What+is+waste?

What is waste? Lesson Two
-Students identify the interactions between people and recycling systems. -Students demonstrate understanding of the different types of waste and recycling. - Identifies features of visual text and how it creates meaning. - Students explain features of the text type to peers |||| ** ASSESSMENT: ** Through observation, class and group discussions and final presentation assess students on their ability to: - Can students understand and identify that there are different types of waste and recycling? - Can students correctly analyse the features of the visual text assigned to them? - Can students create meaning by explaining their answers to the rest of the class? || .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . From lesson 1 what can they tell you about recycling?What is it?What is the difference between waste and recycling? Are there different types of recycling?What things can people recycle? Ask if around their house they have seen different colour bins. What might the different colours mean? (direct discussion so students understand that there is different types of waste) . . . . . Looking at picture number 1: Divide students into groups. Each group will focus on a different area of the visual text answering questions given to them. (they don’t have to write down answers, can just be discussion) Students once answered their questions then share their answers with the rest of the class.Explain to class that they now should understand that there are different types of waste. (household, organic and recycling). . . . . . . . . . . . . . . . .. . . . .. . .. . . . . . Explain that there is also different types/categories of recycling. Look at image number 2.As a class discuss this using the questions they answered for image number 1. . . As a class summarise what are the 3 different types of waste? What are the different types of recycling? Teacher has a list of random items of rubbish (or can just name items off top of their head). Students one at a time, going round in the circle have to say which bin that item would go in. If it is a recyclable they have to say what type it is (ie. Coca-cola can: recycling: cans) |||| - Students engage in class discussion . . . . . . . . . . . . What is the image about? (narrative) What is it trying to tell the audience? (circumstances) How is the image laid out to make it clear what type of rubbish goes in what bin? (vectors) Make general notes about how the image is labelled using headings and sub-headings (classification, analytical structure) Is the image an offer of how to recycle or it directly demanding its viewer what to do? (contact: offer/demand) Is it a close, medium or long shot? (social distance)How does the colour coding help to understand the text? (modality: colour, representation) Which direction do you read this text, from left to right or top to bottom? Or both? Is the layout clear or confusing? (salience: triptych) How is the information spread around the page? (information value) If you had to draw frames around the different sections of this diagram where would you draw them? Why? (Framing) . . . Students look at diagrams and answer questions. . . . . . Students sitting in circle on the floor ||. . . . . . . . . . . . . . - Image number 1 - Question sheets for each group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - Image number 2 ||
 * ** UNIT TITLE: Let's Recycle! ** ||
 * ** LESSON: ** (2/10) 1 hour |||| ** STAGE: ** Stage 2 ||
 * ** LESSON OUTCOMES and Indicators: **
 * //(HSIE) SSS2.7Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment//**
 * RS2.8 //Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.//**
 * ** PART AND TIMING ** || ** Teacher ** |||| ** Students ** || ** RESOURCES ** ||
 * ** Introduction **
 * (10mins)**
 * Body: Activity 1**
 * (20mins)**
 * Body: Activity 2**
 * (20mins)**
 * Conclusion**
 * (10mins)** || Explain to students that today they will be looking more closely at recycling.
 * Group 1: Representational meaning.**
 * Group 2: Interactive meaning.**
 * Group 3: Compositional meaning.**


 * Teacher Evaluation**
 * -Where the students engaged in the tasks?**
 * -Was there an appropriate amount of challenge set in the tasks and activities?**
 * -Were students able to demonstrate their understandings during discussion and written reflection?**
 * -Were my teaching strategies effective in supporting students learning?**


 * Picture One:**


 * Picture Two:**