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Lesson Title:

Sequencing Days, Months and Seasons

Date:

[Insert Date]

Year Level:

Year 1

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Curriculum Links

Learning Area:

Humanities and Social Sciences — History

Australian Curriculum (v9) Content Descriptors:

• ACHASSK028: Sequence familiar events and the order in which they occur
• ACHASSI021: Pose questions about the past and present using sources provided

NSW Syllabus Outcomes:

• HT1-1: Communicates stories and information about the past and present using a range of texts
• HT1-4: Demonstrates an understanding of chronology and sequencing

Capabilities:

• Literacy
• Critical and Creative Thinking
• Personal and Social Capability

Cross-curriculum priorities:

• Aboriginal and Torres Strait Islander Histories and Cultures

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Rationale

This lesson was chosen because sequencing and understanding time concepts such as days, months, and seasons are foundational to students' understanding of chronology, an essential historical skill. Using engaging songs and collaborative games reflects student interests in music, movement, and play, facilitating active learning. Additionally, linking to familiar environmental changes (seasons) supports meaningful contextual learning connected to students’ daily lives in Australia.

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Students' Background Knowledge

Students will already have some implicit sense of days of the week and may recognise some months and seasons. This lesson builds on their informal understanding by explicitly introducing sequence and order through multimodal resources (songs, videos) and hands-on activities. It supports the transition from personal routines to a broader concept of time and encourages articulation of their reasoning.

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Teacher Focus

• Use of clear voice projection and enthusiastic body language to engage young learners
• Support collaboration and encourage sharing of ideas among students
• Facilitate understanding of sequencing and chronological concepts using age-appropriate language
• Differentiate by providing visual aids and scaffolding for students with learning differences
• Manage classroom transitions smoothly and maintain student focus during videos and activities

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Learning Intentions

We are learning to:

• Understand the order (sequence) of the days, months, and seasons
• Use words to describe when things happen (before, after, today, tomorrow)
• Collaborate and share ideas with others about time concepts

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Success Criteria

Students will be able to:

• Recite the days of the week in order
• Identify and sequence months of the year
• Recognise and describe Australian seasons and their characteristics
• Work effectively in pairs and small groups to complete sequencing activities
• Create and share a weekly timetable comparing their activities

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Learning Environment

Indoor classroom with access to a digital projector and screen for videos. Tables organised into pairs for collaborative activities. Floor space for group game activity.

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Resources

• Days of the Week Rap video (2 mins)
• Days of the Week Quiz audio (2 mins)
• Months and Seasons Song video (2 mins)
• Visual calendar chart with sticky notes
• Printed month cards and season cards for sorting and sequencing games
• Dice and counters for the month sequencing board game
• Whiteboard and markers
• Recording sheet for weekly timetable activity
• Sticky notes or small pictures for decorating seasons
• Differentiated word lists and pictures for dyslexia-friendly reading

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Assessment Strategies

• Teacher observation checklist during pair and group activities (use attached observation sheet)
• Student responses during discussions and quiz participation
• Completed sequencing of months and seasons cards
• Weekly timetable task completed individually or with support
• Anecdotal records of student collaboration and use of time-related vocabulary

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Lesson Sequence

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Stage 1: Introduction

Approx Time: 5 minutes

Teacher Actions:

• Display a calendar image with sticky notes on dates to attract attention.
• Pose the focus question: "Can we order the days, months and seasons?"
• Elicit student ideas about how time is organised in their lives.
• Document key responses on whiteboard for reference.

Prompting Questions:

• What comes after Monday?
• How many days are in a week?
• Do you know the names of the months or seasons?

Student Actions:

• Share their current understanding and experience of days, months, and seasons
• Listen and respond to teacher and peers

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Stage 2: Engage and Explain – Days of the Week

Approx Time: 10 minutes

Teacher Actions:

• Play the Days of the Week Rap video once for listening.
• Replay the video encouraging students to sing and dance along.
• Facilitate a class discussion about other songs or rhymes they know about days of the week.

Prompting Questions:

• Can you sing the days of the week song?
• What day comes before or after Wednesday?

Assessment:

• Informal observation of participation and correct sequencing in singing.

Differentiation:

• Use visual day cards for students needing extra support.
• Allow more confident students to lead singing or movements.

Student Actions:

• Watch, listen, sing and dance to the rap video
• Share songs they know and practice sequencing days aloud

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Stage 3: Engage and Explore – Days Quiz & Months/Seasons Video

Approx Time: 10 minutes

Teacher Actions:

• Play the Days of the Week Quiz audio, pausing after each question for student responses.
• Ask students to create their own quiz questions in pairs to test each other.
• Show the Months and Seasons Song video.
• Lead discussion about the use of colour in the months and invite students to share favourite seasons and explain why.

Prompting Questions:

• What day is in the middle of the week?
• How many months are in a year? Which month is your birthday in?
• Why do you think the months have different colours in the video?

Assessment:

• Observe student responses to quiz and question creation.
• Monitor discussion for vocabulary use (months, seasons, weather).

Differentiation:

• Provide sentence starters for forming quiz questions.
• Use picture prompts for months and seasons.

Student Actions:

• Answer quiz questions orally
• Work collaboratively to make quiz questions
• Watch video and discuss seasons and months

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Stage 4: Explore and Explain – True or False Game

Approx Time: 15 minutes

Teacher Actions:

• Organise students in pairs; provide calendar statement cards with true/false facts (e.g., "January comes after June" – False).
• Read statements aloud and let pairs discuss and decide true/false.
• Invite pairs to explain reasoning to class for further discussion.

Prompting Questions:

• How do you know if this statement is true or false?
• Can you find the month that comes after this one on the calendar?

Assessment:

• Use observation checklist to note understanding of sequencing and reasoning.

Differentiation:

• Partner students strategically with peers who can support those needing help.
• Provide simpler statements or visual aids as needed.

Student Actions:

• Discuss statements with partner
• Decide and justify true/false answers
• Share explanations with class

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Stage 5: Explain and Elaborate – Weekly Timetable Activity

Approx Time: 15 minutes

Teacher Actions:

• Explain vocabulary for daily activities (e.g., school, sport, play).
• Provide timetable templates for students to draw or write their weekly activities.
• Encourage comparing their timetables with someone they know (family member or friend).
• Facilitate sharing of similarities/differences.

Prompting Questions:

• What do you do on Monday after school?
• Does your family member do the same activities?
• Can you draw a picture to show your favourite activity?

Assessment:

• Collect timetables for review.
• Observe oral sharing and use of sequencing words.

Differentiation:

• Provide picture cards for those with limited writing skills.
• Challenge advanced learners to add times or extended descriptions.

Student Actions:

• Complete personal timetable with drawings or words
• Compare and discuss timetables with partner or group
• Share with class orally

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Stage 6: Conclusion and Team Sequencing Game

Approx Time: 5 minutes

Teacher Actions:

• Divide class into two teams.
• Provide sets of visual cards of months mixed up.
• Task teams to work together to correctly order the months of the year on the floor or board.
• Emphasise teamwork and discussion.

Prompting Questions:

• Which month comes first? Last?
• What season does this month belong to?

Assessment:

• Use observation checklist on teamwork and sequencing accuracy.
• Encourage students to describe the order orally.

Differentiation:

• Provide season and month picture clues for students who need it.

Student Actions:

• Collaborate to order month cards
• Discuss sequence and seasons aloud
• Celebrate correct ordering

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Observation Checklist Template for Teacher Use

Student Name	Participates in Singing	Correctly Sequences Days	Creates Quiz Questions	Explains True/False Reasoning	Completes Timetable	Collaborates in Game

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Differentiation Strategies

• Use visuals for sequencing: calendar charts, picture cards
• Sentence starters and word banks for oral and written tasks
• Peer buddy system for support
• Allow artistic expression (drawing) instead of writing
• Provide extra time or simplified tasks for learning support
• Challenge advanced learners with extension: sequencing events beyond a week (e.g., special holidays, birthdays)

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Extension Activities

• Research and present a mini-report on traditional First Nations Australian seasonal knowledge or calendars
• Create a class big book combining all students’ favourite months and seasons with drawings and sentences
• Make a daily weather chart and associate it with the corresponding season

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Dyslexia-friendly Reading Tips

• Use large, clear fonts with high contrast
• Keep sentences short and simple
• Use Bullet points or numbered lists for instructions
• Include pictorial prompts alongside text
• Allow oral responses or drawing instead of writing where possible

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Reflection and Follow-Up

Reflect on student engagement and understanding, adjusting pace and scaffold support. Follow up with reinforcement activities for students needing more practice in sequence and time. Encourage families to talk about days and routines at home to strengthen connections.

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This detailed lesson plan aligns with the Australian Curriculum (v9) for Year 1 History, focusing on sequencing time through days, months, and seasons, incorporating collaborative learning and multimodal resources to engage and support all learners.