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Subject(s): Mathematics, Humanities and Social Sciences (HASS) and Arts Duration: Three Week Integrated Program for
Term 2 Weeks 1-3
SUBJECT
S
Maths
HASS
Visual
Arts
Recognise,
model, read,
write and order
numbers to at
least
100. Locate
these numbers
on a number
line (ACMNA01
3)
Represent data
with objects and
drawings where
one object or
drawing
represents one
data value.
Describe the
displays(ACMS
P263)
Choose simple
questions and
gather
responses and
make simple
inferences(ACM
SP262)
Describe duration
using months,
weeks, days and
hours(ACMMG02
1)
Identify outcomes of
familiar events involving
chance and describe them
using everyday language
such as will happen
wont happen or might
happen (ACMSP024)
Students will understand the present, past and future. This can be identified by using terminology such as a long time ago, then and now,
now and then, old and new tomorrow. Students can also indicate dates and changes that may have personal significance, such as
birthdays, celebrations and seasons (ACHHK029)
Page 1 of 12
Mathematics:
By the end of Year 1, students describe number sequences resulting from
skip counting by 2s, 5s and 10s. Students explain time durations. Students
describe data displays.
Achieve
ment
Standard
from all
subjects
included
in unit
(just the
relevant
section)
Students count to and from 100 and locate numbers on a number line.
They tell time to the half-hour. They use the language of direction to move
from place to place. Students classify outcomes of simple familiar events.
They collect data by asking questions, draw simple data displays and
make simple inferences.
HASS (History):
Students describe how families have changed or remained the same over
time. They describe how daily lives change over generations, and consider
the personal significance of events in the present, past and future.
Visual Arts:
By the end of Year 2, students describe artworks they make and view and
where and why artworks are made and presented.
Students make artworks in different forms to express their ideas,
observations and imagination, using different techniques and processes.
Literacy
Numeracy
ICT
Ethical Behaviour
Intercultural
Understanding
Sustainability
introduction of chance.
Skip Counting.
Skills:
In History an informal diagnostic assessment will be conducted using a brainstorm this will evaluating what the students already know,
and if there any conceptual misconceptions or gaps. Additionally observation and running records will be kept to identify students using
terminology in correct context. An IEP for the hearing impaired student will have the student match words to images relating to past
present, future.
In Mathematics for Numeracy observation and practice of the popular Korean counting game (sam-yuk-gu) for students ability to skip
counting helping them develop fluency with forwards and backwards counting in meaningful contexts such as circle games. During Data
running record regarding student progress on understanding one-to-one correspondence will be conducted. Students will identify
categories with the greatest or least number of an object. Finally in measurement students will be observed modelling numbers with a
range of material and images, additionally anecdotal notes will be kept about students ability to identify numbers that are represented on
a number line and placing numbers on a prepared number line.
Other evidence of learning will include a marking rubric, a marking checklist and a self assessment checklist. The marking rubric will be
used to assess performance task two (Art Oral Presentation) the checklist will be used for performance task one (a history written piece)
and the self-assessment checklist will be conducted at the end of the Mathematical concept Data. Daily observations and descriptive,
thoughtful and goal orientated feedback will be used throughout the duration of the unit to assist and guide students knowledge and
understanding.
Daily observations include:
- Students contributions to discussions
- Students ability to work effectively in a pair or small group (this will determine if all students are contributing to work load evenly)
- Students ability to use ICT effectively
- Students ability to present to the class
Using daily observations will help me identify students knowledge and understanding around the topic. It will help me identify the
students who have grasped and understood the concept and those that may need a more assistance. Notes from these observations will
help me plan and guide future lessons to ensure they are aimed at an appropriate level that allows all students to achieve.
Diagnostic assessments will be used at the beginning of new topics to assess what students know. Summative assessments will then be
used at the end of the topic to see what students have learnt. Summative assessments will then be compared to diagnostic assessments
to see the progression of student knowledge.
Feedback:
Students will be given both verbal and written feedback from the teacher to aid in the progression of their learning, through both
informal and formal means. Verbal feedback will be given during discussions and lesson tasks to address both correct and incorrect
student knowledge. It is important for teachers to correct any misconceptions students have to ensure learning caps are not created.
Written feedback in a formal means will come about through their performance tasks and the comments that are both positive and
constructive of their understanding. students with front-loading feedback. Observe students ability to work in small groups, take turns, collaborate
and contribute.
Page 5 of 12
Students will also receive feedback from their peers, this is implemented through the English program where students will use the
sandwich strategy and peer editing.
Self-assessment:
Students will use self-assessment through the WILT (discussed below) approach at the conclusion of each lesson. Students will also have
the chance to self-assess and reflect throughout the unit as their knowledge is expanded and they find the concepts clearer, indicating
that they are progressing towards the desired learning outcomes.
differentiated.
For Mathematics scaffolding, I have used enVision MATHS for year one as a guide for activities and capabilities (enVision MATHS, 2011).
For extension work I like to use higher achieving students to peer teach the lower achieving students, they can work in pairs or help once
a task is over. Specific extension questions have been developed for some lessons to challenge these students to think about the task in
a slightly different manner.
By linking the art and history topics together, it will help portray a much more accurate display of the students ability, making it easier to
assess. It will also generate a nice portfolio that can be taken home to show parents what is being done in class. In these lessons I have
tried to include authentic learning and assessment, while using minimal resources (the school I am attending is considered low SES), this
allows the lessons to be easily adaptable. I also chose lessons with lots of structure, as this class has five students with individual
Behavioural Plans. I have set clear class goals and expectations for every lesson. Students are encouraged to be responsible learners who
learn through social interaction, so where ever it is possible, I have included lessons where students can peer-teach.
Within the learning environment the acronyms, WILF (What Im Looking For) and WILT (What I Learnt Today) are used to identify what is
expected of the students and to allow them to self-reflect at the end of the lesson about what they learnt. This strategy is used as it
makes the desired outcomes easily visible to the students and allows assessment of student learning to be easily identified. The
classroom has been designed to cater for all students, allowing each individual student to achieve academic outcomes and educational
goals.
Lesson
Title
Learning
Area
Lesson Activities
Mathematics:
Data
O: Describing displays by identifying categories with the greatest or least number of objects.
L: Daily Question: Who likes dogs? Analyse students answers. Link to data and compare
answers.
E: Use classroom to show data. corners Exercise. Collecting data worksheet.
D: Discuss how we might see data in the real world.
Ex: Have students make their own question. Collect data from friends.
IEP: Instead of asking friends for answers, have them cross off the answer on their
worksheet.
CCPs and
GPs
GP: Critical
thinking,
Numeracy.
Resources
Collecting Data
worksheet
(envision math).
Whiteboard.
Laminated
Student name
cards (Daily Q).
Blue Tac
Page 7 of 12
Mathematics:
Data
.
Mathematics:
Data
4
Mathematics:
Data
5
Mathematics:
Data
O: Describing displays by identifying categories with the greatest or least number of objects.
L: Daily Question: Who supports the Eagles or the Dockers or Neither? Analyse students
answers. Link to data and compare answers. Revise yesterdays concept.
E: Create a classroom graph with data from AFL question. Explain how data can used.
(Real World Example). Have students collect data from each other regarding food, colours,
sports. Then graph them using colours and images.
D: Discuss findings what they learnt about collecting data.
Ex: how else might they show their data findings?
IEP: Use images to place data in categories. Then tally.
GP critical
and
creative
thinking,
Numeracy
Football Images
paper
O: Describing displays by identifying categories with the greatest or least number of objects.
L: Daily Question: Spaghetti/Pizza or Neither? Have student tally on board. Revise
yesterdays concept.
Create class graph of answers.
E: Play Corners again. Have a discussion about what this means. Complete understanding
data worksheet.
D: Go through answers, discuss how they got their answers.
Ex: Read silently Or Math games
IEP: place images in a row to create a bar graph from todays tally.
O: justifying that some events are certain or impossible.
L: Daily Question: Will it rain today? Yes/No/Maybe. Have student tally on board. Group
discussion about why they chose their answers.
Create class graph of answers.
E: Have students divide page into 3. Will happen, wont, happen, might happen. Working in
groups fill in 5 things in each column. They can write or draw answers.
D: classroom discussion and share answers. Why did they choose those things.
Ex: Graph answers using drawings.
IEP: images of daily tasks, put in categories of likelihood
O: justifying that some events are certain or impossible.
L: Daily Question: Are you likely to drive in a car today? Will happen/ wont happen/ might
happen. Have students individually tally answers and create a graph. COLLECT FOR
ASSESSMENT.
E: Lucky dip bags. (2 red counters 8 blue). Empty contents and discuss with students which
is more likely to be chosen. Red or Blue. Have students take turns taking counters out and
recording their answers with tally's.
Complete indentifying more likely worksheet.
D: go through answers as a class.
Ex: Math games.
IEP: Tally or count categories of data. Continue with chance.
GP critical
and
creative
thinking,
Numeracy
Food Images.
GP critical
and
creative
thinking,
Numeracy
GP critical
and
creative
thinking,
Numeracy
Images
Coloured
counters,
bags,
worksheets,
images.
Self Reflection
(See Appendix 6)
Page 8 of 12
History: Time
words
7
Visual Art
10
. Mathematics:
Measurement
Mathematics:
Measurement
Mathematics:
Measurement
GP: Literacy
and critical
and
creative
thinking,
Personal
and Social
A3 paper,
Coloured texters,
cut out images,
routine timeline
worksheet.
O: students will identify how design elements, such as line, shape, colour or texture, are
used in their artworks and in the artwork of others.
L: Where do you see yourself in the future? Use imagination. Link to history lesson.
E: Brainstorm ideas, thinking about how you will portray this image. What shapes will you
use? Crayons/paint. What materials do you need?
D: Classroom discussion about their ideas and dreams.
Ex: Have them describe colours, textures and why they chose them. Help other students
IEP: Checklist will have images of tasks next to words for IEP students.
GP:
Literacy,
critical and
creative
thinking
and
personal
and social.
A3 card paper,
coloured texters,
crayons,
pencils.
GP:
Numeracy
GP:
Numeracy
Collecting
Estimating and
ordering time
lengths envision
work sheet
(envision math).
Whiteboard.
Collect work
samples
envision maths
book.
Collect Work
Samples for
assessment.
Focus on
terminology and
explanation.
GP:
Numeracy
A3 paper,
pencils
Page 9 of 12
11
Mathematics:
Number
12
Mathematics:
Number
13
History: Past,
Present, future.
14
15
Visual Art
Mathematics:
Measurement
tell time from an already drawn clock. Have groups of 3 students draw a clock, the hands,
the time and an activity they would do at that time of the day.
D: students present their answers and images to the class.
Ex: Read silently Or Math games
IEP: further practice identifying the time from a drawn clock, and drawing on the hands.
O: using the popular Korean counting game (sam-yuk-gu) for skip counting
L: As a class skip count together to 100.
E: Play Sam-Yuk-Gu as a class.
D: How can we change the game to make it more challenging?
IEP: Place them at the beginning of the circle. Create a rule that they can pass if they need
to.
O: identifying numbers that are represented on a number line and placing numbers on a
prepared number line.
L: Revise game from yesterday. Discuss what they found difficult/easy.
E: Skip Train activity on computers. Working in pairs. Link to technology outcome
D: What did they learn?
Ex: Peer teach.
IEP: Work with EA on counting forwards/backwards
O:create work samples identifying dates and changes that have personal significance
L: How can we show that the present is different from the past?
E: Students draw themselves as a baby, now and what they want to do in the future?
D: Discussion on what they could do as a baby, now and what they want to do in the future.
Link to art lesson. Develop their ideas How can you tell from your pictures that the past is
different from the present?
Ex: continue art brainstorm
IEP: choose either past or future.
O: comparing the qualities and properties of materials such as paint, crayons, clay and
found objects and select appropriate applications to represent themselves in the future
L: Revise brainstorms and add to them the materials they want to use.
E: Create art work with chosen materials.
D: pack away. Discuss progress on art pieces.
Ex: Extra detail. Help pack away chairs.
IEP: guidance picking materials.
O: Telling and writing time to the hour
L: Have students come up and display knowledge and draw time on different clocks. Then
tell time from an already drawn clock. Revision of last weeks work.
E: Do first question as a whole class. Demonstrate then Discuss answers.
D: Go through answers together as a class.
GP:
Numeracy
GP:
Numeracy,
critical and
creative
thinking
computers.
GP:
Literacy,
critical and
creative
thinking
and
personal
and social.
GP:
Literacy and
critical and
creative
thinking.
Collect work
samples
A3 paper,
Coloured texters.
GP:
Numeracy,
crayons,
paint,
newspaper,
paint brushes,
chalk.
A3 paper.
Collect work
samples
Telling and writing
time to the hour
envision work
sheet (envision
math).
Page 10 of 12
Ex: Help other students who are struggling.IEP: Use images of clocks, use EA to complete
work sheet about time
16
17
18
Mathematics:
Measurement
Mathematics:
Measurement
Mathematics:
Number
19
Mathematics:
Number
20
History:
GP:
Numeracy,
GP:
Numeracy,
Whiteboard.
Collect work
samples for
assessment.
envision maths
book.
Collect Work
Samples for
assessment.
Focus on
explanations and
written work.
A3 paper,
pencils.
GP:
Numeracy,
Large numbers
lucky dip bags
GP:
Numeracy
GP:
Photographs from
Page 11 of 12
Visual Art
L: Show children from variety of photographs from past and present? For each response
ask: What do you see that makes you say that?
E: Children sort through pictures into past and present and write their reasoning behind
answers.
D: Discussion Reasoning in partners. Share answers and ideas.
Ex: Silent Reading
IEP: Work in pairs
Literacy,
critical and
creative
thinking
and
personal
and social.
O: share ideas with their classmates about the representational choices they made in their
artwork
L: Finish art pieces.
E: Write 2 sentences about why they chose that idea and why they chose those materials.
Use brainstorms
D: Students Present ideas and art work to the class. Self-reflection.
Ex: Draft and final copy
IEP: guidance picking materials
GP:
Literacy,
critical and
creative
thinking
and
personal
and social.
Crayons, paint,
newspaper,
paint brushes,
chalk.
Collect work
samples to be
marked against
Rubric. Anecdotal
notes to be made
during
presentation
Page 12 of 12