TERM/WEEKS: Term 3 / Week 2 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Science / Physical Science

FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional teaching Learning Assessment for Cultural competence Continuity of Holistic approaches
PRACTICES children play environments learning learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world of wellbeing involved learners communicators
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON Prin Prac O/C CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS S
LINKS OBJECTIVE (include learner diversity)

Week 2 1, 1, 2, 4, Science 1. Students are Formative: Motivation: • How are Sound

Lesson 3, 5 3, 5, 5 Understanding able to explain What? 1. As a class, discuss how sound is made sounds Youtube
3 8 Light and sound are that sound is 1. Students are 2. Watch the youtube video on sound starting at made? Clip- https://
Explain produced by a range of caused by able to explain 0.53 seconds until 2.30 • How do youtu.be/3-
vibrations. xKZKxXuu0
sources and can be that sound is 3. Discuss the ideas expressed in the video. Be sounds
2. Students are
sensed (ACSSU020) caused by sure to ask questions such as: reach our
able to identify Uncooked
Elaborations: and explain vibrations. • How are sounds made? ear? rice
• exploring different what they can 2. Students are • How do sounds reach our ear?
ways to produce see able to identify 4. Add key words onto the whiteboard such as: Metal tray
sound using familiar (observations) and explain vibrations
objects and actions during an what they can 5. Split the class in half to complete one activity Metal spoon
such as striking, experiment see with the Educator, and one activity with the
blowing, scraping and (observations) Education Assistant. Once the first activity is Large bowl
shaking during an complete, switch so that each student
• comparing sounds experiment completes two activities. Cling wrap
made by musical
Elastic
instruments using
bands
characteristics such
as loudness, pitch 1x
and actions used to Worksheet
make the sound per student
WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON Prin Prac O/C CURRICULUM LESSON (what & how) EXPERIENCES QUESTION S
LINKS OBJECTIVE (include learner diversity) S

Science as a Human How? Body: Empty cans

Endeavour Anecdotal 1. Send students to their first activity
Science involves notes- record 2. Educator activity: How to see
observing, asking notes during the 1. Inform students that they are going to view Sound
experiment
questions about, and How to see an experiment that will show them what
instructions
describing changes in, Sound sounds looks like
objects and events experiment. 2. Follow the instructions of the How to see Whiteboard
(ACSHE021) Students’ Sound experiment
worksheets can 3. Ask students about what they saw Whiteboard
Science Inquiry Skills also be used for 4. Ask students to complete the “What can I markers
Participate in guided note recording. See?” section for the experiment on their
investigations to worksheet
explore and answer 3. Education Assistant activity:
questions (ACSIS025) 1. Place an elastic band around an empty
Compare observations can (pre-prepare the students’ one) and
with those of others show students how to pluck the band to
(ACSIS213) create sound
Represent and 2. Allow students to attempt plucking the
communicate band and ask questions such as:
observations and ideas • “What happens when we pluck the
in a variety of ways band only a little bit?”
(ACSIS029) • “What happens if we pluck the band
harder?”
• “What musical instrument is this like?”
3. Ask students to complete the “What can I
See?” section for the experiment on their
worksheet
Closure:
1. Discuss the discoveries in the two activities
2. Add any important words to the word wall (e.g.
vibrations)

Extension: Discuss how the vibrations of a sound

vibrate the inner ear to send the message to the brain

Safety Considerations:
• Safe use of metal cans (watch out for sharp edges)
• Have students stand back for the How to see
Sound experiment to avoid contact with rice