LESSON+5+-+SCAFFOLDING+TOWARDS+RICH+MULTIMODAL+TASK

EXPLORING THE HUMAN BODY ** |||| **Curriculum Link:** Science and Technology || **Yr Level:** Stage 2, Year 4 || Multimodal Task Scaffolding 1/3 || **Learning Area(s):** Science: Living Things English: Talking and Listening || For students to have a knowledge of the human body and to demonstrate deep understanding of written grammar, visual grammar and multimodal texts.
 * **Unit Topic:
 * **Lesson Number:**
 * 8 **/10 |||| **Lesson Topic:**
 * **Unit Aim or Outcome:**
 * Science:**
 * LT S2.3 //Identifies and describes the function of living things and ways in which living things interact with other living things and their environment//
 * identify and describe the structure and function of living things


 * English: **
 * ===== TS2.1 //Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.// =====
 * ===== explains simple phenomena briefly (how body systems work) =====
 * ===== participates in class discussions on a variety of topics (systems of the human body) =====


 * ===== TS2.2 //Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.// =====
 * ===== listens to spoken presentations and responds appropriately =====
 * acts as reporter for group, summarising the main points of a discussion.


 * ===== TS2.3 // Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English. //=====


 * usually selects a suitable spoken text for purpose and audience and can explain the choice
 * identifies the characteristics of an oral procedure, eg goal, materials, steps, use of detail, clear sequencing.
 * understands the differences between formal and informal language.


 * =====WS2.9 //Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.//=====


 * understands and creates notes for relevant writing purposes
 * shows evidence of careful revision, editing and proofreading in final draft
 * uses computers to draft and edit writing
 * contributes to joint text-construction activities
 * writes a wider range of text types
 * writes simple responses to short stories, television programs
 * writes for a chosen audience
 * chooses when to write subjectively or objectively.
 * demonstrates understanding of a range of topics
 * selects relevant information to use in own writing
 * researches specific topics to write about
 * writes on both familiar and researched topics.

* A short excerpt (5 minutes) of an interview taking place. Ie. The interview with Jamie Neale (survived in the bush for 12 days) on 60 minutes. ||
 * WS2.14 //Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.//
 * recognises and discusses the organisational structure of a range of literary and factual texts. (Script) ||
 * Lesson Outcome:
 * Students are to create a 5-6 minute TV show interview about one of the systems of the body.** ||
 * Resources:
 * Copies of Checklists (see Appendix 5A and Appendix 5B)
 * Different organs written on strips of paper jumbled in a hat. (lungs, intestines, heart, brain, liver, have repeats if there are more groups)
 * New booklets to be used for keeping their ideas.
 * Group students into mixed ability groups of 4.
 * **Lesson Outline** ||
 * __Introduction:__

//Welcome to Greet Your Organs!// //Good morning everyone, we have a very special show lined up for our viewers today as we invite some very special guests to speak about their very important jobs. Please give a big round of applause as I welcome to the show… the Intestines!//

//Good morning Mr Intestines, I wonder what is your job? (Turn to class for responses) For today, all of you are going to be the Intestines so you get to answer for Mr Intestines.//

//What system do you work in? (Digestive system)//

//Who else do you work with, I mean which other organs work with you?(stomach feeds the food into the intestines)//

//Please join me in thanking Mr Intestines for sharing his time with us. Next time on Greet Your Organs we will be taking a visit into the bowels of the body.//

As we have been learning about the organs in the body, and about multi-modal texts, today we will begin working towards creating a TV show that interviews the organs in the human body.

There will be 4 parts to creating the tv show, the script, stage set-up, camera angles and finally the filming. ||
 * ===**__Teaching strategy/Learning__ __Activity:__**=== ||
 * **Students will ……** |||| **Teacher will…** ||
 * Watch a TV show twice where an interview is taking place. One example would be the 60 Minutes interview with Jamie Neale. A short 5 minute excerpt is sufficient.

On second viewing:

Two students observe the spoken grammar. Fill out worksheet. Appendix 5a Two students observe the visual grammar of how the stage is set up and the camera angles. Fill out worksheet. Appendix 5b

Within their groups, each person shares their observations. Have one scribe collate everything in one book and students ask questions to clarify meaning.

One member from one group at a time picks their organ from the hat.

Students then brainstorm some ideas for how they plan on creating their show.

As a class, we jointly construct a dialogue script on the board.

Groups work together to create their script. |||| Separate students into groups of 4. Mixed abilities. Teacher calls out names for children to move from tables to sit with their group on the floor.

We will be watching part of an interview twice and so on the first viewing, I want us to just get an idea of what is happening.

After first viewing: What was the interview about? What are some of the challenges and problems you would face if you got lost in the bush for 12 days? What are some of the effects of those problems on a person's body?

Explain that in their groups they will now each take down notes for what they observe in the interview. They will use a checklist to mark down observations.

Watch the interview a second time.

Each group is given a Directors Book for compiling their notes and ideas. Revise the necessary components of effective and respectful group work.

Explain the concept for the Interview that the students will be producing. We will be creating our own interview to be filmed, so using the features you have identified as a guide, for this lesson and the next 2 lessons, we will create a script, set up the stage and do the filming for the interview. The topic for the interview will be about the human body and each group will receive one body organ to be interviewed about.

Inside this hat is the organ that your group will design an interview for.

Within their groups, they now begin to brainstorm some ideas for what they want to do to create their show.

Teacher leads discussion for constructing a script. What does an interview need to start with? What are some questions that we can ask an organ to learn more about the organ? How should an interview end?

Teacher goes around to each group giving assistance where needed. ||
 * __Concluding strategy:__

Reading the scripts like a reading theatre, 2 students for each group share their scripts with another pair from another group. The other 2 students are then listening to another pair share their script with them. Students give each other feedback on their scripts. ||
 * **Assessment:**
 * Check their Directors Book to give appropriate and timely feedback on written/visual grammar aspects.
 * Observation of their participation in class discussion and small group work. ||
 * **Any special considerations or contingency plans:**
 * group/ pair up students with special needs or language difficulties with more capable students to promote peer assistance. ||
 * **Self-reflection:**
 * Were students engaged throughout the lesson/tasks?
 * Did the tasks cater for students'' abilities?
 * Were the indicators/goals/outcomes achieved?
 * Was each part of the lesson completed in the allocated time frames?
 * How could this lesson improve/ what issues or misconceptions need to be addressed? ||