Unit+of+Work+Overview

TS2.1 TS2.2 || This lesson will be a starting point to the unit content. It will teach educate and inform students about making healthy choices in order to facilitate an active and well-balanced lifestyle. Students will be explicitly taught this content including our body and its need, different foods for growth and health, and physical activity. The chosen resource will be the government advertisement ‘Don’t Stop it, Swap It’ in the form of a YouTube clip (Resource 1). Students will then engage in an activity where they must choose to strongly agree, agree, disagree or strongly disagree to a statement regarding health and wellbeing. Students are encouraged justify their opinion to the rest of the class on the grounds that there are no right or wrong answers.
 * ** Lesson Number ** || ** Outcomes ** || ** Content ** ||
 * ** 1. ** Introduction to Health & Wellbeing || ** [PDHPE] ** PHS2.12, ALS2.6, SLS2.13 **[ENGLISH]**

See Lesson Plan 1. || TS2.1  WS2.9  WS2.10 || During this lesson, students will continue to build their content knowledge of adopting a healthy lifestyle. Students’ prior knowledge of expositions will be revisited in this lesson to scaffold students into writing their own short exposition in relation to the opinions made in Lesson 1. Students will be encouraged to use words with high modality (//will, certainly, have to)// in their expositions. The lesson will enable students to think critically in making healthy choices for themselves and facilitating an active and healthy lifestyle. || PHS2.12, **[ENGLISH]** TS2.1, RS2.8, WS2.9, WS2.10,  DRAS2.1 || Students will analyse a brochure (Resource 2) that advocates for healthy alternatives and choices in everyday life. Students will consider how the audience and purpose of this brochure affected its language and grammatical features, and then apply this knowledge and these skills to write three healthy tips for a specific audience. In this lesson, students will also learn about the different factors that may hinder people from choosing healthy options.
 * ** 2. ** Exposition || ** [PDHPE] ** PHS2.12, ALS2.6, SLS2.13 **[ENGLISH]**
 * ** 3. ** Healthy Choices & Tips || ** [PDHPE] **
 * [CREATIVE ARTS] **

See Lesson Plan 3. || PHS2.12 RS2.7,  TS2.2,  WS2.9 || In this lesson, students learn about how healthy promoting advertisements influence people’s decisions and actions which result changing living and eating habits. Through examining the text type closely, students deconstruct meaning using visual grammar cues they have been introduce for identifying the purpose and targeted audience of the text. Students will be asked to work in groups of four to annotate visual grammatical features (salience, reading path, layout, ideal/real and given/new and colour) that their given posters use. At the end, students will come together to present their ideas and identify how the visual concepts helped demonstrate the purpose and audience of the poster advertisement. This will lead into the next lesson where they will design their very own poster.
 * ** 4. ** Promoting Healthy Choices || ** [PDHPE] **
 * [ENGLISH] **

See Lesson Plan 4. || PHS2.12 RS2.7,  TS2.2  VAS2.2,  VAS2.4 || In this lesson, students are taught about mental, social and physical health and how diet and nutrition can affect all three areas of health. Students will discover the reason why marketing and advertising is a powerful tool in promoting national health initiatives. The main activity in this lesson requires students to work collaboratively in groups of four to design and make their own posters that relate to one of the five areas of health promoting lifestyles: ‘Be active everyday’, ‘drink more water’, ‘eat fruit and vegetables daily’, ‘replace computers with sports and active games’, and ‘choose healthier snack options’. Students relate back to previous lesson (Lesson 4) where they learnt about the different visual features of an effective poster to meet the criteria (Include: the slogan - 'Don't quit it! Switch it!, salience, reading path, ideal/real and given/new visual elements, colour and persuasive language). At the end of this lesson, each group presents their posters to the class and explains the visual layout, intended audience, purpose. With their explanation, students need to explain why they have chosen to display the way it is presented. This set the foundation for the lessons planned after this lesson where they will work in their existing groups to put together a class multimodal text. || PHS2.12 TS2.2, RS2.6 || Students will be separated into five groups of four and will be given the lesson to brainstorm and research their topic area for their final multimodal presentation. Students can use the library, computers and Internet as resources to gather information. The aim of this lesson is to have students collaborate in their groups to collect information and data about their designated topic. Surveys and interview questions are encouraged although these will need to be conducted in their own time. Students will be scaffolded by a worksheet that each group will need to fill in.
 * ** 5. ** Creating A Health Promoting Poster || ** [PDHPE] **
 * [ENGLISH] **
 * [CREATIVE ARTS] **
 * ** 6. ** Research Task || ** [PDHPE] **
 * [ENGLISH] **

See Appendix 2. || PHS2.12 TS2.1  RS2.7  WS2.9  DRAS2.1  DRAS2.3 || In this lesson, students learn about storyboards and how to use this medium as a visual outline of instruction. A storyboard helps plan for instructions, as students draw out in detail all the elements, it will also act as an aid to communicate thoughts and unite their ideas. By making a storyboard students will also have the chance to choose the appropriate language and visual features that they’ve learnt through out the unit of work, and will be able to apply these confidently in their storyboard. Students’ knowledge of persuasive language will be also reinforced (from Lesson 4) with an activity, which will then be assessed with their storyboard along with the research that they’ve accumulated from their previous lesson (Lesson 6).
 * ** 7. ** Storyboards || ** [PDHPE] **
 * [ENGLISH] **
 * [CREATIVE ARTS] **

See Lesson Plan 7. || PHS2.12 TS2.1  TS2.2  WS2.12 || Computer lab:
 * ** 8. ** Creating Multimodal Text Part I || ** [PDHPE] **
 * [ENGLISH] **

In this lesson students will have completed their storyboards and will be ready to take a step forward towards the making of their multimodal text, through the online tool //** Jaycut **// students are introduced to how to use the program – by first watching a video on YouTube [[] ] //[Previous to this lesson the teacher will have an account ready for students to access, so they can save their work, which must be labelled with their group name.]// This video will guide them step-by-step on how the program is used, however it is not expected for students to be instantly comfortable with the program. This lesson will have them start their multimodal text, but most importantly getting familiar and making sure all group members have a chance at using the program.

With the help of the storyboard as a guide, students will understand the purpose and importance of making a storyboard, prior to their final product for a greater effect. [As well as organisation benefits]

Students are encouraged to add and modify their videos at home, and gather more resources for the following last computer lesson. || PHS2.12 TS2.1 TS2.2 || Computer lab:
 * ** 9. ** Creating Multimodal Text Part II || ** [PDHPE] **
 * [ENGLISH] **

In this lesson students continue with their video making, students edit and change their video advertisement according what suits them best, as they discuss their storyboard may be altered and changed. Students experiment with other multi-literacies such as audio together with pictures, animation and text. Student can continue to use the Healthy Kids website as a model and resource channel along with YouTube videos that they were exposed to in lesson 7. This will be their last computer lesson; therefore students must finalise their video advertisement by the end of this lesson.

Students will still be allowed to make changes at their own time before the final lesson when they are to present their final production to the class. || PHS2.12 TS2.2 || In this final lesson, each group will present their multimodal text to the rest of the class. This will involve a brief introduction and explanation of the creation process as well as the intended purpose of the video. Students will be involved in peer assessing their classmates; this will be used as part of the summative assessment process by the teacher. After all the presentations a member of each group will be selected to form a panel to guide the whole class in combining the videos in a final presentation as a campaign to the rest of the school.
 * ** 10. ** Final Class Collaboration || ** [PDHPE] **
 * [ENGLISH] ** TS2.1,

See Appendix 3. ||