Overview of Unit of Work
Focus outcome: HSIE: SSS2.7 Describes how and why people and technologies interact to meet needs and explain the effects of these interactions on people and the envrionment
Initial Activities to build the field of knowledge
-Define recycling in groups and draw a concept map about how materials are recycled and what recycled materials can be used for. This will indicate students knowledge of recycling systems and materials.
- to assess prior knowledge about topic, ask students to select items in the classroom that can be recycled.
-Students interview parents, neighbours, school canteen to investigate recycling in their community, and what materials get recycled.

*Lesson 1
In this lesson students view a video and explore meanings through representation. Students distinguish the differences between waste and recyclable materials, and compose a jingle that will promote awareness in the community about recyclable materials and responsible waste disposal. Students consider audience, language features and meanings in their written jingle. In the final activity student groups explore places in their community and materials that are recycled. They also examine the roles and responsibilities of people in recycling materials in these places.
*Lesson 2:
In this lesson students will be looking at classifying different types of waste and recycling. To do this they will be analysing two different visual texts looking at how its composition and various features create meaning and help the reader to understand firstly various types of rubbish and secondly the cycle of recycling from consumption of the product to disposal and recycling in a factory.

* Lesson 3:
In this lesson students will be investigating how the language of texts can persuade the reader into certain perspectives. Students will focus on examining their local council websites, searching for information about waste and where the waste from that area is taken. Through analysing the interactions between people and their waste, students will be concentrating on how those websites present this information and the language they use.
*Lesson 4:
Students learn about Glass and Paper recycling processes. The lessons focus is on viewing and analysing scripts and presenting spoken information. Students analyse language features and structure of a written script, and devise a checklist they will use when drafting a script for their multimodal video presentation. This lesson provides scaffolding for students, as it demonstrates structural and possible language features of a script and ways to engage and interest their targeted audience. Students can also consider the subject manner and sequence they would like to present their information on recycling.

Lesson 5:
This lesson will be focussing on the different types of recycling, as introduced in lesson 2. In particular investigation will be aimed towards glass and can recycling. Prior to the lesson students will be asked to bring in a aluminium can which would normally be thrown out. The class learn about 'can' and 'glass' recycling and as a class will sort through the cans brought in that can be recycled. Class discuses how cans are recycled, and things they could use cans for before they throw them out. Every class member will then turn their 'can' into a vase for a flower they pick from the playground. Teacher supplies paints and other resources for students to create their vase.
Lesson 6:
This lesson will focus on paper recycling. Students will learn about peoples use of paper, waste levels and ways of recycling paper. Identify the millions of trees that must be cut down every year to make our paper. Initiate a class discussion about how we can recycle paper in the classroom. Inform students that in this lesson we will be making paper. Teacher writes up instructions, demonstrates, hands out resources. Each group creates recycled paper from their scrap paper in the paper bin. Groups will then present their paper and explain to the class why it is a good idea to recycle paper and how important it is to put paper in the paper bin for it to be recycled.
Lesson 7:
Planning of Multimodal text (a video). In this lesson, the video structure is negotiated. Groups and their parts are allocated and students begin to compose
their script for their scene. They will also research information for their part. Students use information and scaffolding from lessons 3 and 4 about persuasive language and scripting factual information which assists them in writing their script.
Lesson 8:
Student groups consider setting, lighting, props and visual aids that will support their presentation in the video. In the lesson these are organised/constructed and prepared for the next lesson (eg. flow chart, diagrams). Students are allowed time to rehearse their presentation as it will be filmed in the following lesson.
Lesson 9:
Filming of the groups parts is carried out during the lesson. Groups Edit their parts in the Computer lab, adding sound and visual effects where appropriate with the assistance of the teacher and librarian.
Lesson 10: In this lesson, the class views the video, analysing visual features of the video and the information that is presented. The class evaluates the created text, discussing the sound and visual features and information presented.