Photo story/sequence chart or flow chart
Focus
This activity assesses the students’ understanding of water flow and the sustainability of resource use within a catchment.
Science
Earth and Beyond
3.3 Students collect information that describes ways in which living things use the Earth and the sun as resources.
4.1 Students recognise and analyse some interactions (including the weather) between systems of Earth and beyond.
Life and Living
3.3 Students describe some interactions (including feeding relationships) between living things and between living and non-living parts of the environment.
SOSE
Systems, Resources and Power
SRP 3.1 Students make inferences about interactions between people and natural cycles, including the water cycle.
English
Explanation of frames within photo story or flow chart.
Materials
- butcher’s paper or A3 paper
Teaching considerations
A Photo Story, also known as a Sequence Chart, is a series of frames of photos or drawings that describe an event, like a cartoon strip. This is very useful procedure for describing events and for encouraging the skill of observation.
This activity could be done individually or in groups of 2 or possibly 3. You may wish to give the students the choice. If you are allowing the students to work with a partner, reinforce expectations of each participant i.e. discussing and planning photo story first, agreeing on the plan, sharing the tasks, making suggestions and helping each other.
Model and practise creating a photo story with the students in other subject areas, e.g. English – create a photo story for a fiction text you have read.
This activity can be done during Art & Craft time using a variety of mediums (paint, crayon, crepe paper, coloured paper etc).
Science processes
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SOSE processes
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Sequence
Time: open ended
Orientating
Set the task and discuss the expectations of the end product. Cover what you want included in the photo story:
- drawing and or explanation for each frame
- sequence should show
- water flow within a catchment area (preferably local catchment area)
or
- sustainable resource use within a catchment area e.g. good riparian vegetation cover, sustainable use of land and vegetation, thoughtful urban/commercial development (preferably local catchment area)
or
- unsustainable resource use within a catchment area e.g. poor use of waterways, poor riparian vegetation cover, adverse urban/commercial development (preferably local catchment area).
Ask students to decide if they wish to work with a partner and which sequence they wish to create. Organise them into groups and available working space (if possible some groups could work in the library, withdrawal room etc).
Allow students to plan their photo story or flowchart. At this point you may wish to get together and share plans/drafts.
Enhancing
Let the students create their photo story or flowcharts. This may span across a number of lessons.
Synthesising
Students present their photo story or flow charts.
Additional learning
Students can present or display their photo stories in the office foyer, to other classes, or to a parent group on open day.
Gathering information about student learning
Sources of information could include:
- example of student work - photo story or flow chart
- checklist and/or anecdotal notes on student presentation of photo story or flowchart.
Last reviewed 3 September 2010
Last updated 16 June 2008
