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TUESDAY
Time Curriculum Learning Outcomes Resources Process Assessment
Area/activity (in numbered steps or dot points)
Students Describe Power Revise definition of chance and discuss with students the different
L3 MATHS probabilities using point ways of representing probability
11:00 fractions, decimals and WARM UP QUESTION on pp slide: Kim throws a standard 6-sided die.
Statistics and percentages ACMSP144 Cones Which point on the number line best shows the chance of Kim
& Probability throwing a 2.
Describe outcomes of X2 6-sided Students answer A, B, C or D by moving to the side of the room where
L4 Horse Race chance dice the letter they think it is.
11:50 Explain to students theoretical and experimental probability
Yr6/7 Observed and expected Explain to students the horse race:
class frequencies o Students pick a horse number 1-7
o Teacher rolls 2 dice, student moves forward if their number comes
up on the dice (2 and 5 = horse 7)
o Teacher can choose how many cones students have to reach to, to
win the race.
Have a discussion with students about this activity and what did they
notice?
STRETCH: students to write the fraction and decimal for each horse
Questions to ask students at the end of the lesson:
o In theory which horse had the best chance?
o What are all the possible outcomes?
o What if it was a 30 cone race?
o Does the experiment prove the theory wrong?
Lunch
12:40
SCIENCE Sudden geological Laptops Watch first YouTube video: Tectonic plates
L5 & 6 changes and extreme Students to fill out WONDER and LEARN column in KWL chart
1:40 Earthquakes weather events can PowerPoint Watch second YouTube video: Is your house earthquake proof?
affect Earth’s Discussion questions (pop-stick students): How do earthquakes
surface (ACSSU096 occur? What do engineers do
WEEK 3 DAILY PLANNER 3/6-7/6
https://www.yout
ube.com/watch?v
=XBemcPqO2JA
NOTES/REFLECTIONS:
WEEK 3 DAILY PLANNER 3/6-7/6
WEDNESDAY
Time Curriculum Learning Outcomes Resources Process Assessment
Area/activity (in numbered steps or dot points)
(same as yesterday) (same as Students continue building their earthquake proof structures
L1 & 2 SCIENCE yesterday) Students test each structure for 15 seconds and can make
9:10 (continue) improvements
stopwatch As a whole class students test their structures for 20 seconds.
Students complete the rest of the lab sheet
Recess
10:40
Students Describe Power Teacher recaps with students what they have learnt so far and what
L3 MATHS probabilities using point happened in the prior lesson.
11:00 fractions, decimals and Warm up - count girls and boys in class. Ask students what they think
Statistics and percentages ACMSP144 One silver the probability of me picking out a girl/boy would be. What is the
Probability coin per chance of them being a croc, eagle, shark, kangaroo, stingray.
& Interpret and compare student Representing it in the 4 different ways.
Coin tossing data The chance of flipping a coin “what is the chance of flipping this coin
and it landing on heads?”
L4 Conduct a chance Introduce students to the game heads or tails. Students are to stand
11:50 experiment using coins, up. The teacher has two coins
Yr6/7 recording data in a table Students work in partners to conduct a chance experiment. Students
class Describe the occurrence toss the coin 20 times and record heads or tails into the table on the
of an event using worksheet. Students are to list all the possible outcomes of tossing
fractions and two coins. Students record data into table. Stretch for students to
percentages. record on a graph
Discussion: Pop-stick a student to share their results. As a whole class
Students are able to discuss the intention of this lesson. What are the outcomes of tossing
fractions into decimals. two coins? Discuss the ‘theoretical probability’ - equation is p(event) = #
of times event occurs/total number of outcomes
NOTES/REFLECTIONS:
WEEK 3 DAILY PLANNER 3/6-7/6
THURSDAY
Time Curriculum Learning Outcomes Resources Process Assessment
Area/activity (in numbered steps or dot points)
Students can make Lit circle Students gather in their groups according to book. Check
L1 Lit. Circles connections to self, worksheet Students discuss new vocab, questions, connections and inferences students
9:10 other texts, the world. and text. according to the pages they have read up to in their text. worksheets.
Students learn new
vocabulary and how to
make inferences.
Students Describe PowerPoint Warm up: Miss Caceres tossed a coin three times. A. Draw a tree
L2 MATHS probabilities using diagram to show all the possible outcomes. B. Find the probability of
9:50 Statistics and fractions, decimals and Packs of getting: (i) Three tails. (ii) Exactly two heads. (iii) At least two heads
Probability percentages ACMSP144 cards Explain to students the cards in a pack
& In partners/groups students are given a pack of playing cards
Playing Cards Students use their Students are to come up with their own questions of inquiry and
after critical thinking to come create a theoretical probability.
recess up with their own Students write their answers in fractions STRETCH: decimals,
L4 probability questions. percentage, number line.
11:50 Students experiment the theory
Yr6/7 Discussion: difference between experimental and theoretical
probability
To conclude: provide students with exit slip – chance question,
students represent answer in fraction and decimal.
Lunch
12:40
Students to learn to Nature Play Make sure students clearly understand to play safely with resources.
L5 & 6 NATURE collaboratively play in shipping Year 6’s to give preference to, include, encourage and cooperate with
1:40 PLAY an outdoor environment container their little buddies. Students to get into groups of 3-4 with little buddies
with foreign/different Encourage creativity
resources safely. Students plan, create and imagine.
NOTES/REFLECTION:
WEEK 3 DAILY PLANNER 3/6-7/6
FRIDAY