Embedded Files
Core concept: Events can be sequenced according to when they take place in time.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- events can be described with specific language according to when they occur
- the sequence of events can be described with specific language.
Success Criteria:
Success Criteria:
Students can:
Students can:
- describe when an event occurs using time language
- describe when an event occurs in relation to other events.
Daily number sense: Spot the difference & one more one less – 10 minutes
Daily number sense: Spot the difference & one more one less – 10 minutes
How many did you see?
How many did you see?
How did you see them?
How did you see them?
How was it different to the previous arrangement?
How was it different to the previous arrangement?
Activity: Comparing ‘when’ – 20 minutes
Activity: Comparing ‘when’ – 20 minutes
Ask students how they knew which action came next when the words were omitted. Use student responses to introduce the word ‘sequence’, which describes the order in which events occur.
Ask students how they knew which action came next when the words were omitted. Use student responses to introduce the word ‘sequence’, which describes the order in which events occur.
Review the illustrations of events produced by students in the previous lesson. Discuss the way the events were sorted in the previous lesson, based on differences in the length of time each event took.
Review the illustrations of events produced by students in the previous lesson. Discuss the way the events were sorted in the previous lesson, based on differences in the length of time each event took.
Select 6 illustrations from the collection and work together to sequence the events in order of when they occur. Identify groups which would be interesting to use as categories to sort the illustrations, such as morning and afternoon, day and night, yesterday, today and tomorrow, or the days of the week.
Select 6 illustrations from the collection and work together to sequence the events in order of when they occur. Identify groups which would be interesting to use as categories to sort the illustrations, such as morning and afternoon, day and night, yesterday, today and tomorrow, or the days of the week.
Activity: Sequencing on a timeline – 30 minutes
Activity: Sequencing on a timeline – 30 minutes
Read Hairy Maclary from Donaldson’s Dairy by Lynley Dodd. Cue students to notice the sequence of events that take place during the journey of Hairy Maclary throughout the story.
Read Hairy Maclary from Donaldson’s Dairy by Lynley Dodd. Cue students to notice the sequence of events that take place during the journey of Hairy Maclary throughout the story.
Select a page in the story to generate discussion about which event came before, which event will come after, and which will be next after that.
Select a page in the story to generate discussion about which event came before, which event will come after, and which will be next after that.
Use a piece of string long enough to peg each illustration created by students for display. Tie the line between 2 tables or chairs to make it taut.
Use a piece of string long enough to peg each illustration created by students for display. Tie the line between 2 tables or chairs to make it taut.
Discuss the model of a timeline using the string. Walk along the string from left to right to demonstrate the passing of time represented along the line. Describe the ordering of events, showing that the event that happened first begins on the far left of the line, and events that happen after follow along to the right of the line.
Discuss the model of a timeline using the string. Walk along the string from left to right to demonstrate the passing of time represented along the line. Describe the ordering of events, showing that the event that happened first begins on the far left of the line, and events that happen after follow along to the right of the line.
Select 2 students to display one of their images to the class. Lead a discussion with students to ascertain which event would come first and which would be next. Provide students with pegs to attach the illustrations to the line in sequence from left to right and discuss the positioning of these images as before and after according to the sequence in which they occurred.
Select 2 students to display one of their images to the class. Lead a discussion with students to ascertain which event would come first and which would be next. Provide students with pegs to attach the illustrations to the line in sequence from left to right and discuss the positioning of these images as before and after according to the sequence in which they occurred.
Ask students to select one of their illustrations and consider where they would peg it in relation to the 2 images already on the timeline. Select one student to add their illustration to the timeline and ask them to explain why they placed the illustration in that position. Ask students if they agree or disagree with the decision and use ‘Talk moves’ to reason or add-on, consolidating a shared understanding of sequencing events on the timeline.
Ask students to select one of their illustrations and consider where they would peg it in relation to the 2 images already on the timeline. Select one student to add their illustration to the timeline and ask them to explain why they placed the illustration in that position. Ask students if they agree or disagree with the decision and use ‘Talk moves’ to reason or add-on, consolidating a shared understanding of sequencing events on the timeline.
Repeat with 2 more students’ illustrations. Use the illustrations in place on the timeline to identify specific points in time. Invite 2 or 3 students at a time to contribute an illustration to each part of the timeline.
Repeat with 2 more students’ illustrations. Use the illustrations in place on the timeline to identify specific points in time. Invite 2 or 3 students at a time to contribute an illustration to each part of the timeline.
Observe students as they decide where to place their illustration on the timeline and ask students to explain reasoning to gather further assessment data about student understanding of sequencing events.
Observe students as they decide where to place their illustration on the timeline and ask students to explain reasoning to gather further assessment data about student understanding of sequencing events.
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