Playtime Then Now

Overview

In this lesson (lesson 5 of 9), students will compare playtime from grandparents’ childhood with their own playtime today. They will use a structured thinking routine to notice what is the same and what has changed, building understanding of continuity and change in everyday life.

Learning intentions

WALT: Discuss how play has changed over generations.

Success criteria

• I can name one way play today is similar to my grandparents’ play.
• I can name one way play today is different from my grandparents’ play.
• I can use words like “same”, “different”, “older”, “now”, “then” to explain my ideas.
• I can contribute to a class discussion using a complete sentence (with support if needed).

Curriculum links

• Humanities and Social Sciences (Year 1): continuity and change in daily life between students and their parents/grandparents, using comparisons.
• Humanities and Social Sciences (Year 1): interpret information from provided sources to compare past and present objects and activities.
• Humanities and Social Sciences (Year 1): draw conclusions about continuity and change using gathered information.
• Humanities and Social Sciences (Year 1): collect and record information from observations and provided sources (e.g., comparing pictures/toys).

Lesson structure ({total minutes})

1. 0–4 min · Hook (Then/Now think). Teacher shows two simple picture cards: “playtime then” (e.g., string game, marbles, outdoor play) and “playtime now” (e.g., blocks, ball games, playground). Students turn-and-talk: “What do you notice? What looks the same or different?”
2. 4–10 min · Explicit teach (similarity/difference). Teacher models a short comparison using a sentence frame: “In the past, children played with __. Today, children play with __. This is the same/different because __.” Students repeat the sentence frame with teacher prompts, then practise with one buddy using matching picture cards.
3. 10–18 min · Hands-on sorting (play categories). Teacher provides a small set of toy/activity picture cards (teacher-selected) and two colour-coded hoops or mats labelled “Same” and “Different”. Students, in small groups, sort cards and justify with one spoken sentence using the frame. Teacher circulates, checking that students use “same/different” language and refer to the time (then/now).
4. 18–25 min · Venn diagram share (whole class). Teacher draws a simple Venn diagram on the board (two circles: “Grandparents’ play” and “My play”; middle: “Both”). Teacher writes student ideas into the correct section as they share. Students then complete their own small Venn diagram using ready-made prompts (stickers or pre-written labels for support).
5. 25–29 min · Dyslexia-friendly quick write (exit check). Students complete a one-line response on a colour-coded strip: “Then: __ / Now: __ / Both: __”. Teacher offers audio/teacher scribing for students who need it.
6. 29–30 min · Closure (one celebration). Teacher asks: “Who found a similarity?” “Who found a difference?” Students raise a hand and respond with one short sentence.

Resources

• Picture cards of play activities/toys (then/now) with simple visuals
• Two hoops/mats or posters labelled “Same” and “Different”
• Class Venn diagram template (large) and individual Venn diagram sheets (small)
• Colour-coded sentence strips with word bank: same, different, then, now, older, today
• Sticky notes or dot stickers for placing ideas in the Venn diagram
• Student “Then/Now/Both” one-line response strips (colour-coded)
• Optional: real simple play items (e.g., ball, string, blocks) for a brief demonstration
• Assistive supports: teacher-printed speech bubbles and sentence starters

Assessment

• During sorting: teacher observes whether students correctly identify “same” vs “different” and can use time words (then/now).
• During board Venn completion: listen for clear, complete sentences or supported responses.
• Exit check: collect the one-line “Then/Now/Both” response to confirm each student’s similarity and/or difference.

Differentiation

• Support for reading/writing: colour-coded labels, pre-written response options, and sentence starters; allow students to point/choose before speaking.
• Dyslexia-friendly option: students use colour-coded Venn diagram circles (same-colour prompts inside each section) and complete only the required boxes.
• EAL support: provide an illustrated word bank and allow responses using one sentence frame; accept key words plus a partner explanation.
• Scaffold thinking: model one example thoroughly before students sort; provide a teacher check-in during group work.
• Extension for advanced learners: include an extra prompt card—“How do you think this toy/game changed? Why?” and ask students to add one extra idea into their Venn or add a sentence to their exit strip.

Extension (optional)

• Create a Venn diagram comparing play styles:
• Advanced learners add one “Because…” sentence (e.g., “It changed because people have different toys/rules/school games now.”).
• Students can include an “I wonder…” question about what might change in the future.