| Activity Outcome | Identifying similarities and differences in bikes. Sorting bikes into groups. Length. Size. |
| MTS Set | MTS1
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| NATIONAL Curriculum | Data Representation and Interpretation |
| Topics | Collect and Organise Data
Interpret Data
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| Keywords | Sorting, Classifying, Arranging |
| Grouping | Whole class and small group |
| Resources | Bikes for children to observe. |
| Lesson Notes | - Provide children with the opportunity to observe and describe bikes including features (handlebars, seat, pedals...), movements (rolls, spins, bounces, swerves, fasts...) and functions (travel faster than walking, seat for sitting on, pedals to push chain that turns wheel...). See also Integration Links below.
- Ask: How are bikes the same? How are bikes different? Discuss ideas posed by children.
- Direct children to the activity sheet and ask: Can you draw 2 things that are the same about all bikes? (seat, wheels...) Can you draw 2 things that are not always the same about bikes? (colour, size, shape...)
- Provide children with the opportunity to share their drawings and ideas with the class. (See also Reflections below.)
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| Reflections | Ask: After several children have shared their drawings and ideas ask: Can you tell me what James/Brenda... told us about bikes? Did Graeme/Toni... have ideas different to yours? How were Graeme's/Toni's... ideas different to yours?
Has anyone shared the same ideas as you?
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| Internet Links | |
| Answers | Not applicable |
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