WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES

LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
W7 5 2 2 Light and sound are By the end of this Diagnostic Introduction Introduction The Music
L1 3 4 produced by a range of lesson, students 1) Educator will invite the students on Where is the Tree” by
5 sources and can be will be able to; What is being the mat and will introduce and sound Catriona
sensed (ACSSU020) 1) Identify the assessed? read ‘The Music Tree’ by Catriona coming from? Hoy
source of sound Students’ ability
Hoy.
made in “the Music to identify the How do we Letter
Tree” source of sound 2) Educator will students to identify hear? from Liam
2) Create wind made in ‘The the source of sound in the book
chimes using Music Tree’ and (wind). What is Letter
recycled materials their ability to 3) Educator will present the letter making the addressed
create a wind from Liam asking students to sound? to Liam
chime using make him a new wind chime out of
recycled What is Design
recycled materials. Note: This will
materials. making the briefs (1
form part of the design brief. wind chime per
How is it being 4) Educator will explain task to make noise? student)
assessed? students, focusing on the specific
Informal instructions given in the design Have you Aluminium
discussion and brief. made a wind tray (1 per
photos of 5) Educator will split students into chime group)
students’ work before? with the
groups of four by counting them
samples. following
off. What does a recycled
How is it being Body: wind chime materials:
recorded? 1) Using the design brief as a guide, look like? -spoons
Anecdotal notes students will work in their groups -forks
and annotations to create a wind chime. Body -tin cans
(on photos). 2) Educator will roam the room, Which -bottle
objects will tops
offering help where needed e.g. to
make sound -plastic
tie string etc. bottles
when they
3) Educator will pose key questions are blown in -plastic
as the children work (see key the wind? containers
questions column). -keys
-string
-tape
 4) Once students have finished How can you -scissors
creating the wind chimes, attach the -blu tack
educator will use a hair dryer objects? -egg
cartons
(representing the wind) to blow air
What objects -
onto the wind chime in order to have you cardboard
test its ability to make sound. chosen? boxes
5) If the group’s wind chime fails to Why?
make sound, students will be
encouraged to go back, re- Why have
evaluate and attempt again. you placed
that item next
6) Educator will take a photo of each
to this one?
group’s completed wind chime.
7) Educator will print the photos Conclusion
whilst students pack away their Did your wind
materials. chimes make
sound?
Conclusion:
If it did not
1) Educator will invite students make sound,
what did you
back to the mat for a concluding
do/change so
discussion regarding whether or it did make
not their wind chimes made sound?
sound when they were blown by
the air of the hair dryer. Do you think
2) Educator will read students a your wind
letter (pre-prepared) addressed chime would
blow in both
to Liam:
weak wind
Dear Liam, and strong
wind?
 Here are some pictures of the What sounds
windchimes we made. We hope did you hear?
you like them!

Year One

3) Educator will place the photos

and the letter in an envelope
and tell the children she will
send it to Liam.
4) Educator will ask students to
return to their tables so that they
can prepare for the next lesson.