follow all students in the to get view of school directions for group can participate and surrounds. View moving around in following the map on interactive the directions. Repeat whiteboard or print environment this out map in colour. represented on using least moves; 5 An A3 page with the the map. moves; from one outline of the streets grid reference point around the school. to another e.g. B2 to Cut-outs of the school E4 in 3 moves; etc. buildings and Source: E deVries & E playground areas – Warren, 2010 from Google maps or labelled drawings. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMSPO068 collection and Where would Observe students as they Data Collection Identify questions ways of you like to go take part in the group Question Cards or issues for recording and on Holiday? activities. Ask questions Paper, pens, white categorical displaying this such as: What are the board variables. data. Students possible outcomes? What Sticky notes, clock Identify data will gather data question will you ask? How stamp sources and plan and represent will you collect the data? Coloured cubes and methods of data this data in a How will you record the counters collection. variety of ways. results? Why? Note their 10x10 paper grid 3.3.9 ACMSPO069 Collect explanation for each of Tally Chart data, organise it their choices. Observe and into categories and note the explanation of create displays their findings. using lists, tables, Individual picture graphs and whiteboard clocks simple column and pen graphs with and ‘Are We There Yet’ with out digital Alison Lester technologies. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMSPO070 Students will Interpreting Pose a real life question Grow bean shoots. 3B’s Pet graph Interpret and compare Graphs and have the student Measure them each Variation graphs compare data various student suggest how your class cod day and then plot White boards 3.3.10 displays. generated data find out the information their growth on a line 10 x 10 Grid paper, representation and how it could be graph. Compare the pens and describe recorded, for example: The growth between Dog Weight Graph their principal wants to find out shoots.
follow directions for moving around the environment represented on the map. all students in the group can participate in following the directions. Repeat this using least moves; 5 moves; from one grid reference point to another e.g. B2 to E4 in 3 moves; etc. Source: E deVries & E Warren, 2010 to get view of school and surrounds. View map on interactive whiteboard or print out map in colour. An A3 page with the outline of the streets around the school. Cut-outs of the school buildings and playground areas – from Google maps or labelled drawings. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.9 ACMSPO068 Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection. ACMSPO069 Collect data, organise it into categories and create displays using lists, tables, picture graphs and simple column graphs with and with out digital technologies. collection and ways of recording and displaying this data. Students will gather data and represent this data in a variety of ways. Where would you like to go on Holiday? Observe students as they take part in the group activities. Ask questions such as: What are the possible outcomes? What question will you ask? How will you collect the data? How will you record the results? Why? Note their explanation for each of their choices. Observe and note the explanation of their findings. Data Collection Question Cards Paper, pens, white board Sticky notes, clock stamp Coloured cubes and counters 10x10 paper grid Tally Chart Individual whiteboard clocks and pen ‘Are We There Yet’ Alison Lester TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.3.10 ACMSPO070 Interpret and compare data displays. Students will compare various student generated data representation and describe their Interpreting Graphs Pose a real life question and have the student suggest how your class cod find out the information and how it could be recorded, for example: The principal wants to find out Grow bean shoots. Measure them each day and then plot their growth on a line graph. Compare the growth between shoots. 3B’s Pet graph Variation graphs White boards 10 x 10 Grid paper, pens Dog Weight Graph
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