Unit: Look! Listen!

Lesson duration: 45 Minutes Stage: 1 Year: 1 Class: 1D

Lesson Title: Sounds on the move
Rationale: Syllabus Outcomes Syllabus Content
Light and sound surround us, bringing a • describe how vibrations produce sounds
wealth of information about our world. We ST1-6PW – describes some sources of light and sound that • identify objects that produce sound.
use light and sound to communicate with they sense in their daily lives
each other. Sounds can be as different as
beautiful music or screaming sirens. Light can
transmit the pictures from a television screen
or the expressions on someone’s face. Almost
continuously, light and sound affect what we
think and do, and how we feel.

Prior Knowledge: Risk Assessment: Resources:

Students investigate possibilities and solutions, - N/A IWB
individually and in collaboration with others, and use
the design process to develop solutions

Learning Outcomes: Time Content/Learning Experience: Teaching Strategies: Class Organisation: Assessment Techniques:
G Before the lesson, have a word document prepared that has two The 5es Framework is Whole class
u columns with subheadings “Inside the classroom” and “outside the - Student participation
• Identify sources of used throughout
i classroom”.
lessons (Explore during group reading
sound in the d
- With the students sitting in front of the IWB, play the stage) (Bybee, 2014) - Class discussion
e
classroom. : - Student work
introductory video “Headband Harry needs our help”. Explain samples of the class
Use of technology to
15 min to the class that this man needs our help to teach him the book
• Feel vibrations made by interest students
- Class discussion
wonders of science. Click on lesson one and play the video
various objects as they
“Headband Harry learns about light sources”. This video Adjustments for
produce sound students with hearing Individual
provides an overview of the lesson. impairment: Use of
- Review the previous lessons, focusing students’ attention on FM transmitter
how sound is produced and used.
- Review the previous lessons, referring to the information
10 min
 about sound and vibrations.
- Discuss with students how light can travel through some
objects, for example, glass panes, and not through others, for
example, blindfolds.
Pairs
- Discuss how to tell if light can travel through an object, for
example, because you can see it. Whole class

- Ask students whether they think sound can travel through Questioning students
solid objects and why they think that. to support thinking
15 min
- Explain to students that they are going to explore ways that
sound travels using their body.
- Model how to bend your arm so that you can touch your
elbow with your other hand and point your index finger in the
air. Ask students to do the same and then to tap on their
elbow with a finger from their other hand and listen carefully
to the sound that they are making. Ask students:
• What sound can you hear?
• Where is the sound coming from?
• How is the sound getting from your elbow to your ear? (Through my
Individualised
arm and then the air.)
feedback for students
- Model how to tap your elbow in the same way, but this time,
place your finger on the fleshy part in the front of your ear
(not inside the ear) and invite students to do the same. Ask
students: o What sound can you hear?
• Where is the sound coming from?
• How is the sound getting from your elbow to your ear? (Through my
arm.)
- Allow students the opportunity to repeat steps so they can
 hear the difference between the sounds.
• Lead a class discussion about students’ observations during this
activity. Ask questions, such as:
• Did the sound change? How did it change? (It was louder the
second time.)
• Why were the sounds different? (One travelled through my arm to
my ear and the other travelled through my arm and through
the air to my ear.)
- Explain that students will be working in collaborative learning
teams to further explore the way sound travels to their ears.

Conclusion (Presentation/Reflection)

EVALUATIONS
Specific Teaching Targets for this lesson

INTENDED TEACHING OUTCOMES ASSESSMENT OF TEACHING OUTCOMES

Lesson Evaluation

OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION & COMMUNICATION

Follow-up

How will I adjust my teaching

Specific teaching targets

Associate Teacher’s Signature…………………………………………………… Date………………………NB. This must be signed before the lesson is taught