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Integrated Unit of Work: Stage 2 Science and Literacy

Written By: April Elliott
Unit of work: Science, Stage 2: What comes next..?

Content area Outcome

ST2-10LW - describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features
Summary of Content Relevant to Outcome

All living things have unique patterns of growth and development that they experience in their lifetimes from birth until death. Some animals, such as frogs and
butterflies, experience changes so abrupt that they are described as going through stages of metamorphosis. Each species also has a unique way of
reproducing that restarts the cycle of birth and death with subsequent generations. These natural processes are referred to broadly as life cycles and are a key
feature for distinguishing between living and non-living things (Board of Studies, NSW, 2012).
Everyday experiences, in conjunction with information extracted from factual texts, will aid students to recognise and describe sequential stages in a range of
different animal life cycles, particularly the butterfly. These stages should be explored in linear form (focusing on the development of a specific member of the
species) as well as secular form (focusing on the species in general and how the cycle is repeated). Students will describe physical attributes that pertain
specifically to different stages of metamorphosis. Students will represent this information using a range of appropriate forms including diagrams, time lines, and
selected written text forms (Board of Studies, NSW, 2012).





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Rationale

This sequence of five lessons is intended as one of the final segments in an integrated unit that aims to support students (especially EAL/D learners) develop
literacy in the context of the scientific field (de Courcy, Dooley, Jackson, Miller & Rushton, 2012).
Previously, students were introduced to two focus texts including a narrative and a factual text. In this segment, students will again use The Dream Tree as a
basic platform to make links between first hand knowledge of butterfly life cycles and the key, abstract terminology presented in Metamorphosis Changing
bodies. To support students establish these connections, the teacher will immerse them in a text rich environment that fosters multiple opportunities for talking
and listening tasks in which students will utilise this terminology to promote comprehension (Cairney, 2010). This strategy endorses principles of both
Intellectual practices 3 and 4, and allows EAL/D learners to practice oral communication in more formal registers (Gibbons, 2009).
In addition, this sequence will endorse principles of Intellectual Practice 2. Students will be scaffolded in their roles as transformers with tasks requiring them
to apply and record content knowledge in various written forms (that ultimately allude to the design and production of an imaginative, descriptive recount
inspired by the life cycles of butterflies) (Hill, 2012). Thus far, the instruction of specific language features within the unit has consisted of the content specific
vocabulary, effective expansion of nominal groups, personal pronouns, reformation of verbs into the past tense and complex sentence building. Students will
now revisit this terminology, along with feeling verbs, similes and sequencing to prepare them for their final written assessment (Board of Studies, NSW, 2012).
The mode of delivery for each lesson will be shaped by stages of the Teaching and Learning Cycle including field building, joint construction and independent
reading and writing. The inclusion of these strategies in the literacy program will deftly transition the control of the learning from the teacher to the students,
establishing a strong set of explicit scaffolds for all students, including EAL/D learners (Hill, 2012).
Ultimately, the activities in this unit have been built on a theoretical foundation that promotes high challenge and high support for all learners to establish
Vygotskys Zone of Proximal Development (Berk, 2011).

Key for Abbreviated In Text References
IP Intellectual Practice
T & L Talking and Listening
R & V Reading and Viewing
W & R Writing and Representing
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Lesson Plan 1 Revisiting Key Technical Language
AIMS To reinforce comprehension of key technical language associated with scientific concepts (namely the life cycle and metamorphosis of a
butterfly).
WHAT Technical Vocabulary: Metamorphosis, larva, caterpillar, nutrients, moult, chrysalis, pupa, butterfly.
Skills: Articulation and definition (describing the meaning of contextualised technical terms using everyday language).
HOW R & V: Teacher will display a word wall chart covered in the target technical vocabulary at the front of the room (a chart made collaboratively at
the start of the unit with Metamorphosis Changing Bodies as the source). Teacher then defines the purpose of the looming Modelled Reading
session; to find references to key terms in The Dream Tree and compare the different types of language used. The teacher then commences a
Modelled Reading session, extracting phrases and words related to terms on the word wall. For example, the teacher extracts the phrase build
a cocoon, identifies the scientific term chrysalis and rephrases (eg. form a chrysalis) (IP 3).
T & L: Students would then engage in a reverse of this process by playing a modified version of Barrier Crossword (Gibbons, 2009). Partner A
is provided with a technical vocabulary crossword with the down answers filled in. Partner B is provided with all the across answers. To fill their
whole crossword, partners must work together by articulating meaning in hopes of the other matching the key technical language (eg. 4 down is
a word used to describe when caterpillars shed their skin - moult) (IP 3).
ASSESS The teacher will observe students oral interactions to informally assess accuracy of definitions, ability to link key terms with respective meanings
(in this particular scientific context) and whether or not students utilise any scientific terms to help articulate the meaning of other scientific terms
(eg. 5 across is a stage of metamorphosis).
EAL/D
SUPPORT
As students actively recall, describe and use words in sentences their meaning is being reinforced in a way that makes clear links between
content knowledge and how it is effectively expressed using more abstract, technical terms (IP 4) (Gibbons, 2009). Comprehension is also
supported with the word wall as a visual reference. In addition, picture prompts could be provided to help students channel ideas during the
articulation process (ESL Steps: ESL curriculum framework K-6, 2005).


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Lesson Plan 2 - Expressing Emotion through Feeling Verbs
AIMS To introduce feeling verbs as structures that express opinion or emotion in a piece of writing. Student reflections on imagined situations initiate
thought about the severity of such physical changes and how it could affect everyday life.
WHAT Feeling Verbs: Past tense (adding ed to base form). Focus on their function to communicate feelings and evaluative opinions.
Skills: Application of feelings verbs to express theoretical emotions (imagined, past circumstances involving personal reflections).
HOW R & V: Teacher engages students in a shared reading of the text The Dream Tree. On each page, they will work collaboratively to examine
both the text and illustrations for clues about how the characters are feeling, particularly Patti. Teacher will create a word bank during the
reading for past tense feeling verbs, modelling how to express other emotive phrases/clues as feeling verbs (eg. loved, contented, enjoyed).
T & L: Students are divided into mixed ability groups, with each being allocated an imagined scenario. Utilising their knowledge of butterfly
metamorphosis as inspiration, students engage in substantive conversations about how their imagined situation might of made them feel
considering the affect it would have on day to day living (IP 4) (Appendix 2). Students will utilise feeling verbs in their dialogue, but will also
record any other language they use to express emotions on a piece of butchers paper. Students then present these ideas to the class,
justifying the feelings they had and adding any additional contributions from the class. Any new feeling verbs will be added to the class word
bank to display on the wall.
ASSESS Teacher will observe specific emotive language being utilised during group discussions as part of a formative assessment. In particular,
teachers will assess the recorded brainstorms to identify whether the language recorded was emotive, whether a variety of feeling verbs were
utilised and how strongly this language expressed emotion relevant to the assigned situations.
EAL/D
SUPPORT
The personal nature of the talking and listening tasks allows students to make meaningful text to self-connections. Students can draw on
familiar mediums such as imagination and emotion to help express abstract, high order thought (Cross, 2012).




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Lesson Plan 3 Enhancing Descriptions using Figurative Language (Similes)
AIMS To demonstrate how the incorporation of similes can enhance descriptions by creating poignant, visual imagery. This type of language
development will aid students to effectively describe the physical attributes of a butterfly at different stages of metamorphosis.
WHAT Similes: Focus on their function to intensify descriptions. Identify them as a form of figurative language.
Skills: Developing appropriate and effective similes from a variety of stem adjectives.
HOW R & V: Students review a poster of Patti the Caterpillar that they created earlier in the unit (which consisted of an image of Patti surrounded by
adjectives describing her appearance and physical attributes). Teacher presents a new image, this time of Patti the Butterfly. Teacher allows
time for students to study the image, and then continues to lead the class in a brainstorm of adjectives to describe Pattis new physical
attributes.
W &R: Teacher then picks one adjective and models how to create a simile starter around it (eg. Pattis wings are as delicate as.). Students
are then prompted to jointly construct the end of the sentence, recording at least three examples on interchangeable cardboard strips (eg. as
delicate as cobwebs etc.). Students then select a particular stage of metamorphosis as a source of inspiration to write their own similes. Teacher
should encourage the use of quality comparisons by introducing evaluative prompt questions (eg. Is my object of comparison delicate? Is the
way it is delicate similar to the way the wings are delicate? Cobwebs is more appropriate then glass because it tears, like wings).
ASSESS Teacher will check that written similes are built upon appropriate adjectives. The teacher will then formally assess how effectively the objects or
things being compared link to the stem adjectives in the context of the particular thing or phenomena they are describing.
EAL/D
SUPPORT
Similes development will be scaffolded with visual supports including images of things/stages/processes being described as well as two
separate word banks of field appropriate adjectives (de Courcy et al., 2012).





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Lesson Plan 4 Time Connectives and Event Sequence
AIMS To establish the sequence of physical changes/stages experienced by Patti in the text. Using their knowledge of typical butterfly life cycles,
students will project this knowledge to stages Patti would of experienced before and after the events in the text.
WHAT Time connectives: eg. In the beginning, Firstly, then, after that, a few days later, finally etc.
Skills: Recognition of time connectives as an indicator of sequence. Application of time connectives to establish cohesive sequencing.
HOW R & V: Teacher displays a number of sentences describing Pattis physical changes as she undergoes metamorphosis during the events of the
story (Appendix 3). Utilising their knowledge of butterfly life cycles, student work collaboratively to rearrange the sentences into the correct
sequence. Teacher will draw special attention to the clues evident in the language used, namely time connectives such as In the beginning.
Teacher should discuss how, content aside, these time connectives indicate what order the information is intended to go in.
R & V: Teacher will describe how the sequenced sentences provide information about Pattis personal timeline from caterpillar to butterfly.
Teacher then asks students to imagine that Patti is a monarch butterfly. Utilising the focus text Metamorphosis Changing Bodies as a source,
students will engage in a shared reading to identify stages of the life cycle that were not evident in the book (eg. egg, larva etc.)
W & R: Students will then create their own complete timeline of Pattis physical changes before, during and after the events of the book (from
birth to reproduction). Each stage will also include descriptions that will utilise time connectives to reinforce their position in the sequence (IP 2).
ASSESS Teacher will check that timelines have each of the required components, including a title as well as labels, pictures and descriptions for each
stage of Pattis metamorphosis. Descriptions should all start with a time connective that links it effectively into the sequence and should outline
the major physical changes in sequential order (pertaining specifically to the monarch species).
EAL/D
SUPPORT
To present a concrete scaffold, teacher will provide a timeline template for students requiring extra support. This template could include a blank
time line, boxes for drawing, lines for description underneath boxes as well as a selection of time connectives to aid students organise their ideas
(ESL Steps: ESL curriculum framework K-6, 2005).



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Lesson Plan 5 Imaginative, Descriptive Recount (Diary of a Butterfly)
AIMS To transform content knowledge of butterfly life cycles into a mixed genre framework with an enriched, imaginary context (that serves to both
entertain and inform the audience).
WHAT Mixed Genre Framework: Imaginative, Descriptive Recount in the form of a diary (including an orientation, sequence of events and personal
reflection).
Skills: Application of targeted language to produce a dynamic, creative text built on a factual foundation.
HOW W & R: Teacher will present the source of inspiration for the written text, Pattis ultimate unanswered question; What does it feel like to be a
butterfly? Teacher then describes the task. Students must construct a journal that describes metamorphosis from the perspective of a
monarch butterfly, from birth to reproduction. The teacher will provide a simple model of an imaginative, descriptive recount on the Smart
Board and annotate each paragraph and its components (Appendix 4). The teacher then models construction by producing their own
orientation paragraph (or the first entry) with specific emphasis on who, what, when and where (eg. My life started off in a small egg on the
branch of a gum tree. etc.)
W & R: Using their content knowledge of the butterfly life cycles, the language developed over the past four lessons and their creativity,
students will independently write their own imaginative, descriptive journals (IP 2). The text framework will be displayed on the Smart Board for
students to reference (Appendix 5).
ASSESS This task will be a formal, summative written assessment with a set of modified criteria aimed to assess the use of language features and
content knowledge pertaining specifically to this mixed genre text type task (Appendix 6).
EAL/D
SUPPORT
The timelines created in the previous lesson will serve as a scaffold for sequencing ideas. Word banks, posters and visual prompts displayed
around the room will also help channel focus and provide support with technical vocabulary. Students could even have field specific word walls
on their desks for the course of the unit (de Courcy et al., 2012).



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References
Berk, L. (2011). Infants, children and adolescents (7th ed.). Boston: Pearson Education.
Board of Studies, NSW. (2012, December 11). NSW Syllabuses for the Australian Curriculum: Scope and Sequence of Punctuation and Grammar for K-6. Retrieved
from http://syllabus.bos.nsw.edu.au/support-materials/additional-support-materials/
Board of Studies, NSW. (2012). Science and Technology sample unit: What came first? (Stage 2). Retrieved from http://syllabus.bos.nsw.edu.au/support-
materials/sample-units/
Cairney, T. (2010). e:update 013 - Developing comprehension: Learning to make meaning. Metro, NSW: e:lit, Primary English Teaching Association.
Cosgrove, S. (1985). The Dream Tree. Los Angeles: Price/Stern/Sloan Publishers Incorporated.
Cross, R. (2012). Reclaiming the territory: Understanding the specialist knowledge of ESL education for literacy, curriculum and multilingual learners. In TESSOL in
Context, 22 (1). 4 17.

de Courcy, M., Dooley, K., Jackson, R., Miller, J. & Rushton, K. (2012). PETAA Paper 183: Teaching EAL/D learners in Australian classrooms. Newtown, NSW:
Primary English Teaching Association.

Derewianka, B. (2011). A New Grammar Companion for Teachers. Sydney: eLit (PETAA).

ESL Steps: ESL curriculum framework K-6. (2005). Australia: NSW Department of Education and Training.
Hill, S. (2012). Developing Early Literacy: Assessment and Teaching (2nd Ed.). South Yarra: Eleanor Curtain Publishing.
Gibbons, P. (2009). English learners, academic literacy and thinking. Portsmouth, N. H: Heinemann.
Kalman, B. (2005). Metamorphosis: Changing Bodies. Melbourne: Crabtree Publishing Company.
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Appendix 1 (pp. 9 11): Aligning Content, Activities and Outcomes
NSW English K-10 Syllabus: Stage 2
Outcomes Language and Grammar Content Learning Activities
Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
EN2 - 1A:
Communicates in a
range of informal and
formal contexts by
adopting a range of
roles in group,
classroom, school
and community
contexts
Students:
Develop and apply contextual knowledge
Understand that social interactions influence the way
people engage with ideas and respond to others for
example when exploring and clarifying the ideas of others,
summarising their own views and reporting them to a
larger group
Understand and apply knowledge of language forms and
features
Interact effectively in groups or pairs, adopting a range of
roles
Use interaction skills, including active listening behaviours
and communicate in a clear, coherent manner using a
variety of everyday and learned vocabulary
Use information to support and elaborate on a point of view
Demonstrate understanding of ideas and issues in texts
through role-play and simulations

Modified Barrier Crossword articulating word meanings orally in
order to match descriptions to technical terms and language (Lesson
1).

Small Group Discussions Sharing and justification of emotional
responses to imagined situations. Target language includes emotive
language, particularly feeling verbs. Imagined scenarios are inspired
by butterfly metamorphisis, which presents a unique approach for
exploring content. Students summarise and record points of
discussion to present to the class (Lesson 2).
EN2 4A: uses an
increasing range of
skills, strategies and
knowledge to fluently
read, vie and
comprehend a range
of texts on
increasingly
challenging topics in
different media and
technologies.
Students:
Develop and apply contextual knowledge
Draw on experiences, knowledge of the topic or context to
work out the meaning of unknown words
Understand and apply knowledge of language forms and
features
Understand how texts are made cohesive through the use
of linking devices including time connectives
Deconstruct text to scan for particular information/language
Respond to, read and view texts

Modelled Reading (The Dream Tree) - Location and extraction of
references to the process of metamorphosis. Comparison of
language used in the narrative to corresponding technical terms
(Lesson 1).

Shared Reading (The Dream Tree) Identification of text and
picture elements that provide clues about how specific characters
are feeling, particularly Patti. Demonstration of how to express other
emotive phrases/clues and words as feeling verbs (Lesson 2).


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Outcomes Language and Grammar Content Learning Activities
Use comprehension strategies to expand content
knowledge, integrating and linking ideas and analysing and
evaluating texts
Recognise how aspects of personal perspective influence
responses to texts
Justify interpretations of a text, including responses to
information and ideas
Describing Visual Text Elements - Work collaboratively to record
a brainstorm of appropriate adjectives that describe the physical
attributes and appearance of Patti the butterfly (from the Dream
Tree). (Lesson 3).

Sequencing (The Dream Tree) Arranging information extracted
from the text about Pattis physical changes (in order). Utilisation of
time connectives to help establish sequence (Lesson 4).

Shared Reading (Metamorphosis Changing Bodies)
Identification of the stages in a monarch butterflies life cycle.
Identification of stages not explored in The Dream Tree (Lesson 4).

Objective B: Use language to shape and make meaning according to purpose, audience and context
EN2 - 7B: Identifies
and uses language
forms and features in
their own writing
appropriate to a
range of purposes,
audiences and
contexts
Students:
Develop and apply contextual knowledge
Identify and analyse the purpose and audience of
imaginative and informative texts
Understand and apply knowledge of language forms and
features
Understand how a range of language features can shape
readers' and viewers' understanding of subject matter
Examine how emotive and figurative language can be
varied to be more or less forceful
Use images in imaginative, informative and persuasive
texts to enhance meaning
Respond to and compose texts
Discuss how texts, including their own, are adjusted to
appeal to different audiences, how texts develop the
subject matter and how they serve a wide variety of
purposes


Modelled/Shared Writing (Similes): Creation of simile starters
using stem adjectives (modelled). Creation of whole similes by
identifying appropriate objects/things of comparison (shared)
(Lesson 3).

Independent Writing (Similes) Creation of appropriate and
effective similes that describe physical attributes and/or changes
experienced during different stages of a butterflys metamorphosis.
Reflection on writing to assess effectiveness (Lesson 3).

Patti the Monarch Butterfly (Extrapolated Timeline) Creation of
time line that describes Pattis entire lifecycle (as a monarch
butterfly). Utilisation of information from both The Dream Tree and
Metamorphosis Changing Bodies. Target language includes
descriptive language and time connectives to establish sequence
(Lesson 4).

Modelled Writing (Imaginative Descriptive Recount) Annotation
of sample imaginative, descriptive recount to highlight the text
framework. Construction of orientation paragraph or journal entry
including information about who, what, where and when (Lesson 5).
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Outcomes Language and Grammar Content Learning Activities
Independent Writing (Diary of a Butterfly) Composition of
imaginative, descriptive recount from the perspective of a butterfly.
Description of physical attributes and changes (similes and
adjectives). Insight into the impact of physical change emotional and
practically through personal reflection (feeling verbs). Sequencing
that aligns with the monarch butterflys life cycle (time connectives)
(Lesson 5).















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Appendix 2: Metamorphosis Inspired Scenarios
Imagine that you had been sleeping
for a long time. When you awoke,
your body felt different. You noticed
that you had grown your own large
set of wings! How might you have
felt about this?


Imagine if you shed your skin every
few weeks. How would this impact
on your day-to-day life? What might
you do with all the skin you shed?
How might it make you feel?

Imagine human teenagers could
only eat one type of food until they
grew to adult hood. How might that
make you feel? If you were allowed
to pick which food, what would it
be?
Imagine you had ten brothers and
sisters who were all the same age
as you. How might you feel about
it? What are some pros and cons?
Imagine you had twelve legs and
no hands. How might it make you
feel? What sorts of things would be
easier or harder?
Imagine that you had been sealed
in a sleeping bag for weeks, with no
food, no water and no light. How
might it have felt to be trapped in
there? How might it of felt to finally
come back out?

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Appendix 3: Pattis Stages of Metamorphosis in The Dream Tree (Sequencing Activity)


Patti found the perfect twig, attached herself,
wove a delicate white cocoon and fell into a
deep sleep.
One day, Patti the caterpillar was playing
amoung the branches of the tree.
A few weeks later, Patti emerged from her
cocoon as a beautiful butterfly.
Soon after, Patti felt that it was time to make
her very own cocoon.
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Appendix 4: Annotated Imaginative, Descriptive Recount (Framework Elements)

Diary of a Butterfly
Entry 1 Inside the Egg
My journey to become a monarch butterfly began in an egg as small as a sesame seed. Mother butterfly laid all her eggs on
the underside of a gum leaf where my brothers, sisters and I were protected from the sun and other hungry insects. I liked
being in my egg, it always felt so warm and had just enough room for my little wormy body.
Entry 2 - Hatching
After a few days, I started to grow legs as delicate as silk. Suddenly, my egg started to make me feel restless and cramped!
I knew it was time to hatch. Slowly, I stretched to press against the soft shell until a hole appeared. As soon as it was wide
enough, I squeezed out into the open air for the first time. There was so much wonder around me, but I couldnt
concentrate. I was so hungry!
Entry 3 My First Real Meal
After I emerged, I quickly went it search of my first meal. I didnt have to go far. My eggshell was full of nutrients so I
decided to munch on that first. When I was finished I felt very energetic but I still wasnt full so I went in search for some
luscious, green leaves. For a while, I spent most of my time eating and growing. Whenever I got too large for my skin I
would moult. It was always strange looking at the skin I had shed. It was black, yellow and white striped like a tiger. I
thought I must be a very ferocious looking caterpillar.


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Appendix 5: Imaginative Descriptive Recount Framework (Hill, 2012).

Imaginative Descriptive Recount
Purpose: To entertain, describe and inform
Framework
First Entry must include:

- Orientation
Tell who what, where, when and why (optional)

Language Features

Descriptive Language (Adjectives and Adverbs)

Figurative Language (Similes)

Past Tense

Emotive Language (Feeling Verbs)

Time Connectives

Sequenced Events

Simple, Compound and Complex Sentences

Personal Pronouns
Subsequent Entries should include:

- Sequence of Events
Stages of metamorphosis in chronological logical order.

- Description
Description of physical changes/developments.

- Personal Reflection
Emotions and opinions associated with physical
changes/developments.

Final Entry should:

Conclusive/Evaluative Statement
- Reflect on the series of events as a whole.


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Appendix 6 Part 1: Stage 2 - Imaginative, Descriptive Recount Rubric (Diary of a Butterfly)
Stage 2: Imaginative, Descriptive Recount Rubric (Diary of a Butterfly)
Organisation Total Marks/Comment
Orientation who, what,
when, where
No details present
0
One detail only
1
Two to three details
2
All details present
3

Sequencing No evident of logical
sequencing


0
Evidence of sequencing
related to monarch butterfly
life cycle

1
All journal entries related to
monarch butterfly life cycle
in order

2
Journal entries include
mention/description of each
stage in monarch butterfly life
cycle in order
3

Personal reflection No evidence of personal
reflection or opinion


0
Evidence of personal
reflection related to
designated role

1
Two to three personal
reflection statements that
maintain designated role

2
Frequent personally reflective
comments that effectively
maintain designated role

3

Language Features
Feeling Verbs Uses simple verbs only



1
At least one feeling
verbs/attempt at emotive
language

2
Two to three feeling verbs
used.


3
Two to three feeling verbs used
effectively with other examples
of emotive language

4

Descriptive Language No use of adjectives or
adverbs
At least two simple
adjectives or adverbs
Two to four effective
adjectives and adverbs
2
More then four effective
adjectives and adverbs
3

Tense Incorrect use of tense

0
At least two correct uses of
past tense
1
Mostly correct past tense
sustained
2
Correct use of past tense
throughout journal
3

Figurative Language No use of figurative
language
0
An attempt to use figurative
language made
1
At least one correctly
structured simile
2
More then one effective simile
used
3

Sentence Structure Fewer then five sentences

0
At least five simple
sentences with at least one
correctly punctuated
1
At least four simple
sentences and one
complex
2
At least two complex
sentences used

3

Time Connectives No time connectives used

0
Correct use of one time
connectives

1
Correct use of two to three
time connectives

2
Correct use of time
connectives sustained
throughout
3

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Appendix 6 Part 2: Stage 2 - Imaginative, Descriptive Recount Grading

Year 3

Year 4

Teachers Comments:
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Limited Basic Sound High Outstanding

0 - 4


5 - 8

9 - 15

16 - 21

22 - 28
Limited Basic Sound High Outstanding

0 - 8


9 - 13

14 - 18

19 - 23

22 - 28