How do we use our senses to investigate our world?

Why this inquiry?

Learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity
about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions
and draw evidence-based conclusions using scientific methods. The wider benefits of this scientific literacy are well established, including
giving students the capability to investigate the natural world and changes made to it through human activity.
Big ideas
Light and sound can be observed
Light and sound can be produced by a range of sources
Light and sound can be sensed
Essential questions
1. How do we use science in our daily lives?
2. What are our senses?
3. How do our senses help us to learn about the world?
4. What are the different sources of light and how do we see objects that are illuminated by them?
5. How is sound produced and changed? How do musical instruments produce different sounds?
6. How do guided investigations develop our understanding about light and sound?
Relevant goals
Students recognise that senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and
touch to feel vibrations
Students identifying the sun as a source of light

Students recognise that objects can be seen when light from sources is available to illuminate them
Students explore different ways to produce sound using familiar objects and actions such as striking, blowing, scraping and shaking
Students compare sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the
sound

Content Descriptors
Physical Sciences
Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Science as a Human Endeavour
Sciences involves asking questions about and describing changes in, objects and events (ACSHE021)
People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Science Inquiry Skills
Questioning and predicting
o Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)

Planning and conducting

o Participate in different types of guided investigations to explore and answer questions, such as manipulating materials,
testing ideas, and accessing information sources (ACSIS025)
o Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as
appropriate

Processing and analysing data and information

o Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
o Through discussion, compare observations with predictions (ACSIS212)

Evaluating
o Compare observations with those of others (ACSIS213)

Communicating

o Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role
play (ACSIS029)
Students know:
That senses are used to learn about the world around us: our
eyes to detect light, our ears to detect sound, and touch to
feel vibrations
That the sun is a source of light
That objects can be seen when light from sources is available
to illuminate them
Different ways to produce sound using familiar objects and
actions such as striking, blowing, scraping and shaking
Different sounds are made by musical instruments using
characteristics such as loudness, pitch and actions used to
make the sound

Students can:
Pose questions about their experiences and predict outcomes of
investigations
Make predictions and investigate everyday phenomena
Follow instruction to record, sort and represent their observations
Communicate and shares their ideas to others
Share observations with others

General Capabilities
Literacy
By learning the literacy of science students understand that language varies according to context and they increase their ability to use language flexibly.
Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as terms that encapsulate an entire
process in a single word, such as photosynthesis. Students learn to understand that much scientific information is presented in the form of diagrams, flow
charts, tables and graphs.
Numeracy
Many elements of numeracy are evident in the Science Curriculum, particularly in Science Inquiry Skills. These include practical measurement and the
collection, representation and interpretation of data from investigations.
Information and communication technology competence
Students develop ICT capability when they research science concepts and applications, investigate scientific phenomena, and communicate their scientific
understandings. In particular, they employ their ICT capability to access information; collect, analyse and represent data; model and interpret concepts and
relationships; and communicate science ideas, processes and information.

Digital technology can be used to represent scientific phenomena in ways that improve students understanding of concepts, ideas and
information. Digital aids such as animations and simulations provide opportunities to view phenomena and test predictions that cannot be
investigated through practical experiments in the classroom and may enhance students understanding and engagement with science.
Critical and creative thinking
Students develop personal and social capability as they engage in science inquiry, learn how scientific knowledge informs and is applied in their
daily lives, and explore how scientific debate provides a means of contributing to their communities. This includes developing skills in
communication, initiative taking, goal setting, interacting with others and decision making, and the capacity to work independently and
collaboratively.
The Science learning area enhances personal and social capability by expanding students capacity to question, solve problems, explore and
display curiosity. Students use their scientific knowledge to make informed choices about issues that impact their lives such as health and
nutrition and environmental change, and consider the application of science to meet a range of personal and social needs.
Ethical behaviour
Students develop the capacity to form and make ethical judgments in relation to experimental science, codes of practice, and the use of scientific
information and science applications. They explore what integrity means in science, and explore and apply ethical guidelines in their investigations. They
consider the implications of their investigations on others, the environment and living organisms.
They use scientific information to evaluate claims and to inform ethical decisions about a range of social, environmental and personal issues, for example,
land use or the treatment of animals.
Personal and social competence

Students develop personal and social capability as they engage in science inquiry, learn how scientific knowledge informs and is applied in their
daily lives, and explore how scientific debate provides a means of contributing to their communities. This includes developing skills in
communication, initiative taking, goal setting, interacting with others and decision making, and the capacity to work independently and
collaboratively.
The Science learning area enhances personal and social capability by expanding students capacity to question, solve problems, explore and
display curiosity. Students use their scientific knowledge to make informed choices about issues that impact their lives such as health and
nutrition and environmental change, and consider the application of science to meet a range of personal and social needs.

Intercultural understanding
There are opportunities in the Science learning area to develop intercultural understanding. Students learn to appreciate the contribution that diverse
cultural perspectives have made to the development, breadth and diversity of science knowledge and applications. Students become aware that the raising
of some debates within culturally diverse groups requires cultural sensitivity. They recognise that increasingly scientists work in culturally diverse teams and
engage with culturally diverse communities to address issues of international importance.

Assessment
Bolded areas are from the achievement standards.
Content descriptors:
Pre assessment to determine prior knowledge

Assessment item for content descriptor using skills:

TWLH chart about sound. Primary Connections Sounds Sensational Stage 1.
This accompanies the activities in Lesson 1.
What we think we
What we want to
What we learned
How we know
know
learn
Introduce the TWLH chart and read the title of the chart and each heading. Draw students
attention to the first column of the chart and ask questions such as the following as
prompts.
Where do you think sound comes from?
How do you think sound gets to our ears?
How can you affect the way you hear?
How are sounds different?
How do we use sound?
Do you know of anything that can block sound?
Can you think of something that sound can go through?
My Thoughts Resource Sheet one Primary Connections Light fantastic
Use drawings and words to show what you think about these questions.
1. What things give us light?
2. How does light help us to see?
3. How does light travel?
4. How far does light travel?
5. What is a shadow?
Make sure students continually refer back to the TWLH chart and add to it to show their

The student recognises that senses are used to

learn about the world around us: our eyes to
detect light, our ears to detect sound, and
touch to feel vibrations

The student can identify the sun as a source of

light

The student can recognise that objects can be

seen when light from sources is available to
illuminate them

The student compares sounds made by musical

instruments using characteristics such as
loudness, pitch and actions used to make the

ongoing understanding.
After Feeling Sounds feeling voice box vibrations (sound)Vibrations Students complete
the following sentence starters:
- Today we .
- Something I learned was
- I would like to know more about
This activity and assessment may be complemented by Primary Connections Sounds
Sensational Stage 1. P19.
Wonder Wall or Science journal Have these questions displayed and students record their
thinking. Make sure they name their contributions.
- When do you feel vibrations?
- How could you make a very soft sound?
- How could you make a very loud sound?
- Primary Connections Light Fantastic Stage 2. Pages 16 19 for activity and Resource
sheet 4 p 19.
Explain to students that they will be completing a Looking for light activity where they will
be looking for light sources and how they are used in and around the school. Discuss the
term source and its meanings.
Brainstorm to elicit a wide range of responses on light sources such as classroom light,
computer screen, IWB projector, CD player and smoke detector light. Discuss where they
might find light sources in their home and what they may be used for. Record responses in
class Science Journal. Model and record answers on Resource sheet 4. Individual students
complete Resource sheet 4 as an assessment task.
- Primary Connections Light Fantastic Stage 2 Pages 20 24 for activity
Teachers show the class a peek box. I.e. a closed shoebox, cereal box large enough to hold a
small object within it with a flap.
Students record or draw why they cant see the object, what they may need to do to allow
them to see the object without removing the lid. E.g. I cant see the object because its
dark in the box/ no light. I can see the object if I shine a torch into the box/ light a candle in
the box
Primary Connections Sounds Sensational Stage 1. P22
Equipment: 1 small percussion instrument e.g. triangle, drum, bell, tambourine, wood block,
maracas, wood block

sound

Review the terms vibrate and vibration. Students individually complete assessment chart.
Name
My instrument is:
Questions:
What did you do to your
instrument to make a sound?
How did you make a loud sound?
How did you make a soft sound?
How did you stop it producing
sound?
It was interesting to find out

*Poses questions about their experiences and

predict outcomes of investigations

The student experiments with different ways to

produce sound using familiar objects and
actions such as striking, blowing, scraping and
shaking
*Follows instruction to record and represent
their observations

For some students, photographic evidence could be used as an assessment rather than
pencil on paper recording.

Students record their own questions and predictions in science journals, on the Wonder Wall, TWLH
chart, teacher observations of student led inquiry

- Primary Connections Sounds Sensational Stage 1. P43 Investigation planner

Collect 3 identical glass bottles or drinking glasses to display to the class and half fill each
one with the same amount of water. Mark the water level to highlight that they are all the
same.
Half fill with water 3 identical glass bottles or drinking glasses (if possible identical to the
display set) for each team. (Alternatively, set up a station and rotate students through)
Put a label on 2, e.g. a blue and a green sticker to indicate that the water level in these
bottles may change. Leave 1 bottle without a sticker to indicate that this bottle stays the
same.
Organise access to water as student need to be able to pour water in or out of the
containers.
Students use a striker e.g. a pencil to gently tap the bottles. Make sure the same striker is
used each time.
Students individually complete the table below.
Question: What happens to the pitch of the sound when we change the amount of water in the
bottle?
We will change

We will observe the pitch of the sound

We will keep the same

*Communicates their ideas to others

Students create and share their ideas with others e.g. buddy class, parents, visitors, Mr.
Yarrington.
Communication may be through oral presentations, PowerPoints, dioramas, posters,
models, demonstrations etc. Emphasis is on student led inquiry and their findings and
conclusions.

Possible addition Assessment or activities if needed

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtml - quiz
http://classroom.jc-schools.net/sci-units/energy.htm The student will investigate energy and its uses
Describe the effect of the suns energy on different materials.
Light and Dark
http://www.need.org/needpdf/PriSunorShade.pdf
Classify sounds according to their basic characteristics (e.g., loud/soft, natural/man/made).
The Science of Sound
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_sounds.shtml
http://school.discovery.com/lessonplans/programs/soundwaves/