Embedded Files
Core concept: Events can be sequenced according to when they take place.
A day in my life – 30 minutes
A day in my life – 30 minutes
Ask students if any of the words could be put in order. For example, ‘morning’ would be ordered before ‘afternoon’ and so on.
Ask students if any of the words could be put in order. For example, ‘morning’ would be ordered before ‘afternoon’ and so on.
What activities or events happen at different times throughout the day and night?
What activities or events happen at different times throughout the day and night?
recording their ideas.
recording their ideas.
Model how to draw 5 simple images that depict a sequence of events over a day and night. Use time language to describe when each activity or event takes place.
Model how to draw 5 simple images that depict a sequence of events over a day and night. Use time language to describe when each activity or event takes place.
Provide students with a copy of Resource 4: Storyboard. Students draw a simple image of activities or events sequenced according to when they take place, in each box from left to right. Allow students time to draw images.
Provide students with a copy of Resource 4: Storyboard. Students draw a simple image of activities or events sequenced according to when they take place, in each box from left to right. Allow students time to draw images.
Consolidation and meaningful practice: What's the time Mr Wolf? – 20 minutes
Consolidation and meaningful practice: What's the time Mr Wolf? – 20 minutes
Begin by playing ‘What’s the time Mr Wolf?’ in an open space where students can safely move around.
Begin by playing ‘What’s the time Mr Wolf?’ in an open space where students can safely move around.
After a few turns of the game, gather students together and display an analog clock that allows for the hour hand and minute hand to be manipulated.
After a few turns of the game, gather students together and display an analog clock that allows for the hour hand and minute hand to be manipulated.
Ask students to describe the features of the clock. Focus on the numbers and the hands.
Ask students to describe the features of the clock. Focus on the numbers and the hands.
Explain that the hour hand indicates what hour it is. It takes one hour to travel from one number to the next. The hour hand takes 12 hours to make one full rotation around the clock. Model this on the clock as you are speaking.
Explain that the hour hand indicates what hour it is. It takes one hour to travel from one number to the next. The hour hand takes 12 hours to make one full rotation around the clock. Model this on the clock as you are speaking.
The long hand on the clock is the minute hand. We call it the minute hand because it moves every minute. Ask students to describe the position of the long hand on the clock. When it is o’clock, the long hand points to the 12.
The long hand on the clock is the minute hand. We call it the minute hand because it moves every minute. Ask students to describe the position of the long hand on the clock. When it is o’clock, the long hand points to the 12.
Point the hour hand to the 2 on the clock and read the o’clock time together.
Point the hour hand to the 2 on the clock and read the o’clock time together.
Read the story What’s the time, Mr Wolf? by Debi Gliori. Ask students to notice the words and phrases used in the story that describe the time throughout the day. Record any language used to describe time that students notice in the book.
Read the story What’s the time, Mr Wolf? by Debi Gliori. Ask students to notice the words and phrases used in the story that describe the time throughout the day. Record any language used to describe time that students notice in the book.
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