Aimed at Prep/Foundation year level when learning about SPINNING. The folder contains task cards, picture sorts and answers, and spin top templates and instructions.
Suggestions for use in the Classroom
•This task card will be performed in groups of two's, individually or as a bigger group.
• This lesson will require one teacher aid to be there to elaborate the task further to the learners if not understood and to assist with cutting of the spinning top and stabbing the pencil through.
•This task focuses on engaging and exploring of the five E’s and would be used after their first introductory lesson.
• The learners will have prior knowledge that some objects can spin before this lesson and may or may not have prior knowledge from home (TV shows, observations, hands on activities, working with parents) of what spinning is and what can spin.
• During this lesson the learners will be completing summative assessments by categorising what movements particular objects make as well as creating their own spinning top. The teacher will be able to see that the learners understand what can spin, slide, bounce and vibrate by seeing how they categorise the picture sort. The teacher will also be able to see that the learners understand spinning and that they can identify (by drawing or writing) other objects that can spin.
•Misconceptions such as them thinking that pointed objects will not spin (tissue box) may occur throughout the lesson. Learners may also get confused when they notice that spinning also looks like twirling.
•This task card/lesson can be differentiated for higher level learners by getting them to complete the picture sort themselves, giving them instructions that have sentences instead of pictures or getting them to write their list of things that can spin instead of drawing.
•This task card/lesson can also be differentiated for lower level learner who struggle with using technology. The teacher’s aid will be able to then assist them with opening and engaging with sites. Learners that are unaware of what the task is requiring of them the teacher’s aid will again be there to assist with further explanation.
• The task card can also be adjusted for learners with intellectual disabilities. If the task of drawing what each movement looks like is too difficult for some students they will then be able to search around the class for different objects and verbally identify to the teacher’s aid which movement they perform best (ball, tissue box). The teacher aid and other learners could also help them identify what is in each picture when completing the picture sort.
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