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, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations. They select and safely use a range of equipment, computer-based technology and other resources to investigate and explore. 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 making. 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 Earth 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, make or process products.

English Discussing common features of stories (narrative) characters, setting and events, structure. Encouraging students to draft, revise/edit and publish stories. Mathematics Comparing groups using pictorial representations. Using photographs to explore simple mathematics concepts. Human Society and its Environment Using skills developed in this unit to extend ways of organising and presenting information. Personal Development, Health and Physical Education Using movement to communicate ideas, messages or a story. Creative and Practical Arts Visual Arts: sequence using mediated images, eg asking questions, looking at pictures.

Links to other KLAs

Outcomes Learning Processes

Investigating
INV S1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations.

Designing and Making

DM S1.8 Develops and implements own design ideas in response to an investigation of needs and wants.

Using Technology
UT S1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task.

Outcomes and Indicators

IC S1.2: Creates a range of information products and communicates using a variety of media.
Indicators designs and makes signs that indicate different activity areas in a range of languages for the classroom/school uses paint, cardboard, glue and natural materials to create masks for different cultural celebrations explores objects using a limited number of senses (eg touch and hearing) and describes findings identifies, draws and classifies a range of signs, symbols and icons, and labels drawings to show their meaning identifies a range of devices that are used to help our senses and classifies these according to the senses used gives reasons for different information on packaging when designing and producing a container for Anzac biscuits working in groups, designs a poster advertising a play and photocopies the poster for school distribution uses an overhead projector to retell a narrative using shadow figures or silhouettes with teacher assistance, downloads images from a digital camera for publication, eg on the school website or in print.

Resources

Texts, posters and resources based on programs. communicating through pictures . Encourage peer evaluation of the stories created.

Observe students designing and making their visual

Assessment

Have students explain how they would create a mood using only pictures or textures.

Summative Evaluation

Learning Experiences:
Week/ s Week 1 Learning Experiences Date

Unit Introduction.
What do we already know about communicating through pictures? Brainstorm using mind map, etc. Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others. What are our Outcomes? What do we hope to learn by the conclusion of the Unit? Title Page.

Week / s 2 3

Design and make a visual program accompanied by a sound track.

Decide on a story (or ideas) to be told. Consider traditional stories from various cultures. Choose a way of presenting the pictures and sounds or text, eg tape/slide sequences, photo story (using photos, drawings or OHP transparencies) with spoken/performed soundtrack. Create an image for each part of the story. Consider the information to be included and how it will appear. Think about how to create the feel required. Select and produce sounds that might accompany the story. Devise a way of ensuring the soundtrack matches the pictures when presented. Present the program. Evaluate in terms of audience enjoyment as well as personal satisfaction.

Week/s 4 - 5

Investigate how pictures can give us information.

Gather a variety of pictures, photographs, drawings. Identify what is happening/present in the image. Group images according to different criteria, eg colours, things that seem far away, people, places. Discuss artistic elements- patterns, colour creating mood, space, layout, closeness/distance, arrangement of figures, texture, moods etc.

Week 6

Revision and Catch Up

Learning Experiences:
Week/ s Learning Experiences Weeks 7 and 8 Use text and graphics software to create a visual story. Explore graphics available in the package, eg backgrounds, characters, objects. Combine selected elements to create visual scenes. Evaluate. Write captions using text facility or word processor or add a sound track. Design a title page and credits. Publish story by viewing on screen and playing the soundtrack, recording story and soundtrack on video or printing. Share with other students. Week 9 Date

Investigate how pictures can be combined to tell a story.

Identify how photos/images are part of continuing events. Suggest what may have come before the image, what will happen next. After some practice, students create stories from a given picture. Groups use the same image and each creates a story. Compare stories and note differences. Suggest reasons for these. Using 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. Add captions and display. Compare results from different groups. Rearrange images to tell a different story. Consider whether all images are needed.

Week 10

Revision. Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic. Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit. Assessment -Observe students designing and making their visual programs. Encourage peer evaluations of the stories created. -Have students explain how they would create a mood using only pictures or textures.