Night Owl, Morning Magpie: YEAR 2 - Maths - Evaluate

One night, Little J hears the nocturnal Barking Owl and becomes fascinated by how the owl stays awake at night. In the morning, he is woken by the carolling of magpies and on the way to school, he is swooped by Maggie, the magpie. Miss Chen teaches the class about nocturnal animals.

Evaluate - Recognise and represent multiplication as repeated addition, groups and arrays

Theme - TIME

Evaluate what students have learnt (know and can do) from the activities in relation to the Mathematics curriculum. Assess the success of the module through reflecting on students:

  • counting numbers in sequences of 2, 3, 4, 5 and 10, recognising patterns and sequences of objects/steps
  • using the events of the episode to model time schedules that model full-hours, half-hours and quarter hours (to & post)
  • using the Aboriginal seasonal calendars and/or Torres Strait Islander seasonal calendars to model authentic understandings about months, seasons, weather, location, and environment
  • connecting narrative/story to Mathematics concepts of number, time, sequence and seasons
  • explaining past and present cultural calendars
  • predicting and calculating time based on models of clocks
  • writing simple equations based on everyday understandings of Mathematics’ problems
  • understanding and applying Aboriginal Dreaming stories and artworks and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories and artworks to understand time, sequence and pattern
  • displaying knowledge, understanding, and skills through visual, text and/or oral communication.

As a culmination of the learning experience in this module, students could:

  • Participate in a sister-school relation with an Aboriginal school and/or Torres Strait Islander school in a remote area of Australia or a school in the northern hemisphere. Invite students to investigate how other people live, and their experiences of the seasons.
  • Develop a seasonal calendar for the local area. Throughout the school year have students make observations and records of temperature, weather conditions, wind direction and strength, tides times and heights, the behaviour of animals in the environment, the condition of plants (particularly, deciduous trees), etc., and, enter this information of the calendar.
  • Design and create sets of 10–12 greeting cards illustrating the Aboriginal seasons and/or Torres Strait Islander seasons. Write information about the seasons on the back of the cards.
  • Produce a small student film about the relationship between minutes, hours, days, weeks, months and the year.
  • Create a wall chart of the lunar cycle, and plot the stages of the moon against the days in a calendar.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module.

Where applicable, a self-evaluation could be constructed as a poll rating their responses using:

Use Early Years writing using rubrics to provide feedback to students.

Students can use a learning worm to evaluate their work, adapted from:

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example: