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Ministry of Education.

Learning task 4

Language and literacy intention(s) We are learning to use scientific words explaining and demonstrating what they mean.
Opportunities for Key competencies development Thinking
Using Language Symbols & Texts
Relating to Others
Managing Self
Principles and values coherence High Expectations
Inclusion
Coherence
Learning to Learn
Cultural Diversity
Values
Curiosity
Inquiry
Respect
Innovation

Big Idea – Silhouettes and Shadows size and shape are related to the position of the light source

The teacher introduces to students that across the world stories have been told in a range of different ways through silhouette puppetry.

Examples can include:
Indonesia
Malaysia

Students view the Lion and the Mouse clip.
Questioning of the students could explore:

  • the distinctive silhouettes of the characters and emotions
  • describe the scenery where the story took place and
  • what clues were there
  • what was noticed about the movement of the silhouettes
  • how were emotions shown by the silhouettes?
  • what did you want to know about the characters but could not be seen because the image was a silhouette?

Students will work in pairs or small groups to complete the Silhouette Matching Task.

Silhouette Match Template (PDF 287KB)
Silhouette Match Teacher Notes (PDF 156KB)

Once students have completed the Silhouette Matching Task they then create their own silhouette match task and make three tiles.
Matching Tile Template (PDF 43KB)

  1. Students will select a photographic image cut it out and glue it to tile 1
  2. Students will then draw and colour a silhouette of the image they selected on tile 2
  3. On tile three students write the word of the object so that they have created their own tiles.

Once completed students form groups of 4 -5 and try to solve the student constructed Silhouette Matching task.

Each participant works to solve the problem but cannot offer advice or move the tiles they created. The other group members must use/move them. The designer of each set of tiles confirms accuracy when the match is complete.

(Pictures that are catalysts and support this big idea are: the wordless text Picture Book Sidewalk Circus by Paul Fleischman and Kevin Hawkes and The Violin Man by Colin Thompson)

Assessment opportunities by the teacher using the teaching as inquiry framework

Observation of students’ conversations and working in groups

  1. What information about the student’s learning and knowledge have I gained?
  2. What are the implications for my teaching
  3. What are the next learning steps - conceptual understanding, vocabulary, learner needs?

Students’ opportunity to assess their learning

Students are able to orally explain and demonstrate their understanding of silhouettes during the Silhouette Matching task.

Published on: 24 Jan 2011

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