Year 1 - Term 1, Week 7 In the Mathematicians centre students have started to explore the concept of ‘mapping their day’. They have been provided with an example of a map of a daily schedule, as well as used the ‘Map of my day’ page in the book: ‘My Map Book’ for ideas. Students enjoyed exploring mapping out their day, but I noticed that there was no organisation or daily events shown in the right order or followed a sequence showing morning, day, afternoon and night. Introduction: Revisit the prompt: ‘Can you create a map of your day?’ Read through the criteria with the students. Tell students that today’s Learning Centre intro will be focusing specifically on the criteria; ‘Show your day in the right order using words and pictures’. Use the example below of a student’s ‘map of their day’ that has been created in a previous LC session. Read the map of their day to the students. Woke up at 7:00 Learn how to read Wash my face Have recess Brush my teeth Go to the park Put my school uniform on Play soccer on Nobbs at lunch Have a shower Read a book Get ready for school Have a shower Walk to school Go to bed Have breakfast TPS: Ask students to think about whether this example shows the day in the correct order using words and pictures. Discuss student responses. Possible questions to ask are ‘Would you change into your school uniform before you have a shower?’, ‘Do you have your breakfast after going to school?’, ‘Would you go to the park during school hours?’. Explain to the students the importance of reading the prompt carefully to achieve success in our learning. Read the story or watch the video of ‘My Map Book’ by Sarah Fanelli. (Stop after the section of ‘Map of my Day’. https://www.youtube.com/watch?v=rCkkgTSAA5U TPS: Pose the question; ‘What is a map?’ Discuss student responses. Point out the fact that maps can show concepts, events of their day in the correct order, can show their family members, can be a drawing to represent their bedroom etc. Display the pages outlining ‘Map of My Day’ from the book. Explain to the students that the author has used writing and pictures in a sequential order to show the audience how her day is organised and we can follow the path of her day just like in a real day. Explicitly point out: - The day is in sequence of what happens first, next, after that etc. Time passes as we move down the page. - The pictures give us lots of information about the author’s day. Model: ‘I know that the author brushes her teeth first thing in the morning by looking at this picture. It makes me think about the first thing I do in the morning. If this was my map, I could draw a toothbrush too but I could also draw a hairbrush or a picture of myself getting out of bed. - How the author has divided her map into two paths- one for school days and one for weekends. - In the playground section, the author writes ‘my favourite games’ but we don’t have any information about what that might be. TPS: If this was your map what could you add to give more detail about what that might be. - Discuss how the author used creativity in mapping out their bedtime. They wrote the word dream, each letter in a star. Where to next: TPS: Ask student to think about how the author could improve their map to make it better and have the audience clearly see the author’s day in the right order. Examples may include using time to show order of events, using subheadings such as morning, day, afternoon and night or using arrows to show the correct order of events in your map. Have students reflect upon their maps and think of how they can improve their ‘map of their day including some of the above examples. Show the students the example ‘map of my day’ which includes time, pictures, words and arrows to clearly show map of the day in the correct order.
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