Activity Introduction

greate-barrier-reefQuick summary: In this activity students work in groups to analyse media stories and stories from scientific agencies about Great White Sharks. The aim is to see if the media portrays scientific research on sharks in a particular way that differs from the message provided by the scientific agencies. They present the results of their analysis for discussion and comparison.

Learning goals:

  • Students understand that the media uses a range of strategies and techniques to portray Great White Sharks, and can recognise some of these strategies and techniques.
  • Students understand some of the science behind Great White Shark research.

General capabilities: Literacy, Critical and creative thinking.

Australian Curriculum content description:

Year 9 English

  • Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
  • Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
  • Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
  • Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 English

  • Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
  • Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
  • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Syllabus OutcomesEN5-1A, EN5-2A, EN5-8D

 Topic: Biodiversity

Time required: 48 mins

Level of teacher scaffolding: Medium – Facilitate discussion around the comparison between newspaper articles and facts.

Resources required: Internet access, library access (optional) student worksheet, lists of scientific sites and newspaper articles (see students worksheet).

Digital technology opportunities: Internet based research, Prezi, Wordle.

Homework and extension opportunities: This activity includes opportunities for extension.

Keywords: Sharks, media, science, news.

 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

great-barrier-reef-biodiversity-heroTeacher preparation:

Overarching learning goal: Students understand that the media uses a range of strategies and techniques to portray Great White Sharks, and can recognise some of these strategies and techniques. They also understand that it is the author that makes the choices about information is presented. Students understand some of the science behind Great White Shark research.

Teacher content information: We often hear people say that the media is responsible for exaggerating the truth, embellishing a story, or presenting a biased view to sell more newspapers. But is this what really happens? Does the media report on Great White Sharks differently to scientific agencies? If there is a difference, what does this difference look like?

Student and classroom organisation:

Step 1. Begin this activity by asking students to list some of the stories that they have heard or read in the news that relate to sharks. What is the general tone or message of these stories? Students can wor

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Student Worksheet

Thought starter - How do sharks breed?

Sharks in the news - List some of the stories you have heard or read about in the news that relate to sharks. What is the general tone of these stories?

Article analysis - Pick 3 sites or articles to read and analyse. Use these questions to help with the analysis of each site or article on Great White Sharks.

Article 1.

Name of article

Author

Source
1. What is the main message of the site or article?

 

2. Does the site or article use any particular language to get its message across (i.e. does it use emotive language)? Include examples.

3. How are the sharks portrayed in the site or article?

 

4. How are people portrayed in the site or article?

 

5. Do you think this site or article presents a balanced view of all its subjects? Why or why not?

 

6. How are images used to support the message of the article?

Article 2.

Name of article

Author

Source
1. What is the main message of the site or article?

 

2. D

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