Ler-ree+&+Grace

CLEVER CONTAINERS (AN INTERGRATED UNIT OF WORK FOR LEVEL 4 VELS) Students will be asked to design and make a box to contain a nutritious cereal for their families breakfast. Students will be working in groups of 2 or 3, of which we have made. Groups will need to design a front cover for the box with information about the cereal. They will then script and perform a television advertisement to sell their product. **[|Unit Outline.doc] ** =__ 5 E's __=
 * ** 5E Model ** || ** Title of Lesson ** || ** Lesson number ** ||
 * **Engage** || Science || Lesson 12 ||
 * **Explore** || Science || Lesson 12 ||
 * **Explain** || Packaging of cereals || Lesson 13 ||
 * **Elaborate** || Exposition || Lesson 14 ||
 * **Evaluate** || Self-Reflection || Lesson 15 ||

//[|repetition.doc]// || Students will develop their own knowledge of how texts are constructed for particular purposes. ||=  || [|STUDENT CHECKLIST/COMMENT SHEET.doc] || //[|propaganda.doc]// ||= Students will comprehend and respond to audiovisual text forms that contain the unfamiliar concept of propaganda. With guidance, they reflect on ads in ways that develop considered and critical approaches to a range of texts. ||= Tim Cahill Ad - Weetbix Weetbix Kids Anthem
 * = **LESSON PLANS** ||= **DESCRIPTION** ||= **RESOURCES** || **ASSESSMENT** ||
 * = ** Lesson Plan 1 **
 * = ** Lesson Plan 2 **

media type="youtube" key="jN09P_-C0MI?fs=1" height="384" width="290"media type="youtube" key="hgWrpcWHCv0?fs=1" height="385" width="480" || Student Checklist/Comment Sheet ||
 * ** Lesson Plan 3 **[|perimeter.docx] || Students will be able to measure perimeter using metric units with accuracy. ||=  || [|Perimeter Worksheet.doc]

(Maths Pre Test before commencing whole maths unit of work) || //[|area.docx]// ||= Students will be able to measure area using metric units with accuracy. ||=  || Student Checklist/Comment Sheet || //[|area and perimeter.docx]// ||= Students will be able to measure perimeter and area using metric units with accuracy. ||= [|Grid Paper.doc] || Student Checklist/Comment Sheet || //[|volume.docx]// ||= Students will develop their knowledge of the concept ‘volume’, by looking at a shapes properties. ||=  || Student Checklist/Comment Sheet || //[|scripts.docx]// ||= Students will develop and demonstrate knowledge about the appropriate oral language for particular audiences and occasions; including body language and voice. ||= [|Just Like Peter Jackson Script .pdf] || Student Checklist/Comment Sheet || //[|nutrition.docx]// ||= Students will analyse and explain food choices by looking at a fact sheet and presenting the main points to the class. ||=  || [|NUTRITION PRESENTATION CHECKLIST.doc] || //[|box sizes.docx]// ||= Students identify the mathematical properties of shapes and incorporate the ideas of size and scale into descriptions of the features of these shapes. ||=  || Ensuring all students have drawn and labelled 3-dimensional shapes. || //[|author's purpose.docx]// ||= Students will read, interpret and respond to a range of purpose texts. They will analyse the texts and support their interpretations with evidence drawn from the text. ||= [|Authors Purpose Powerpoint .ppt] [|Authors Purpose Handout .doc] || Student Checklist/Comment Sheet || //[|scripting ad.docx]// ||= Students will develop and demonstrate knowledge about the appropriate oral language for particular audiences and occasions; including body language and voice. ||= [|Video Storyboard.pdf] [|Modelled piece of writing .docx] media type="youtube" key="9aI74-YHQGY?fs=1" height="201" width="339" || Presentation Checklist || //[|science.doc]// ||= Students will draw conclusions from the data they have collected as to why foods are packaged the way they are; thinking about materials, storage, function... etc. ||= [|food packaging.doc] ||   ||
 * = ** Lesson Plan 4 **
 * = ** Lesson Plan 5 **
 * = ** Lesson Plan 6 **
 * = ** Lesson Plan 7 **
 * = ** Lesson Plan 8 **
 * = ** Lesson Plan 9 **
 * = ** Lesson Plan 10 **
 * = ** Lesson Plan 11 **
 * = ** ENGAGE﻿/EXPLORE **
 * Lesson Plan 12 **
 * ** EXPLAIN ** ** Lesson Plan 13 ** [|Packaging of cereals.docx] || Students develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate. ||  ||   ||
 * ** ELABORATE ** ** Lesson Plan 14 ** [|Exposition piece of writing.docx] || Students write an expositon piece of writing stating why they think their cereal box is the best on the market. || Below are some samples of the students work: [|exposition_0015.pdf] [|exposition_0017.pdf] [|exposition_0021.pdf] || Work Samples ||
 * ** EVALUATE ** ** Lesson Plan 15 ** [|Presenting to class.doc] || <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: small;">As students work towards the achievement of Level 4 standards in Communication, they use their understanding of communication conventions to communicate effectively with peers and to respond appropriately when they are part of an audience. || [|STUDENT’S END PRODUCTS.ppt][[image:cereal_boxes.jpg width="325" height="265"]] || [|ADVERTISING RUBRIC.doc]

[|Rubric - Cereal Box.docx] ||


 * [|Grace's MSTIE SELF REFLECTION.pdf] **


 * __ Ler-ree's[| MSTIE SELF REFLECTION.pdf] __**


 * [|reference list for MSTIE.docx] **