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| At a Glance |
Grade Level: Grade 1
Subjects: Life orientation, Mathematics, Language and technology
Topics: Measurement of length, weight, volume and time
Time Needed: 8 weeks, 45 minutes per week - 15 minutes whole class discussion, 2x 15 minute practical sessions; 8 one hour computer lessons
Key Learnings: Problem solving, measurement, understanding of time, estimate, comparison, summarising and reporting
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| Things You Need |
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Critical outcomes
Identify and solve problems,
Work effectively with others,
Communicate effectively,
Organise and manage oneself,
Collect, organize, analyse and critically evaluate information,
Use science and technology effectively and critically.
Specific outcomes
The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.
The learner will be able to use language to think and reason, as well as to access, process and use information for learning.
The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.
The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.
Resources:
Camera, computer, internet connection and printer.
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Unit Summary
What do we measure and why? Measurement can be fun. Learners will measure common day aspects of their lives and learn more about measurements.
Curriculum Framing Questions
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Critical Question:
How can we organise the world around us |
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Unit Questions:
What does measurement teach us about ourselves?
What does measurement tell us about our environment?
How can measurement keep us safe and healthy?
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Sample Content Questions:
How do we measure time
How do we measure length
How do we measure mass
How do we measure volume
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Instructional Procedures
- Time Measurement:
Revise vocabulary needed.
Compare the length of time various activities will take
Compare the sequence of events e.g. birthdays, daily routines
See birthday calendar
- Length
Revise or teach necessary vocabulary e.g. long, longer, short, shorter, the same length
Use different body parts e.g. hands, feet, fingers, arms to measure the length or distance of various things around the classroom and playground
Compare these various measurements to see how different units measure the same thing.
Use non standardised measuring equipment e.g. measuring tapes with cars, flowers etc on
- Weight
Revise or teach the necessary vocabulary e.g. heavy, heavier, light, lighter, the same weight
Use non standardised units and a balance scale to compare weight of different articles
- Volume
Revise or teach vocabulary e.g. full, empty, half, the same volume
Children experience with non-standardised equipment to compare the volume of different container e.g. how may cups of water will fill a jug.
- Children use the interactive template called "Can you estimate?"
- Show the educator support presentation called Lets Learn About.
- The children will compile the following in groups to present their findings:
See the practical details of the implementation plan
Certificates can be awarded to learners
Unit plan template
Prerequisite Skills
The learners should be able to
estimate
count accurately to 20
Should have knowledge and understanding of the following vocabulary:
time: morning, afternoon, evening, before, after
length: long, short, longer, shorter, same length
mass: heavy, light, heavier, lighter, same weight
volume: full, empty, half, more, less, same volume
Differentiated Instruction
ELSEN: Learners will be able to use sound clips to aid them.
English second language speaker: Instructions and learner support has a lot of graphics to help weaker readers.
Advanced learner: Advanced learners can use more advanced function on the software and can work at own pace.
Assessment
Mathematics:
Learners must be able to
Describe the time of day using vocabulary such as morning, afternoon, night, early, late
Compare events in terms of the length of time they take (longer, shorter, faster, slower).
Sequence events using language such as 'yesterday', 'today' and 'tomorrow'.
Place birthdays on a calendar.
Estimate, measure, compare and order three-dimensional objects using non-standard measures:
| mass (e.g. bricks, sand bags); |
| capacity (e.g. spoons, cups); |
| length (e.g. hand spans, footsteps) |
Music:
Differentiates between high and low, long and short, loud and soft sounds.
Life Orientation:
Identifies dangers and appropriate precautions on the route to school.
Manages the changed environment of the class and school.
Science:
carries out instructions independently and shows or tells what is being done.
Social Sciences:
Discusses own and other people's experiences in the past and present [chronology and time].
Compares own age with the ages of others, and explains concepts such as old, young, older than, younger than [chronology and time].
Identifies and describes issues affecting personal Health or safety in the school and/or home
Suggests ways to improve personal health or safety by proposing solutions or alternatives that will reduce the risk to personal health or safety [making choices].
Technology:
Chooses suitable material or substances to make simple products to satisfy a given need.
Credits
Maryna Stevens of Elkanah House Preparatory school, Cape Town as part of the Intel Teach to the Future programme.
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