WEEK 3 DAILY PLANNER 3/6-7/6

Time Curriculum Learning Outcomes Resources Process Assessment

Area/activity (in numbered steps or dot points)
Manipulate and modify PE  In class explain to students on the white board how to play the game. N/A
L1 Health & elements of effort, Monitors Game explanation:
9:10 Physical space, time, objects and to get: 1. One student is the octopus, the start in the middle of the playing
Education people area.
to perform movement Cones 2. Have all students line up beside one another at one end, facing
sequences ACPMP065 the octopus, they are the fish.
3. When the teacher blows the whistle the fish have to
run/skip/jump/hop etc. to the other side.
4. If student gets tagged, they become a jellyfish, feet are frozen to
the floor and arms stick out to try tag fish.
5. Last student remaining wins, they can be the octopus. Can have
two octopus the next round.
 Ask students if they have any questions, if they want to make any
modifications or add/change rules
 PE monitors to grab equipment needed and set up the game
 Students play the game outside on Hard play.
Recess DUTY: JP
10:40 Play Space
Students will be able to Power  Students to reflect on prior knowledge on chance and probability.
L3 MATHS understand chance by point Question: What do you think chance and probability is?
11:00 correctly putting  WARM UP: students to put in order jumbled probability words e.g.
Introducing probability words in 6 sided dice likely, unlikely, even chance.
Statistics and order.  Students are to work in partners with the person next to them.
& Probability Explain to students: Game of Pig:
Students will be able to o The winner is the first player to get 100 or more points.
GAME of PIG understand o You both start with zero points and take turns to throw the dice as
L4 experimental many times as you like adding the total at each throw to your score.
11:50 probability through Throwing one 6 ends the turn and nothing is added to the score for
Yr6/7 testing out chance with that turn. Throwing a double 6 ends the turn and the total score
class a 6 sided dice. goes back to zero. Try playing against Piggy. Can you work out
Piggy's strategy?
WEEK 3 DAILY PLANNER 3/6-7/6

 To conclude the lesson, ask students “what is the intention of this

lesson” (experiment chance and probability with dice), have a
discussion about the lesson and pop-stick students.
Lunch
12:40
SCIENCE Sudden geological Laptops  Students continue investigating earthquakes from around the world
L5 (follow up) changes and extreme on the geoscience Australia website.
1:40 weather events can Australia  Students interpret the data from the website and plot earthquakes
Earthquakes affect Earth’s and Asia and their magnitude on their maps.
surface (ACSSU096 region map

Students will be able to Worksheet

investigate earthquakes s from
in Australia, the Asia WASP
region and throughout
the world. Geoscience
Australia’s
Students will be able yo site at
http://www.ga.go
interpret earthquake v.au/earthquakes/
data. initRecentQuakes.
do
NOTES/REFLECTIONS:
WEEK 3 DAILY PLANNER 3/6-7/6

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

STEM Lab sheet  Introduce students to the investigation activity

Challenge: Students will be able to for each  Discuss materials students will use.
Build an investigate to build an student  Students will get into their ‘spelling groups’ to work collaboratively to
Earthquake earthquake proof plan and create a structure.
Resistant structure. Materials:  Students to complete part of their labsheet.
Structure Marshmall  Students will plan their structure and build it once their plan is ready
Students will be able to ows,
follow the steps of the toothpicks,
Engineering Design cardboard,
process for this scissors,
challenge. Ask, imagine, ruler, jelly
plan, create, test, trays.
improve, present,
reflect. Earthquake
s Padlet:
https://padlet.co
m/danicaceres_51
2/earthquakes_55
5
YouTube
videos:
https://www.yout
ube.com/watch?v
=tcPghqnnTVk

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

Time Curriculum Learning Outcomes Resources Process Assessment

Area/activity (in numbered steps or dot points)
A written recount of their week. My mentor chooses 4 different
L2 Writing: areas for students to focus on with guiding questions to help their
9:50 What’s writing. For example, the topics have to do with feeling, goals,
Happening? behaviour, learning areas. This is great for students to evaluate
their week and for the teacher to get feedback on their teaching,
on lessons, on students learning, behaviour and emotion.
Recess
10:40
Tierney Follow instructions from lesson 9
L3 MATHS Kennedy
11:00 fractions
&
book
L4
11:50
Yr6/7
class
Lunch DUTY:
12:40 Playground
Students get into their assigned assembly group and sort out their
L5 Assembly acts/dances/performance.
1:40 Prep

Rivers – class favourite game

L6 FITNESS 2 teams, student kicks the footy to the other team if they catch it, kicker
2:30 is out if they don’t then the student attempting to catch it is out. Team
left with the most students, wins.