A significant local site

Activity 2: Sequencing familiar events

As a whole class students choose drawings, done in Activity 1, of those events which happened during their time at the school and place them in chronological order on a peg timeline. Students discuss the accuracy of where things are being placed and as a class they decide if things have to be moved on the peg timeline.

Events that happened in the more distant past, such as something told to a student by a parent, can be used to ask students where they think it would need to be placed on the timeline. Initially this should be done silently without any explanations. A few students might be invited to stand where they think the picture should be placed. Once every student has agreed that someone is at a position where they would have stood the class can be asked to give reasons why they stood where they did.

Students might be given the opportunity to create their own timeline individually during numeracy time over the following week, choosing events with significance for them, and a photo taken for assessment purposes.

Assessment opportunities

The initial activity can be used to assess students' ability to sequence familiar events. If students suggest the need for gaps on the string to represent gaps in times between the events represented they have a more sophisticated understanding of time. The photo of each individual's timeline indicates students' understanding at the conclusion of the activity.

 

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