Lesson+1+of+10

**__Lesson One__** ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments. |||||||||| **Indicators:** - Identify various features of a visual text - Contribute to class discussions - Work in pairs and small groups to analyse and compare a series of related images - Identify how forces of change have altered the physical appearance of environments - Draw upon prior knowledge to brainstorm ideas as to why and how changes occur - Work individually to reflect and build upon the concepts learnt in the lesson || English RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a range of media and uses various listening strategies for different situations 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
 * **Lesson:** 1 of 10 |||||| **Unit:** Relationships with Places |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**KLA:** HSIE || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Stage/Year:** S2/Year 4 ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Outcomes:**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Cross-Curriculum Links:**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Creative Arts <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Focus the discussion a bit more by asking students to think of how they would describe The Rocks to someone that has never been there. Have students do this in pairs or small groups, depending upon how many of the students have been there before. Encourage students to be detailed in their descriptions of the buildings, shops, natural environment, streets and so on. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Observation of students’ talking and listening skills in their whole class, small group and pair discussions. ||||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Each pair will then meet up with another pair to share their answers and give feedback.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Timing** |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Teaching and Learning Strategies** |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Assessment** |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Resources** ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Introduction |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Begin by asking students if they have ever been to The Rocks before, and if so, describe some of the things they have seen or done there.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Body |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Show students some current photos of different parts of The Rocks on the IWB and discuss the visual features. Have students in pairs make notes on the following elements of the pictures: background/landscape, time (historical time and time of day, year etc.), relationships in the pictures. Ensure that these elements are discussed as a class and that the teacher goes through an example in order to model this activity to the students.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After this activity, ask students to brainstorm in small groups what they think The Rocks would have looked like 100 years ago. Have students write down their ideas on butcher's paper and encourage them to be explicit //Eg. No buses or taxis, different style of clothing worn, less-developed buildings//. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Show students the images from Resource 1 (the Laneway Murals from The Rocks). Ask students if they know what a mural is, and if not, explain that it is a piece of artwork applied directly onto a wall. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Discuss as a whole class some of the immediate differences that the students can notice between the murals and the current photos. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Students will then be instructed to work in small groups where they will be given a pair of photos (one old, one new) and will have to make a list of the differences and how these are captured in the image as well as brainstorming //why// they think these changes have occured. This will be completed using a worksheet. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Informal peer feedback and dialogue

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Teacher observation of student discussion.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Assessment of student's visual analysis and comparison of old and current photos. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">IWB

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Current photos of The Rocks

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Butcher's paper and textas for brainstorming

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Images of Laneway Murals

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Worksheets for comparing pictures ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Conclusion |||||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After completing the group task students will come together as a class to share their ideas. This will particularly focus on them sharing the ideas they came up with about why they think the changes have occured.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- After this class discussion students will be instructed to choose one change that they noticed, either from their own or another group's images, and write whether they think it is a good or bad change and why. This will act as a reflecting exercise to conclude the lesson, but will also be used in the next lesson which will introduce the concepts of heritage and preservation. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Observation of group work and class discussion

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Teacher will give oral and written feedback to the student's regarding their individual reflection and choice of "change" and how they have expressed this in writing. |||| <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Individual worksheet for recording selected "change" and their responses to this. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">- //Were the students engaged in the introduction? How did tthey respond to the initial question? Were all students catered for including those who were unable to share a personal experience of vsiting The Rocks?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">-//Were the students able to identify visual features of the images? Was there sufficient scaffolding of this?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Did the students work effectively in their pairs and small groups to complete the set tasks? Was there evidence of collaboration? Were all students involved?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Were students able to articulate their group findings to the class? Were students listening well to each other?// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//- Could the students successfully identify one source of change and develop an individual response to this based on the content of the lesson and their own knowledge?// ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Evaluation**