Resources

__Resources __ Main Resource: Dont Throw it away

**1. Video "Recycling a bottle-Flashmob style" - relates to lesson Amedia type="youtube" key="GYnd5JRu86E" height="253" width="520" align="right"**

This video portrays a Flash-Mob style dramatization about the responsibilities that people have to recycle. This resource will be used in the opening lesson for the Unit of work on recycling. The video is relevant to the teaching of the HSIE outcome because it allows students to examine and reflect the feature of recycling processes and systems in their community, as well as to explore people’s attitudes towards recycling. The level of suspense and exaggerated aspects of the video are effective in engaging the viewer’s interest, and will provide a motivating introduction to the unit. It allows a broad scope for discussion about the importance of recycling, attitudes, roles and systems in place and the environment. Aspects of literacy that could be explored are discussing how writers relate to readers, interpreting meaning. These are reflected in the English Syllabus outcome RS2.7. Furthermore visual literacy could also be explored by students analysing representation and visual features of the film and symbolic meanings.

**2. Recycling flow-chart diagram - relates to lesson B**

This resource is a flow-chart diagram which will be used as a catalyst to help students develop their proficiency in the area of visual literacy which is the focus of Lesson B. The diagram explains the phases of waste in the recycling process and will assist students in understanding what waste actually is (used products) and what happens to it once it has finished being used. Using this text will help students reach English outcomes for example RS2.8 as they look at the key features of different text types, in this case a visual text. As should be noted from this specific lesson plan, specific visual analytical terminology will not be used because it could confuse students at this young stage. Instead they are gaining an understanding of how to analyse basic visual concepts through guided questions, building on their ground knowledge of words such as what a ‘vector’ is. Callow (2006, p.9) states that “teaching about visual literacy should provide students with a sound understanding of visual and multimodal texts”. Therefore this text will help them throughout this unit of work as students go on to look at more specific types of recycling e.g. glass, can and paper and finally to create their multimodal text, a class video about recycling. In relation to the HSIE syllabus this resource relates to outcome SSS2.7 as students look at how technologies interact with people to meet needs and what impact this has on the environment. Here students explore the relationship between people as consumers and their role in recycling and developing their knowledge of different types of recycling. Thus evidently this resource can be effectively used to assist with learning about waste and recycling in this unit of work.

**3. Bankstown Council Website - relates to lesson C**

This website can be found at the following URL: http://www.bankstown.nsw.gov.au/Rubbish-Services/default.aspx This resource serves several purposes for its placement in lesson C. The website demonstrates an informative factual text can educate students on waste and recycling in the local area of Bankstown. The text also displays a clear perspective towards waste disposal. The text is particularly relevant when focusing on HSIE syllabus outcome SSS2.7. Students are able to see the interactions between people, recycling and waste and see the implications for such actions. The site talks about the negatives of general waste going to rubbish dumps. Students can immediately see the implications for creating too much general waste and for not sorting through rubbish to find recyclable materials. The English syllabus outcome RS2.8 can also be focused on through the use of this website. Prior to viewing the particular website students have learnt about certain grammatical features such as evaluative language, modality and persuasive writing. The following website creates a perfect opportunity to practice the identification and motive behind the use to such language. The text presents persuasive yet informative language when describing the process of rubbish removal. Students will be able to see the author’s use of adjectives, modality levels of high frequency and quantities, as well as see the implicit and explicit evaluative language and mood used.

**4. "Story of Stuff" Annotated Script- relates to lesson D** This can be accessed by using the following link: __[]__ This is an annotated script of a short film documentary about recycling and consumerism. The text is quite complex and technical at times, therefore its use in the lesson will be limited to the analysis of the first introduction page only. This will be scaffolded by the teacher identifying and scaffolding unfamiliar vocabulary and clarifying meaning/information where necessary. The resource is relevant to the HSIE outcome as the script as it investigates how materials are reused, and briefly outlines the systems and processes in place to recycle materials. Aspects of literacy that are explored through the lessons include a focus on analysing the language and structural features of the script. Students also examine how ideas are communicated, and how the author/speaker engages and interacts with her listeners.