Resource+-+Sally

Video - Solar System 101** media type="youtube" key="txppyWYDbDk" height="344" width="425" Source: YouTube - [] (Retrived October 1, 2009)
 * Resource for Introduction Lesson [1]
 * Explanation of Resource || This resource is from YouTube that has been made by National Geographic. This video runs for 3 minutes and describes what the solar system consists of such as the planets, the sun and asteroids. This video is supported with real and simulated footage of the solar system. ||
 * Relevance to Outcome || This resource has relevance to Science and Technology as well as English. The content covered in the video explains and explores the features of the solar system which is part of the focus outcome. In terms of English, this video allows students to view features for multimodal texts. ||
 * Aspect of literacty suitable to be explored || With the increased use of combining modes of language such as writing, speaking, reading (viewing) and listening, multimodality is seen to be an important way of creating meaning (Cope & Kalantzis, 2000, p. 5). By using this video, it provides opportunities to explore how multiliteracies work, especially the case where visual imagery shown in the video compliments the spoken language (audio) and how it communicates to students the meaning developed through these modes (Kress, 2003, p. 52). For example, while students view this video, they are exposed to the relationship between the narrator (using speech) and the images moving on the screen, as she describes the planets. As this is a resource to introduce the topic, it gives students the capability of transforming the video’s meaning and reshaping it with their existing knowledge. In addition to this, students can also extract important information from the development of the audio/visual relationship displayed in the video.

This video, although used as a form of introduction to the focus topic, can also help students understand the features of modes which are combined to form multimodal texts (Cope & Kalantzis, 2000, p. 26). Since students are able to observe the video and obtain information in this form, they also need to explore how they were able to understand the video, through the mode's design elements. Some elements included in the video are linguistic, visual and audio modes of meaning. The linguistic and audio features students can explore are vocabulary use and information structure. With speech in the video, students can listen to language used in order to create meaning (Cope & Klantzis, 2000, p. 27). The video contains scientific content, which uses technical language. For example, "The sun is at the centre, its __gravity__ binds the __solar system__ together." This helps students identify how meaning is made through the correct use of language for specific purposes.  In terms of visual design, the video helps students visualise the content (communicated through speech) providing students an example and concrete evidence of the content to support meaning. Through this, the perspective element is apparent. The images seen coincide with audio modes and to create meaning with this, the language used depicts a point of view of the visual representation of the planet. For example, the picture of Neptune is zoomed in to demonstrate the wind that occurs on the planet. Other visual elements such as angles and shots could also be covered for students to understand how the images support the meaning of the content. Although used as an introductory lesson, this video has opportunities to explore the design elements of modes for multimodal texts, showing students how to make meaning. This video could be referred to as an example of a multimodal text for students. ||


 * References:**

Cope. B., Kalantzis, M. (2000). //Multiliteracies: Literacy Learning and the Design of Social Futures.// Macmillan: London.

Kress, G. (2003). //Literacy in the new media age.// Routledge: London