Stage 1 Science and Technology: Picture It Communicating through pictures

Stage 1 Foundation Statement

Students conduct guided investigations by following a series of steps that include questioning ma!ing and testing predictions collecting and recording data observing patterns and suggesting possible e"planations# They select and safely use a range of equipment computer$based technology and other resources to investigate and e"plore# Students follow a guided design process to create products including information products services and built environments# They draw and model design ideas using accepted methods and practices# They select and safely use a range of equipment computer$based technology and other resources when designing and ma!ing# Students identify and describe ways in which living things grow and change# They identify a variety of energy forms and describe their use in the community# Students describe ways in which living things depend on the %arth and its environment# They identify how the properties of natural and made materials relate to their use# Students identify the difference between natural and built environments and model built environments designed to suit the needs of users# They communicate messages using a variety of media and technologies# Students describe and apply production processes using a range of materials and techniques to grow ma!e or process products#

English *iscussing common features of stories +narrative, - characters setting and events structure# %ncouraging students to draft revise.edit and publish stories# Mathematics Comparing groups using pictorial representations# /sing photographs to e"plore simple mathematics concepts# Human Society and its Environment /sing s!ills developed in this unit to e"tend ways of organising and presenting information# Personal Development, Health and Physical Education /sing movement to communicate ideas messages or a story# Creative and Practical Arts 0isual (rts: sequence using mediated images eg as!ing questions loo!ing at pictures#

&in!s to other '&()s

1utcomes 2 &earning Processes

Investigating
INV S !" Conducts guided investigations #y o#serving, $uestioning, predicting, collecting and recording data and suggesting possi#le e%planations!

*esigning and 3a!ing

DM S !& Develops and implements o'n design ideas in response to an investigation o( needs and 'ants!

/sing Technology
)* S !+ Selects and uses a range o( e$uipment, computer,#ased technology, materials and other resources to underta-e an investigation or design tas-!

.utcomes and Indicators

IC S1#4: Creates a range of information products and communicates using a variety of media#
Indicators 5 designs and ma!es signs that indicate different activity areas in a range of languages for the classroom.school 5 uses paint cardboard glue and natural materials to create mas!s for different cultural celebrations 5 e"plores ob6ects using a limited number of senses +eg touch and hearing, and describes findings 5 identifies draws and classifies a range of signs symbols and icons and labels drawings to show their meaning 5 identifies a range of devices that are used to help our senses and classifies these according to the senses used 5 gives reasons for different information on pac!aging when designing and producing a container for (n7ac biscuits 5 wor!ing in groups designs a poster advertising a play and photocopies the poster for school distribution 5 uses an overhead pro6ector to retell a narrative using shadow figures or silhouettes 5 with teacher assistance downloads images from a digital camera for publication eg on the school website or in print#

8esources

Te"ts posters and resources based on programs# communicating through pictures # 5 %ncourage peer evaluation of the stories created#

5 1bserve students designing and ma!ing their visual

(ssessment

5 9ave students e"plain how they would create a mood using only pictures or te"tures#

Summative %valuation

&earning %"periences:
:ee!. s :ee! 1 &earning %"periences *ate

)nit Introduction!
:hat do we already !now about communicating through pictures; <rainstorm using mind map etc# Share a story visual te"t sites on the internet based on the /nit to build up bac!ground !nowledge# %ncourage children to share what they already !now about the unit with others# :hat are our 1utcomes; :hat do we hope to learn by the conclusion of the /nit; Title Page#

:ee! . s 4 2=

Design and ma-e a visual program accompanied #y a sound trac-!

*ecide on a story +or ideas, to be told# Consider traditional stories from various cultures# Choose a way of presenting the pictures and sounds or te"t eg tape.slide sequences photo story +using photos drawings or 19P transparencies, with spo!en.performed soundtrac!# Create an image for each part of the story# Consider the information to be included and how it will appear# Thin! about how to create the feel required# Select and produce sounds that might accompany the story# *evise a way of ensuring the soundtrac! matches the pictures when presented# Present the program# %valuate in terms of audience en6oyment as well as personal satisfaction#

:ee!.s > $ ?

Investigate ho' pictures can give us in(ormation!

@ather a variety of pictures photographs drawings# Identify what is happening.present in the image# @roup images according to different criteria eg colours things that seem far away people places# *iscuss artistic elements$ patterns colour creating mood space layout closeness.distance arrangement of figures te"ture moods etc#

:ee! A

/evision and Catch )p

&earning %"periences:
:ee!. s &earning %"periences :ee!s B and C )se te%t and graphics so(t'are to create a visual story! %"plore graphics available in the pac!age eg bac!grounds characters ob6ects# Combine selected elements to create visual scenes# %valuate# :rite captions using te"t facility or word processor or add a sound trac!# *esign a title page and credits# Publish story by viewing on screen and playing the soundtrac! recording story and soundtrac! on video or printing# Share with other students# :ee! D *ate

Investigate ho' pictures can #e com#ined to tell a story!

Identify how photos.images are part of continuing events# Suggest what may have come before the image what will happen ne"t# (fter some practice students create stories from a given picture# @roups use the same image and each creates a story# Compare stories and note differences# Suggest reasons for these# /sing a number of images sequence them to tell a story# Tell a story based on a given sequence of pictures# Compare results with other groups with the same pictures in the same sequence or the same pictures in a different order# (dd captions and display# Compare results from different groups# 8earrange images to tell a different story# Consider whether all images are needed#

:ee! 1E

/evision! 8eflect on the mind map etc from :ee! 1 and now in another colour add what else the class has learnt on this topic# %valuate unit and allow time for children to reflect over their wor! and to summerise in their own words what their greatest learnings were throughout this unit# Assessment $1bserve students designing and ma!ing their visual programs# %ncourage peer evaluations of the stories created# $9ave students e"plain how they would create a mood using only pictures or te"tures#