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Resource 4 Educational Web. (2006). //Solar System Astronomy Poster Chart.// Retrieved 21.9.10 from []

**__Description of Resource: __** This Solar System poster supports students learning of the key features of the solar system. In the poster, images of the planets are depicted and are accompanied by framed text. This text provides descriptions and additional facts about each planet, presenting learners with both written and visual sources of information. This poster also demonstrates the relationships between objects in outer space, highlighting the sun at the centre of the solar system. **__Rationale: __** **Relevance to the outcome: **This resource is relevant to the stated outcome as students are able to ‘//Identif[y] some of the features of the solar system’,// by examining the visual images of the planets, and also by reading the framed text. In studying this poster, students learn about the characteristics of particular planets and their relationship to the sun. Students also learn about the positioning of the planets relative to one another, and also denote size and proportion of planets. Furthermore, this poster integrates the appropriate scientific metalanguage for objects in outer space. As a result, there is ample opportunity for an application of scientific knowledge and understanding using the key language outlined in the Science and Technology syllabus. In teaching about the solar system it has been argued that children need to view ‘real life’ images to invoke a more realistic understanding of outer space (Skamp, 1998, p. 376). This poster is a conceptual image and therefore, suitable to the scientific genre needed for the construction of the multimodal text. Supporting this notion, it has been argued that conceptual images enhance understandings of ‘//permanent states of affairs’//, or ‘//general truths’// (Kress & van Leeuwen, 2006, p. 109). Such a statement suggests that conceptual images are essential learning tools for scientific states or processes. **Aspect of Literacy: **This resource can be utilised at various levels to address literacy outcomes. For instance, students can study the written grammar, turning the series of framed text within the image into a factual description (Lesson 3). However, on another level, the visual aspect of the poster can aid in developing skills in visual literacy (Lesson 4). Thus, this resource serves as both a written and visual aid in this unit. This resource also creates avenues for talking and listening. Students engage in small group discussions about the visual and written elements of the poster. In so doing, enhances the relationship between verbal and visual grammar (Unsworth//,// 2001, p. 72). Therefore, students are also able to develop the metalanguage of ‘meaning-making systems deployed in images.’ (Unsworth, 2001, p. 111). Added to this, //‘different media strategies’// as stated in the Talking and Listening outcome (TS2.2), are addressed using this resource. Students can use an interactive whiteboard to alter the image such as, cutting out sections of the image, or enlarging parts of the image. In essence, this resource is appropriate because it can be used as a form of curriculum integration. This is because this resource allows students to address Science and Technology outcomes as well as English outcomes, by ‘overlapping concepts that are shared’ (NSW Board of Studies: Curriculum Integration: Guiding Statement, 1996, p. 5).