Resource+1+-+Introductory+English+Lesson

=**__Picture Book__**=



The Snow Flake: A Water Cycle Story by Neil Waldman

This story depicts The Water Cycle in a unique and interactive manner. Instead of using a chart, the progression of the cycle is replaced by a narrative story that follows the life of a snowflake for the entire year. The words and pictures of picture books like this function together in a unique way to tell a story and explain a concept while developing children’s multiliteracy skills (Winch et al., 2003, p. 515). Each month's transformation is accompanied by a detailed illustration to aid the students' visualisation of the concept.

This book would be effective in introducing the concept as we see the journey of The Snow Flake and how it Freezes, Melts, Evaporates, Condenses and Freezes again in one year. The Snow Flake becomes a water drop that melts into a steam, goes through an agricultural irrigation system, becomes fog, drops into a reservoir, goes through the water pipes of a city, swims in the ocean, rises into a cloud and then becomes a snowflake again falling on a mountain. Through considering the content from different perspectives students will learn about Water Cycles in a more holistic manner which provides scope for students to see the relevance of the learning. Further, research into such picture books like this has found that well written and developmentally appropriate literature not only provides content knowledge and fosters science process skills but it also awakens children’s curiosity and offers opportunities for inquiry (Sackes & Trundle, 2009).

The text provides endless opportunities for students to explore Water Cycles in integrating the story with Science, Creative Arts and English KLAs. Students will develop a comprehensive understanding of how a Water Cycle works and through drama and role play activities and creative writing tasks, students can delve into the literature and explore the ** // deep knowledge // ** that the book has to offer (NSWDET, 2003).

With a focus upon literacy activities students could explore the related vocabulary, adjectives and rich descriptive language which was used to describe The Water Cycle. Activities could involve empathy tasks and getting students to write poems and narratives in attempts to provide an engaging and unique activity to engage in the text. Once the content is mastered, a summative assessment could include getting students to write scientific explanations with labeled diagrams to illustrate their understanding of how Water Cycles function. The narrative genre of this text offers scope for it to be used as a factual and creative text illustrating to kids the versatility of literature and it’s social purpose.

Sackes, M. & K, Trundle. (2009). Using Children’s Literature to Teach Standard Based Science Concepts in Early Years, // Early Childhood Education Journal //, 36 (5), pp415-422

Waldman, N. 2003. //The Snowflake - A Water Cycle Story//. Millbrook Press.

Winch, G., Johnston, R.R., March, P., Ljungdahl, L., & Holliday, M. (2006). //Literacy: reading, writing and children’s literature//. Melbourne: Oxford University Press.

New South Wales Department of Education. (2003). Quality teaching in NSW public schools: Discussion paper. // Professional Support and Curriculum Directorate, //May 2003. [|http://www.curriculumsupport.education.nsw.gov.au/quality teach/assets/pdf/qt_disc_pap.pdf]

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