-+Resource+2

Link: []
 * Resource 2- Website page**



National Geographic. (2010). //Animals: Creature Features - Ladybugs//.  Retrieved October 2, 2010, from []

**Explanation of resource** The resource is a page on the National Geographic Kids website. The resource takes the form of an information report about Ladybugs and includes both visuals and text. The information report is not shown on the page in its entirety. To navigate your way through the information you must click on the arrows to scroll through the different sections of the information report as well as the images. This creates an interactive element to this resource.

**Relevance of outcome** This resource is important in achieving the science and technology focus outcome: LTS2.3 - Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment (Board of Studies NSW, 2000, p. 25). For example, the resource provides key information about the structure of the ladybug in paragraph three. Other information that relates to its function includes It also includes information about its interaction with other living things and the environment. For example paragraph four states how the ladybug interacts with predators, paragraph seven is focused on the ladybug’s habitat, and paragraph 8 explains how the ladybug adapts to the seasons. The images also support the text. For example, the first image conveys information about the structure of the insect. The second and third images show us the range of habitats that the ladybug can live in. By addressing the structure of the ladybug and its interactions, students will grow to understand the categories of information that they need to be focusing on for their insect documentary.      **Aspect of literacy to be explored** This lesson focuses on the schematic structure of an information report. Being able to understand the structure of a text type is important in being able to actually write that particular text type (Droga & Humphrey, 2003, p. 9; Santaro, 2004, p. 57). Since the documentary students will be creating is in the form of an information report, students will need to understand its structure to complete the task. This particular text is useful in teaching the structure of an information report as it displays one paragraph at a time. When viewing and reading the text, students can clearly see how an information report is broken up into different sections with a different focus. In Lesson 3, students will engage in the code-breaker and text-participant role (Santaro, 2004, p. 57) as they make meaning of various paragraphs in the text and focus on what the main ideas are for these paragraphs. The lack of headings for each paragraph also helps develop students understanding of structure. In the planned lesson, students will organise sentences into paragraphs and come to create their own headings for what information each paragraph is trying to convey. Students will then compare their constructed information report with the actual information report. Students engage in the text-user role (Santaro, 2004, p. 57) as they discuss why their text is organised differently to the report on the website.

<span style="display: block; font-family: 'Comic Sans MS',cursive;">**References** <span style="display: block; font-family: 'Comic Sans MS',cursive;">Board of Studies NSW (2000). //Science and technology K-6 outcomes and indicators//. Sydney: Board of Studies <span style="font-family: 'Comic Sans MS',cursive;">Santaro, N. (2004). Using the four resources model across the curriculum. In A. Healy & E. Honan, //Text next: New resources for literacy learning.// Newtown: PETA, pp. 51-67.

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Droga, L. and Humphrey, S. (2005). //Grammar and Meaning: An Introduction for Primary Teachers//. Target Texts: NSW.