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ACARA – Measurement and Geometry: Location and Transformation
Year level of focus: Composite reception/year one class
What is the learning focus?
Concept(s): Thinking and Working Scientifically/Mathematically:
Position and Focusing on Language such as: Near, far, behind, under, around, over, left, right, next to,
movement towards, under. Giving simple directions to guide a friend around an obstacle path and also
being in the position of being able to follow the instructions a peer has given them.
Give and follow Why we give directions, understanding how to give directions to and from a place,
directions understanding turns, direction and distance. Interpreting and following directions around
familiar locations.
Dispositions:
Foundation Content Descriptor : Describe position and movement ACMMG010.
Achievement Standard : They use appropriate language to describe location.
Aim: by the end of the unit have receptions planning and directing a partner through an obstacle course using
locational language.
Year 1 Content Descriptor: Give and follow directions to familiar locations ACMMG023.
Achievement Standard : They use the language of direction to move from place to place.
Aim: Have year 1’s planning a map of a town and then building it out boxes, blocks or Lego. Students will then be asked
to identify directions, locations of objects, distances, and use clockwise and anti-clockwise positioning.
General capabilities:
General Capabilities:
understanding includes connecting names, numerals and quantities, and partitioning numbers in various
ways
fluency includes readily counting number in sequences forwards and backwards, locating numbers on a
line and naming the days of the week
problem-solving includes using materials to model authentic problems, giving and receiving directions to
unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the
reasonableness of the answer
reasoning includes explaining direct and indirect comparisons of length using uniform informal units,
justifying representations of data and explaining patterns that have been created.
How will the students engage with this learning? (Provide here an outline of a learning experience with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s): Lesson 1
Prior knowledge Mind map
What do you know?
- Why are maps important?
- Why do we give directions?
- Why do you think pirates map out their tressure?
Mentor text: ‘We’re going on a bear hunt’ By Michael Rosen Read through 1x then discuss book
Discuss what under looks like, over, above, around…
Get students to sit in a circle and place the chair in the middle of the class. Model language with toy bear – get
students to come up and put bear under chair, on chair, above chair, around chair…
Inquiry questions: Can you remember what the book said the people should do for this image eg: the mud image –
get students to come up and place the characters either under, over or around…
Read through the book again this time pausing to allow students to come up and place laminated characters
according to location in the book. Eg; under, over, around…
Students will then move into year levelled groups to play a game. Game: Receptions to work with a partner and play
the divider game. Students have images from the book “We’re going on a bear hunt”. Students will take in turns
setting the scene and behind their divider their partner has to follow the instructions and match the scene. Educator
to model this task. Year ones to do the same but with different images and more explicit language.
If time go though work sheets. Worksheets: receptions work on language sheet ‘over, under, around, up, down’
Diversity: Extension task Foundation: Draw the picture according to the text.
YEAR 1’s: make their own sequence of events with laminated characters or bear hunt board game.
Comments from lesson:
Lesson 4
Mentor text: Mapping Penny’s World By Loreen Leedy https://www.youtube.com/watch?v=NSBpg3JLJXQ
Year one’s will work in pairs to design a city that they will be building in the next lesson this lesson helps to introduce
this to the students.
Worksheet: Year one’s Build a city practice marking location worksheet.
Receptions: Receptions to work in the library with me. Using a grid marked out with marking tape receptions will be
introduced to grids on a map. Receptions will be given images of houses, building and trees and they will follow
educators instructions and be placed in a location on the grid.
Once year ones have finished their task the groups will swap and the year one’s will come into the library and play
the grid game. Receptions will play the divider game using laminated images. In pairs students will take in turns
creating an image using the laminated images. Students will instruct their pair to create a mirror image. Then when
ready students will reveal the image to each other.
Lesson 5
https://www.youtube.com/watch?v=D9NpWpr27Ak
Year Ones: Students to go through and finish off their city design and start planning what they will need for their city
in lesson 6.
Receptions: will choose three objects eg: skipping rope, hoop and 3x cones to make an obstacle course in lesson 6.
Students will work in pairs and will design this obstacle course ready for lesson 6.
Class to spend about 20 minutes on this
30 minutes: MAKING A CLASS BOOK: Directional language theme… Students will use I pads in pairs.
In pairs students will be given directional cards. Above, under, over, around, in, out, on, next to, near, far… Half the
class will head outside and will work in pairs taking pictures of themselves demonstrating the positions they have
been given. The class will then swap and the other half will be inside taking images of objects demonstrating these
positons.
Lesson 6
Receptions’: creating an obstacle course and providing directions for peers to navigate through the obstacle
course.
Once everyone is finished students will do a gallery walk to show their cities. Students will then head outside to
watch the Receptions demonstrate their obstacle courses.
Receptions: Building and practicing their obstacle courses where they are directing their peer through the obstacle
course calling out the correct positional language.
Year one’s: Design a city – students will work in pairs to design and build a city. They must include a school, a shop, a
hospital and six houses. Students will then need to answer questions: From the school using directional language how
do you get to the shops? From the shops how do you get to house one? From house to how do you get to the
hospital?
If finished early receptions will get to view the year one’s cities.
What worked?
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
‘We’re going on a bear hunt’ - Mentor Text
‘Up, Down and Around’ – Mentor Text
Direction game PDF
Laminated ‘We’re going on a bear hunt’ cards
Directional and Locational classroom labels
Sporting equipment: plank, skipping rope, hoop, cones
Worksheets: At the Beach, Playground worksheet, Where are they playground worksheet, Bear hunt locational
worksheet