Unit Title: Caring for Our World
Lesson: 7
Stage 2 Year: 4
Duration: 60 min
Outcomes

RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.

ENS2.6 – Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
Evidence of Learning / Assessment

Students will:

- Identify ways that humans can both harm sea turtles and help sea turtles.
- Suggest ways that humans can help prevent damage to sea turtles.
- Learn about the techniques used in film making.
- Complete a worksheet identifying film techniques in the video.
- Complete a worksheet identifying different types of shots and angles used in film.
- Jointly construct a one-minute film as a class.
Prior Knowledge: This lesson forms part of an integrated unit on humans’ impact on the environment. Students have been developing their understanding of the ways in which humans have impacted upon natural environments and wildlife, and have researched conservation groups and the ways in which they aim to protect natural environments. They have begun to consider ways in which humans can aim to reverse or reduce the damage caused to the natural environment.
Lesson Focus/Aim: To introduce elements of multimodal grammar to the students and develop their understanding of techniques that filmmakers use for certain purposes and for students to understand that humans can have a positive affect on wildlife as well as negative.
Indicators:
Students will
- Discusses the ways in which composers can communicate messages to their audiences through film.
- Identifies the use and purpose of sound effects, music, and voice style in film.
- Identifies the use and purpose of specific shots and angles in film
- Identifies the use and purpose of written language in film
Assessment Strategies
Teacher will
- Facilitate and monitor discussion, explaining the use and purpose of specific film techniques and taking note of significant responses.
- Provide students with worksheets and monitor progress.
- Facilitate the collaborative making of a short film using the IWB.

Teaching and Learning Activities
Time
Resources
Introduction
The teacher will facilitate discussion and reflection on ways that humans have impacted on the environment and how we can try to reduce the damage. Students will reflect on the term endangered and what that entails.

The teacher will explain that the class will be watching a video about an endangered species called the Loggerhead Sea Turtle and will play the video on the IWB.
10 mins
- Interactive Whiteboard (IWB)

http://planetgreen.dis covery.com/videos/ operation-wild/

Click on “Sick Turtle” video
Body
Activity 1
Teacher facilitates discussion about what the video is about, and the relationship in this situation between the wildlife (sea turtle) and humans. Are the humans harming or helping the environment in this case? Students fill in worksheet to answer questions based on the video. Watch the video again if students are finding it difficult to remember its content.

Activity 2 –Part 1
The teacher explains to the students that when filmmakers are creating their films, they cleverly use certain techniques to make the video more interesting and to get the audience to feel a certain way. Some of the ways they do this is through visual techniques such as camera angles and shots, audio techniques such as music, sound effects and voices, and written techniques such as titles, subtitles and labels.

Have the students watch the video another time and ask them to look out for any techniques they can find.

After watching the video, ask students to share any techniques they may have noticed. This will help gauge what the students already know with regards to film techniques. Write these on the whiteboard.

Part 2
Tell the students that this time we will watch the video on specifically focus on audio techniques. Tell them to watch out for any background music or music at the beginning and end of the video, as well as any sound effects or voices. Give examples such as a siren or a horn.

Play the video and have students write down on the worksheet any audio techniques they hear while it plays. After the playing, have students share their responses, write them on the whiteboard if necessary and explain specific terms. Discuss why these techniques may have been used.

Part 3
Tell the students that this time we will be focussing on visual techniques. Have students look at the worksheet that explains the different camera angles and shots and talk through them.

Play the video again and ask the students this time to write down any visual techniques they see and where. After the viewing, share answers as a class. Discuss why the techniques may have been used.

Part 4
Tell the students that this time we will focus on written techniques and that they should specifically look out for any text that they see on the screen. This may be somebody’s name coming up on the screen or the title of the show.

Play the film and ask students to fill in their worksheets with any written techniques. Afterwards, discuss these as a class and why they may have been used.
10 mins


10 mins


5 mins


10 mins


5 mins
- 25 copies of “Sick Turtle” worksheet (Appendix A).
- pencils for students
-IWB with video.


- IWB
- Video
- Whiteboard
- Whiteboard marker


- IWB
- Whiteboard
- Whiteboard marker
- Analysis Worksheets (Appendix B)
- Video


- Visual techniques sheet (Appendix C).
- Analysis worksheet.
-Whiteboard and marker


Analysis worksheet.
Conclusion
As a class, construct a 1 minute film using the clips provided on the website “Jaycut”. This will give students a chance to begin to see how a film is put together. Choose some music for the background, different images or clips, sound effects and an opening title. Have children identify techniques as you go along. Have the children come up to the Smartboard and do the editing themselves.

Watch the film as a class.
10 mins
http://jaycut.com/video-editor-demo-landing

-IWB

Appendix A
Sick Turtle Video
What animal is featured in the video?


What sort of impact are the humans having on the animal: positive or negative?

How do you know?



Where are the people taking the turtle?

Why is it so important to save this one turtle?




Appendix B
external image worksheet2.jpg

Appendix C

__Sick Turtle Video
Film Techniques
List some audio techniques and how they were used from the video.**


Technique



How it was used

List some visual techniques and how they were used in the video.


Technique



How it was used

List some written techniques and how they were used in the video.


Technique



How it was used


**__