purposes

2.8 Discusses the text structure and grammatical features of some text types

Writing 2.9 Drafts, revises, proofreads and publishes well-structured texts

2.10 Produces clear texts, using sentence structure, grammar and punctuation

2.11 Uses knowledge of letter/sound correspondences and letter patterns to spell

2.13 Discusses how own texts are adjusted to relate to different readers

2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features of the text types used

BLM

3

Name ____________________________________________ Date ___________________

English Outcomes: NSW Stage 2



Student Record

Strand Outcomes/Indicators Work Sample Type Date Comments

Name ____________________________________________ Date ___________________

Society and Environment Outcomes

BLM

4



Student Record

Strand Outcomes/Indicators Work Sample Type Date Comments

BLM

5

Name ____________________________________________ Date ___________________

Science Outcomes



Name:

Class: Date/Level Date/Level Date/Level Date/Level

PurposeDiscussion: to give two opinionsExposition: to persuade othersInformation report: to give factsProcedure: to give instructionsRecount: to tell what has happenedExplanation: to tell how things occurDescription: to look at characteristicsResponse: to analyse a literary text

StructureWrites a clear and concise orientationIdentifies main organisational stagesDevelops plausible complicationsUnderstands the use of a conclusionUnderstands the use of opinionsWrites events in sequenceWrites different types of texts Writes a clear resolution

Text OrganisationDevelops a plan for writingParticipates in group writingDeconstructs a textUses paragraphs correctlyVaries sentence beginningsUses a variety of sources for informationWrites well-developed ideasUses appropriate text type structureUses appropriate headings

Language FeaturesUses correct tenseCorrectly uses conjunctionsUses action and thinking verbsUses appropriate punctuationCorrectly uses first or third personUses descriptive languageStates an opinionUses sequencing vocabularyUses emotive vocabulary

LEVEL CODES 1 Consistently evident 2 Sometimes evident 3 Not evident

BLM

6English Skills Checklist:

National Level 3/NSW Stage 2

Student Record



Name:


Acquiring InformationInitiates an investigation

Uses computers to locate information

Uses maps, globes and libraries

Identifies bias in information

Arranges and displays information appropriately

Evaluates and reflects upon information

Discusses the usefulness of an information source

Examines the purpose of an information source

Interviews others to obtain information

Using the Inquiry ProcessPoses questions about the investigation

Identifies necessary information

Gathers information appropriate to the task

Analyses and records information

Uses a timeline, graph or matrix

Creates a family tree

Communicates information using a variety of text types

Plans and contributes to group activities

ParticipationNegotiates with others

Works with others to achieve a common goal

Considers people’s rights

Assists in decision making

Is a responsible family, school and community member

Reflects on the impact of decisions

Participates in a wide variety of activities


BLM

7 Society and Environment

Skills ChecklistNational Level 3/NSW Stage 2

Student Record


Student RecordName:


Investigation

Initiates an investigation on a chosen topic

Records information from an investigation

Makes accurate observations and describes them

Makes predictions

Devises ways of checking their predictions

Compares ways of solving problems

Uses formal measuring systems

Explains their observations

Interprets information gathered

Groups materials and features in a variety of ways

Explains relationships between living things

Relates the features of an object to its function

Discusses physical processes and their cause/effect relationships

Identifies the values and uses of science

Design and Make

Describes needs and wants

Plans and presents ideas to others

Records the exploration of different design proposals

Evaluates materials and processes used

Examines the fairness of tests

Makes visual resources to assist in explanations

Grows plants and documents their changes

Creates a collage of various materials



BLM

8Science Skills Checklist

National Level 3/NSW Stage 2



Term 1 2 3 4

Information Skills

Communicating

Working Cooperatively

Social Responsibility

Creativity

Creating Solutions

Applying Technology

Decision Making

Task Management

BLM

9 Cross-Curriculum Checklist

Name ____________________________________________ Date ___________________

Student Record


Units Linked with

SocietyEnvironmentand


WRITING

Recount

• Text model (BLM 10)

• Create topic word banks

• Use a scaffold for research(BLM 11)

• Write a diary entry assomeone living in earlycolony (BLM 12)

• Review own and others’texts for detail whenrecounting specific events

Discussion


• Create a concept map

• Use a note-taking guide tocreate topic sentences

• Interview other studentsabout an issue (BLM 14)

• Use a scaffold to write adiscussion (BLM 15)

HEALTH AND PHYSICALEDUCATION

• Look at how life on board aship affects health, dietand exercise

• Examine how conditionsaffected the health ofconvicts

• Investigate Aboriginalfoods and compare to foodsin the colonies

MATHEMATICS

• Map the growth andexpansion of the earlycolony

• Measure the distancestravelled by the First andSecond Fleets

• Construct timelines to showsignificant events in theearly life of the colony

SOCIETY AND ENVIRONMENT

• Examine the effects of Britishcolonisation on traditionalAboriginal lifestyle and culture

• List key aspects of early colonial lifefor soldiers, convicts and free settlers

• List the changes made to the Sydneyenvironment as a result ofcolonisation

THE ARTS

• Draw and paint images from thepast using sketches from theperiod as a guide

• Construct three-dimensionalmodels of traditionalAboriginal shelters

• Construct three-dimensionalmodels of convict houses

SCIENCE

• Research how traditionalAboriginal people used naturalresources

• Research how European settlersused these same resources

• Find out what scientificdiscoveries took place in thenew colony

READING

Recount

• Locate words in writtenrecounts which show timeand place

• List words which use regularand irregular past tense

• Compare factual andpersonal recounts and listtheir similarities anddifferences

• Decide what is the purposeand audience for recounts

Discussion

• Ask questions about specificstatements made indiscussion texts

• List connectives used tocreate compound sentences

• List thinking verbs used andcompare with action verbs

SPEAKING AND LISTENING

Recount

• Discuss features of an obituary and a diary

• Discuss diaries kept by significant people inthe colony

• Discuss the importance of time and locationvocabulary in recounts

• Brainstorm topics for recount writing aboutcolonial Australia

Discussion

• Survey others in class for their opinion

• Discuss and analyse the value of argumentspresented in debates

• List ways in which people can express anopinion – for example, I believe, I think

• Discuss the difference between facts and opinions in texts

24

Text Type Focus: Recount and Discussion

BritishColonisation

CROSS-CURRICULUM SKILLSInformation skills Communicating Social responsibility Decision making


25

Outcomes and Indicators National Profiles

English

Writing3.9 Experiments with interrelating

ideas and information whenwriting about familiar topics

• Recounts in sequence • Gives a few related reasons

to support a position3.10 Recognises that certain text

types and features areassociated with particularpurposes

• Examines model of a text type and discusses itspurpose and features

• Selects an appropriate text type for a particular purpose

3.11 Controls most basic features of written language

• Selects language which enhances meaning

• Uses some conventions of layout to assist the reader

3.12b Experiments with strategiesfor planning and reviewing own writing

• Attempts some revising during writing

• Uses other texts as models• Adds information following

suggestions from others

Speaking and Listening3.1 Interacts for specific

purposes with people in theclassroom using a smallrange of text types

• Retells and offers opinions about scenes from films,drama or stories

• Delivers a short talk to peers• Reports briefly on a group

discussion 3.2 Recognises that certain types

of spoken texts areassociated with particularcontexts and purposes

• With guidance, comparesthe features of differentspoken texts

3.3 Usually uses linguistic structures and features of spoken language

• Recognises mainorganisational elements ofgroup discussions

• Accurately uses common grammatical structures

• Uses specialised language ona variety of topics

• Selects words carefully to achieve precise meanings

Reading3.5 Interprets and discusses

some relationships betweenideas, information andevents in a variety of texts

• Retells and discusses the main ideas ininformation texts

3.6 Identifies simple symbolicmeanings and stereotypesin texts

• Discusses the ways in which people are stereotyped in texts

3.7 Identifies and uses the linguistic structures andfeatures of a range of text types

• Identifies and explains the role of features such asparagraphs

• Constructs timelines or flow charts

3.8bWith guidance, uses several strategies for finding information in texts

• Finds information in research material

• Makes brief notes

Studies of Society and Environment3.1a Describes different periods of time in the

local area• Describes the way of life in the colony• Derives information from a variety of sources

3.1b Interprets accounts and artefacts of people inother times

• Collects evidence from journals and letters• Listens to stories about people from other times

3.2 Constructs a sequence from a set of events

• Presents an accurate sequence when recounting events

3.5 Describes how natural features affect the ways people live in a place

• Describes how the Australian environmentaffected the lives of early European Settlers

3.16 Frames questions and identifies sources of information

• Interprets and organises data


26

Talking and Listening2.1 Communicates in

classroom activities for arange of purposes and ona range of topics

• Gives a more detailed recount

• Justifies a point of view with supporting evidence

• Participates in class discussions

2.2 Interacts effectively in groups and pairs and uses various listening strategies

• Uses correct word order • Plans spoken recounts• Uses notes as prompts

2.4 Identifies common organisational patternsand language features of some predictablespoken texts

• Recognises the main organisational structuresof spoken text types

• Talks about common grammatical structures

Reading2.5 Reads independently a wide

range of texts• Interprets basic maps, charts

and photographs• Obtains information from

selected internet sites• Finds information for specific

purposes in factual texts2.6 Uses efficiently an integrated

range of skills and strategies when reading texts

• Draws on knowledge of a topic

• Relates information to accompanying graphics

• Uses contents page, indexand keywords to obtaininformation

• Makes brief notes 2.7 Discusses how writers relate

to their readers in differentways

• Recognises and describes the purpose of recounts

• Distinguishes between a fact and an opinion

Writing2.9 Drafts, revises and

publishes well-structured texts

• Uses other texts as models• Demonstrates self-editing

skills• Creates notes for writing• Writes more involved

recounts• Researches specific topics

2.10 Produces texts clearly using the correct structureand grammatical features

• Uses accurate tense• Combines clauses using a

variety of conjunctions• Uses a variety of time

connectives• Uses correct punctuation

2.13 Discusses how own texts are adjusted to relate to readers

• Understands purpose and structure of the texts

• Identifies audience

Human Society and its Environment2.1 Describes events and actions related to the

British colonisation of Australia and assesses changes and consequences

• Sequences significant events related to human occupation in Australia

• Describes the involvement of some people and groups from other countries in Australia’s heritage

• Explains the role of significant people duringthe occupation of Australia as a penal colony

• Describes some aspects of ways of life and achievements in the early colony

2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments

• Collects and uses primary and secondary sources to investigate the history of their community

• Identifies the contributions of some significant people and events to community heritage

2.3 Explains how shared customs and traditionsin communities contribute to Australian andcommunity identities

Outcomes and Indicators NSW

English


27

British Colonisation – Recount

Learning Experiences

Construct a Semantic WebUsing a variety of factual texts, discuss with students why Britaincolonised Australia. Examine factors such as living conditions, poverty,overcrowding and the class system, and include these in a semantic web.Discuss the types of people who were a part of the First Fleet, includingofficers, soldiers and convicts.

Sample Text (BLM 10)Distribute the obituary of Mary Reibey. Share read with students. Discussthe structure and specific language features of this recount. Encouragestudents to discuss the chronological sequencing of events, the concludingevaluative comment, as well as use of past tense. Jointly construct a list ofrequirements for writing obituaries. Ask students why they think thesetypes of recounts are written, who would write them, and who theaudience would be. (You may wish to provide students with a number ofobituaries for them to examine.)

Life in the First FleetDivide the class into small groups. Ask each group to research a personwho sailed on the First Fleet, for example a young convict. Work with thegroups on note-taking skills and summarising of information. This maytake several lessons. At the end of the research period, each group reportsto the class on the information they gathered and any issues they cameacross in the process.

Role-play a First Fleet CharacterAsk students to remain in their groups and prepare a short oral recount ofthe voyage taken by their chosen person. Encourage students to discusshow their characters would have felt about travelling to an unknowncountry. This is a good opportunity to look at language used in recountssuch as adjectives, noun groups and time connectives. Recounts will needto be rehearsed, and can then be performed for the class. Afterwards, havestudents discuss how accurate they think the role-plays were.

In the ColonyHave students use a variety of resources to find out about early colonialimmigrants – convicts, free settlers, soldiers and the governor. Examine therelationship of the new inhabitants with Aboriginal Peoples. During theshared reading and research, jointly list significant individuals from theearly colony – for example Bennelong, Pemulwuy, James Ruse, ElizabethMacarthur and Governors Phillip and Macquarie.

Modelling focus

• Introducing the topic

• Structure and features of factual recounts

• Purpose of text

• Note taking

• Research skills

• Communication skills

• Subject vocabulary

• Oral presentations

• Aspects of language

• Character empathy

• Building the field


28


Research Scaffold (BLM 11)Divide the class into small groups and allocate one of these significantindividuals to each group. Ask groups to do further research using thescaffold provided. When research is complete, have groups give a brief oralpresentation about the life of that person in the new colony. (These resultscan also be compiled in a retrieval chart under headings such as food,water, shelter, sickness, and law and order.)

Construct a timelineAsk each group to swap the results of their research with one other group,so that each group now has a different individual from colonial times. Askstudents to use this information to construct a timeline showing significantevents in that person’s life. If groups have additional information about thisperson from their previous research, they can add it to their timeline. Sharethese with the class.

Model a Diary EntryChoose one of these individuals and, taking on their persona, model theconstruction of a diary entry for the class. Ensure that the entry includes asignificant event, such as the day Elizabeth Macarthur received a grant ofland from Governor Macquarie in recognition of her work, or Pemulwuyhaving an encounter with British soldiers on his land. Encourage studentsto discuss the features of this personal recount – text is written in the firstperson, and the author of the diary often describes their personal feelings,or their response to an event.

Write a Diary Entry (BLM 12)Ask students to choose one of the other First Fleeters or significant colonialsettlers. Have students write a diary entry as that person, following theexample modelled previously and incorporating their previous research.Encourage students to include a significant event in their entry, whichaffected their character in some way. (Some students may wish to chooseMary Reibey, the subject of the sample text. They could write an entry forone day in her life as a runaway, a convict, or as a businesswoman.)Remind students of the diary structure and its language features. Edit andpublish these diaries, and share with the class.

CulminationReview the steps used to research a historical character. Make a class list ofskills and strategies that were effective in locating and recording thisinformation.Students can continue writing diary entries as their character, revealingtheir thoughts and relationships with other people in the colony, orresearch and write a diary entry for a different character.

Modelling focus

• Research skills

• Oral skills

• Summarising information

• Visual presentation of information

• Features of personal recounts

• Structure and features of diaries

• Using a scaffold

• Independent writing

• Diary structure and language features


29

British Colonisation – Discussion


Model Note-taking Strategies Using a variety of visual aids and books, develop students’ understandingsof why Europeans came to Australia. Model strategies for making notes ona topic and display these in a wall theme chart. Encourage students toactively participate in the discussion and, as their understandings develop,move from teacher-directed modelling to whole class joint constructions.

Survey Class OpinionAsk students to consider if they would have wanted to come to Australia asa convict in the 1780s. Have students conduct a class survey on this topic.This can be used as an assessment tool, to gauge students’ awareness of theconditions in Britain at the time. Encourage students to use thinking verbssuch as ‘I believe’, ‘I think’, or ‘It is my opinion’. Draw students’ attentionto this language feature during the activity, making a list of words andphrases used.

Group Opinions Ask students if Britain should have sent convicts to Australia. Divide theclass into four groups, two groups to agree with the statement, and two tooppose it. Ask groups to list, in point form, reasons for their opinion. Bringthe class back together and ask a representative from each group to reporton their efforts.

Sample Text (BLM 13)Read the prepared discussion text. Compare its statements and opinionswith those of students from the previous activity. Use this discussion toformulate some generalisations about the structure and language features ofdiscussion texts. Put BLM 13 on overhead and highlight these within thecontext of the whole text sample.

Revise Discussion StructureRevise the structure of a discussion-introduction which indicates positionregarding issue and background information, arguments in favour,arguments against, and decision or conclusion. The time spent on this willdepend upon students’ prior experience. Using the opinions previouslyformulated by the four groups, select the most relevant arguments fromeach side. Taking one side of the issue at a time, jointly construct themfrom point form into cohesive sentences. Remember to include anintroduction and a conclusion. Focus on sentence structure, sequencing ofideas with conjunctions, and connective language features.

Modelling focus


• Note taking

• Using factual resources

• Thinking verbs

• Expressing opinions and reasons

• Reasons for opinions

• For and against

• Working cooperatively

• Structure and features of a discussion

• Structure of discussions

• Language features

• Turning point-form notesinto sentences


30


Ask Opinions (BLM 14)Pose the question to students, ‘Should convicts be kept in chains?’ Eachstudent will need to interview others (teachers, peers or members of otherclasses) whether they agree or disagree with this statement. Ask students tonote each person’s reasons for their opinion. After canvassing the opinionsof others, each student should give their own recommendation.

Use a Discussion Scaffold (BLM 15)Provide students with the scaffold for writing a discussion text. Encouragestudents to use the points from the interviews, as well as their own pointof view, to write a discussion text on the issue. Refer students back toearlier class work, and the sample discussion text, to assist them in usingthe appropriate structure and language features.

Edit the Discussion TextChoose one student example (or a teacher-made text) to model, using anoverhead projector. Discuss the need for proofreading and editing of work.Actively involve students in editing the text on the overhead, looking atpunctuation, spelling, language features and continuity of meaning.Instruct students to go back to their own discussion texts and edit them(using a different coloured pencil/pen). Encourage students to read it to afriend to see if it makes sense.

Research Early Colonial LifeHave students form groups to research how people lived in the early colonyof New South Wales. Groups could look at issues such as the treatment ofconvicts, impact of Europeans on the local Aboriginal tribes, actions of theBritish soldiers, or the role of the Governor. Provide a variety of resourcesto students, and ask groups to organise their information using each issueas a heading.

Compare Life Then and NowBring groups together as a class and discuss students’ opinions of life inthe early colony. Ask students to compare their findings with how we livein Australia today. Ask students to write a short discussion text onwhether they would have preferred to live in Australia in 1788. Remindstudents that a discussion requires them to consider all points of view, andthat a number of varying opinions may be valid.

CulminationAsk students to decide which of their written discussions most clearlyanalyses and evaluates an issue. Students can publish these and comparethem with factual discussions in books.

Modelling focus

• Interviewing techniques

• Note taking

• Using research in writing

• Using research in writing


• Editing and proofreading


• Research skills


• Features of a discussion



BLM

10

Obituary

Mary Reibey was born Molly

Haydock in England on 12th

May, 1777. When she was

thirteen both her parents died.

The young Molly ran away from

home and pretended to be a boy.

In 1791 Mary was arrested for

stealing a horse and sentenced

to death. But the police

discovered that she was in fact a

young lady and her sentence

was changed to seven years

transportation to the colony of

New South Wales. She arrived in

Australia in 1792 and began

work as a nursemaid.

Two years later, Mary married

Thomas Reibey, who was an

officer on the ship Britannia.

Thomas was given a land grant

on the Hawkesbury River.

Together they set up an

overseas trading company

which became very successful.

They were able to buy several

more farming properties and

extended their trade into coal,

fur and animal skins.

In 1811 Thomas died. Mary took over the business, as well as continuing to care fortheir seven children. Sheexpanded their business,buying more ships, operating a warehouse and investing ineven more property.

By 1828 Mary was able to retireand was appointed Governor ofthe Free Grammar School. Shecontinued to live in Sydney inher house at Newtown until herdeath last week.

Mary Reibey will be rememberedas a strong and determinedwoman who became one of this colony’s most successfulbusinesswomen.

Name ____________________________________________ Date ___________________

RECOUNTText Model

Mary Reibey (12th May 1777 – 30th May 1855)



Name ____________________________________________ Date ___________________

NAT ENG RV 3.5 W 3.9 W 3.11 NSW ENG RS 2.5 RS 2.7 WS 2.9 SOSE TC&C 3.1a TC&C 3.1b HSIE CCS 2.1 CCS 2.2

BACKGROUNDName:_______________________________________________________

Date of birth: _________________________________________________

Country of birth: _______________________________________________

When arrived in Australia:_______________________________________

Why did they come to Australia? _________________________________

____________________________________________________________

SIGNIFICANT EVENTS

What happened? ______________________________________________

____________________________________________________________

____________________________________________________________

ACHIEVEMENTS

____________________________________________________________

____________________________________________________________

SUMMARY/PERSON’S IMPACT

____________________________________________________________

Research ScaffoldBLM

11

RECOUNT



Name ____________________________________________ Date ___________________

NAT ENG W 3.9 W 3.11 NSW ENG WS 2.9 WS 2.10 WS 2.13 SOSE TC&C 3.1b TC&C 3.2 HSIE CCS 2.1 CCS 2.2

Imagine that you are a person in early colonial Australia. Choose asignificant event from one day in your life. Write a diary entry for this day.

Date: _______________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Diary BLM

12

RECOUNT



Name ____________________________________________ Date ___________________B

LM 1

3

Should our convicts be sent to New South Wales?

DISCUSSION

Text Model

We’re here tonight to discuss an issue which affects all of us. Should we send our criminals to the colony of NewSouth Wales?

There are several benefits of transporting our convictsoverseas.

Firstly, our gaols are overcrowded as it is. The convicts areunhealthy and spread disease. If we continue to transportthem, we will free up space and the health issues will beeasier to manage.

Secondly, with the large number of convicts in prison here, itis costing us and the government far too much money. If wesend them to the new colony, they will have to farm their ownfood and look after themselves.

Finally, transportation may prevent people from committingcrimes. If they get sent to gaol here, they know that whenthey are released they can simply go home. But if they aretransported there is no chance of them ever raising enoughmoney to pay their way back to England.

On the other hand, not everyone in our community believes thatwe should transport our convicts overseas.

Some people believe that, as English men and women, theyshould serve their punishment in England and not in a far anddistant land.

Others believe that for some crimes, such as petty theft,transportation is too harsh a penalty. The months of travelacross the seas are dangerous, with the constant threat ofshipwreck, illness and even death.

Another argument against transportation is the cost oforganising the ships, materials and men to send on such adangerous voyage. We will need to send many soldiers tocontrol the convicts, with the possibility of losing thembefore they even reach their destination.

This is not an easy question to answer, as both sides canmake convincing statements. Let us open it up to the floor fordiscussion.



BLM

14

DISCUSSION

Seeking OpinionsName ____________________________________________ Date ___________________

Some people think

_____________________

_____________________

____________________

____________________

____________________

___________________

___________________

___________________

__________________

__________________

__________________

_________________

_________________

_________________

Other people think

_____________________

_____________________

____________________

____________________

____________________

___________________

___________________

__________________

__________________

__________________

_________________

_________________

_________________

________________

I think

____________

_____________

______________

______________

_______________

_______________

________________

_________________

Should convicts be kept in chains?

NAT ENG SL 3.1, SL 3.3, W 3.9, W 3.10, W 3.11 NSW ENG TS 2.1, TS 2.2, WS 2.9, WS 2.13 SOSE IC&P 3.16 HSIE CCS 2.1, CCS 2.2



Name ____________________________________________ Date ___________________

NAT ENG W 3.9 W 3.10 W 3.11 NSW ENG WS 2.9 WS 2.10 WS 2.13 SOSE TC&C 3.1a IC&P 3.16 HSIE CCS 2.1 CCS 2.2

Scaffold

BLM

15

DISCUSSION

Opening statement

Arguments in favour

Arguments against

Recommendation


WRITING

Information Report


• Write and groupinformation underappropriate headings(BLM 17)

• Make summary notes fromreading factual texts

• Create topic banks oftheme-based words to beused in writing reports

• Use a scaffold to write own information report(BLM 18)

Response


• Use a summary map torecord events andcharacters (BLM 20)

• Combine personalresponses to create a classbook

• List word families whichmay be useful whenwriting responses

• Write a personal reviewusing a scaffold (BLM 21)

THE ARTS

• Use traditional Aboriginalmaterials to create a paintingor other visual image

• Perform traditionalAboriginal dance and music(with permission)

• Construct traditionalAboriginal musicalinstruments


• Examine familyrelationships and groupsamong Aboriginal people

• Examine the effects ofEuropean diseases andinfluences on Aboriginalhealth

• List the roles andresponsibilities ofdifferent members withina tribal group

• List the food/diet eaten bytribal groups fromdifferent areas of Australia


Information Report

• Discuss what students would like tofind out about traditional Aboriginalpeople

• List specific vocabulary to be usedwhen reading and writing

• Ask questions to obtain informationin group discussions

Response

• Listen to a variety of DreamingStories (both written and visual)

• Discuss and compare opinions as aclass about these Dreaming Stories

• Interview peers to record theirresponses to specific Dreaming Stories

READING

Information Report

• Read and compare informationfound in a variety of factual texts

• Ask questions to clarifyinformation found in texts

• Use contents and index pages toassist in the location of information

• Interpret visual images whichaccompany written texts

Response

• Read a variety of Dreaming Stories

• Read examples of reviews andwritten responses

• Conduct studies of Aboriginalauthors and the texts they havewritten

• Summarise events and informationfrom Dreaming Stories


• Research the laws and belief systemsof traditional Aboriginal Australians

• Locate the variety of knownAboriginal language groups

• Research the impact of significantAboriginal Australians

• Compare the traditional andcontemporary lifestyles of AboriginalAustralians

• Look at what tools AboriginalAustralians used

37

SCIENCE

• List the natural products used bytraditional Aborigines

• Recreate how AboriginalAustralians used natural orprocessed materials

• Research how Aboriginal groupsused and altered theirenvironments and why

The FirstAustralians

Text Type Focus: Information Report and Response

MATHEMATICS

• Examine the patterns and shapes in traditional Aboriginal artwork

• Locate the symmetry intraditional Aboriginal designs

• Use coordinates and mapping tolocate the position of significantsites

CROSS-CURRICULUM SKILLSInformation skills Communicating Working co-operatively Creativity Decision making


38


English


some relationships between ideas, information and events ina variety of texts

• Retells and discusses interpretation of texts read or viewed

3.6 Identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning

• Recognises that the use of symbols in texts depends on shared cultural understandings

3.8bWith guidance uses several strategies for identifying resources and finding informationin texts

• Lists a range of resources for answering focus questions

Studies of Society and Environment

Writing3.9 Experiments with

interrelating ideas andinformation whenwriting about familiartopics

• Writes a report whichincludes information onseveral aspects of thetopic

• Gives related reasonsthat support a topic

3.11 Controls most basicfeatures of writtenlanguage andexperiments with someorganisational andlinguistic features oftext types

• Relates ideas in writingusing a variety ofconjunctions

• Uses some conventionsof layout to assist thereader

• Uses correct tense

Speaking and Listening3.1 Interacts for specific purposes with

people in the classroom using a small range of text types

• Offers opinions about scenes from films and stories heard read aloud

• Delivers a prepared short talk to peers on a topic giving relevant and organised information

• Listens to and obtains specific information from spoken texts and retells this to others

• Conducts brief interviews with children to obtain information about an issue

3.4 Reflects on own approach to communication and the ways in which others interact

• Corrects their own speech for meaning and accuracy

• Selects and organises ideas before giving a short prepared talk

• Listens actively to a speaker• Initiates discussion of ideas and

events with the teacher and peers

3.1a Describes different periods of time in thelocal area

• Describes the ways of life, beliefs andpractices of the original inhabitants

• Derives information from photographs, localhistories and first-hand accounts

3.1bInterprets accounts and artefacts of people inother times

• Collects evidence that describes ways of life of Aboriginal and Torres Strait Islander groups

3.7 Describes some of the community groups thatmake up Aboriginal and Torres Strait Islandersocieties

• Investigates diverse Aboriginal groups toidentify things they share and things that areunique to them

3.4 Describes places according to their locationand their natural and built features

• Describes natural features which aresignificant to Aboriginal tribal groups

3.5 Describes how natural features affect the wayspeople live in particular places

• Describes how different natural environmentsaffect the ways of life of Aboriginal groups

• Explains an Aboriginal Dreaming Story andits meaning


39


informal and formalclassroom activitieson a variety of topics

• Listens to a variety ofless familiar literarytexts

• Listens to sustainedinformation reports

• Offers opinions aboutfilms or stories readaloud

• Discusses and reflectsupon a variety ofresponses

2.2 Interacts effectively ingroups and usesvarious listeningstrategies

• Listens to spokenpresentations

• Responds to differentviewpoints

• Plans spokeninformation reports

Reading2.5 Reads independently a

wide range of texts onmore challenging topics

• Identifies elements in aliterary text

• Finds specific informationin factual texts

2.6 Uses efficiently anintegrated range of skillsand strategies whenreading

• Skims a text for message • Relates information to

accompanying graphics• Uses the table of

contents, index andheadings

2.7 Discusses how writersrelate to their readers indifferent ways

• Compares the ways textsare organised

• Distinguishes betweenfact and opinion

Writing2.9 Drafts, revises and publishes

well-structured texts• Understands and creates notes• Writes a wider range of text types• Writes information reports that

include information aboutdifferent aspects of things

• Writes simple responses to shortstories

2.13 Discusses how own texts areadjusted to relate to differentreaders and how they developthe subject matter

• Understands purposes and stagesof texts

• Talks about research as a way ofbuilding up a topic

2.14 Discusses how own texts havebeen structured to achieve theirpurpose

• Recognises the subject• Talks about the use of adjectives• Talks about the use of tense

2.1 Describes events and actions related to theBritish colonisation of Australia and assesseschanges and consequences

• Demonstrates an awareness that Australia’shuman heritage spans many thousands of years

• Describes some of the consequences of theBritish invasion for Aboriginal people

• Identifies and explains why particular siteshave relevance for Aboriginal people today

2.2 Explains changes in the community andfamily life and evaluates the effects of these on different individuals, groups and environments

• Collects evidence that describes ways of life ofAboriginal and Torres Strait Islander Groups

2.3 Explains how shared customs, practices,symbols and traditions in communitiescontribute to Australian and communityidentities

• Identifies some significant customs andtraditions of Aboriginal people

• Listens to and retells traditional stories2.8 Investigates rights and responsibilities in the

community• Investigates some significant Aboriginal

community representatives

Human Society and Its Environment


English


40

The First Australians – Information Report


IntroductionDiscuss what students think Australia was like before the arrival ofEuropeans. Review comments made by early explorers such as Dirk Hartog,Abel Tasman and Captain Cook, and their opinions of the inhabitants.Make a class chart of information (or preconceptions) that students haveabout early Australia and the Aboriginal people. Having briefly introducedthe topic, ask the class to suggest questions or areas they would like tofocus on. Make a list of these and ask students to consider how they willlocate this information.

Sample Text (BLM 16)Distribute copies of the sample text to students. It may be useful to put iton an overhead to allow collaborative discussion about the text and itscontents. Read the text with students. Compare the information providedwith their personal beliefs expressed in the introductory session. Look athow the information is arranged. Encourage students to suggest possiblesubheadings for the paragraphs. Discuss and list the features evident in thetext sample which are typical of an information report – for example it iswritten in third person, and language is used economically. Students willbe able to refer to this list when they come to write their own information reports.

Conducting Group ResearchDivide the class into small groups. Provide each group with a differentaspect of traditional Aboriginal lifestyle to research. Ask students to usetexts, videos, posters or internet sites to research information. (Remindstudents that they should use a number of sources when gatheringinformation, in order to avoid bias as well as to verify statements.) Tellstudents that the aim is to jointly construct an information report. Wheneach group has completed its research, bring the class back together toreview and discuss the information. Together, formulate a general openingstatement, the description consisting of a series of paragraphs, and theconclusion. When complete, jointly edit the text, focusing on the use ofappropriate language features for an information report. Compare this classversion to the sample text and encourage students to make generalisationsabout information report texts.

Modelling focus


• Establishing learning targets

• Analysing texts

• Structure and features of information reports


• Research skills

• Structure and features of information reports


41

Aboriginal Tribal Research (BLM 17)Display a map of Australia, showing Aboriginal tribal areas. Discuss thefact that although most groups were nomadic to some degree, they stilllived within certain boundaries. Ask groups of students to choose a tribalgroup to research. Before their research begins, ask students to suggesthow different environments may have affected the way Aboriginal tribeslived. Review the subheadings used in previous information reports aboutAborigines. Distribute the planning guide to each of the groups. Askgroups to use this guide to organise the information they find about theirtribe. Tell students that, although the research is being conducted by thewhole group, each student will be writing their own individualinformation report. You may need to work with individual groups on note-taking and summarising skills.

Independent Writing (BLM 18)Once all groups have completed their research, distribute the scaffold. Askstudents to use this scaffold to write their own information reports on theirtribal group. Remind students to mark on the map of Australia where theirAboriginal tribe lived, as visual elements can be very useful in aninformation report. When students have completed their report, discusswhether the headings provided were suitable. Ask students if they foundadditional information about their Aboriginal tribe which did not fit underthese headings. Share these drafts among each research group, to allowpeer conferencing in the editing and proofreading process. You may alsodecide to conduct a whole class editing and proofreading session.

PublishingOnce the independent texts have been edited by the author and theirpeers, each student could publish their report. This could be a useful timefor you to model the correct citation of references. Have each studentpresent their information to the rest of the class. Compare the culture andlifestyle of these different tribal groups.

CulminationStudents could research other areas covered by ‘The First Australians’ suchas food or tribal initiation, and produce information reports. This unitcould lead to research on contemporary Aboriginal people and the issuesthey face (perhaps integrated with Media). Encourage students to locateother examples of information reports in factual texts and to compare thesewith their own writing efforts.

Modelling focus

• Research skills

• Note taking

• Summarising


• Peer conferencing

• Editing and proofreading

• Publishing skills



Work with the Local Aboriginal CommunityDuring this unit, it is important that teachers work in conjunction withlocal Aboriginal community representatives, or a school liaison officer, soas not to offend Aboriginal people.

IntroductionAsk students what they already know about ‘The Dreaming’. Tell studentshow Aboriginal history is passed on through oral storytelling. Askstudents which Dreaming texts they have read previously. Encouragestudents to give a summary and judgement of the work.

Share Read a Dreaming StoryIf the book is available, read the Dreaming Story Banana Bird and the SnakeMen to students. Follow good shared reading procedure by predicting thetext, talking about illustrations and pausing for student comments andquestions. Look at particular features of the text (such as characters andAboriginal words), as these are relevant when writing response texts. Afterthe shared reading, ask students if they enjoyed the story, and encouragethem to justify their responses. Was it an interesting story? Whichcharacter did you like the best? Did it have a good ending? Would yourfriend like this book?

Response to a Dreaming Story (BLM 19)Distribute copies of the sample text to students. It may also be useful toput it on an overhead to allow collaborative discussion of the text. Readthe sample response with the class. Discuss how it compares with theirown oral responses. Look at how the response is structured – label theseorganisational features (title, author, summary, personal response,recommendation). Locate and discuss the use of personal pronouns andopinions in the text. Make a class list of the thinking and feeling verbs sothat students may use them later in their own written responses.

Reading Other Dreaming Stories (BLM 20)Read a different Dreaming Story with students, for example The RainbowSerpent or Tiddalik. Again take time to predict the text with students, andto elicit their responses to the pictures, cultural context and other featuresof the text. Following the reading, distribute the summary map tostudents. Ask students to use this summary map to record the significantevents and actions of characters in the story. By mapping the story in thisway, students should develop an understanding of the relationshipsbetween characters, and their effect on the plot. Students may choosewhether or not to include simple illustrations to assist their summary. As awhole class, compare these summaries. Examine and list words that show

42

Modelling focus



• Topic vocabulary

• Justifying responses

• Structure and features of responses

• Comparing personal responses

• Examining characters and plot

• Personal opinions

The First Australians – Response



43

the sequencing of events. Discuss which event and/or character studentsthought was the most significant in the text, and why. Discuss which eventand/or character was their favourite in the text.

Watch a VideoAs a whole class, watch a video of a Dreaming Story. When it is finished,discuss aspects such as plot and characterisation, as well as the visualimagery and any sound accompaniment. Play the video again and pause atappropriate intervals to allow students time for general discussion. Promptstudents to share what aspects of the story make them like it. Ask studentswho else might like this story. Use this discussion to create classvocabulary charts which students can use when talking about characters,plot, visual imagery, sound, or giving personal opinions.

Respond to a Media Text (BLM 21)Watch a video of a different Dreaming Story. Depending on the story plotand length, more than one viewing may be necessary to allow studentstime to formulate opinions. Distribute copies of the response scaffold.Allow students time to complete the response scaffold in draft form. Dividestudents into small groups to discuss their ideas, responses andjustifications with peers. Students could also use this time tocollaboratively edit and proofread their texts. Once the draft has beencompleted and edited, ask students to construct a published version, usingthe same scaffold. Share these with the class and compare the responses ofindividual students. Discuss what factors may influence how a personresponds to a particular text.

Independent WritingNow students are familiar with Dreaming Stories and the response texttype, take them to the library to select an appropriate Dreaming Story oftheir choice. Ask students to read this story themselves, and then draft,edit and publish a written response to their chosen text. Have studentspresent this to the class in an oral form. Look at what aspects of the textswere focused on by different students. Compare the opinions and responsesof students who happened to read the same text.

CulminationStudents could be extended by responding to other types of texts, such aspoetry written by Aboriginal authors. You could invite Aboriginal authorsor community representatives to talk to students about Aboriginal society,the cultural significance of Dreaming Stories, and the relevance ofAboriginal oral histories. If students have been given the opportunity towrite their own ‘creation’ stories, they could write responses to these peertexts.

Modelling focus

• Using media texts



• Peer editing






Name ____________________________________________ Date ___________________B

LM 1

6

INFORMATION REPORT

Text Model

A t the time of British colonisation,

there were approximately 300

different Aboriginal language groups

living on the mainland and Tasmania.

Nobody knows for certain how many

Aborigines there were as estimates

range from 300,000 to over 1 million.

They identified themselves by the

language group or land area to which

they belonged.

The different language and territory

groups adapted to life in Australia in

different ways. Stone tools, such as

scrapers and small axes or knives, were

commonly used. Traditional weapons,

such as the boomerang, spear and

nulla nulla (club), were not used by all

the groups.

Aboriginal art also varied from group

to group. Some groups used an x-ray

style, while others used a dot style.

Some paintings told of hunting events,

while others told Dreaming Stories.

Some paintings were done on cave

walls, while others were presented on

pieces of bark cut from a tree. Tools

and carry baskets could also be

decorated using traditional Aboriginal

paints, which were made from crushed

rocks, and the juices from a variety of

native plants.

The most important part of Aboriginal

history is the Dreaming. Aboriginal

people from all over Australia believe

that ancestral beings came from

heaven and the seas to shape the land

and to create the plants, animals and

the people. This is why the Aboriginal

people have a deep religious link with

the land and its creatures.

Aboriginal people and their ancestors have lived inAustralia for at least 40,000 years.

stonescraper

axe



Name ____________________________________________ Date ___________________

BLM

17

NAT ENG RV 3.5 RV 3.8b W 3.9 W 3.11 NSW ENG RS 2.5 RS 2.6 WS 2.9 WS 2.13 SOSE TC&C 3.1b C 3.7 P&S 3.5 HSIE CCS 2.2 CUS 2.3

Planning Guide

Use the guide below to organise your information on an Aboriginal tribe.Remember to include subheadings.

Topic: _____________________________________________

SUBHEADING

_____________________________

details _______________________

_____________________________

_____________________________

_____________________________

SUBHEADING

_____________________________

details _______________________

_____________________________

_____________________________

_____________________________

SUBHEADING

_____________________________

details _______________________

_____________________________

_____________________________

_____________________________

SUBHEADING

_____________________________

details _______________________

_____________________________

_____________________________

_____________________________

INFORMATION REPORT



Name ____________________________________________ Date ___________________B

LM 1

8

NAT ENG SL 3.1 RV 3.5 RV 3.8b W 3.9 NSW ENG TS 2.1 RS 2.5 RS 2.6 WS 2.9 WS 2.13 SOSE TC&C 3.1a C 3.7 P&S 3.5 HSIE CCS 2.2 CUS 2.3

Traditional Aboriginal Australians

Opening statement: ____________________________________________

____________________________________________________________

Clothing: ____________________________________________________

Shelter: ______________________________________________________

Roles of men and women: ______________________________________

____________________________________________________________

____________________________________________________________

Spiritual beliefs: _______________________________________________

____________________________________________________________

____________________________________________________________

Other subheading:_____________________________________________

_______________________________________

Conclusion: _____________________________

_______________________________________

_______________________________________

_______________________________________

INFORMATION REPORT

Area of Australia tribe lived



Name ____________________________________________ Date ___________________

BLM

19

RESPONSEText ModelTitle Banana Bird and the Snake Men

Authors Percy Trezise and Dick RoughseyPublisher Collins, 1980

Last week I read a Dreaming Story. It told how the desert came to be, and why birds make noise to warn each other when there are snakes around.

In the beginning, there lived two tribes of people in Cape York. One tribe wasthe Bird Men and the other was the Snake Men, who could change intokangaroos. One day Banana Bird Man speared the largest of the kangaroos,who was really Taipan Snake Man. So the Snake Men hid in the grass, and whenBanana Bird Man came down from the tree, the Snake Men attacked and ate him.

When the other Bird Men found out what had happened to their brother, theyset fire to the grass with their fire sticks, and killed most of the Snake Men.Those Snake Men that were not killed fled under the ground. This area, sincethe fire, is known as the Desert. Since then birds have always warned eachother when snakes were nearby.

I enjoyed reading this Dreaming Story. It reminded me of the stories mygrandad used to tell me about why the land is the way it is, and why animalsact the way they do. I liked the way the pictures were drawn in traditionalAboriginal colours of red, orange, brown, yellow and black. These coloursmade the desert seem like it was right there in front of me.

I think this book could be read by anyone between the ages of 7 and 10,because they will find Banana Bird and the Snake Men really exciting. Anyoneyounger might get a bit scared, but if it is read to them they should be okay.



Name ____________________________________________ Date ___________________B

LM 2

0

NAT ENG RV 3.5 RV 3.8b W 3.11 NSW ENG RS 2.5 RS 2.7 WS 2.9 SOSE TC&C 3.1a P&S 3.5 HSIE CCS 2.2 CUS 2.3

RESPONSESummary map

Use the map below to draw and write about the significant events in theAboriginal Dreaming Story. Remember to keep them in the correct order.

1.2.

3.

4.

5.

6.



Name ____________________________________________ Date ___________________

BLM

21

NAT ENG SL 3.1 SL 3.4 W 3.11 NSW ENG TS 2.1 TS 2.2 RS 2.5 RS 2.7 WS 2.14 SOSE TC&C 3.1b C 3.7 HSIE CUS 2.3 CCS 2.2

ScaffoldRESPONSE

Use these questions and points to help you when writing notes about booksyou have read and videos you have watched.

Title: ___________________________________________________________

Author: _________________________________________________________

Illustrator: ______________________________________________________

Important events in the story:_______________________________________

_______________________________________________________________

_______________________________________________________________

What were the main characters like? ________________________________

_______________________________________________________________

_______________________________________________________________

Did you like the story? Why? ________________________________________

_______________________________________________________________

Who would you recommend this story to? Why? _______________________

_______________________________________________________________

_______________________________________________________________

Illustrate your favourite part of the story on the back of this sheet.


50

WRITING

Description


• Write words and phrases to describea site (BLM 23)

• Write a description of a significantplace (BLM 24)

• Use visual images and illustrationsto support own written description

Exposition (Persuasion)


• Survey peoples’ opinions onsignificant sites (BLM 26)

• Write a persuasive text using aplanner (BLM 27)

• List issues regarding significant sitesin Australia to use as titles forpersuasive texts

• Persuade others to protect a site

Text Type Focus: Description and Exposition (Persuasion)

SCIENCE

• Examine how built siteshave been created

• Look at how technology canhelp protect significant sitesfrom damage

• Compare the materials andresources used in bothnatural and built sites

• Examine the benefits andproblems associated withhuman impact on significantnatural sites


• Look at the personal andcultural values that peopleput on significant sites

• List the feelings people havetowards special places

CROSS-CURRICULUM SKILLSInformation skills Communicating Social responsibility Creativity Decision making


Description

• Present impromptu speeches todescribe familiar places to others

• List adjectives used to describefamiliar places

• Conduct games which useadjectives to describe anunknown site


• Discuss the purpose behindpersuading people to a point ofview

• List vocabulary used to persuadeothers

• Listen to others express theiropinions about a significant site


• Categorise and list features ofnatural and built sites

• Research laws that are designed toprotect significant sites

• List people or groups whose job itis to protect significant sites

• Research the historical,environmental or culturalsignificance of special sites acrossAustralia

READING

Description

• Compare the effectiveness ofvisual images, similes andmetaphors in written texts

• Read texts to extractdescriptive elements

• Compare written descriptionswith media or visualdescriptions


• Decide whether a text ispersuasive

• Highlight and list persuasivevocabulary from these texts

MATHEMATICS

• Locate on a map the position of significant places acrossAustralia

• Interview people as to theiruse of significant places andgraph the results

• Use coordinates to locate siteson a grid

SignificantAustralian Places


51


English

Reading3.7 Identifies and uses

the linguisticstructures andfeatures of a range oftext types

• Recognisescharacteristic featuresof particular text types

• Explains the role ofparagraphs

3.8a Integrates a variety ofstrategies forinterpreting texts

• Predicts meaning ofunknown words

• Clarifies or correctsmeaning whenreading

• Adjusts readingstrategies fordifferent texts anddifferent purposes

3.4 Describes places according to their locationand natural and built features

• Describes places according to naturalfeatures

• Describes places according to built features• Describes location of places

3.6 Identifies issues about care of places arisingfrom the different ways in which they arevalued

• Identifies issues about care of places in thecommunity

• Identifies issues that may arise when peoplechange their use of a place

• Persuades people to protect a significantAustralian site

• Identifies a number of significant siteswithin Australia, and locally

3.16 Frames questions and identifies sources ofinformation

• Designs questions to ask others about a topic• Describes what they are going to investigate

and how they will collect information• Brings in photographs or books on a topic

3.18 Chooses a suitable technique to achieve agroup purpose

• Chooses a suitable course of action• Keeps records• Describes the task in their own words• Communicates information and ideas to

others


interrelating ideas andinformation when writingabout familiar topics

• Gives related reasons thatsupport a position

• Writes a description withattention to severaldistinguishingcharacteristics

3.11 Controls most basicfeatures of writtenlanguage

• Selects language whichenhances meaning

• Spells many commonwords correctly

3.12b Consistently makesinformed attempts atspelling

• Uses visual strategies toattempt to spell words

• Discusses strategies forspelling difficult words

Speaking and Listening3.1 Interacts for specific purposes

with people in the classroom• Delivers a prepared short talk

to peers on a topic of mutualinterest

• Listens to and obtains specificinformation from spoken texts

3.2 Recognises that certain types ofspoken texts are associated withparticular contexts and purposes

• Compares the features ofdifferent spoken texts and howthese are related to context andpurpose

• Compares the features ofinformal and formal speaking

3.3 Usually uses linguistic structuresand features of spoken languagefor expressing ideas

• Recognises the mainorganisational elements

• Uses accurately commongrammatical structures



52


informal and formalclassroom situations on a range of topics

• Listens to descriptionsof places and things

• Describes places andthings in detail

• Justifies a point of view with supportingevidence

• Participates in groupdiscussions

2.2 Interacts effectively ingroups and uses variouslistening strategies

• Listens to spokenpresentations

• Adjusts speech to suitsituation

• Responds to viewpointsin an argument

• Plans spokendescriptions andarguments

2.5 Describes places in the local area and otherparts of Australia and explains theirsignificance

• Names and locates natural and built heritagefeatures and evaluates their significance

• Compares ways in which communitymembers use natural and built features

• Uses geographical terminology2.6 Describes peoples’ interactions with

environments and identifies responsible waysof interacting with environments

• Identifies issues about the care of places inthe community

• Gives reasons why a feature should be cared for

• Persuades people to protect a significantAustralian site

2.8 Investigates rights, responsibilities anddecision-making processes in the communityand demonstrates how participation cancontribute to the quality of community life

• Identifies the contributions made bycommunity organisations and groups to theprotection of significant sites

• Examines processes involved in civic actionto protect a site



English

Reading2.5 Reads independently a wide

range of texts on morechallenging topics

• Interprets visual images• Reacts to texts that express a

point of view, usingsupporting arguments

2.6 Uses efficiently an integratedrange of skills and strategieswhen reading texts

• Draws on knowledge of thetopic to work out the meaningof unknown words

• Identifies adjectives and howthey are used

• Identifies relationships insentences signalled byconjunctions and connectives

2.7 Discusses the text structureand grammatical features of arange of text types

• Recognises the structure ofmore complex text types

• Identifies the use of modality• Talks about noun groups


publishes well-structuredtexts

• Uses some effectiveplanning strategies

• Shows evidence of revision• Writes a wider range of

Text types2.10 Produces texts clearly,

effectively and accuratelyusing grammaticalstructures and features

• Identifies nouns, verbs,adjectives and adverbs inown writing and how theseadd to the meaning

• Uses conjunctions toconstruct cause-effectrelationships

• Uses correct punctuationwhen publishing

2.11 Uses a range of strategies tospell words

• Uses knowledge of familiarletter patterns

• Self corrects words


53

Significant Australian Places – Description


Take a Field TripOrganise a field trip to a local significant site, either built or natural. Take photos of the visit. On returning to school, use the photos to assiststudents with oral descriptions of the visit, including the site and itsfeatures. Jointly construct descriptive labels for the photos and make into a class display.

Make a Table DisplayAsk students to identify other significant sites throughout Australia.Locate these on a map of Australia. Inform students that they are going tobe studying these sites. Students who have visited these places should beencouraged to bring in books, personal photographs, video material andsouvenirs they have collected. These can be organised into a special tabledisplay.

Play ‘Perfect Match’Prior to this lesson, you will need to find pictures of significant sites inAustralia, and cut them in half, so that each student can be given one halfof a picture. If there is an odd number of students, you will need to playthe game. The aim of the game is for each student to orally describe thefeatures of their site to other students, until they find the person who hasthe other half of the same picture. Students cannot, however, show theirpicture to anyone else. This means students will need to have space tomove freely around the room. Continue the game until all students havefound their ‘Perfect Match’. At the end, discuss which clues studentsfound most helpful.

Choose a Site to StudyHold a class vote to see which significant site they would like to studyfirst. Make sure that you can provide adequate resource information abouttheir choice. As a whole class, read and examine a variety of resourcesabout this site. Jointly construct brief notes about the site and display.When this is complete, categorise the notes according to the type ofinformation they represent. Focus on those notes which are descriptive.Create a class chart of this site using these descriptive words, phrases andvisual images.

Sample Text (BLM 22)Bring in a picture or video of the Great Barrier Reef and show it to theclass. Present the sample text (excerpt from a travel brochure) on anoverhead projector. Read it with students, identify the text type, anddiscuss its language features. Discuss the structure and list the types ofvocabulary used, such as adjectives, nouns and action verbs.

Modelling focus




• Descriptive language

• Questioning skills

• Note taking

• Descriptive language

• Structure of descriptions


54


Real Life DescriptionsAsk students to bring in a variety of magazines, travel brochures and travelsections from newspapers. In groups, have students read this material andcut out any articles or extracts of articles which are descriptive. Look atwhat types of descriptive language are used, and how well the languageconveys the qualities of the site. Paste these onto a large piece of cardboardto create a class descriptive chart. Highlight particularly interesting uses ofdescriptive vocabulary, including similes and metaphors.

Group Research (BLM 23)Divide the class into small groups. Each group is provided with (or maychoose) a significant Australian place. Spend time in the library to locateand gather resources on this place. Remind students that they are notconducting an information report, but are focusing on descriptive detailsof their site. Ask students to list the special features of their site, and towrite words or phrases which describe it. Encourage groups to use adictionary and a thesaurus. When each group has completed their task,bring the class back together to examine the level of descriptive languageused. Encourage students who have visited these sites to contribute theirown descriptions to the discussion, and groups may choose to add these totheir notes.

Individual Writing (BLM 24)Encourage students to choose a significant site from either the tabledisplay, or the real life descriptions, and draft their own description of thissite. Students may work independently or in pairs. When students havecompleted their first draft, ask them to read it to the class or a smalldiscussion group. The audience should give simple constructive adviceabout whether sufficient detail was given about the subject, how to varysentence beginnings or how to extend descriptive vocabulary. Studentwriters can then redraft their descriptions before seeking to conferencethem with the teacher.

CulminationAs a final assessment opportunity, ask students to write a description ofanother object or place, for example the school playground or localshopping centre. By changing the subject being described, you will be ableto assess each student’s understanding of the text type.

Modelling focus

• Using text examples

• Descriptive language features

• Purpose of descriptions


• Peer review

• Peer review


• Drafting skills


55

Significant Australian Places – Persuasion


Identify Australia’s Most Significant PlacesTo initiate this topic, pose to students that they have a friend coming tovisit Australia from overseas who has never been to Australia before. Whatwould you tell them to go and see? While students are adding theirdestinations to the class list, ask them to give reasons for their choices, andadd these to the list. Have students interview students and teachers fromother classes and include their ideas.

Classifying Significant SitesDisplay a variety of pictures and posters of significant Australian sites.Discuss and label them on a large class map. Question students to assistthem in identifying the difference between natural and built sites, anddiscuss how some sites may be a combination of both. Continue tocategorise these sites in a variety of ways: built/natural, historical/cultural,Aboriginal/European.

Don’t Climb Uluru (BLM 25)Distribute copies of the sample text, and put it on an overhead projector.Read the sample text with students. Discuss students’ first impressions ofthe text. Reread the text, and pause at intervals to examine the languageused (emotive language, commands) and structure of the text (openingstatement to attract attention). Ask students to identify the text type ofthis sample. Ask students if they were persuaded to not climb Uluru.Develop a class chart to show the structure and features of persuasive textsas demonstrated by this example. This chart can be added to throughoutthe unit.

Conduct an Interview (BLM 26)Discuss with students the importance of opinions, and relate this to thepurpose of persuasive texts. (These present one opinion or particular pointof view.) Inform students that they are going to conduct a survey on whichAustralian site is the most significant and why. Have students record theirresults on the BLM. These results will be used later to develop a printadvertisement to persuade people to protect or visit this particular site.When the interviews have been completed, discuss the results as a wholeclass or in groups.

Modelling focus




• Structure and features of persuasive texts

• Purpose of text

• Interview techniques

• Developing target audience


56


Gather Research MaterialAsk students to bring in a variety of travel brochures, magazines,pamphlets, newspaper advertisements or articles on significant Australianplaces. Divide the class into small groups and provide each group with aselection of research material. Ask each group to read the material andseparate it into persuasive texts or other texts. When finished, bring theclass back together to discuss their results. Encourage groups to explainhow they decided what was a persuasive text. Add any extra elements tothe class chart initiated earlier.

Independent Writing (BLM 27)Ask students to write their own pamphlet to persuade people to visit theAustralian site their survey revealed as the most significant. Providestudents with the persuasion planner. Once students have identified theirtarget audience, and used special features of their chosen site to persuadepeople to visit, encourage students to design their own pamphlet. Remindstudents of the language features they previously identified as persuasive.You may provide a variety of artistic materials to assist students in thepresentation of their persuasive text. When these pamphlets are complete,have students present them to the class, or to a small peer group.

Sites Needing ProtectionHave students identify sites which are at risk. For example theenvironment of a national park could be affected by introduced animals.Have students devise a text which will persuade people to take action andprotect the site. (In the earlier example, a poster could be designed topersuade people not to let their pets go into the national park.) Studentscould produce pamphlets, a community service announcement on radio, ora poster for the local shopping centre. Each student can present theirpersuasive text to the whole class in an oral presentation, so that theeffectiveness of the chosen format and language used may be assessed.

CulminationExtend students by asking them to find out what is already being done toprotect or promote an existing local site. Students could write textspersuading people to assist in this project and publish these in the schoolnewspaper or bulletin.

Modelling focus


• Comparing text types


• Using a planner

• Oral presentation


• Features of persuasive language



Name ____________________________________________ Date ___________________

BLM

22

Visiting this breathtaking and beautifularea will be an experience you’ll neverforget. The abundance and diversity oflife among the coral is amazing. Hidingbetween the long, flowing tentacles ofthe soft, living corals are a variety ofcreatures such as clown fish, eels,starfish and sea urchins. They wave atyou as you float by, welcoming you to thereef and its lovely warm waters.

People are constantly amazed at howquickly the coral changes. The coloursshine like a rainbow and dazzle in thesunlight as it drifts through the clean andclear water. It never stands still, alwaysmoving, alive and vibrant.

DESCRIPTIONText Model

Corals in the Great Barrier Reef



Name ____________________________________________ Date ___________________B

LM 2

3

NAT ENG RV 3.7 RV 3.8a W 3.9 W 3.12b NSW ENG RS 2.5 RS 2.6 RS 2.7 WS 2.9 WS 2.10 SOSE P&S 3.4 HSIE ENS 2.5

Developing Descriptive Vocabulary

Special features Descriptive vocabulary

1 1

2 2

3 3

4 4

Name of site:______________________________________________________________________

Location: _________________________________________________________________

DESCRIPTION



Name ____________________________________________ Date ___________________

BLM

24

NAT ENG W 3.9 W 3.11 W 3.12b NSW ENG WS 2.9 WS 2.10 SOSE P&S 3.4 IC&P 3.16 IC&P 3.18 HSIE ENS 2.5

Describing a Significant Australian Place

Site: ___________________________________________________________

Location: _______________________________________________________

Description of natural features

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Description of built features

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Illustration

DESCRIPTION



Name ____________________________________________ Date ___________________B

LM25

PERSUASION

Text Model

Keep off Uluru!Show some respect and stop climbing Uluru!One of Australia’s most important sites is being damaged every day. Visitors to this

magnificent rock are encouraged by their tour guides to climb it, despite Uluru being asacred site for its traditional owners.

The Anangu People have requested that tourists do not climb Uluru; instead they shouldwonder at its beauty and colours from the ground up. Take a fascinating guided touraround the base of the whole rock, and learn about the creation stories that Anangu

People see in Uluru. You can even go home wearing a T-shirt that says:

I walked around Uluru!

No-one knows how long this beautiful place will cope with people climbing all over it.The posts and chains that have been erected on the rock cause physical damage, from

which it will never recover. Instead of preserving a magnificent national symbol, we aredestroying it.

People Against Climbing Uluru (PACU) need your help. Please put up this poster wherepeople will see it.

WE NEED YOU ALL TO ATTEND THE MARCH THIS SUNDAY — PROVE THAT LOOKINGAFTER ULURU IS IMPORTANT TO MANY AUSTRALIANS.

(PACU)



Name ____________________________________________ Date ___________________

BLM

26

NAT ENG SL 3.1 W 3.9 NSW ENG TS 2.1 TS 2.2 WS 2.9 SOSE P&S 3.4 IC&P 3.16 IC&P 3.18 HSIE ENS 2.5

Interview Sheet

What is Australia’s most significant place?

Based on these results, Australia’s most significant place is_____________________

______________________________________________________________________

because_______________________________________________________________

______________________________________________________________________

PERSUASIONNAME SIGNIFICANT PLACE REASON



Name ____________________________________________ Date ___________________B

LM 2

7

NAT ENG RV 3.7 W 3.9 W 3.11 W 3.12b NSW ENG RS 2.7 WS 2.9 WS 2.10 SOSE P&S 3.4 P&S 3.6 IC&P 3.16 HSIE ENS 2.5 ENS 2.6 SSS 2.8

Site:____________________________________________________________

Target audience: _________________________________________________

Why were they chosen? ___________________________________________

_______________________________________________________________

Location of site: __________________________________________________

_______________________________________________________________

What are the benefits of this location?________________________________

_______________________________________________________________

What cultural/historical/environmental significance does the site have?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Some persuasive language ideas:___________________________________

_______________________________________________________________

Some ideas for illustrations/maps/other graphics:______________________

_______________________________________________________________

PERSUASIONPlanner


63

Text Type Focus: Procedure and Discussion


Procedure

• Follow oral directions to navigatearound the playground

• Use a compass and directionvocabulary

• Discuss why explorers need directions

• Compare different types of proceduraltexts

Discussion

• Listen to different opinions presentedby peers

• List vocabulary used to express anopinion

Explorers

CROSS-CURRICULUM SKILLSInformation skills Communicating Working cooperatively Decision making Task management

READING

Procedure

• Locate the goal and materialsneeded in a procedure

• Examine the importance ofvisual aids in writtendirections

• Discuss the importance ofsequencing the steps in aprocedure

Discussion

• Read discussion texts andlocate connectives andconjunctions

• Highlight key topic words in awritten discussion

• Use factual texts to findevidence for points of view

WRITING

Procedure


• Draft a map to match writtendirections (BLM 29)

• Write a series of directions tofollow a set route (BLM 30)

• Edit written texts to clarifymeaning and purpose

• Include illustrations inwritten directions

MATHEMATICS

• Measure distances travelledby different explorers acrossAustralia

• Locate places discovered ona map using coordinates andpositional language

SCIENCE

• Examine the types of toolsand materials used by earlyexplorers

• Look at how early explorersused the available naturalresources

• Conduct an experiment toproduce water throughevaporation

• Design and make a bushshelter


• List the basic healthrequirements of anexpedition

• Discuss the impact Australianconditions had on explorers’health

• Examine the effects of illnesson explorers

• Compare how early explorersprotected themselves in thesun with current practice

• Examine the goals set byearly explorers and whetherthey were achieved or not

THE ARTS

• Examine sketches made byearly explorers of plants,animals and landforms

• Role-play events whichearly explorers may haveencountered


• Look at reasons forexploration of Australia

• Examine the changes toAustralian culture andenvironment as a result ofexploration

• Label and locate Australia’srivers and mountains on amap

• Research the lives of famousAustralian explorers

• Discuss the impact thatexploration had on traditionalAboriginal lifestyle andcustoms


64


English

Speaking and Listening3.3 Usually uses linguistic structures

and features of spoken languagefor expressing information

• Recognises the mainorganisational elements of groupdiscussions

• Uses accurately some commongrammatical structures

• Expresses logical relations inspeech

• Uses specialised language on a topic

3.4 Reflects on own approach tocommunication and the ways inwhich others interact

• Corrects own speech for meaningand accuracy

• Selects and organises ideas beforegiving a short prepared talk

• Listens actively to a speaker• Initiates discussion of ideas and

issues with others• Takes part in structured small

group activities

Reading3.5 Interprets and

discusses somerelationships betweenideas and events in avariety of texts

• Retells and discussesown interpretation ofa text

• Interprets and follows short printeddirections

• Uses juniorinformational texts tofind information

3.7 Identifies and uses thelinguistic structuresand features of arange of text types

• Recognises thecharacteristic featuresof particular texttypes

• Explains the role oforganisational features



• Devises a simple set ofdirections


3.10 Recognises that certain texttypes and features areassociated with particularpurposes and audiences

• Compares the features of twodifferent text types

• Considers the needs ofreaders before writing

3.11 Controls most basic featuresof written language

• Uses text organisation todevelop ideas andinformation

• Uses subject vocabulary

3.1b Interprets accounts and artefacts of peoplein other times

• Collects evidence from journals and lettersdescribing ways of life in other times

• Listens to stories about people from othertimes

• Uses maps to follow the route of the explorerCharles Sturt

3.16 Frames questions and identifies sources ofinformation

• Identifies similar information drawn from anumber of sources

• Asks questions to clarify meaning

• Describes what they are going to investigateand how they will collect information

• Uses the points of the compass to describedirection and position

3.17 Presents information to explore a key idea• Gives reasons for choosing and rejecting

information• Uses suitable formats to present the idea,

considering the audience• Collates information to design a chart, map

or diary of events• Interprets and organises data• Researches expeditions of an early

Australian explorer



65


English

Talking and Listening2.1 Communicates in informal and

formal classroom activities on avariety of topics

• Follows directions to a particularlocation

• Justifies a point of view withsupporting evidence

• Challenges a point of view withsupporting evidence

• Participates in class discussionson a variety of topics

2.2 Interacts effectively in groupsand pairs and uses variouslistening strategies

• Responds to different viewpointsin discussions

2.3 Identifies the effect of purposeand audience on spoken texts

• Identifies the characteristics ofan oral procedure

• Discusses the effects differentaudiences can have on thespeaker



• Follows writtenprocedures

• Interprets short printeddirections

• Reacts to texts thatexpress points of viewwith supportingarguments

• Selects print and nonprint material on a rangeof topics

2.7 Discusses how writersrelate to their readers indifferent ways

• Recognises and describesthe purposes ofdiscussions anddirections

• Compares the ways textsare organised accordingto their purpose

2.1 Describes events and actions related to theBritish colonisation of Australia and assesseschanges and consequences

• Describes the involvement of some people inAustralia’s heritage

• Describes some of the environmentalconsequences of exploration

• Discusses significant events related toexploration of Australia

2.2 Explains changes in the community andfamily life and evaluates the effects of theseon different individuals and groups

• Explains why some natural and built featureshave heritage value

• Identifies some of the effects of explorationon different individuals and groups

• Identifies the effects of change andexploration on the environment

• Collects and uses primary and secondarysources to investigate history

2.5 Describes places in the local area and otherparts of Australia and explains theirsignificance

• Locates on a map significant landmarks andfeatures

• Uses geographical terminology




• Identifies keywords andphrases

• Selects relevantinformation

• Uses illustrations anddiagrams whennecessary

2.10 Produces texts clearly,using the structure andfeatures of the text type

• Identifies nouns, verbs,adverbs, adjectives andhow these add meaning

• Combines clauses byusing a variety ofconjunctions

2.14 Discusses how own textshave been structured

• Recognises the subject ofa clause

• Identifies action verbsand how they are used


66

Explorers – Procedure


Look at Early Maps of AustraliaShow students some very early maps of Australia. Discuss why there arelarge vacant areas, why some of the location names are different, or whyTasmania may be drawn as attached to the mainland. Pose the question:‘How would people find out more about Australia?’. Direct studentdiscussion to the need for, and purpose of, exploration.

Playground Directions GameProvide each student with a map of the playground, being as detailed aspossible (including trees, seats, play areas). Have students work in pairs.Student One decides on a starting point and a destination, and traces theroute on their playground map, but they should not show their partner(Student Two). Student Two has the same playground map, but no route isindicated. Student One should orally give the directions of their route,and Student Two draws the route on their own map. When this iscomplete, compare the maps and routes as drawn by both students. Howaccurate were the directions given? Did any points need clarification?Share the experiences of each pair with the whole class and discuss thevocabulary used.

Introduce the CompassProvide a number of compasses to students. Use these to discuss and locatethe main directional vocabulary of north, south, east and west. Progress tothe mid-points between these compass settings – north-east, north-west,south-east, south-west. Create a class chart for display in the room to showthese compass points. On a map of the school, indicate where the four maincompass points lie, and label, for example ‘The school hall is at the northernend of the playground’.

Sample Text (BLM 28)Examine the directions for following the 1828-29 expedition of CharlesSturt with the class. Identify the text type and how students came to thatconclusion. Look at its structure (goal, provisions, series of steps) and itsspecific language features (commands, use of present tense), and list thesefor future reference on a class chart. Compare with other procedural texts,such as recipes. List their similarities and differences.

Modelling focus


• Oral directions


• Using a map

• Using a compass

• Structure and features of a procedure


67


Mapping Directions (BLM 29)Provide students with the map of the area explored by Sturt on his 1828-29 expedition. Using the sample directions, see if students can accuratelytrace his journey to the Darling River. (Students should use an atlas toaccurately locate rivers and other geographical features.) If possible,compare students’ maps with a map of Sturt’s journey contained in afactual text. Discuss any discrepancies between the maps and possiblereasons for these. Use this activity to discuss the importance of writtendirections and accurate maps. (Each step must be clearly stated so that thereader is able to repeat the activity, that is, retrace Sturt’s route.) Display avariety of simple printed maps. Discuss their purpose and special features,for example key, glossary.

Australian ExplorersAs a class, brainstorm early explorers of Australia and list these on a chart.Remember to include those who explored the waterways and the coastline,as well as the inland desert regions.

Research Groups (BLM 30)Divide the class into small groups. Each group is going to become an‘expert’ group, by researching one early explorer from the class list. Ensurethat adequate resources can be provided for each group. Focus students’research on where the explorers went, and how they got there. Providegroups with the outline for writing directions. Students will also need todraw a map of the route travelled by their explorer, as a visualrepresentation of the written directions. Refer students to their work oncompass directions, so that this may be included in their text. If a chosenexplorer made more than one expedition, ask students to choose one.When groups have completed their draft directions and maps, ask them toswap them with one other group. Groups will review the written text andthe visual map, and decide if the directions are clear. Groups can then edittheir procedural texts in light of these comments. The final published textswill be presented to the whole class.

CulminationReview the purpose of giving accurate directions and list the ways inwhich students and their families use directions. Students can write theirown set of directions to tell a friend how to get to their home after school,drawing a map to assist.

Modelling focus

• Following written directions

• Mapping

• Visual aids

• Research skills


68

Modelling focus


• Structure and features of discussions


• Research skills


• Writing discussion statements

• Structure and features of a discussion

• Comparing texts

Explorers – Discussion


Need for ExplorationExamine the vacant areas on some early maps of Australia. Explain tostudents that in the past European people didn’t know much aboutAustralia. Lead students into a discussion of why people explore, and howit became important in the British settlement of Australia that more landwas found for farming. It is important that, during this Society andEnvironment unit, the impact this exploration had on the Aboriginalpeople is examined.

Explorers and Transport (BLM 31)As a class, examine the text ‘Should Explorers Have Used Animals to CarryTheir Equipment?’. Read it with students and decide on its text type.Create a class chart showing the main organisational features of this text.There is an opening statement, a series of arguments in favour of one pointof view, followed by an opposing point of view, and a concludingstatement. Discuss whether students find the statements made by bothsides valid. Make a list of specific language features (for exampleconnectives). Look also at the varying degrees of certainty (modality)contained in the text sample.

Explorers of AustraliaBrainstorm a class list of known explorers of Australia. (This may need tobe added to depending upon students’ prior knowledge.) Ask students toindicate what forms of resource material they would need to research theseexplorers.

Form Research GroupsDivide the class into small groups. Each group has the responsibility ofresearching an explorer of Australia. Provide students with resourcematerial. It may be useful to indicate the areas students should cover, forexample forms of transport, use of navigational equipment, food and watersupplies, use of experienced people and/or trackers, routes taken andsuccess or failure of the expedition. This will take several lessons andcould include the teacher librarian. These topics will contribute to thewriting of a discussion later in the unit.

Joint ConstructionDiscuss with the class whether the early explorers of Australia should beconsidered heroes. Use this discussion to create a concept map showingstatements for and against the topic. Students should have gatheredinformation from their previous research which allows them to contributesupporting and dissenting arguments, for example ‘They were heroesbecause they were brave in charting unknown territory’. As a whole class,


69


experiment with organising these statements into a cohesive discussiontext. You will need to guide students regarding modality, thinking verbs,connectives and conjunctions, and may need to take more than one lesson.Look at the completed discussion and compare its structure and featureswith those presented in the sample text.

Develop a Discussion (BLM 32)Divide students into pairs and ask them to examine the topic ‘Is exploringtoo dangerous?’. Have students write statements for and against this topicin brief point form. Ask students to use these statements to draw their ownconclusion on the topic. As a class, compare the statements andconclusions reached, and allow students to add to or change their originalideas. Have the pairs use their points to develop a set of sequencedparagraphs, thereby creating a discussion text. Share these discussionswith the whole class. Examine them for appropriate structure and languagefeatures.

Write a Discussion Text (BLM 33)Review with the class the list of early explorers of Australia developedearlier in the unit. Each student should choose one of these explorers (orassociated explorers, for example Burke and Wills) to research. Tellstudents their aim is to develop an individual discussion text on whethertheir chosen explorer is the most important explorer in Australian history.Each student should use the scaffold to organise their statements for andagainst, as well as the evidence they have for these statements. At the endof the discussion text, students will be expected to make a conclusion orrecommendation. This will take several lessons. You may need to assistindividual students when necessary.

Edit and PublishOnce students have completed their draft text, they can share it with apeer, who will assist in reviewing and editing the text. Following thisediting process, the discussion text will be published and presented to theclass for open discussion and evaluation.

CulminationWith the class, jointly construct a list of other theme-related discussiontopics. Display the list and encourage students to choose from these foradditional individual or group writing tasks.

Modelling focus

• Cooperative writing

• Drafting a text

• Conducting research


• Peer review

• Editing skills


70

BLM

28

© Blake Education Targeting Writing Across the Curriculum Middle Primary This page may be photocopied for non-commercial classroom use.

Name ____________________________________________ Date ___________________

Follow Charles SturtGoal: To follow in the footsteps of Charles Sturt and his 1828-29expedition, and discover the mystery of the inland sea.

Provisions: You will need to take with you a team of experiencedexplorers, large water bottles, canned and dried food, a diary,navigational equipment and maps, ropes and basic first aid supplies,as well as several pack horses to carry all the equipment.

Steps:

1. Start at the town of Wellington in New South Wales, which liesnorth-west of Sydney, near the beginning of the Macquarie River.

2. Follow the river in a north-westerly direction. When you reach theswamps and marshes you will need to detour around them so thatyou and the horses don’t get stuck. Turn right and head north fora few days’ march, before turning west again.

3. By now you will have reached the Bogan River. Follow this dryriver bed for several days.

4. When you get to a large gum tree lying across the dry bed, crossto the western side of the Bogan River. It is only a short treknorth-west until the river branches out, both left and right. This isnot part of the Bogan River. It is the Darling River (named bySturt).

5. Turn around and follow the way you came to return to Wellington.

6. Now you can prepare for a new expedition to discover themysterious inland sea.

PROCEDUREText Model



Name ____________________________________________ Date ___________________

BLM

29

Mapping Sturt’s 1828-29 Expedition

NAT ENG SL 3.3 RV 3.5 W 3.11 NSW ENG TS 2.1 RS 2.5 WS 2.9 SOSE TC&C 3.1b IC&P 3.16 IC&P 3.17 HSIE CCS 2.1 ENS 2.5 CCS 2.2

Using the map below, map the route Sturt took on his 1828-29expedition to find Australia’s inland sea. Use the box in the corner tocreate a key for your map.

Key• major town or city

Wellington

Sydney


72

BLM

30


Directions Outline

Name ____________________________________________ Date ___________________

NAT ENG RV 3.5 W 3.9 W 3.11 NSW ENG RS 2.7 WS 2.9 WS 2.10 SOSE TC&C 3.1b HSIE ENS 2.5 CCS 2.1

Use this as a guide to write about how the explorers reached theirdestination.

Name of explorer(s): ___________________________________________

Where did they start?___________________________________________

What was their expected goal/destination? ________________________

____________________________________________________________

What forms of transport did they use? _____________________________

What did they have to help them reach their destination? _____________

____________________________________________________________

In point form, write directions so others can follow.

____________________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

On the back, or separately, draw a map to add to thewritten directions.

PROCEDURE



Name ____________________________________________ Date ___________________

BLM

31

Should Explorers Have Used Animalsto Carry Their Equipment?

Early Australian explorers used animals such as horses, donkeys and camels to carrytheir equipment and sometimes themselves on expeditions into unmapped territory.But was this a good idea?

Some people think that using animals was a necessary part of exploring. How elsewould explorers like Burke and Wills, Sturt, Hume and Hovell, have been able to travel,map and investigate such large parts of Australia? They wouldn’t have been able tocarry the equipment themselves. They needed to use animals.

Animals were necessary when exploring, because they were better at coping withdifferent weather conditions than people. (Camels in particular can survive forlonger without water.) Camels can move faster over rocky or sandy ground andcarry heavier loads. And if the animal died on the journey, it could always be cut upand cooked for extra food.

On the other hand, there are people who believed that it was not necessary to useanimals in this way. These people said that it was cruel to expect animals to carrysuch heavy loads in what can be terrible conditions of drought, flood or even snow.They broke legs or caught illnesses, and were shot.

Many of the animals, particularly the horses used by early explorers, were not readyfor the harsh, rocky conditions in Australia’s desert regions. They were more usedto pulling ploughs in the field and carting food around the cities and towns. Theydidn’t usually survive long on an expedition.

Using animals as workers is an emotional issue. However, because of Australia’s size andthe fact that so much of the land was unexplored and unmapped, I believe that it wasnecessary for the early explorers to use animals to carry their equipment. Nowdays weare lucky, because there are trucks and trains that can do this job for us.

DISCUSSIONText Model


74

BLM

32


Name ____________________________________________ Date ___________________

NAT ENG SL 3.4 W 3.9 W 3.11 NSW ENG TS 2.2 WS 2.9 SOSE IC&P 3.16 IC&P 3.17 HSIE CCS 2.1 CCS 2.2

Develop a DiscussionDISCUSSION

By yourself, write down as many points in favour, and as many pointsagainst, the topic. When you have finished, share them with a friend andsee if you can help each other.

Yes – exploring is too dangerous

Topic: Is exploring too dangerous?

I have found more reasons to say _____________________________________

so my conclusion is _________________________________________________

__________________________________________________________________

No – exploring is not toodangerous



Name ____________________________________________ Date ___________________

BLM

33

Scaffold

NAT ENG R 3.5 W 3.9 W 3.11 NSW ENG RS 2.5 RS 2.7 WS 2.9 WS 2.10 SOSE TC&C 3.1b IC&P 3.16 IC&P 3.17 HSIE CCS 2.1 ENS 2.5 CCS 2.2

Introduction: (topic and background information)

______________________________________________________________

______________________________________________________________

Arguments for, with supporting evidence

1. ____________________________________________________________

Evidence: _____________________________________________________

2. ___________________________________________________________

Evidence: _____________________________________________________

Arguments against, with supporting evidence

1. ____________________________________________________________

Evidence: _____________________________________________________

2. ___________________________________________________________

Evidence: _____________________________________________________

Conclusion: ____________________________________________________

______________________________________________________________

DISCUSSION


Units Linked with

Science


77

Text Type Focus: Description and Explanation


Description

• Use adjectives to describethemselves to others

• Brainstorm and list appropriateadjectives to describe bodyfeatures

Explanation

• Discuss what the human bodycan do

• Discuss the purpose ofexplanations

• Present an oral explanation onthe nervous system

SCIENCE

• Label parts of the human body

• Examine the physical changeswhich occur in the body

• Examine the systems withinthe human body and how theyinteract


• List students’ personal needsand wants

• Chart the changes in a humanbody over time and discusssome of the effects of thesechanges

• Examine how peers and themedia affect a person’s bodyimage

MATHEMATICS

• Graph features common tostudents

• Sort and group studentsaccording to a variety ofcharacteristics

• Measure students’ height (besensitive)

READING

Description

• Read a descriptive text about thehuman heart

• Locate any similes used to describeparts of the body

• Locate adjectives and adverbs inwritten texts

• Read and compare the similaritiesand differences between factual andliterary descriptions

Explanation

• Read a variety of texts whichexplain how body systems work

• List useful topic vocabulary andtheir meanings

• Summarise information from writtenexplanations

• Examine the importance ofsequencing of events

WRITING

Description


• Use a mind map to describethe eye (BLM 35)

• Write a description based on amind map

• Write a description of thehuman skeleton (BLM 36)

• Write a description of thehuman body

Explanation


• Construct flow charts toillustrate the sequence ofevents (BLM 38)

• Label diagrams to accompanyexplanation texts

• Use a scaffold to write aboutthe nervous system (BLM 39)

• Edit and publish explanations


• Classify physical attributes,for example eye colour

• List ways in which people cancare for their bodies

• Look at why a healthy dietand exercise are important forour bodies

• Construct a flow chart of thehuman lifecycle

THE ARTS

• Examine the symmetry of thehuman body

• Construct self portraits using avariety of media

• Paint a silhouette of a friend’sface

• Trace and decorate their ownbody shape using a variety ofmedia

CROSS-CURRICULUM SKILLSInformation skills Working cooperatively Communicating Task management

The HumanBody


78


purposes with people inthe classroom

• Delivers a prepared shorttalk to peers

• Listens and responds topeers in groups

• Listens to and obtainsspecific information fromspoken texts

3.4 Reflects on ownapproach tocommunication and theways in which othersinteract

• Corrects their ownspeech for meaning andaccuracy

• Selects and organiseideas before giving ashort prepared talk

• Listens actively to aspeaker

• Asks relevant questions• Identifies the topic

Reading3.6 Identifies simple symbolic

meanings and stereotypesin texts

• Discusses the ways peopleare stereotyped in texts

• Recognises recurringcharacter types and theirtraits

• Discusses how peoplefrom different socio-cultural or minoritygroups in particular rolesare represented in textsand whether these are fairor accurate

3.7 Identifies and uses thelinguistic structures andfeatures of a range of texts


• Constructs timelines orflow charts to representevent sequences

• Identifies descriptivelanguage

Writing3.9 Experiments with interrelated

ideas and information whenwriting about familiar topics

• Writes a broad description ofa familiar person

3.11 Controls most basic features ofwritten language

• Controls basic sentencestructure

• Uses known technical terms• Uses some conventions of

layout to assist the reader• Uses text organisation to

develop ideas and information3.12a Experiments with strategies

for planning, reviewing andproofreading own writing

• Attempts some revisingduring writing

• Uses other texts as models• Adds information to their

texts following suggestionsfrom teachers or peers

• Uses correct punctuation


English

Science3.8 Identifies external and internal features of

living things that work together to formsystems with particular functions

• Investigates the parts of the body and howthey work

• Identifies systems in the human body andtheir major parts

3.13 Suggests ways of doing investigations givingconsideration to fairness

• Discusses steps in an investigation of howbody parts and systems work

• Suggests focus questions to assist in planning

• Conducts simple experiments using the senseof touch

3.14 Organises and uses equipment to gather andpresent information

• Selects equipment to suit an investigation• Reads, listens and watches to find

information related to focus questions• Chooses forms of presentation to record

information clearly and logically• Uses subject headings and keywords


79


English


wide range of texts onmore challengingtopics

• Contributes to asummary

• Interprets basicdiagrams

• Finds information forspecific purposes

• Understands simplesequentialexplanations

2.6 Uses efficiently anintegrated range ofskills and strategieswhen reading texts

• Relates information intexts to accompanyinggraphics

• Identifies adjectivesand how they are used

• Makes brief notesrelevant to a topic

• Locates informationfrom a variety ofsources

Writing2.9 Drafts, proofreads and


• Identifies keywords andphrases


• Contributes to jointconstructions

• Structures text types inappropriate stages

• Writes fullerdescriptions of people

• Writes simple sequentialexplanations

• Uses diagrams whererelevant

2.13 Discusses how own textsare adjusted to relate todifferent readers

• Understands purposeand stages of theorganisation of texts

• Lists a number of topicsfor writing

• Uses research to buildup a topic

Science2.3 Identifies and describes the structure and

function of living things and ways in whichliving things interact with other livingthings and their environment

• Discusses steps in an investigation of howbody parts and systems work

• Conducts simple experiments using the senseof touch

2.8 Develops, implements and evaluates ideasusing drawings, models and prototypes atappropriate stages of the design process

• Charts features and systems of the humanbody

• Uses a flow chart to explain the sense oftouch

2.9 Selects and uses a range of equipment,computer-based technology, materials andother resources with developing skill toenhance investigation and design tasks

• Uses subject headings and key words• Records information about the human body

based on factual research


formal classroom activities on avariety of topics

• Listens to descriptions of people• Describes people in detail• Listens to more complex

explanations of simplephenomena

• Explains simple phenomenabriefly


• Identifies specific information • Plans spoken descriptions • Identifies the main ideas and

information2.4 Identifies common organisational

patterns and some characteristiclanguage features of spoken texts

• Talks about the way contextchanges the language used inspoken texts

• Recognises the main organisationalfeatures of spoken texts

• Talks about expressive featuresrelated to spoken texts



Class SurveysIntroduce the topic by asking students to survey and classify physicalattributes of other students in the class, for example length of hair, eyecolour and height. Students can graph their results. Tell students that theywere looking at features and appearance of other students.

Label the Human BodyTrace around a student’s body and display on the wall. Use this to label theexternal parts of the body. During this session, it is important that youencourage and model use of descriptive language to provide detailedinformation. For example feet can be long and narrow, or they can be shortand wide. Trace around another student’s body. Ask students to nominatethe location of major internal organs and parts. Students may not know thelocation of all internal organs at the beginning of the unit, so add to this‘human body’ throughout the unit.

Describing the Heart (BLM 34)Share read the descriptive text on the heart. Locate and discuss words inthe text which tell the reader about the heart, its appearance andbehaviour. Identify the adjectives and discuss their purpose in describingnouns and providing important information to the reader. Focus students’discussion on the structure of the text (use of an opening statementfollowed by details of appearance and behaviour). Jointly construct a briefguideline on the structure of descriptions.

Preparing a Scientific Description (BLM 35)Display a large poster or drawing of the human eye. Jointly research whatdifferent parts of the eye are called and label these on the poster. Dividethe class into small groups and provide each group with copies of the BLM.Ask each group to write descriptive words and phrases for the eye on theirmind map. For example the iris is the coloured part of the eye, and thepupil is a round hole in the centre of the iris. Inform students that the eyeis like a live camera, and that this simile serves to describe the behaviourof the eye. Use this opportunity to model and discuss how similes andmetaphors are useful descriptive techniques. In this session, encouragestudents to concentrate on describing the features of human eyes.

80

Modelling focus





• Structure and features ofdescriptions

• Similes and metaphors


• Creating a mind map

The Human Body — Description



Describing the EyeBring the class back together and look at each group’s descriptive web.Look at the vocabulary, in particular adjectives and adverbs, and languagefeatures used. Use good peer models to suggest alternative choices todifferent groups. Following this review, ask each group to write adescription of the human eye, using the sample text as their model. Thismay take more than one session. When completed, ask groups to sharetheir texts with another group for proofreading and editing. Final resultscan be presented orally to the class for discussion.

Describing a Skeleton (BLM 36)Provide students with the picture of a skeleton as well as factual texts onthe human skeleton (a three-dimensional model would also be interestingfor students). Ask students to label the main areas of the skeleton on thediagram, and to write a description of the skeleton itself on the back of thepage. Tell students they should include descriptive words and phraseswhich relate to particular bones, as well as to the skeleton as a whole. Forexample the skeleton is a framework, and the ribs form a cage. Studentsmay wish to draft their descriptions on other paper, so they can becomfortable reviewing and editing their work, without the fear of it being‘messy’. Share and display the completed descriptions. Examine withstudents how the skeleton is portrayed in scary stories. Discuss withstudents how their scientific descriptions differ from these literarydescriptions.

CulminationTo combine their knowledge of the human body gathered during thecourse of this unit, students could write a text describing the body. Avoidactivities which describe the bodies of particular people as this couldpossibly lead to discrimination on the basis of physical appearance. It isimportant that this scientific unit coincide with a Health or PersonalDevelopment unit.

Modelling focus


• Peer editing

• Using visual resources




82

Modelling focus

• Introducing the unit


• Subject language


• Action verbs

• Comparing text types

• Structure and features ofexplanations

• Using a flow chart

• Explaining sequence ofevents


Draw and Write About YourselfAsk students to draw a picture of themselves doing an activity they enjoy.Underneath the picture students should write about what they are doing.Use these to initiate class discussion about things that our bodies can do.Ask students to write some questions that they would like answered overthe course of the unit. For example ‘How does our body use food?’ or‘Why do we need to breathe air?’

Make a Chart of the Human BodyAs a whole class, discuss the functions that our bodies have to perform inorder to keep us alive and healthy – eating, drinking, breathing andexercising. On a chart, draw an outline of the human body and label theinternal and external parts. This chart may be added to as the unitprogresses and students’ knowledge increases.

Read The Magic School BusShare read The Magic School Bus – Inside the Human Body. Focus on thefunctions performed by the internal organs of the body and compare withthe previous lesson. Locate and list the technical language used in thebook – incorporate some dictionary skills to identify the meaning ofunknown words. Throughout this unit, it would be useful if studentscould access the CD-ROM software which accompanies The Magic SchoolBus text.

Identify VerbsGo back to the chart of the human body and use a different colouredmarker to write next to the labels action verbs which tell how these organs function.

How the Heart Works (BLM 37)Share read the explanation (using an overhead) which explains how thehuman heart pumps blood. Compare this to the description sample text inthe previous unit. Compare the type of information included and thevocabulary used in these two text types. Highlight the technical languageused in the explanation text, and use a dictionary to locate meaning.Discuss the structure, particularly noting the series of events in sequence.

Construct a Flow ChartEnlarge a simple diagram of the heart and major vessels, or use the diagramfrom the sample explanation. Using this sample text as a reference source,jointly construct a flow chart showing the sequence of events that occurswhen the heart pumps blood. When the flow chart is complete, revise itsuse of technical vocabulary and pronouns. Discuss with students whetherthe flow chart has clarified the explanation.

The Human Body — Description


83


Sense of Touch Flow Chart (BLM 38)Divide the class into small groups. Blindfold students and have them feel aseries of objects and solutions to try and identify what they are. Have each group discuss their results, and then discuss as a whole class. Askstudents ‘How does our body know what we feel?’ Discuss students’possible explanations and list on a class chart. Provide students withresearch material on the nervous system and ask them to note the stepsthat occur when we touch something, using the sense of touch flow chart.Move between the groups monitoring their research and ask questions toguide their explanations. When completed, share these flow charts withthe class and compare similarities and differences between the groups.

Labelled DiagramsTell students an explanation can include labelled diagrams, and that these can make it easier to understand. Ask groups to research and draw an accurate diagram of a nerve cell (including the cell body and a longtail). Have each group use their flow chart and diagram to deliver an oralexplanation of how nerves are used for a sense of touch.

How the Nervous System Works (BLM 39)Revise the structure and language features of explanation texts with theclass. Provide each student with the scaffold and ask students to converttheir visual information into a written explanation. You may wish to assiststudents by listing the areas that should be covered – the nervous systemsends messages to parts of your body telling these parts what to do; nervecells form a chain with the tail of one nerve cell touching the head ofanother nerve; and messages pass from one nerve cell to the next. Studentsmay work in pairs or small groups for collaborative purposes. Each student,however, should write their own individual explanation.

Editing and reviewingAsk students to share their draft explanations with a friend who will assistwith the editing and reviewing process, and ensure that the text includesthe essential features of an explanation. Once this process is complete, haveeach student publish their explanation and present it – either to the wholeclass or to a peer group for final assessment.

CulminationConduct a series of activities with your class to examine what happenswhen people exercise. Using stopwatches, measure students’ pulse ratesbefore and after exercise. Compare and discuss what happens. Ask, whydoes our heart beat faster when we exercise? Have students, individuallyor in small groups, research this phenomenon and write an explanation.

Modelling focus

• Research skills

• Using a flow chart

• Oral explanations

• Structure and features ofexplanations


• Proofreading skills

• Publishing


84

BLM

34


Name ____________________________________________ Date ___________________

Hearts are often drawn like this

But real hearts don’t look like love hearts. Real hearts aredivided into four chambers – two on the right side and two

on the left. A wall of muscle divides each side. A humanadult’s heart weighs about 300 grams, which is the size of a

small grapefruit.

Real hearts are made of strong muscle. This muscle needs tobe strong because your heart works every minute of every

day, pumping blood around your body.

There is one similarity however. Love hearts are often red,and real hearts are a reddish colour.

Turn the page to find out more about this amazing muscle.

DESCRIPTION

Text Model



Name ____________________________________________ Date ___________________

BLM

35

The Human Eye

Write words and phrases that describe the human eye on the mind mapbelow. Remember to use appropriate adjectives, similes and/ormetaphors.

DESCRIPTION

NAT ENG R 3.7 W 3.9 W 3.12a W 3.11 NSW ENG RS 2.5 RS 2.6 WS 2.9 WS 2.13 NAT SCIENCE L&L 3.8 WS 3.14 NSW SCIENCE LTS 2.3 UTS 2.9


86

BLM

36


Name ____________________________________________ Date ___________________

NAT ENG R 3.7 W 3.9 W 3.11 NSW ENG RS 2.5 RS 2.6 WS 2.9 WS 2.13 NAT SCIENCE L&L 3.8 WS 3.14 NSW SCIENCE LTS 2.3 DMS 2.8

Label the human skeleton. Write a description of it on the back of this page.

The Human SkeletonDESCRIPTION



Name ____________________________________________ Date ___________________

BLM

37

How Blood MovesAround Your Body

Your heart is a large musclewhich is found in the middleof your chest. It works like avery strong pump – pumpingthe blood around your body.

Each person’s heart is dividedinto four chambers – twoventricles and two atria. Youfeel the contraction of thesechambers as a heartbeat. Theheart contracts, or squeezesitself, about once everysecond. This contractionsends blood flowingthroughout the body.

First, your blood moves fromthe left atrium to the left

ventricle, and then is carriedaway from your heart by alarge artery called the aorta.The aorta leads to smallerarteries, which are vessels thatcarry blood away from yourheart. The arteries flow intovery small vessels calledcapillaries.

Next, the capillaries join withthin-walled veins. (Veins areblood vessels that carry bloodtowards your heart.) Thesesmaller veins connect withbigger veins, which flow intothe large vein called the venacava. It is the vena cava whichenters the right atrium of yourheart.

After your blood has movedfrom the right atrium to theright ventricle, it goes to thelungs. Finally your bloodreturns to the heart, via theleft atrium, and the circulationof blood continues.

For further details speak toyour doctor or contact TheNational Heart Foundation.

EXPLANATIONText Model

aortavena cava

valve

valve

right ventricle

rightatrium

pulmonaryartery

leftventricle

leftatrium


88

BLM

38


Name ____________________________________________ Date ___________________

NAT ENG SL 3.4, RV 3.7, W 3.11 SCIENCE L&L 3.8, WS 3.14 NSW ENG TS 2.1, TS 2.4, RS 2.5, WS 2.9, WS 2.13 SCIENCE LTS 2.3 DMS 2.8

EXPLANATIONSense of Touch Flow Chart



Name ____________________________________________ Date ___________________

What are nerves? _______________________________________________

______________________________________________________________

Where are they found? __________________________________________

______________________________________________________________

How do they work? ______________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Concluding statement: ___________________________________________

______________________________________________________________

EXPLANATION

NAT ENG W 3.11 W 3.12a NSW ENG WS 2.9 WS 2.13 NAT SCIENCE L&L 3.8 WS 3.13 WS 3.14 NSW SCIENCE LTS 2.3 DMS 2.8

BLM

39

How the Nervous System Works

Diagram


90

Text Type Focus: Procedure and Recount

The MaterialWorld


Procedure

• Discuss the purpose and audiencefor instructions

• Discuss the limitations of oralinstructions

• Discuss methods of usingdifferent materials such as mud

Recount

• Listen to student recounts of howthey recycle materials at homeand at school

• List words used to sequence anoral recount

• Give oral recounts afterconducting an experiment

SCIENCE

• List the uses of bothnatural and processedmaterials

• Investigate and recordfactors which assistdecomposition

• Construct a flow chart toshow how resources areused to produce goods

• Combine materials toproduce othersubstances

• Investigate differentmethods of producingcompost

THE ARTS

• Combine a variety ofmaterials to create acollage

• Combine materials tocreate a three-dimensional image

• Design and make anobject using a variety ofnatural or processedmaterials

READING

Procedure

• Read a variety of instructionaltexts

• List vocabulary used toindicate time, place andmanner

• Locate action verbs in writteninstructions

• Examine headings used toseparate information

Recount

• Read a variety of recount texts

• List factual vocabulary and usea dictionary to find theirmeanings

• Develop a topic bank of theme-related words

WRITING

Procedure


• Participate in joint constructions forprocedures on checking compost

• Record experiments for making mudbricks (BLM 41)

• Independently write instructions forusing different materials (BLM 42)

• Edit own writing to clarify meaning

Recount


• Record results of an experiment(BLM 44)

• Independently write a recount of anexperiment (BLM 45)

• List possible audiences for readingthese recounts

• Conduct own research on a topicbefore commencing draft writing


• List reasons in favour ofrecycling different materials

• Participate in producingrecycled paper

• Develop plans for the positiveuse and disposal of materials

MATHEMATICS

• Graph the ways in whichdifferent materials can be used

• Measure the volume andcapacity of containers used tohold a variety of materials

• Divide materials into fractionsand equal pieces ready for use


• Examine need for safetyprecautions when working withdifferent materials

• Make decisions about whichmaterials to use and theirpurpose

CROSS-CURRICULUM SKILLSCommunicating Working cooperatively Creativity Creating solutionsApplying technology Decision making


91


English


purposes with people in theclassroom

• Attempts to persuade othersin the class to a point of viewor action

3.2 Recognises that certain typesof spoken texts are associatedwith particular contexts andpurposes

• Views different types ofspoken texts in order todiscuss their purpose andfeatures

• Compares the features ofdifferent spoken texts

• Compares the features ofinformal and formal speech

3.3 Usually uses linguisticstructures and features forexpressing information

• Recognises mainorganisational elements ofprocedures

• Uses consistency of tense• Uses specialised language on

a variety of topics• Emphasises by using pause

and repetition effectively


some relationshipsbetween ideas andinformation in texts

• Interprets and followsinstructions

• Makes generalisationsbased on interpretationof texts read

3.7 Identifies and uses thelinguistic structuresand features of a rangeof texts

• Recognises thestructure of some texttypes


• Identifies how languageis used in proceduresand recounts

3.8b Uses several strategiesfor identifyingresources and findinginformation in texts

• Categorises ideas• Uses focus questions• Makes brief notes



• Devises a set ofinstructions with someattention to detail andlogical sequence

3.10 Recognises that certaintext types and featuresare associated withparticular purposes andaudiences

• Examines models of a texttype and discuss itspurpose and features

• Considers needs ofreaders before writing

3.12a Experiments withstrategies for planningand reviewing ownwriting

• Attempts some revisingduring writing

• Uses other texts as modelsfor aspects of writing

• Adds information to theirtexts followingsuggestions from others

Science3.10 Demonstrates how the performance of

common materials is altered by combiningthem with other materials

• Combines materials to produce usefulsubstances such as compost

• Lists materials used together to make acommon object such as a mud brick

3.11 Makes connections between the structure ofcommon materials and their properties

• Makes and tests the strength of mud brickswith straw or stone

3.12 Illustrates ways natural materials areprocessed and the consequences for humansand the environment

• Discusses ways of reducing and recyclingwastes at school

• Finds out how familiar products such as milkand butter are processed


• Selects equipment to suit an investigation• Chooses forms of presentation


Talking and Listening2.1 Communicates in informal

and formal classroomactivities on a variety oftopics

• Gives extended procedures• Elaborates on others’

suggestions2.3 Identifies the effect of

purpose and audience onspoken texts

• Makes a list of the differentpurposes for using orallanguage

• Explains the choice of usingdifferent types of spokentexts

• Identifies the characteristicsof an oral procedure

2.4 Identifies commonorganisational patterns andsome characteristic languagefeatures of spoken texts

• Talks about the way contextchanges the language of aspoken text

• Talks about expressivefeatures related to spokenlanguage


wide range of texts onmore challengingtopics

• Makes some inferencesabout ideas implicit ina text

• Interprets basic mapsand diagrams

• Follows writtenprocedures

• Interprets shortwritten instructions

2.6 Uses efficiently anintegrated range ofskills and strategieswhen reading

• Uses wordidentification strategies

• Locates informationfrom a variety ofsources

• Makes judgementsabout theappropriateness ofinformation


well-structured texts• Uses some effective planning

strategies• Structures text types in

appropriate stages• Writes longer, more complex

procedures• Writes for a chosen audience• Uses illustrations or diagrams

when relevant2.13 Discusses how own texts are

adjusted to relate to differentreaders

• Understands purpose of texts• Compares features of different

texts• Identifies audience of a text

and adjusts writingaccordingly

• Lists topics for writing2.14 Discusses how own texts

have been structured toachieve a purpose, and theirgrammatical features

• Recognises action verbs


English

Science2.1 Creates, models and evaluates built

environments reflecting consideration offunctional and aesthetic factors

• Tests different materials used to make mudbricks and draws conclusions about thesematerials and their strengths

• uses scrap materials to make recycled paper2.5 Creates and evaluates products and services

considering aesthetic and functional factors• Devises fair tests with assistance and predicts

and develops conclusions about theproperties of materials

• Collects a range of common materials and identifies those which can be recycled or reused

• Combines materials to make a compost bin2.7 Conducts investigations by observing,

questioning, predicting, testing, collecting,recording and analysing data and drawingconclusions

• Explores a range of materials• Tests the effectiveness of different types of

glue when joining a range of materials


93

The Material World — Procedure


Compare MaterialsBring in a variety of materials, both natural and processed. Discuss theirfeatures and properties. Classify these materials according to whether theyare recyclable, for example plastic, metal and paper. Discuss the need torecycle materials in our world, and how materials alter when recycled. Askstudents to identify how they recycle products at school, at home and inthe local community.

Compost Bins (BLM 40)Distribute the sample text to students. Inform students that they are goingto read instructions for making compost, where vegetable matter changesits composition. Examine the step-by-step structure of the procedure andhighlight the key action verbs. Note that the procedure gives specificinstructions about how and where to carry out actions. If possible, contactyour local council and arrange to pick up/purchase a compost bin.Compare the instructions provided to those in the sample text. How arethey similar? How are they different? Do they follow the same structure?Do they have similar vocabulary and language features? Construct and keepthe compost bin at a central location in the school.

Checking Your CompostResearch with your class what causes materials to decompose, and what arethe ideal composting conditions. Guide students in their research, so thatthey discover that billions of microbes, such as fungi and bacteria, digestthe waste materials and produce compost. Look at the role of worms increating compost. Remind students that factors such as air, water andtemperature, as well as brown and green plant materials, are all vital tosuccessful composting. Have students regularly check the compost bin.Jointly construct a procedure which tells people how to check theircompost and establish when the compost is ready. Have students discussthe relative amounts of materials to be used – brown plant materials, forexample straw, are a source of energy, while green plant materials providenitrogen. Next, your class procedure should include a series of steps forchecking the compost – is the compost aerated, so that the microbes can dotheir work, and is the compost moist enough? (Compost should have asimilar amount of moisture to a wet sponge that has been wrung.) Askstudents to decide when the compost is ready – when it is has a darkcolour, and the original ingredients cannot be recognised – and includethis in the final steps of your procedure. You may wish to includeinstructions on how to distribute the finished compost – for exampledigging it through soil, or using it as mulch.

Modelling focus


• Differences betweenmaterials

• Structure and features ofprocedures

• Comparing texts

• Joint construction

• Structure of a procedure



Mud Bricks (BLM 41)Discuss with students how mud bricks are used for building. Divide theclass into small groups and have students fill a container with mud, or dirtif mud is not available. Encourage groups to get their mud from differentareas, so there is some variation in the samples. Tell students that they aregoing to test their mud to see which is most suitable for making mudbricks. Use either cardboard boxes or timber frames as moulds. Studentswill need to experiment with adding water to their mud or dirt, todetermine the amount of water they need for a suitable consistency. Eachgroup can make a number of test bricks, varying the amount of wateradded, size of the bricks and the drying location (sun or shade). Havestudents in each group take a turn at recording an attempt to make a mudbrick – the materials used, and the steps taken in the investigation. Allowstudents to vary their experiments by adding straw or stones, and recordwhether this affects the reinforcing value of the mud bricks.

An Ideal Mud Brick (BLM 42)Ask individual students to write their own procedure for making a mudbrick, using the successful results from the previous session. Tell studentsthat a procedure must include a goal, and they must be aware of whataudience they are writing these instructions for. (Who would be interestedin making mud bricks?) Students will need to list the precise amounts ofmaterials needed, followed by a series of steps. Remind students that thesesteps should be written in chronological order, and that commands areused when giving instructions. Advise students that this means actionverbs are often used to start a sentence, for example ‘Put’ or ‘Mix’.

CulminationIf physical space is available, students could experiment with a number ofcompost heaps. Provide different environmental conditions, and havestudents record their results. Ask students to write a procedure instructingothers on the safety precautions to take when working with unknownmaterials. Share these with the class, and display. With the whole class, orin small groups, make recycled paper. Encourage students to write aprocedure to instruct others on how to make recycled paper. You couldpublish these procedures on recycled paper to make them more authentic.

94

Modelling focus


• Conducting an experiment

• Exploring results

• Structure and languagefeatures of procedures


The Human Body — Explanation


95

The Material World — Recount


Common Household ProductsBring in some familiar products that students would use at home, forexample tea, coffee, salt, sugar, butter, milk and cream. Ensure that all theproducts are safe for students to examine and handle. Discuss theseproducts, their purposes and forms of use. Group these products in avariety of ways (edible/inedible, liquid/solid). Discuss with studentswhether any of these materials can be combined to produce other usefulsubstances, or can only be used independently. Use this discussion tocreate a class chart of products and their features.

Sample Text (BLM 43)Share read the recount with students. (Put it up on an overhead to allowcollaborative discussion.) Inform students that it is a factual recountbecause it is providing details of something that has happened. Locate and examine its specific structural features – orientation provided by dateand background information, series of events, and a concluding statement.Next, focus on the particular language features (use of past tense), and use of technical vocabulary. Note structural and language features on class charts. If necessary, use a dictionary to find the meaning of subjectterminology.

Group ExperimentsProvide small groups of students with the same materials as the scientistused in the sample text. (Note: Have students use alcohol, not mercury,thermometers, and arrange for additional adult assistance when boilingwater.) In groups, have students conduct their own experiments freezingand boiling tap water. Ask students to jointly construct an oral recount toretell what they did, and what their results were. Compare with othergroups in the class, as well as the sample text. Encourage students tohypothesise on the possible reasons for any differences between groups’results. Discuss what the residue could be. Have students research possiblemethods of testing the residue.

Layer Upon Layer (BLM 44)Divide students into pairs. Provide each pair with several tall, clear, plasticcontainers and a variety of materials/substances. Materials could includeliquids such as water, vinegar, milk, cordial, liquid soap, and powders likesalt, sugar, coffee, dirt, rice, flour, chocolate and butter. Allow studentstime to experiment with adding two, three or possibly four materials to acontainer and observing what happens. Do they mix? Which materials mixand which don’t? Do they form layers? Which ones sink to the bottom?Which ones float on or near the top? Why does this happen? During these

Modelling focus


• Structure and featuresof a recount

• Group discussion

• Structure and featuresof a recount


• Oral recounts

• Conducting experiments

• Changing the state ofmaterials

• Recording data



experiments, students can record their combinations and results. Once theexperiments have been completed, students report back to the class, usingtheir recording sheet, on what they did and what the results were.Remind students to provide an orientation, including who performed theexperiment, and to logically sequence the events. Discuss why certaineffects took place, and how the results could be possibly altered indifferent situations, for example if the liquid component was heated. Youmay wish to model a similar experiment, but introduce a variation, suchas hot water.

Write a Recount (BLM 45)Using information from the previous activity, ask each student to drafttheir own factual recount of what happened during their experiments.Refer students to the vocabulary and recount structure charts done earlierin the unit for guidance. Once students have drafted their recount, tellthem to share it with a peer for reviewing and proofreading. (You maywish to have a class discussion about the draft recounts at this point sothat any new vocabulary, such as interesting conjunctions, connectivesand time sequencing phrases, can be added to the class vocabulary charts.)Give students extra time to redraft their texts ready for publishing.Display the completed recounts and accompanying scientific findings.

Setting GoalsDiscuss with students other experiments they might like to perform usingcommon materials, for example students could conduct experiments to findout which type of glue works best on different types of materials. Make alist of these suggestions.

CulminationHave students choose one of the above experiments. Allow students towork in pairs. Tell them to locate necessary background information, aswell as required materials, and record their results as they go. This processmay take more than one lesson. Once students have completed theirexperiment, or series of experiments, ask them to use their recorded datato write a recount of what they did, discovered and concluded. If studentshave done a series of experiments, encourage them to write these as a seriesof recounts. Ask students to edit their own writing and share it with therest of the class.

96

Modelling focus



• Peer editing

• Goal setting



Name ____________________________________________ Date ___________________

BLM

40

PROCEDUREText Model

Braxton Local Council News

HOW TO SET UP A

COMPOST BIN

You can pick up a compost bin

at Braxton Council’s Reception.

Assemble it at home using the

instructions in the box. You will

only need a screwdriver. Once

it is assembled, follow these

easy instructions to make the

compost.

1. Put the bin in a sunny

spot in the garden. Put it

on dirt, and not on pavers

or concrete. Dig up the

dirt under the bin with a

small shovel.

2. Spread the bottom of the

bin with dry grass, old twigs

and branches and shredded

newspaper. They will help

keep the compost bin

from smelling.

3. Sprinkle these dry contents

in the bin with a little water.

Now it is ready to use.

4. Put in any rubbish scraps

that are degradable, such

as eggshells and fruit and

vegetable peelings.

5. DO NOT put in any plastic

or metal containers, meat

scraps or any oil/grease

waste.

6. Place the lid on the

compost bin and let

nature do the rest.

7. Add to the compost

whenever necessary. If it

starts to smell, add some

more dry grass or shredded

newspaper.

8. In a couple of months,

take the compost from the

bottom of the bin and

spread it on the garden.

It is a great fertilizer.


98

BLM

41


Name ____________________________________________ Date ___________________

Materials needed _________________________

________________________________________

________________________________________

________________________________________

Steps ____________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

PROCEDURETesting Mud

Extra water added _____________

_____________________________

_____________________________

_____________________________

Straw/stones added ____________

_____________________________

_____________________________

_____________________________

NAT ENG SL 3.3 RV 3.5 W 3.9 W 3.12a NSW ENG TS 2.1 TS 2.4 WS 2.9 WS 2.13 NAT SCIENCE N&PM 3.10 NSW SCIENCE PSS 2.5 BES 2.1



Name ____________________________________________ Date ___________________

BLM

42

NAT ENG SL 3.2 SL 3.3 W 3.9 W 3.10 NSW ENG TS 2.1 WS 2.9 WS 2.13 NAT SCIENCE N&PM 3.10 WS 3.14 NSW SCIENCE BES 2.1

Goal: __________________________________________________________

______________________________________________________________

Materials: _____________________________________________________

______________________________________________________________

______________________________________________________________

Sequence of steps: ______________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

PROCEDURE

How to Make a Mud Brick


100

BLM

43


Name ____________________________________________ Date ___________________

Date: 31 July 2005

Today I made the most remarkable discovery. I discovered that tap water is notjust water; there are other substances in it. The amazing thing is that I madethis discovery by accident.

Yesterday my new thermometer arrived, so I decided to try it out this morning.Everyone knows that water freezes at 0° Celsius, and it boils at 100° Celsius.By using these facts, I thought it would be easy to test my new thermometer.

I started by filling the ice cube tray in my freezer with ordinary water from thetap. When it was frozen solid, I took it out of the freezer, emptied the cubesinto a cold bucket and put the thermometer into the ice. Guess what? It wasn’t0° Celsius. It was actually 2° Celsius.

Next, I decided to measure the temperature of boiling water. I poured two cupsof tap water into a large pot on the stove, and turned the stove on. I waitedabout 10 minutes for the water to start boiling. When it was really bubbling, Iput the thermometer in the water, being careful not to touch the sides of thepot. The temperature was only 97 ° Celsius.

To make certain that my new thermometer wasn’t faulty, I borrowed a fellowscientist’s thermometer. I froze and boiled fresh tap water, and got the sameresults as I had with my new thermometer.

I began to wonder if tap water was not pure. I decided to test this hypothesisby boiling tap water until it had completely evaporated, to see if any insolublematter was left behind. When the water had finally evaporated, I looked at thepot and discovered a thin, white film covering part of the bottom.

I concluded that there must be something in tap water that causes its freezingand boiling temperatures to be different to those of pure water, and that thiswas what was left behind when the water boiled away. I will need to conductfurther experiments tomorrow to find out what this strange substance is.

RECOUNT

Text Model



Name ____________________________________________ Date ___________________

BLM

44

NAT ENG SL 3.3 W 3.9 NSW ENG TS 2.1 WS 2.9 WS 2.13 NAT SCIENCE N&PM 3.10 WS 3.14 NSW SCIENCE PSS 2.5 INVS 2.7

Materials used: _________________________________________________

______________________________________________________________

RECOUNT

Experiment Record Sheet

Combination 1 Combination 2

Combination 3 Combination 4

Which substances mixed? _________________________________________

Which did not mix? _______________________________________________

Which substances floated? ________________________________________

Which substances sank? __________________________________________

Conclusions: ____________________________________________________

______________________________________________________________


102

BLM

45


Name ____________________________________________ Date ___________________

NAT ENG W 3.9 W 3.10 W 3.12a NSW ENG WS 2.9 WS 2.13 WS 2.14 NAT SCIENCE N&PM 3.10 WS 3.14 NSW SCIENCE PSS 2.5 INVS 2.7

Orientation: ___________________________________________________

______________________________________________________________

When? ________________________________________________________

Who conducted the experiments? __________________________________

What materials? ________________________________________________

______________________________________________________________

______________________________________________________________

Series of events (in order) _________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Conclusion/Re-orientation ________________________________________

______________________________________________________________

______________________________________________________________

RECOUNTMy Scientific Journal


READING

Information Report

• Read a variety of factualtexts about different habitatsand compare the informationthey present

• Examine the way in whichinformation is grouped andthe subheadings thatare/could be used

• Construct word banks fordifferent habitats

Exposition (Argument)

• Read arguments based onissues relating to habitats

• Order arguments on a topicin logical sequence

• Examine the use of factualevidence to supportarguments

• Examine the use of accuratesubject vocabulary to createthe sense of authority inwritten arguments

• List words which illustrateweak/strong opinions(modality)

103

Text Type Focus: Information Report and Exposition (Argument)

SCIENCE

• Investigate the diversity ofplants and animals found ina local habitat

• Examine how human activityaffects animal and plant lifein a habitat

• Examine how living things ina habitat depend on eachother to survive

• Design an effective habitat toencourage animalreproduction, or to minimisedamage to specific landforms

Habitats


Information Report

• List things in a playground habitat

• Construct a web showinginterdependence in a habitat

• Classify information about localhabitats

• Discuss use of formal language


• Discuss good and bad features oflocal habitats

• Look at purpose of anenvironmental impact statement

• Create a list of emotive andevaluative language

• Discuss the audiences forarguments about habitats

• Listen to oral arguments presentedby students

• Examine how speakers userhetorical questions, intonationand pausing to gain attention

WRITING

Information Report


• List subheadings which could be usedwhen writing about a specific environment

• Independently write information reportsabout particular habitats (BLM 47)

• Conduct research and write field notes(BLM 48)

• Label diagrams to accompany a report andto assist in clarifying meaning



• Write an environmental impact statementon a local area (BLM 50)

• Write an argument based on anenvironmental impact statement (BLM 51)

• Practise varying modality in arguments tomake them stronger


• List the ways habitats in thelocal area are used by peopleand animals

• Examine how people, plantsand animals have adapted tolocal habitats

• Record the impact that peopleand technology have had onspecific habitats

• List ways in which individualsand communities can care forlocal habitats

THE ARTS

• Design and make three-dimensional models of a habitat

• Role play how people or animalsmay use a local habitatMATHEMATICS

• Locate a variety of habitatsusing map coordinates

• Graph the frequency of people, animals, plants within a particular habitat

• Measure and compare the areas of different habitats

CROSS-CURRICULUM SKILLSInformation skills Communicating Working cooperatively Creating solutionsApplying technology Decision making


• List steps to ensure personal safety when travelling tounknown habitats

• Look at needs for human survival in different habitats


104


purposes with people in theclassroom

• Exchanges perceptions andfeelings with peers

• Listens to and obtainsspecific information fromspoken texts and retells this to others

3.3 Usually uses linguisticstructures and features ofspoken language

• Uses common grammaticalstructures accurately

• Expresses logical relationsin speech

• Uses specialised languageon a variety of topics

3.4 Reflects on own approachto communication and howothers interact

• Selects and organises ideas before giving a shortprepared talk

• Listens actively to a speaker


some relationships betweenideas and information in texts

• Retells and discussesinterpretation of texts withattention to main ideas andsupporting details

• Uses junior informationaltexts to find information

3.8a Integrates a variety ofstrategies for interpretingwritten and visual texts

• Uses context when reading• Uses knowledge of text

organisation and grammar• Uses keywords, symbols

and labels when reading3.8b With guidance, uses

several strategies foridentifying resources and finding information in texts

• Categorises ideas• Lists focus questions



• Writes a report whichincludes information onseveral aspects of the topic


3.11 Controls most basic featuresof written language andexperiments with features of texts

• Uses known technical terms• Groups information under

subheadings• Writes clearly discernible

beginnings, middles andendings

3.12a Experiments with strategiesfor planning, reviewing andproofreading own writing

• Adds information to theirtexts following suggestionsfrom others

• Uses a proofreading guide


English

Science3.1 Illustrates ways that use of the Earth’s

resources changes the physical environment• Gathers information on the effects of human

activity on environments and resources• Describes situations where people have

altered the landscape for their needs3.2 Relates changes in the physical environment

to physical processes• Describes the effects of wind, rain, sun and

waves on the landscape3.7 Maps relationships between living things

in a habitat• Shows how plants and creatures coexist in

habitats

• Makes a list of plants and animals that livetogether in a local habitat


• Selects equipment to suit an investigation• Chooses forms of presentation

3.18 Identifies ways science is used responsibly inthe community

• Talks about ways that science is used totackle problems such as pollution

• Constructs an environmental impactstatement


105


formal classroom activities ona variety of topics

• Listens to sustainedinformation reports onfamiliar topics

• Gives sustained informationreports on researched topics

• Justifies a view withsupporting evidence


• Listens to spokenpresentations and respondsappropriately

• Plans spoken informationreports, identifying mainideas or information

2.3 Identifies the effect ofpurpose and audience onspoken texts

• Usually selects an appropriatespoken text for a purpose andaudience and explains thechoice

• Understands the differencebetween formal and informallanguage



• Lists a range of print andnon-print resources foranswering focus questions

• Obtains information fromselected computer sitesand software

• Finds information forspecific purposes infactual texts

• Reacts to texts thatexpress a point of view,using supportingarguments

• Retells and discussesinterpretation of texts reador viewed, with attentionto main ideas andsupporting details infactual texts

2.6 Uses efficiently anintegrated range of skillsand strategies whenreading

• Uses the table of contents,index, captions andkeywords to locateinformation


publishes well-structuredtexts

• Uses other texts as modelsfor aspects of writing


• Creates notes for relevantwriting purposes

• Writes information reportsthat include informationabout different things andtheir components

• Expresses a point of viewin writing with somesupporting arguments

• Chooses when to writesubjectively or objectively

2.14 Discusses how own textshave been structured

• Recognises and discussesthe organisational featuresof a range of factual texts

• Recognises the subject,verb and object of a clause

• Talks about use ofadjectives and differenttypes of verbs


English

Science2.1 Creates, models and evaluates built

environments reflecting consideration offunctional and aesthetic factors

• Interviews students about currentplayground use and records their responsesand proposes ideas for improvements

2.2 Creates and evaluates information productsdemonstrating an understanding of the needsof particular audiences

• Constructs an environmental impactstatement

2.3 Identifies and describes the structure andfunction of living things and ways in whichliving things interact with other livingthings and their environment

• Observes and reports on a local environment,describing how plants and animals rely oneach other

• Records information on selected flora, faunaand landscape features



Playground HabitatDiscuss with your class what types of things they usually find in theirplayground habitat. Divide the class into small groups, with each grouphaving a different area of the playground to study. Provide groups with asimple pro-forma map of the playground. Students need to makeobservations of the playground and label features on their maps. Includefeatures such as equipment, garbage bins, tree types, flowers, grass andconcrete play areas, fences and barriers, as well as insects and any largeranimals. Encourage students to make detailed drawings of animals or plantsfound, or collect samples of plant leaves for use in the class display.Examine what types of occurrences in this habitat may be dangerous tosome people, for example bee stings, plant allergies, spider bites.

Class Wall Map and Semantic WebUsing the groups’ observations, jointly construct a class wall map of theplayground habitat. Have students use reference material, or invite a guestspeaker from the local council, to assist in identifying any unknown plantsand animals found in their school habitat. Discuss with the class theinteraction between plants and animals in their school habitat, as well asthe people who use that habitat. Jointly construct a semantic web to showthis interdependence.

Rainforest Habitat (BLM 46)Share read the information report on rainforests with the class. Discuss itspurpose and how it organises the information, beginning with a generalopening statement, followed by a number of descriptive paragraphs.Examine the formal use of language, and the absence of personal opinion.Highlight and list technical vocabulary (equatorial, montane), generalnouns (rainforests, trees), adjectives and use of present tense. Promptstudents to discuss the importance of diagrams, photos or illustrations inan information report. Have students decide on subheadings that could beinserted in this report.

Construct an Information Report (BLM 47)Using the previous text as a guide, have students use the scaffold tocomplete an information report on the playground habitat. Students canuse their group maps, as well as the class wall map and the semantic web,to provide data for their report. Have students circulate completed reportsamong other students for peer comments, and compare the features andlanguage uses of each text.

106

Modelling focus


• Using senses to observe

• Note taking


• Research skills

• Interrelationships

• Structure and languagefeatures of informationreports

• Structure and featuresof report writing


Habitats — Information Report


107


Go on an Excursion (BLM 48)Organise a class excursion to a different type of habitat, for example localpark, botanical garden, farm, beach or lagoon. During the excursion takephotographs, and ask students to take notes and draw pictures (using thewritten guide) on the habitat’s weather conditions, plants and animals andother interesting features. Where possible, collect some samples to takeback to class, but ensure that students are aware of the need to be sensitivetowards living creatures and plants.

Follow UpOn return to class, debrief students and discuss their notes and points ofinterest. Use the photographs, notes and samples to make a class chart onthis new habitat. Label these features with general nouns, scientific termsor descriptive phrases.

Further Research Divide the class into small groups to conduct their own research (includinglibrary lessons) on one aspect of this new habitat. Each group should beprovided with some initial resources to get them started. These groups willbecome ‘experts’ in their given area and will need to report back to thewhole class on their findings. Topics for this research could includeindividual animal and plant species, water quality, impact of weatherconditions, interrelationships between living things, food chains andimpact of humans on this habitat. When each group has completed theirresearch, ask groups to present it to the rest of the class and answerquestions relating to their work.

Develop an Information ReportDiscuss with students how they could present their material in aninformation report. Review the structure and language features of reports.Jointly construct the areas that should be covered by a report on a habitat.Have students write their own information reports on this habitat. Askstudents to decide on strategies for proofreading their own work andconferencing with a peer, before conferencing their work with you. Finally,ask students to publish their reports using computer technology togenerate not only texts, but also graphics, diagrams and graphs. Share theresults with the class and discuss.

CulminationStudents can extend their knowledge of the topic and the text type byconducting detailed research on individual plants and animals found in acertain habitat. Encourage students to write an information report on ahabitat and its distinctive plant and animal life.

Modelling focus

• Observation skills

• Using a guide for notetaking

• Labelling

• Research skills

• Oral presentation skills


• Structure and languagefeatures of informationreports

• Editing and publishingskills



Map the Local HabitatDiscuss with the class what they think about their playground andimmediate habitat. Take them on a walk around the school or nearby park,examining its different features. Have students jointly construct a largemap of this area for display in the class. You could also take photographsfor inclusion in this map.

Discuss Good and Bad AspectsReferring to the photographs taken of the local habitat, ask students whatthey think are good aspects of their playground/local park, and whataspects they would like to be improved. List these on the class display nearthe relevant photographs.

Sample Text (BLM 49)Read the prepared argument, which is an extract from an imaginaryenvironmental impact statement, with students. Tell students that anenvironmental impact statement looks at what happens when a new factorhas been introduced into a particular environment, and assesses whether itwill upset the ecological balance. Briefly discuss the topic of this particularstatement and, if possible, relate it to the local area. Look at who may havewritten this text and what its purpose is. (You may wish to discuss whatbodies commission environmental impact statements.) Highlight the logicaldevelopment of the argument, and the use of emotive vocabulary. Use thisas a starting point for creating a class list of emotive and evaluativelanguage. Encourage students to research the claims made in this argument.Students could research the effects of significant vibration on thesurrounding physical environment. Ask students to look at what happenswhen water filters into cracks in rocks. (If the water freezes in the rocks, itexpands and pushes apart any weak points in the rocks, causing the rocksto move or break.) Discuss as a class whether there were any otherscientific facts that could have been included in this argument.

Environmental Impact Statement (BLM 50)Refer students back to the map they constructed of the school or local area.Revise the areas which they believe are in need of improvement. Conduct aclass survey to decide which area of the school or local area needs the mostimprovement. Divide students into small groups and ask groups to researchthe area identified in the survey. Ask students to look at the ways peoplehave altered this physical environment for their own needs – affected thefood chain, caused erosion, damaged water quality and contributed toother types of pollution. Have each student collect and organise their datausing the BLM, which forms the data component of an EnvironmentalImpact Statement.

108

Modelling focus


• Developing opinions

• Structure and languagefeatures of an argument

• Purpose of arguments


• Collecting data

• Writing an EIS

Habitats — Argument


109


Independent Writing (BLM 51)Ensure that each student has their own copy of the research data from theprevious activity. Provide students with the scaffold and have them draftan argument based on their EIS. Remind students that the purpose of theirargument is to urge a particular course of action, but they also need to beaware of their target audience. Who do they think will be interested in anenvironmental impact statement on this area? Tell students that they willneed to provide an opening statement, followed by their arguments inlogical order. Each argument should be supported by scientific evidence.Ask students to write a recommendation to sum up their arguments. Oncestudents have completed their draft, have them share it with a peer orsmall group to revise and edit the text. When the redrafting is complete,have students publish their argument in an appropriate format. Discusswith students whether it would be useful to include visual data (forexample graphs) in their argument. Present the published arguments to thewhole class for discussion and comment.

Animals and Their HabitatExtend students by having them examine the impact of human activityand development on a particular habitat, and the creatures that live in thathabitat. Examples could include the steps taken to preserve the colony ofendangered tree frogs around Homebush Bay, or the impact of the crown-of-thorns starfish on the Great Barrier Reef. Divide the class into groups toconduct their research. Groups could jointly analyse and construct anEnvironmental Impact Statement, based on their scientific data collected.Ask each student to decide the position they wish to take on the issue, andhave them use their research to write an argument in support of their pointof view.

CulminationStudents can continue to research habitats at risk around the world. Havestudents use this research to write letters to newspapers and other relevantorganisations (such as Planet Ark, World Wildlife Fund), arguing aparticular position on an environmental issue (for example preservation ofgreen space instead of extra housing).

Modelling focus

• Individual writing


• Publishing skills

• Human impacts onhabitats

• Writing an argument


110

BLM

46


Name ____________________________________________ Date ___________________

RainforestsRainforests are easily identified by their diversity of vegetation and theirhigh levels of annual rainfall.

There are many different types of rainforests, which are classified bytheir climate and position. Equatorial rainforests are found near theequator. Subtropical rainforests extend past the tropics. Montanerainforests grow on tropical mountains.

Within any rainforest, almost 70% of the plant species are trees. Thesetrees and other plant life do not all grow to the same height. There arebetween 3 and 5 layers of plant life in a rainforest.

The canopy, or upper layer, can reach as much as 30–50 meters above theforest floor. Many smaller plants and flowers, such as ferns and orchids,grow on the trunks and branches of these trees. Thick woody vines dangledown from a variety of trees, sometimes reaching the floor below.

The forest floor is very dark and gloomy,because the high canopy cuts off much ofthe sunlight. Because of the layers within theforest, not much leaf litter reaches the floor.The floor is made up of fallen trees, mossesand other small plants and fungi.

The largest rainforests in the world arefound in the Amazon in South America,and the Congo in Africa.

INFORMATION REPORT

Text Model



Name ____________________________________________ Date ___________________

The School Environment

NAT ENG W 3.9 W 3.11 NSW ENG WS 2.9 WS 2.14 NAT SCIENCE E&B 3.1 WS 3.14 NSW SCIENCE LTS 2.3 BES 2.1

Opening statement _____________________________________________

______________________________________________________________

Location and position ____________________________________________

______________________________________________________________

Natural features ________________________________________________

______________________________________________________________

Flora _________________________________________________________

______________________________________________________________

Fauna ________________________________________________________

______________________________________________________________

Built features ___________________________________________________

______________________________________________________________

Environmental conditions _________________________________________

______________________________________________________________

Concluding statement ___________________________________________

______________________________________________________________

INFORMATION REPORT

BLM

47


Field Report

112

BLM

48


Name ____________________________________________ Date ___________________

NAT ENG RV 3.5 RV 3.8a W 3.9 W 3.11 NSW ENG RS 2.5 RS 2.6 W 2.9 NAT SCIENCE E&B 3.1 L&L 3.7 NSW SCIENCE LTS 2.3

Location: ________________________________________________________

Description: _____________________________________________________

________________________________________________________________

Physical features: ________________________________________________

_______________________________________________________________

Plants __________________________________________________________

_______________________________________________________________

Animals ________________________________________________________

_______________________________________________________________

Interdependence between living things: ______________________________

_______________________________________________________________

How is this area used by people? ___________________________________

_______________________________________________________________

Illustration

INFORMATION REPORT



Name ____________________________________________ Date ___________________

PLANNED HIGHWAY EXTENSION – Environmental Impact Statement

Finally, it is imperative that this new extension not be

allowed to go ahead. The impact on the local

children’s playground would be devastating. The

necessary rock blasting and jack hammering that

would take place to build the road’s foundations

would vibrate through the local community, and

crack or damage the foundations of the children’s

play equipment. This would result in the equipment

becoming unstable and possibly dangerous. During

future heavy rainfall, water could seep into these

cracks in the rock platform. When the water freezes it

will cause the rock to expand at an unknown rate.

Not until the local houses and other building

structures began to move or suffer structural damage

would the cause become obvious.

For these reasons, it is my expert opinion that the

extension of the new highway should be disallowed,

and that any further plans for such a major road in

the area be rerouted to a safer, less environmentally

sensitive area.

ARGUMENTText Model

BLM

49

10


114

BLM

50


Name ____________________________________________ Date ___________________

NAT ENG SL 3.1 SL 3.4 W 3.9 W 3.11 W 3.12a NSW ENG TS 2.1 TS 2.2 WS 2.9 WS 2.14 NAT SCIENCE E&B 3.1 E&B 3.2 WS 3.18 WS 3.14 NSW SCIENCE BES 2.1 LTS 2.3

Environmental Impact StatementArea: ____________________________________________________

Location: ___________________________________________________

Reason for EIS: ______________________________________________

Data collection: _____________________________________________

Flora _______________________________________________________

Fauna _____________________________________________________

Erosion ___________________________________________________

Water quality _______________________________________________

Pollution ___________________________________________________

Map of the area

ARGUMENT



Name ____________________________________________ Date ___________________

BLM

51

NAT ENG W 3.9 W 3.11 NSW ENG WS 2.9 WS 2.14 NAT SCIENCE E&B 3.1 E&B 3.2 WS 3.14 NSW SCIENCE BES 2.1 LTS 2.3

Topic and statement of position ______________________

_______________________________________________________________

_______________________________________________________________

Arguments and details to support your position

1. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Conclusion ______________________________________________________

_______________________________________________________________

_______________________________________________________________

ARGUMENT

What I Recommend



Procedure

• Discuss why instructions are importantwhen working with machines

• List importance of action verbs andcommands in a procedure

• Discuss importance of including visualaids in an oral presentation

• Give oral instructions to others on howto make a simple machine

Explanation

• Give and listen to oral explanations onhow toys and machines work

• Discuss machines used in the home

• Use visual texts and illustrations toreconstruct the steps in an oralexplanation

• Ask questions to clarify meaning oftechnical vocabulary

SCIENCE

• Follow procedures and makemachines

• Design and make a machine to suita specific purpose

• Experiment with adding pulleys toa block and tackle

• Record results as to theeffectiveness of different types ofmachines for example gears, levers

MATHEMATICS

• Label and locate 3D objectsused in common machines

• Measure the length and mass of some simple machines


• List safety rules when workingwith machinery

• Create a poster to encouragesafety awareness among otherstudents

116

Text Type Focus: Procedure and Explanation

Machines

THE ARTS

• Draw images of machinesfound at school or home

• Cut out magazine pictures ofmachines to create a collage

• Role play the movements ofsome machines, for examplerobot

• Listen to music played onmachines, for example organ

READING

Procedure

• Read an example of a writteninstruction text

• Follow procedures written byother students

• Identify the goal and materialsneeded

• List words which sequence thesteps in the instruction

Explanation

• Discuss the information anaudience needs when readingan explanation on how amachine works

• Ask questions as to what, howand why certain materials areneeded and combined

• Evaluate the effectiveness ofexplanations about how amachine works

WRITING

Procedure


• Sequence instructions to producea clear procedure (BLM 53)

• Write instructions on how to makea simple machine (BLM 54)

• Edit own instructions

• Look at how cautions are used toemphasise safety points

• Use class-developed word banks

Explanation


• Design their own machine withaccompanying flow chart (BLM 56)

• Write an explanation on how theirown machine works (BLM 57)

• Devise ‘how’ questions aboutdifferent types of machines


• Examine how machines are usedto produce goods and services inthe community

• List ways in which machines haveimpacted on the environment bothpositively and negatively

• Look at how different culturesuse machines

• Research lifestyles before theadvent of modern machines

• Analyse why humankindcontinues to invent machines

CROSS-CURRICULUM SKILLSInformation skills Creativity Creating solutions Applying technologyDecision making Task management


117


English

Speaking and Listening3.2 Recognises that certain text

types are associated withparticular context andpurposes

• Listens to or views differenttypes of spoken languagetexts in order to discuss theirpurpose and somedistinguishing features

• Compares the features ofdifferent spoken texts

• Compares formal and informalspeech

3.3 Usually uses linguisticstructures and features ofspoken language forexpressing ideas andinformation

• Recognises the mainorganisational elements ofspoken instructions andexplanations

• Uses noun-pronoun agreement • Uses subject-verb agreement


some relationshipsbetween ideas andinformation in a variety oftexts

• Retells and discussesinterpretation of textsread

• Interprets and followsprinted instructions

• Confirms, extends orcorrects own knowledgethrough reading orviewing

3.7 Identifies and uses thelinguistic structures andfeatures of a range of texttypes

• Recognises thecharacteristic features ofparticular text types

• Identifies the role ofparagraphs in texts

• Constructs flow charts torepresent event sequences


interrelating ideas andinformation whenwriting about familiartopics

• Devises a simple set ofinstructions payingattention to detail andlogical sequence

3.11 Controls most basicfeatures of writtenlanguage

• Uses a variety ofconjunctions

• Spells many commonwords correctly

• Uses some conventions oflayout

• Uses time order toorganise writing

• Uses simple present tensewhen reportinginformation

• Uses language thatenhances meaning

Science3.5 Designs and describes ways of enabling or

impeding the transfer of energy• Uses tools and appliances and demonstrates

how they make tasks easier3.6 Identifies the chain of sources and receivers

of energy within systems• Explains situations where machines act as

both a source and receiver of energy• Explains how a toy or a household appliance

works3.14 Organises and uses equipment to gather and

present information• Selects equipment to suit an investigation

• Uses equipment correctly to gatherinformation

3.16 Evaluates the fairness of a test designed andcarried out

• Identifies external factors which may haveinfluenced their results

• Suggests ways to improve their plans,techniques or choice of equipment

3.17 Compares ways of solving problems andfinding explanations

• Identifies steps used when solving problemsand finding explanations

• Compares different strategies for solvingproblems


118


English

Talking and Listening2.1 Communicates in informal

and formal classroomactivities

• Gives extendedinstructions

• Listens to more complexexplanations of simplephenomena

• Explains simplephenomena briefly

• Seeks an explanation ormore information fromthe speaker on their topic

• Elaborates on others’suggestions

2.4 Identifies commonorganisational patternsand some characteristiclanguage features ofspoken texts

• Talks about the waycontext changes thelanguage of a spoken text

• Identifies thecharacteristics of an oralprocedure

• Talks about commongrammatical structures inspoken language



• Contributes to asummary

• Interprets basic chartsand diagrams

• Follows writteninstructions

• Interprets short printedinstructions

• Understands simplesequential explanations

2.7 Discusses how writersrelate to their readers

• Describes the purposeof procedures andexplanations

• Compares the waystexts are organised

• Identifies author’sintended audience

• Selects texts relevant totopic

• Discusses use of visualaids in texts


well-structured texts• Identifies keywords or phrases• Shows evidence of editing• Contributes to joint

constructions• Structures texts in appropriate

stages• Writes longer, more complex

procedures• Writes simple sequential

explanations• Writes for a chosen audience• Selects relevant information• Uses illustrations and diagrams

where relevant2.14 Discusses how own texts have

been structured to achievetheir purpose

• Recognises the organisationalfeatures of factual texts

• Recognises different types ofadverbial phrases

• Talks about action verbs• Reviews own use of noun

groups• Talks about use of punctuation

Science2.4 Identifies various forms and sources of

energy and devises systems that use energy• Collects and manipulates a range of simple

machines and describes how they work• Analyses the operation of a variety of lifting

devices• Explores the operation and purpose of a

variety of simple machines• Designs, constructs and tests a toy car

2.5 Creates and evaluates products and servicesconsidering aesthetic and functional factors

• Models ideas for a machine and evaluates eachdesign in relation to usefulness and appeal

2.7 Conducts investigations by observing,questioning, predicting, testing, collecting,recording and analysing data and drawingconclusions

• Collects and manipulates a range of simplemachines


119

Machines — Procedure


Block and Tackle (BLM 52)Share read the sample text on how to make a block and tackle. Put it on anoverhead projector and examine its structure (goal, materials needed andmethod), and use of action verbs. Highlight the use of clear commands.Write features of procedures on class charts for future reference.

Make a Simple MachineProvide students with the materials listed in the sample text. Ask pairs ofstudents to follow the instructions in the sample text and make their ownblock and tackle. Have students test the finished product. As a whole class,discuss the accuracy of the instructions and accompanying illustration.Have students illustrate earlier steps in the procedure. Would it have beenuseful to include more than one illustration? What problems, if any, wereencountered, and how did students overcome these difficulties? Whatvocabulary cues did students rely on most when following the instructionsand why?

How to Make a Waterwheel (BLM 53)Divide the class into small groups. Provide each group with the instructionson how to make a water wheel. Ask students to cut out, number andsequence the steps on a new sheet of paper. Have students first write ‘Howto Make a Waterwheel’ at the top of the page, then write the goal. Ensurethey leave room for the list of materials. [The instructions should appear inthe following order: Step 1 Mark with pencil the areas on the cotton reelwhere you will attach the pieces of cardboard. There should be equalspacing between each mark on the reel. Step 2 Glue the four pieces ofcardboard to the marked areas on the cotton reel. (These will be thepaddles.) Step 3 Push the straw through the middle of the cotton reel.Check that the reel can rotate around the straw. Step 4 Hold the wheelunder running water. Step 5 As the water hits the paddles, the waterwheelwill turn.] Remind students that the materials should also be listed in orderof use. Have students rewrite the Materials in the correct order – theseshould be inserted between the goal and the method. Ask students to findthe materials, and follow the instructions to make the water wheel. If theirwheel does not work, group should check the sequencing of their steps.When each group has completed the construction of their waterwheel, askgroups to nominate what cues they used to organise their instructions.

WheelsDiscuss with students the types of machines that use wheels as one of theircomponents. Bring in a variety of toy cars. Set up a long ramp to test theirdistance capabilities. Measure and graph how far each of them travelled

Modelling focus

• Structure and languagefeatures of procedures

• Following writteninstructions


• Sequencing


• Writing a procedure

• Design and construction



when they went down the ramp without any propulsion, and then how farthey travelled when pushed down the ramp. Discuss with students whichcar travelled the furthest and encourage students’ hypotheses. Askstudents to bring in a variety of materials for making a toy car (tissue box,wood blocks, bamboo skewers, glue, tape, elastic bands, string, matchbox,round plastic lids, wheels from other toys). Divide students into smallgroups and have them write a procedure for constructing a car. Remindstudents that they are writing a procedure so someone else can carry outthe same activity, and their instructions need to be clear. Ask students toinclude a diagram to clarify their instructions. Once procedures arecompleted, have groups swap their procedures with another group, to see ifthey can follow the instructions and construct a car. Discuss with groupswhether they had any problems following the instructions. Test these carson the same ramp as used previously. Measure the distances travelled, anddiscuss which cars travelled the furthest. Look at the ways in whichdifferent groups enhanced their cars to make them more effective machines.

Writing Instructions (BLM 54)Provide students with a variety of information texts, and ask them tolocate information on simple machines such as levers, gears, pulleys, aswell as common household items which incorporate these simple machines.Some examples are a spade (lever), car jack (lever), and an axe (wedge).Have students choose one of these simple machines and write a procedurefor making the machine. Remind students to include a list of materials, andthe method, as well as a labelled diagram.

More about PulleysAsk students to return to the sample text and experiment by addingfurther pulleys to the block and tackle they made earlier in the unit.Question students about what happens each time they add a pulley (theload should become easier to lift). Have students conduct additionalexperiments by making the load heavier. Which block and tackle worksmost efficiently, and can lift the heaviest load? Why? Ask students to writea new procedure for their ‘improved’ block and tackle using the scaffold.

CulminationStudents can write instructions for making more complicated machines.Ask students to include safety warnings in their procedures. Have studentspresent written instructions as a flow chart. Students could invent animaginary machine, and write instructions on how to create it.

120

Modelling focus



• Conducting experiments

• Comparing results


121

Machines — Explanation


Bring a Toy From HomeAsk students to bring a toy from home that uses a machine. Share with theclass and discuss their features. Sort and group toys into electric, battery-operated, or manual. Bring in a toy yourself and use this to model an oralexplanation, telling students how the toy works. Divide the class into smallgroups, and have each student explain briefly to their peers how their toyworks. Make a class list of technical words used by students. Havestudents draw a diagram of their toy, and label its mechanical features.Remind students that diagrams are useful because they can includeadditional information which is not included in the written explanation.

Examine Some MachinesBring in a variety of machines that students would be familiar with. Forexample a pencil sharpener, toaster, blender, or clock. Discuss the uses ofthese machines and graph how many people in the class have them at homeand how often they use them. Ask students what would happen if thesetypes of machines did not exist. In groups, have students write a list ofmachines they and their families use regularly. Display these lists oncharts, and illustrate with drawings or magazine pictures of the machines.

Can Openers (BLM 55)Share read the sample explanation on how can openers work. Compare thisexplanation with students’ earlier oral explanations. Highlight thetechnical vocabulary used and discuss the purpose of this text type. Focusstudents’ attention on the important feature of explanations – the openingstatement identifies what happens, and the following paragraphs containthe series of actions that make it happen. Ask students to construct a flowchart to sequence the events in the can opener explanation . Tell studentsthat this will clarify the explanation for the reader. Discuss features of aflow chart such as arrows or numbers.

Researching MachinesDivide the class into pairs and have students research a machine. Askstudents to list the name of the machine, its main function and operationalparts. Possible machines for research include a car jack, hammer, shovel,screwdriver, scissors or waterwheel. Ask students to work together toconstruct a labelled flow chart to explain how that machine works. Referstudents back to the flow chart they constructed for the sample text ifnecessary. When students have completed their flow charts, ask forvolunteers to use their chart to assist them in giving an oral explanation ofhow their machine works. Compare flow charts and their accompanyingexplanations. Question students as to the necessary safety requirementswhen using their machine. (It is very important during this unit to stress

Modelling focus


• Oral explanations

• Using diagrams


• Structure and languagefeatures of an explanation

• Sequencing of events


• Flow charts

• Oral explanation



the need for safety when using any type of machine. This warning shouldbe repeated often.)

Develop a Machine (BLM 56)Inform students that they are now going to design their own machine. Itshould have a function or purpose, and ideally will include one or more ofthe simple machines already examined, such as gears, levers and wheels.(You may wish to allow students extra time to research existing machinesso they can gather ideas. Students might gain inspiration from variousmachines such as clocks, vacuum cleaners, flushing toilets or staplers.) Askstudents to make a flow chart which explains how their machine works.Remind students that technical terms are important. Share the flow chartswith the whole class, examining them for ease of understanding, and alogical sequence. Give students extra time if necessary to revise their flowchart to make it more accurate.

Write an Explanation (BLM 57)Prior to the commencement of writing their own explanation, revise withstudents the structure and language features of a written explanation.Focus their attention on the use of present tense, action verbs andpronouns, as well as conjunctions and connectives to sequence the text.Tell students that explanations have a series of sequenced events, oftenlinked through cause and effect. Ask students to write an explanation ofhow their machine works, based on their flow charts.

Proofread and Edit TextsHave students proofread and edit their own texts. You may wish to modelsome examples on an overhead projector and demonstrate usefultechniques for editing punctuation, spelling, sentence structure andsequencing. Ask students to publish their explanations, including theirflow charts. Discuss which explanations students found easiest tounderstand .

CulminationJointly construct a list of the features of explanation texts and comparewith other factual text types, for example information reports andprocedures. Students could do further research on more elaborate machines and writetheir own explanations for these.

122

Modelling focus

• Flow charts




• Editing skills



Name ____________________________________________ Date ___________________

Goal: To make a block and tackle*

Materials needed:

two short lengths of string

four cotton reels

ruler

two desks

one small plastic bucket

objects to be placed in bucket (load)

one long length of string

Method

1. Thread one short length of string through two cotton reels, and tie so thatit forms a loop.

2. Place the loop of string around the ruler.

3. Balance the ruler between the two desks, with the cotton reels hangingfrom the middle of the ruler (Pulley 1).

4. Thread a different short length of string through two more cotton reels(Pulley 2). Tie both ends of string to the handle of the plastic bucket.

5. Place your load in the plastic bucket.

5. Tie the long length of string to the ruler. Thread the string around Pulley2, then Pulley 1, then Pulley 2 again, then Pulley 1 again.

6. Pull down on the long string to make the pulleys work. Lift the object intothe air.

* When a number of pulleys are used together, they are known as a block and tackle.

PROCEDUREText Model

BLM

52

Pulley 1

Pulley 2


124

BLM

53


How to Make a WaterwheelName ____________________________________________ Date ___________________

NAT ENG SL 3.2 SL 3.3 RV 3.5 RV 3.7 NSW ENG TS 2.1 TS 2.4 RS 2.5 RS 2.7 NAT SCIENCE E&C 3.5 WS 3.14 WS 3.17 NSW SCIENCE PPS 2.4 PPS 2.5 INVS 2.7

Goal: To make a waterwheel

Materials:

4 pieces of cardboard (4cm x 2cm)

pencil

running water

drinking straw

cotton reel

Method:

Glue the four pieces of cardboard to the marked areas on the cotton reel.(These will be the paddles.)

As the water hits the paddles, the waterwheel will turn.

Mark with pencil the areas on the cotton reel where you will attach thepieces of cardboard. There should be equal spacing between each markon the reel.

Hold the wheel under running water.

Push the straw through the middle of the cotton reel. Check that the reelcan rotate around the straw.

PROCEDURE

✁



Name ____________________________________________ Date ___________________

How to Make a Machine

NAT ENG W 3.9 W 3.11 NSW ENG WS 2.9 WS 2.14 NAT SCIENCE E&C 3.5 WS 3.14 WS 3.17 NSW SCIENCE PPS 2.4 INVS 2.7

Goal _____________________________________________________

_________________________________________________________

Materials needed __________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Method_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Safety warning ____________________________________________

_________________________________________________________

PROCEDURE

BLM

54


126

BLM

55


Name ____________________________________________ Date ___________________

EXPLANATION

Text Model

How a can opener works

A can opener is a handy machine that opens steel or aluminium cans by cutting around the rim of the lid. Thisseparates the lid from the rest of the can.

First the two long handles are pulled apart. This allows the sharp blade ofthe can opener to be placed on the lid of the can. When the handles aresqueezed together again, they act as levers and force the sharp blade topuncture the top of the can.

Near the sharp blade is a toothed wheel. (This wheel is called a gear andeach tooth is called a cog.) The toothed wheel is connected to a smallbutterfly-shaped handle. As the blade punctures the lid, the toothedwheel grips beneath the rim. As the butterfly-shaped handle is turned, the toothed wheel revolves and causes the can to rotate. While the can is rotating, the sharp blade cuts around the top of the can.

When the blade has completed its rotation, the lid can be removed.

Try doing all that without a machine!

Click here to see a video clip

of a can opener in action.



Name ____________________________________________ Date ___________________

Machine Flow Chart

NAT ENG SL 3.2 SL 3.3 W 3.9 W 3.11 NSW ENG TS 2.1 WS 2.9 WS 2.14 NAT SCIENCE E&C 3.5 WS 3.14 WS 3.16 WS 3.17 NSW SCIENCE PPS 2.4 PPS 2.5 INVS 2.7

Name of machine _______________________________________________________

Purpose ________________________________________________________________

Flow Chart

EXPLANATION

BLM

56



How My Machine WorksName ____________________________________________ Date ___________________

NAT ENG W 3.9 W 3.11 NSW ENG WS 2.9 WS 2.14 NAT SCIENCE E&C 3.5 WS 3.17 NSW SCIENCE PPS 2.4 INVS 2.7

Use the scaffold below to guide you in writing an explanation of how your machine works.

Introduction of the machine and its purpose _________________________

______________________________________________________________

______________________________________________________________

Series of events/how it works _____________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Diagram

EXPLANATION

BLM

57


In an increasingly crowded curriculum, teaching time is

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Curriculum series will help you to maximise student learning

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Also availableTargeting Writing Across the CurriculumLower Primary

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Companion seriesTargeting TextTargeting Society and Environment

Merryn WhitfieldISBN 1-86509-751-9

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Integrating English with Society and Environment/Science

TWAC MP cover 16/3/01 1:37 PM Page 2

twac mp cover 16/3/01 1:37 pm page 2 middle targeting writing … · 2017-09-20 · (argument) unit...

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