heavier/lighter? Choose a student to heft both items and another to use the balancing scales to check. Repeat several times. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL Interpret use simple Label the walls or Problem Solving – Treasure Hunt: Prepare a class Labels – North; South; simple maps maps of corners of the Planning routes on treasure hunt using positional East; West of familiar familiar classroom with north, maps. language in the clues. Labels with key locations and locations to south, east and west. objects and areas of identify the show the Refer to these the classroom, for relative relative directions incidentally example. teacher’s positions of position of and when giving desk; computers; key features. key features, directions in the book trolley; maths such as classroom. cupboard; door; mat locating key Hide a mystery object area; tables; prayer features on (classroom toy) table; timetable; 2.4.8 maps and somewhere in the weather chart. Maps using them classroom. Large piece of paper as reference Have one student leave with outline of points for the room while a classroom the accurate mystery object is People models placement hidden. Mystery object, for of other When the student example: classroom objects. returns, the other mascot students give clues using north, south, east and west e.g. to find the mystery object you need to be facing North. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMSP024 compare Ask students which of Fluency – listing Two Steps Forward / Two steps Likely or unlikely / Identify and order two unrelated events possible outcomes Back. Have students toss an uneven least likely or most 2.4.9 practical events by is more likely to of chance events object, for example: drawing pin, likely voting cards Chance activities and whether happen. Choose an bottle top, drink umbrella. When it Full set of Likelihood Likely or everyday they are event that is lands face up the thrower takes two cards Unlikely events that likely or obviously more or less steps forwards and when it lands Paper and pens, sticky involve unlikely, likely, for example: face down, they take two steps notes chance. more likely Is it more likely that we backwards. Coloured cubes
heavier/lighter? Choose a student to heft both items and another to use the balancing scales to check. Repeat several times. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.8 Maps Interpret simple maps of familiar locations and identify the relative positions of key features. use simple maps of familiar locations to show the relative position of key features, such as locating key features on maps and using them as reference points for the accurate placement of other objects. Label the walls or corners of the classroom with north, south, east and west. Refer to these directions incidentally and when giving directions in the classroom. Hide a mystery object (classroom toy) somewhere in the classroom. Have one student leave the room while a mystery object is hidden. When the student returns, the other students give clues using north, south, east and west e.g. to find the mystery object you need to be facing North. Problem Solving – Planning routes on maps. Treasure Hunt: Prepare a class treasure hunt using positional language in the clues. Labels – North; South; East; West Labels with key objects and areas of the classroom, for example. teacher’s desk; computers; book trolley; maths cupboard; door; mat area; tables; prayer table; timetable; weather chart. Large piece of paper with outline of classroom People models Mystery object, for example: classroom mascot TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.9 Chance Likely or Unlikely ACMSP024 Identify practical activities and everyday events that involve chance. compare and order events by whether they are likely or unlikely, more likely Ask students which of two unrelated events is more likely to happen. Choose an event that is obviously more or less likely, for example: Is it more likely that we Fluency – listing possible outcomes of chance events Two Steps Forward / Two steps Back. Have students toss an uneven object, for example: drawing pin, bottle top, drink umbrella. When it lands face up the thrower takes two steps forwards and when it lands face down, they take two steps backwards. Likely or unlikely / least likely or most likely voting cards Full set of Likelihood cards Paper and pens, sticky notes Coloured cubes
planningf_year2_term_4.docx