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FOCUS OUTCOME:
and Technology:
LT
LT S2.3 Identifies their environment.
RATIONALE:
RATIONALE: Exploration of the Human Body allows students opportunities for using appropriate technical language in a variety of contexts rather than the typical textbook. The multimodal literacy approach is highly effective in teaching science and technology because it allows students to see a concept through different lens of visual and written. The constant aim of science and technology and indeed any subject is to transfer knowledge into the real world and a multimodal approach ensures that learning takes place in a meaningful holistic way, that is not limited to only textbooks. Not only is the multimodal approach conducive to learning science and technology, many resources within the KLA are also good resources for looking at different written and visual grammar aspects.

Resources
Use this page to share allA list of helpful resources. Texts, videos, programs...etcresources for teacherts and students alike to use.
Title of Resource
Type of Resource

Appendix for Lesson 3
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Focus: How to draw and label scientific diagrams (relate to previous lesson)
Outcomes (English / other KLA):
ScienceScience: LTS2.3
English
English: TS2.1, TS2.2,
Brief description of what will be taught:
Students will consolidate their knowledge on how visual and written text support one another. The focus is then placed upon the visuals in scientific texts where students study and determine the common features in scientific drawings. Here, they learn to understand why such features are used in scientific drawings and how to apply these features into their own scientific drawings.
English: TS2.1, TS2.2
Description: Students will look at movies about the different body systems, and discuss how the written, visual and audio aspects combine to portray information. Students will be in groups for this task.
Visual Grammar SABRINA
Topic: Visual Grammar of camera techniques
Focus: camera angles and shots
Outcomes: Science:
Science: LT S2.3
English: RS2.5
Description: Children examine the different effects a certain shot will have on an image. ie. close up, long shot, framing, from behind, from the side etc.
Lesson 6 Scaffolding SABRINA
Topic: Storyboard Development
Focus: learning how to write storyboards (how the visual allows the reader to see what the scenes will look like - a major advantage over a script due to its visuals).
other KLA): Science:
Science: LT S2.3
English: WS2.9
Description: Students learn about how storyboards are important for creating multimodal texts and are exposed to different scenarios that they can create a storyboard for. This will specifically incorporate the previous lesson of camera techniques and framing.
Lesson 7 Written Grammar
Topic: Interview questions

English: WS2.9
Description: Lesson begins with "organ riddles" to engage students with the lesson focus. Teacher then reads "What about the human body?" (non-fiction text) up to page 10 to the class, before modeling and guiding students to write a descriptive sentence and paragraph about a selected organ.
Lesson**Lesson 4 MultimodalMultimodal**
Topic: Body systems
Focus: Investigating how many modes enhance the meaning of a text.

English: WS2.9
Description: Lesson begins with "organ riddles" to engage students with the lesson focus. Teacher then reads "What about the human body?" (non-fiction text) up to page 10 to the class, before modeling and guiding students to write a descriptive sentence and paragraph about a selected organ.
4 Multimodal
Topic: Body systems
Focus: Investigating how many modes enhance the meaning of a text.
English:TS2.1, TS2.2
Description: Students film and edit their TV interviews using the scaffolds they have created from their storyboards and scripts. Editing is done using a computer program where sound effects and captions can be added. Children give a summary of their idea and considerations that were taken into account when developing the show. Videos will be shared with the whole class.
logical sequence
Of the ten lessons in this unit, the five key lessons that will be further explored include:
Lesson 1: Introduction
Lesson 2: Visual Grammar
Lesson 3: Written Grammar
4: Multimodal
Lesson 8: Rich multimodal task
These five lessons clearly follow a logical sequence as each builds upon knowledge gained from the previous lesson to develop and create new knowledge in both Science and English. That is, the first lesson begins with an overview of organs and systems of the human body, which provides background knowledge for the focus on the digestive system in the second lesson. The third lesson also builds on knowledge of descriptive language gained from the first lesson for students to write a descriptive paragraph of a particular human body organ. Lessons 4 and 8 draw then draw from all the knowledge and understanding gained from each of the first 3 lessons of the unit to scaffold students’ understanding of what they are expected to achieve by the end of the unit. This is achieved by providing students a more refined focus on how meaning is constructed through the multimodal aspects of a text. Ultimately, each of these 5 lessons is designed in such a way as to build up a bank of background knowledge in Science content as well as an understanding of grammar and multiliteracies, to aid students in the making of the rich and meaningful multimodal task at the conclusion of the unit.
Multimodal Task
The
The rich multimodal multimodal setting.
The task is a talk as performance task that takes into account the audience. Students will need to develop clear questions and develop the context for the audience.
The video of the interview develops a student’s understanding of multiliteracies. Where the textual is related to the visual, audio and spatial (Cope and Kalantzis, 2000). Each element is looked at individually and as a whole to create the final product.
The rich multimodal task is separated into 3 lessons. First lesson reviews their knowledge of visual and spoken grammar, and students begin to construct their script. Second lesson reviews their knowledge of creating storyboards and students then begin to create the storyboard for their TV Interview. Third lesson compiles both previous lessons through filming and editing to create a final product. Students share with the class what they have made and the process they went through to achieve the final product.
Lesson
Topic Focus
Lesson 1
Introduction
Lesson 2
Visual Grammar
Lesson 3
Written Grammar
Lesson 4
Multimodal Task
Lesson 5
Scaffolding for rich multi-modal Task

Individual Pages
WIKI ASSESSMENT II:
Lesson PlansPlan Sequence
LP 1 - Introduction
LP 2 - Visual Grammar>>

Sequence of Lesson Plans
Lesson 1 Introduction
& systems
Focus:
Focus: To establish human body.
Outcomes:
Science:
Outcomes:
Science: LT S2.3
English:TS2.1,
English:TS2.1, TS2.2, RS2.5
Description: In groups students draw organs of the human body on butcher's paper. Students will then work in pairs to play an interactive game which both assesses and develops their current understanding of organs and their respective body systems and explores how systems and organs must work together for a fully functioning body. Knowledge gained from this activity will be used by students to assess their group drawings of the human body and identify what they would change, with an emphasis on using descriptive language.
Lesson 2 Visual Grammar
scientific drawings
Focus:
Focus: How to previous lesson)
Outcomes
Outcomes (English / other KLA):
Science
Science LTS2.3
English
English TS2.1, TS2.2, RS2.5
Brief
Brief description of be taught:
Students will consolidate their knowledge on how visual and written text support one another. The focus is then placed upon the visuals in scientific texts where students study and determine the common features in scientific drawings. Here, they learn to understand why such features are used in scientific drawings and how to apply these features into their own scientific drawings.
Lesson 3 Written Grammar
Body Organs
Focus:
Focus: Focus on descriptive language
Outcomes:
Science:
Outcomes:
Science: LT S2.3
English:
English: WS2.9
Description: Lesson begins with "organ riddles" to engage students with the lesson focus. Teacher then reads "What about the human body?" (non-fiction text) up to page 10 to the class, before modeling and guiding students to write a descriptive sentence and paragraph about a selected organ.
Lesson 4 Multimodal
Body systems
Focus:
Focus: Investigating how a text.
Outcomes:
Science:
Outcomes:
Science: LT S2.3
English:
English: TS2.1, TS2.2
Description: Students will look at movies about the different body systems, and discuss how the written, visual and audio aspects combine to portray information. Students will be in groups for this task.
Lesson 5 Visual Grammar SABRINA
Topic:
Focus:
Focus: camera angles and shots
Outcomes:
Outcomes: Science: LT S2.3
Description:
Lesson 6 Scaffolding SABRINA
Topic:
Focus:
Focus: learning how its visuals).
Outcomes
Outcomes (English / LT S2.3
Description:
Lesson 7 Written Grammar
Interview questions
Focus:
Focus: How to interview questions
Outcomes:
Science:
Outcomes:
Science: LT S2.3,
English:
English: WS2.14
Description: Students will watch examples of interviews to develop an understanding of the structure of interviews and effective questioning techniques.
Multimodal Task
Topic:
Topic: Creating a multimodal interview.
Focus:
Focus: To transfer their scripts.
Outcomes:
Science:
Outcomes:
Science: LT S2.3
Description: They engage with the stimulus of a TV Interview of someone who survived being lost in the wilderness. Students begin taking notes of certain elements of the interview and use these elements to begin forming ideas for their TV Show. The script is then developed within their groups.
Lesson 9 Rich Multimodal Task
multimodal interview.
Focus:
Focus: Development of storyboards
Outcomes:
Science:
Outcomes:
Science: LT S2.3
English:
English: WS2.9
Description: Bring together the elements of the multimodal tasks. Developing their story boards and incorporating appropriate camera angles. Additional components such as props can be developed by students if they desire to work on it outside of classtimes.
Lesson 10 Rich Multimodal Task
multimodal interview.
Focus:
Focus: Filming and TV Interview.
Outcomes:
Science:
Outcomes:
Science: LT S2.3
English:TS2.1,
English:TS2.1, TS2.2
Description: Students film and edit their TV interviews using the scaffolds they have created from their storyboards and scripts. Editing is done using a computer program where sound effects and captions can be added. Children give a summary of their idea and considerations that were taken into account when developing the show. Videos will be shared with the whole class.
Explanation of how the five lessons follow a logical sequence
Of the ten lessons in this unit, the five key lessons that will be further explored include:
Lesson 1: Introduction
Lesson 2: Visual Grammar
Lesson 3: Written Grammar
Lesson 4: Multimodal
Lesson 8: Rich multimodal task
These five lessons clearly follow a logical sequence as each builds upon knowledge gained from the previous lesson to develop and create new knowledge in both Science and English. That is, the first lesson begins with an overview of organs and systems of the human body, which provides background knowledge for the focus on the digestive system in the second lesson. The third lesson also builds on knowledge of descriptive language gained from the first lesson for students to write a descriptive paragraph of a particular human body organ. Lessons 4 and 8 draw then draw from all the knowledge and understanding gained from each of the first 3 lessons of the unit to scaffold students’ understanding of what they are expected to achieve by the end of the unit. This is achieved by providing students a more refined focus on how meaning is constructed through the multimodal aspects of a text. Ultimately, each of these 5 lessons is designed in such a way as to build up a bank of background knowledge in Science content as well as an understanding of grammar and multiliteracies, to aid students in the making of the rich and meaningful multimodal task at the conclusion of the unit.
Description of the Rich Multimodal Task
The rich multimodal task is a small group assignment that requires students to create and film their own TV Interview with a body organ. Students will be exposed to a few interviews and be given the opportunity to incorporate their knowledge of the body organs into a multimodal setting.
The task is a talk as performance task that takes into account the audience. Students will need to develop clear questions and develop the context for the audience.
The video of the interview develops a student’s understanding of multiliteracies. Where the textual is related to the visual, audio and spatial (Cope and Kalantzis, 2000). Each element is looked at individually and as a whole to create the final product.
The rich multimodal task is separated into 3 lessons. First lesson reviews their knowledge of visual and spoken grammar, and students begin to construct their script. Second lesson reviews their knowledge of creating storyboards and students then begin to create the storyboard for their TV Interview. Third lesson compiles both previous lessons through filming and editing to create a final product. Students share with the class what they have made and the process they went through to achieve the final product.
Lesson
Topic Focus

Sequence of Lesson Plans
CanLesson 1 Introduction
1. Topic: Overview: human body organs & systems
Focus: To establish students' prior knowledge of organs, develop students' use of adjectives to describe organs, and introduce students to the concept that different organs in the body are part of different body systems which work both independently and together to form a functioning human body.
Outcomes:
Science: LT S2.3
English:TS2.1, TS2.2, RS2.5
Description: In groups students draw organs of the human body on butcher's paper. Students will then work in pairs to play an interactive game which both assesses and develops their current understanding of organs and their respective body systems and explores how systems and organs must work together for a fully functioning body. Knowledge gained from this activity will be used by students to assess their group drawings of the human body and identify what they would change, with an emphasis on using descriptive language.
Lesson 2 Visual Grammar
Topic: Labeling scientific drawings
Focus: How to draw and label scientific diagrams (relate to previous lesson)
Outcomes (English / other KLA):
Science LTS2.3
English TS2.1, TS2.2, RS2.5
Brief description of what will be taught:
Students will consolidate their knowledge on how visual and written text support one another. The focus is then placed upon the visuals in scientific texts where students study and determine the common features in scientific drawings. Here, they learn to understand why such features are used in scientific drawings and how to apply these features into their own scientific drawings.
Lesson 3 Written Grammar
Topic: Written Grammar: Human Body Organs
Focus: Focus on developing descriptive language
Outcomes:
Science: LT S2.3
English: WS2.9
Description: Lesson begins with "organ riddles" to engage students with the lesson focus. Teacher then reads "What about the human body?" (non-fiction text) up to page 10 to the class, before modeling and guiding students to write a descriptive sentence and paragraph about a selected organ.
Lesson 4 Multimodal
Topic: Body systems
Focus: Investigating how many modes enhance the meaning of a text.
Outcomes:
Science: LT S2.3
English: TS2.1, TS2.2
Description: Students will look at movies about the different body systems, and discuss how the written, visual and audio aspects combine to portray information. Students will be in groups for this task.
Lesson 5 Visual Grammar SABRINA
Topic:
Focus: camera angles and shots
Outcomes: Science: LT S2.3
Description:
Lesson 6 Scaffolding SABRINA
Topic:
Focus: learning how to write storyboards (how the visual allows the reader to see what the scenes will look like - a major advantage over a script due to its visuals).
Outcomes (English / other KLA): Science: LT S2.3
Description:
Lesson 7 Written Grammar
Topic: Interview questions
Focus: How to write interview questions
Outcomes:
Science: LT S2.3,
English: WS2.14
Description: Students will watch examples of interviews to develop an understanding of the structure of interviews and effective questioning techniques.
Lesson 8 Rich Multimodal Task
Topic: Creating a multimodal interview.
Focus: To transfer the skills and knowledge they have achieved from previous lessons to begin creating a TV Interview with body organs. Students develop their scripts.
Outcomes:
Science: LT S2.3
Description: They engage with the stimulus of a TV Interview of someone uploadwho survived being lost in the sequence please? I don't knowwilderness. Students begin taking notes of certain elements of the interview and use these elements to begin forming ideas for their TV Show. The script is then developed within their groups.
Lesson 9 Rich Multimodal Task
Topic: Creating a multimodal interview.
Focus: Development of storyboards
Outcomes:
Science: LT S2.3
English: WS2.9
Description: Bring together the elements of the multimodal tasks. Developing their story boards and incorporating appropriate camera angles. Additional components such as props can be developed by students if they desire to work on it outside of classtimes.
Lesson 10 Rich Multimodal Task
Topic: Creating a multimodal interview.
Focus: Filming and editing the ideas they have created to have a final product of a TV Interview.
Outcomes:
Science: LT S2.3
English:TS2.1, TS2.2
Description: Students film and edit their TV interviews using the scaffolds they have created from their storyboards and scripts. Editing is done using a computer program where i put my copy.sound effects and captions can be added. Children give a summary of their idea and considerations that were taken into account when developing the show. Videos will be shared with the whole class.
Lesson
Topic Focus