Lesson Number Objectives Activities Resources
1 · To know that children live different distances from school.· To be able to measure and compare.· To understand that everyone has a personal address.· To know the significance of address. TI: Assessment sheet.Look at a map of the local area on Multimap on IWB. Children locate the streets they live on, marking using Lynx task bar. Who lives the furthest away from school? How do they get to school? How long does it take? Who lives the nearest to school?…..Ask the children how a letter gets to their house? How does the postman know how to get the letter to the right house. Look at address on IWB – what does each line mean? How long will it take for a letter to get to your house?Independent Activity: Children write their address on envelopes, draw picture of house to send – Walk to post box (may post on day 2 – dependent on time).Plenary: Remind children of what each line of address means. Can you remember yours? IWBInternet / Lynx / TexteaseEnvelopes / StampsParent Helper(s)Paper / Crayons
2 · To consider the route from home to school.· To be able to draw a picture map.· To be able to describe their route to school, using the correct vocabulary. TI: Looking at map of local area on Multimap, using Lynx tool bar to draw on map, talk through the journey from a house on Queensway to school, using directional vocabulary.Ask the children to describe to a partner how they get to school, using vocab. Allow some children to Talk through and demonstrate their journey on IWB.Now model drawing a map from the house on Queensway to school, using a bird’s eye view.Independent Activity: Children draw a map of their journey from home to school.Plenary: show maps and talk through journeys. IWBInternet / Lynx / TexteasePaper / Crayons
3 · To understand that children travel to school in different ways.· To design and carry out a survey.· To analyse their findings. TI: How do you get to school? Children talk about how they travel to school and why they use that method.Using RM Graph, model collecting data and making a pictogram of how the class get to school.Independent Activity: Children collect data in mixed ability groups of how they get to school and make a pictogram of their data.Plenary: Children present their pictograms to the rest of the group and answer analysis questions – e.g. which is the most popular method of transport?...** Send out work survey ** IWBRM GraphTravel surveyPaper and pictures for pictogram
4 · To recognise some physical and human features in their own locality.· To identify the main features and any changes taking place.· To sketch, annotate and photograph features. · To express views on local features. TI: Talk about what human and physical features are. List some features in Melbourne, are they human or physical?Put the children into groups – physical or human, artists or photographers.Independent activity: In groups go for a designed walk around Melbourne. Either sketching or photographing physical or human features.(After printing photos) In mixed groups of physical and human features, collage the features of Melbourne. Discussing the features they like and the features they don’t.Plenary: Present collages and discuss features. IWBClip boardsPaperDigital cameraParent HelpersCollage Material
5 · To identify land uses and types of buildings found in their locality.· To understand that they are linked to the type of work available.· To know that local buildings suggest the type of work available. TI: Collect data in a table of where the children’s mums and dads work. How many work in Melbourne? Why do a lot of parents travel out of Melbourne? Show the children the work survey. Model how to complete.Independent activity: In groups, children go for a walk around Melbourne, identifying places of work. Plenary: Analyse findings. What types of buildings are there in Melbourne? How does this effect work? IWBTexteaseWork SurveyParent helpers
6 · To recognise what leisure facilities are available.· To know that places change for better or worse over time.· To know that places were different in the past and will also be different in the future. TI: Discuss what leisure facilities are in Melbourne. Talk about how facilities may change over time. E.g. there was a swimming pool, now there is not. How might Melbourne be different in the future? E.g. More houses, new swimming pool.Model designing an ideal town. What facilities would you have? Buildings….Independent activity: Children design ideal towns using a variety of equipment: lego, drawing, dazzle, boxes……Plenary: show and talk about ideal towns, their facilities, buildings….. DazzleLegoDrawing equipmentboxes
No comments:
Post a Comment