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media type="youtube" key="7aLt5gxwTx8?fs=1" height="385" width="640" Sections 14"- 27" and 2'27"- 4'18"


 * Explanation of resource **

 This resource can be found on the following site [] and was originally shown on the National Geographic channel. It presents information regarding stone fishes such as how they are the most lethally venomous fish in the world, how they capture their prey and the effects of its venom on humans.


 * Relevance to outcome **

This text is relevant to the Science 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). This short clip of a documentary presents information regarding the structure and characteristics of a specific living organism - stone fishes. The clip uses 3D imaging and live footage to show a key feature of stone fishes - their venomous spines. In doing so it meets the //identifies and describes the structure... of living things// mentioned in the science outcome. The clip also shows how this particular fish submerges itself in the ocean floor to camouflage itself in order to attack its prey. With the fish being carefully hidden, humans may unawarely step on the fish with grave results. This also fulfills the science outcome in that students watching the documentary will get an understanding of how the fish interacts with other living things and their environment.


 * Aspects of literacy to be explored **

The documentary is a multi-modal text and with the aim of the lesson being to equip students with the necessary knowledge of the features of documentaries, many of the visual and grammatical features used in this particular clip will be explored.

Students will examine how static visual literacy elements are adapted to suit a multi-modal text. Students will explore the narrative and conceptual aspects utilised. They will investigate such things as the imagery (or scenes) selected as well as how unstructured analytical images can be used with no context (setting) to draw the audience's attention to specific aspects of the subject. Students will also consider the level of interaction that documentaries have with the viewer. Students will note that offers are continually being made, different angles are used, and that there is generally a high level of modality in terms of realism. Students will also examine how the documentary is compositioned by looking at such things as the framing, reading path and salience (Callow, 2010; Unsworth, 2001). Students will also consider the dynamic components such as the use of slow motion to aid the viewer. Students will consider how all these visual features are used for a specific purpose.

Another equally important literacy component is the grammatical features that are needed in documentaries. Students will explore how different text types can be used in a multi-modal text. This documentary uses aspects of information reports in its purpose (it presents 'generalised information' about a specific fish (Droga & Humphrey, 2003, p. 135)), structure (use of a general statement and descriptions of stone fishes) and key grammatical features (such as the use of technical terms and adjectives). Explanations are also used in this documentary to explain how the venom of a stone fish affects the human body. The structure of explanations and key grammatical features are also used. For example, there is an identification of the phenomenon and an explanation sequence of how the venom spreads through the human body (Droga & Humphrew, 2003, pp. 135, 142). Students will also explore how this information is presented in documentaries - in this example voice over is used.


 * References **

Board of Studies NSW (2000). //Science and technology K-6 outcomes and indicators//. Sydney: Board of Studies

Callow, J. (2010, August 11). //Visual literacy: A focus on conceptual images in factual text types// (Notes of lecture).

 Droga, L. & Humphrey, S. (2005). //Grammar and Meaning: An Introduction for Primary Teachers.// Berry, NSW: Target Texts.

Unsworth, L. (2001). //Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice//. Buckingham, England: Open University.

Riza Lagado (306170892)