Embedded Files
Core concept: Storytelling helps us to solve real-world problems.
Warm-up/Daily number sense: Zap zero – 10 minutes
Warm-up/Daily number sense: Zap zero – 10 minutes
Build student understanding of number word sequences by counting backwards from 20.
Build student understanding of number word sequences by counting backwards from 20.
Ask students to gather in a circle as a whole class.
Ask students to gather in a circle as a whole class.
Explain to students that they will be counting backwards from 20 to zero.
Explain to students that they will be counting backwards from 20 to zero.
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
This process continues until one student remains standing.
This process continues until one student remains standing.
Activity: Time line-up – 30 minutes
Activity: Time line-up – 30 minutes
Tell a story about a park ranger by describing the tasks that the park ranger needs to complete in a day's work.
Tell a story about a park ranger by describing the tasks that the park ranger needs to complete in a day's work.
You must listen carefully as you will need to sequence the events in time order.
You must listen carefully as you will need to sequence the events in time order.
When storytelling, use terms such as daytime, night-time, morning, afternoon, today, tomorrow, yesterday, before, after and next, for example:
When storytelling, use terms such as daytime, night-time, morning, afternoon, today, tomorrow, yesterday, before, after and next, for example:
Yesterday, the park ranger needed to give a person first aid when they hurt themself.
Yesterday, the park ranger needed to give a person first aid when they hurt themself.
- In the morning, the park ranger puts on a uniform and hat to protect their skin from the sun.
- In the daytime, the park ranger rescues and cares for endangered koalas.
- In the afternoon, the park ranger helps people visiting the park by giving them some information.
- In the night-time, the park ranger helps with search and rescue missions.
Tomorrow, the park ranger will talk to some Kindergarten students on an excursion.
Tomorrow, the park ranger will talk to some Kindergarten students on an excursion.
Compare and discuss the duration of time it takes to put on a uniform to helping with a search and rescue mission.
Compare and discuss the duration of time it takes to put on a uniform to helping with a search and rescue mission.
Ask students to explain why they think the duration of one event may take longer than the other.problem-solving discussion and student manipulation of materials (MAO-WM-01, MAE-GM-01, MAE-NSM-02).
Consolidation and meaningful practice: Human clocks – 15 minutes
Consolidation and meaningful practice: Human clocks – 15 minutes
Explain to students that to play this game they will become human clocks using their body to create different times on the hour.
Explain to students that to play this game they will become human clocks using their body to create different times on the hour.
Demonstrate how students can stretch their arms up and out to the side to feel the position of the hour and minute hands.
Demonstrate how students can stretch their arms up and out to the side to feel the position of the hour and minute hands.
Encourage students to rock from foot to foot while slowly chanting ‘tick, tock, tick, tock, I’m a ticking human clock. What time is it?’ before a given time is called out.
Encourage students to rock from foot to foot while slowly chanting ‘tick, tock, tick, tock, I’m a ticking human clock. What time is it?’ before a given time is called out.
Refer to Resource 18: Park ranger tasks cards when calling out a time on the hour for students to make with their arms, showing the position of the hour and minute hands. For example, at 7 o’clock the park ranger puts on a uniform and hat to protect their skin from the sun (see Figure 16).
Refer to Resource 18: Park ranger tasks cards when calling out a time on the hour for students to make with their arms, showing the position of the hour and minute hands. For example, at 7 o’clock the park ranger puts on a uniform and hat to protect their skin from the sun (see Figure 16).
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