DESCRIPTOR JOURNAL As the students are Skeleton Cube: building the shapes take Using the opportunity to ask newspaper and them specifically about 3D objects: cone, masking tape the shape that they are cube, cylinder, ask students to Problem Activity process- ACMMG063 making (or have made). sphere, prisms, build a skeleton Make models of solving- making Straw and String Does it have any parallel pyramids. cube the height models of 3D three-dimensional Construction. edges? 3.4.6 of their school Whiteboards and objects. 1.Ask students to objects and Does it have any parallel washable pens 3D Objects desks. work in pairs describe key faces? Ask students: Polydrons features. How do you know? would this Straws Does it have any support your String perpendicular edges? weight? How can scissors Use the opportunity in you modify the the discussion to note cube to make it the language the stronger? students are using. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMMG062 Understanding Activity process- Give each student a piece Problem – how Tell time to the - using matching times. of paper and black pen. many hours are 3.4.7 minute and appropriate Revise telling the time Simply ask them to there in the ‘day’ Time to investigate the language to to five minutes- 3.1.9 “draw a clock”. Later (from midnight Minute relationship communicate discuss the clock with to midnight)? between the units time. each student (tell me How could you of time. about your clock; how do work this out? Class clocks – clocks work; What time Ask students to digital and does your clock show? represent their analogue time Etc) to gain further thinking and Class clocks with insights. Annotate these reasoning. second (sweep) for future reference. hand. Ask students to Cardboard record times strips, scissors (analogue and and digital) on the paper streamers individual whiteboard clocks. Ask students to draw in where the hour hand should be at
DESCRIPTOR JOURNAL 3.4.6 3D Objects ACMMG063 Make models of three-dimensional objects and describe key features. Problem solving- making models of 3D objects. Activity process- Straw and String Construction. 1.Ask students to work in pairs As the students are building the shapes take the opportunity to ask them specifically about the shape that they are making (or have made). Does it have any parallel edges? Does it have any parallel faces? How do you know? Does it have any perpendicular edges? Use the opportunity in the discussion to note the language the students are using. Skeleton Cube: Using newspaper and masking tape ask students to build a skeleton cube the height of their school desks. Ask students: would this support your weight? How can you modify the cube to make it stronger? 3D objects: cone, cube, cylinder, sphere, prisms, pyramids. Whiteboards and washable pens Polydrons Straws String scissors TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.4.7 Time to Minute ACMMG062 Tell time to the minute and investigate the relationship between the units of time. Understanding - using appropriate language to communicate time. Activity process- matching times. Revise telling the time to five minutes- 3.1.9 Give each student a piece of paper and black pen. Simply ask them to “draw a clock”. Later discuss the clock with each student (tell me about your clock; how do clocks work; What time does your clock show? Etc) to gain further insights. Annotate these for future reference. Ask students to record times (analogue and digital) on the individual whiteboard clocks. Ask students to draw in where the hour hand should be at Problem – how many hours are there in the ‘day’ (from midnight to midnight)? How could you work this out? Ask students to represent their thinking and reasoning. Class clocks – digital and analogue time Class clocks with second (sweep) hand. Cardboard strips, scissors and paper streamers
planningf_year3_term_4.docx