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OneSchoolUnit Plan

Name: Unit 4 - Science Year 1 (V8)Duration: 10 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: Science

Unit Plan

Exploring light and soundIn this unit students explore sources of light and sound. They manipulate materials to observe how light and sound are produced, and how changes can be made to light and sound effects. They examine how light and sound are useful in everyday life. They respond to and ask questions. They make predictions and share observations, comparing their observations with predictions and with each other. They sort observations and represent and communicate their understandings in a variety of ways.For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety policy pertaining to schools http://education.qld.gov.au/health/safety/index.html

consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students do not look directly at lights and that sound is managed safely (e.g. volume) ensure that electrical equipment is used safely.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 20

Unit Plan Plan Name: Unit 4 - Science Year 1 (V8)

Year: 1Learning Areas/Subjects: Science

Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Analysing light (Yr 01)Students analyse a light source and how its properties can be changed. Students compare two light sources and share observations.

Monitoring Science Unscheduled

Investigating light and sound (Yr 01)Students participate in a guided investigation designing a toy that makes sound, and describe the effects of interacting with it. Students sort objects according to criteria and share observations with others

Experimental investigation

Science Unscheduled

Sorting objects (Yr 01)Students sort objects/pictures of objects to differentiate between sources of light and objects which are not sources.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploring light and sound Investigating light Investigating sound Assessment Evaluating light and sound Celebrating light and sound

Resources Attachments Plan Resource Bank

Assessment Experimental investigation -

Investigating light and sound (Yr 01) Monitoring - Analysing light (Yr 01) Monitoring - Sorting objects (Yr 01)




Duration: 10 Weeks

Australian Curriculum

Science - Year 1

Year 1 Achievement StandardBy the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.

Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Planning and conducting Participate in guided investigations to explore

and answer questions (ACSIS025) Use informal measurements to collect and

record observations, using digital technologies as appropriate (ACSIS026)

Processing and analysing data and information

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

Communicating Represent and communicate observations and

ideas in a variety of ways (ACSIS029)

Questioning and predicting Pose and respond to questions, and make

predictions about familiar objects and events (ACSIS024)

Evaluating Compare observations with those of others

(ACSIS213)

Physical sciences

Light and sound are produced by a range of sources and can be sensed (ACSSU020)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)Science Inquiry Skills

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Investigating light and sound




Duration: 10 Weeks

Assessment description: Students participate in a guided investigation designing a toy that makes sound, and describe the effects of interacting with it. They sort objects according to criteria and share observations with others.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work.Monitoring activityActivity name: Sorting objects (Lesson 2)Activity description: Students sort objects/pictures of objects to differentiate between sources of light and objects which are not sources.Activity name: Analysing light (Lesson 3)Activity description: Students analyse a light source and how its properties can be changed. They compare two light sources and share observations.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students:

describing light and sound using prior knowledge rather than actual observations. Encourage students to use their observations to describe light and sound thinking that sources of light include only those that can be turned on and off (electrical). Explain that light sources include all objects that provide light (e.g. fire and the sun) thinking that the moon is a source of light. Explain that the moon does not produce its own light, but rather light from the sun shines on the moon and is reflected by it thinking that anything that shines is a source of light. Explain that many objects shine because the material they are made from reflects light from other sources thinking that when they see things, the light is coming from their eyes and on to the object. Explain to students that light comes to their eyes from a light source thinking that the effect of light is always bright and white. Demonstrate and explain to students that light can be different colours and have different intensities, e.g. bright or dull thinking that observations are only seen. Explain that students can observe, using other senses, including hearing and touch describing sound using prior knowledge rather than actual observations. Explain to students that they need to describe what they have observed confusing 'fire as a source of light' with 'fire as a source of heat' (e.g. fire is used to cook). Explain to students that fire may be used as a source of light and a source of heat; however,

the focus of this learning is 'fire as a source of light' selecting materials and objects unrelated to producing light and sound effects. Remind students that the purpose of the activity is to produce a light/sound show, rather than a play focusing on role-play rather than the light and/or sound produced for the presentation. Remind students to focus on making light and sound effects.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson Exploring light and sound Lesson 1: Examining light and sound in our world

2 Lessons Investigating light Lesson 2: Investigating sources of light Lesson 3: Examining light

2 Lessons Investigating sound Lesson 4: Investigating sources and production of sound Lesson 5: Examining sound

2 Lessons Assessment Lessons 6-7: Assessing student learning

1 Lesson Evaluating light and sound Lesson 8: Exploring light and sound in a variety of cultures

2 Lessons Celebrating light and sound Lesson 9: Producing a light-and-sound extravaganza Lesson 10: Presenting a light-and-sound extravaganza

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Exploring light and sound Topic Duration 1 Lesson

Overview In this lesson, students will require ready access to ICT at a whole-class level. In this lesson, students will explore light and sound and describe the senses used in observing light and sound. They will consider that people observe, experience and use light in their everyday lives.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Examining light and sound in our world

Lesson objectivesStudents will:

Understand that light and sound can be observed in everyday life, using the senses.

Evidence of learningCan the student:

Describe observations of light and sound, using their senses?Example learning sequence

Explore light and sound Examine light and sound in objects Consolidate learning

Resources Supporting learning resource - Materials and equipment list Video - Active blue creating sounds (© active blue) CC BY 3.0

http://creativecommons.org/licenses/by/3.0/ Supporting learning resource - Cave-exploring role-play Slideshow - Light in our world Supporting learning resource - Examining light and sound activities Sheet - Word cards for word wall Text - Rosen, M & Oxenbury H (illus) 1997, We're going on a bear hunt,Walker

Books Ltd, London Supporting learning resource – C2C: Science glossary

Helpful information Supporting learning resource - Parent letter

https://learningplace.eq.edu.au/cx/resources/items/46bffc62-a57a-4431-8ec1-fddb8b64c746/0/Sci_Y01_U4_SLR_ParentLetter.docx

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence

Topic Investigating light Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will begin to understand that light is produced by a variety of sources but that not all bright objects are sources of light. They will learn that light can have different properties which can be described and often changed.


Lesson 2

Investigating sources of light


Understand that light can be produced by a variety of sources but that not all bright objects are sources of light.

Understand that light can have different properties that can be described.


Record observations to differentiate between sources of light and objects that are not sources?

Describe the properties of different types of light?Example learning sequence

Share prior knowledge about light Examine objects to identify sources of light Explore and describe the properties of light

Resources Supporting learning resource - Materials and equipment list Slideshow - Sources of light Sheet - Light sources/no light sources sorting cards (suit whole class) Sheet - Light sources sorting cards (suit small group) Sheet - Sorting objects Sheet - Word cards for word wall (from lesson Investigating light - Investigating

sources of light)Helpful information

Learning object - Light and dark (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark.shtml


Lesson 3

Examining light


Understand that light from different sources can have different properties.

Understand how light from a source can be changed.Evidence of learningCan the student:

Analyse a light source and how its properties can be changed? Compare two light sources and share observations, e.g. sun and

torch?Example learning sequence

Revise learning about light Explore how light can be changed

Resources Supporting learning resource - Materials and equipment list Video - The wizard, the fairy and the magic chicken (© nappyspuppets) CC BY 3.0

http://creativecommons.org/licenses/by/3.0/ Slideshow - Shadow puppets Sheet - Analysing light

Helpful information Sheet - Word cards for word wall

ttps://learningplace.eq.edu.au/cx/resources/items/813d61c6-500f-4f9b-8f75-2633160c1198/0/Sci_Y01_U4_SH_WordCardsWordWall.docx (from lesson Investigating light - Investigating sources of light)





Duration: 10 Weeks

Teaching Sequence

Topic Investigating sound Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will explore the use and value of sound in everyday life. They will understand that sound is produced through a range of actions and that the type of action will affect the properties of the sounds produced including both volume and pitch. Students will explore how they can manipulate the sounds produced from objects.


Lesson 4

Investigating sources and production of sound


Understand how sound is helpful in everyday life. Understand that sound is produced through a range of actions

including when playing musical instruments. Understand that different actions affect the properties of the sound

that is made.Evidence of learningCan the student:

Describe an example of how sound is helpful in everyday life? Describe actions used to make sound and sort musical

instruments by action used? Describe how the action affects the property of the sound?

Example learning sequence Share prior knowledge about sound Experience sound Consider the use and usefulness of sound Explore actions that produce sound Compare sound produced by different objects

Resources Supporting learning resource - Materials and equipment list Video - Sound and solids: Visualising vibrations (PBS LearningMedia, © WGBH

Educational Foundation) student science journal Sheet - Sorting instruments

Helpful information Sheet - Word cards for word wall

https://learningplace.eq.edu.au/cx/resources/items/813d61c6-500f-4f9b-8f75-2633160c1198/0/Sci_Y01_U4_SH_WordCardsWordWall.docx(from lesson Investigating light - Investigating sources of light)

Slideshow - Sound is all around https://learningplace.eq.edu.au/cx/resources/items/330f5c1f-1f9c-43cf-84cf-adbef02c9fee/0/Sci_Y01_U4_SS_SoundIsAllAround.pptx


Lesson 5

Examining sound


Manipulate objects to produce a range of sounds. Understand that properties of sound (such as pitch or loudness)

produced by an object can be changed.Evidence of learningCan the student:

Manipulate objects to produce a range of sounds? Explain how sound produced by an object can be changed?

Example learning sequence Revise learning about sound Examine properties of sound to suit a purpose

Resources Supporting learning resource - Materials and equipment list Video - Pitch: Making guitars (PBS LearningMedia, © WGBH Educational

Foundation) Supporting learning resource - Sound investigations Supporting learning resource - Question bubbles Sheet - Recording sound observations Supporting learning resource - Recording sound observations (Answers) Video - Ekasup Band, Vanuatu (YouTube, © Gabriel Murphy) CC BY 3.0

http://creativecommons.org/licenses/by/3.0/legalcode

Helpful information ABC Splash has a number of excellent videos to demonstrate the manipulation of




Duration: 10 Weeks

Teaching Sequence

Topic Investigating sound Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will explore the use and value of sound in everyday life. They will understand that sound is produced through a range of actions and that the type of action will affect the properties of the sounds produced including both volume and pitch. Students will explore how they can manipulate the sounds produced from objects.

Lessons Teaching and Learning Sequence Resources Investigate ways to change the sound produced by an object Consider how music is produced

instruments to change pitch and volume to make music, including 'Combining instruments of the orchestra', 'How do people make sounds on musical instruments?' or 'Can you hear the famous rhythm?' http://splash.abc.net.au/home#!/topic/1602367/music/video

Learning object - Play your sounds right (BBC) http://www.bbc.co.uk/bitesize/ks1/science/sounds_and_pitch/play/

Sheet - Word cards for word wall https://learningplace.eq.edu.au/cx/resources/items/813d61c6-500f-4f9b-8f75-2633160c1198/0/Sci_Y01_U4_SH_WordCardsWordWall.docx(from lesson Investigating light - Investigating sources of light)





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 1 Lesson

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will use provided materials to make an instrument and observe its sound effects. They will make a change to the instrument and evaluate the effect. Students will sort observations of objects from a toy catalogue.


Lesson 6-7

Assessing student learning

Assessment purposeTo participate in a guided investigation designing a toy that makes sound, and describe the effects of interacting with it. To sort objects according to criteria and share observations with others.Example learning sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Investigating light and sound Assessment task - Investigating light and sound: Model response Assessment task - Investigating light and sound: Teaching notes Assessment task - Investigating light and sound: Student resource

(Note: Alternatively, real toys with light and sound may be used) Video - Light and sound in instruments and toys


Teaching Sequence

Topic Evaluating light and sound Topic Duration 1 Lesson

Overview In this lesson, students will require ready access to ICT at a whole-class level. Students will recognise that light and sound are used in a variety of cultures and for different purposes.


Lesson 8

Exploring light and sound in a variety of cultures


Understand that light and sound are used in a variety of cultures.Evidence of learningCan the student:

Identify uses of light and sound in a cultural context?Example learning sequence

Revise learning Examine light and sound in a variety of cultures

Resources Slideshow - Light and sound in a variety of cultures Sheet - Different instruments from around the world

Helpful information Video - Shadow storytelling (shows some instruments played to accompany shadow

puppet shows in Central Java) (Anton Withagen) https://archive.org/details/ShadowStorytelling





Duration: 10 Weeks

Teaching Sequence

Topic Celebrating light and sound Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will collaborate to make sound and light effects for a familiar story and then present this to an audience. They will share understanding with the audience about making or changing sounds and light effects.


Lesson 9

Producing a light-and- sound extravaganza


Demonstrate ways in which light and sound can be used and changed.


Develop light/sound effects for a purpose?Example learning sequence

Consolidate learning Investigate ways to produce light and/or sound effects Prepare presentation, using appropriate light and/or sound effects

Resources Supporting learning resource - Materials and equipment list Video - Behind the scenes: Show of hands (Vimeo, © Tricia Fuglestad) CC BY-NC

3.0 http://creativecommons.org/licenses/by-nc/3.0/ Slideshow - Welcome to our light and sound extravaganza! (Editable slideshow to

add student photos of unit learning) Find and prepare a familiar story containing opportunities for a variety of sound/light

effects. (Note: Use instruments from lessons 6-7 and objects from around the classroom)

Helpful information Learning object - The three billy goats gruff

https://learningplace.eq.edu.au/cx/resources/items/a0cc82df-e868-b2c9-e879-b51c6bf45584/0/ViewIMS.jsp

Sheet - Billy goat puppet outlines https://learningplace.eq.edu.au/cx/resources/items/24f26fe0-7c53-4fe7-9d5e-4cd494d80527/0/Sci_Y01_U4_SH_BillyGoatPuppet.docx


Lesson 10

Presenting a light-and- sound extravaganza


Share knowledge about light and sound.Evidence of learningCan the student:

Demonstrate and communicate how light and sound can be used?Example learning sequence

Present light and/or sound effects

Resources Supporting learning resource - Materials and equipment list

Helpful information Slideshow - Welcome to our light and sound extravaganza!

https://learningplace.eq.edu.au/cx/resources/items/187ef0dd-b5e5-4490-9d24-9b49a90c6f33/0/Sci_Y01_U4_SS_WelcomeLightSoundEx.pptx (from lesson Celebrating light and sound - Producing a light-and-sound extravaganza)

Find and prepare a familiar story containing opportunities for a variety of sound/light effects (from lesson Celebrating light and sound - Producing a light-and-sound extravaganza)

Website - Make a shadow puppet theatre (NewsLifeMedia Pty Ltd) http://www.kidspot.com.au/things-to-do/activities/make-a-shadow-puppet-theatre




Duration: 10 Weeks

Teaching Sequence

Topic Celebrating light and sound Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will collaborate to make sound and light effects for a familiar story and then present this to an audience. They will share understanding with the audience about making or changing sounds and light effects.






Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Exploring light and sound Lesson plan - Sci_Y01_U4_LP01.docx

Sequence - Investigating light Lesson plan - Sci_Y01_U4_LP02.docx

Lesson plan - Sci_Y01_U4_LP03.docx

Sequence - Investigating sound Lesson plan - Sci_Y01_U4_LP04.docx


Sequence - Assessment Lesson plan - Sci_Y01_U4_LP06_7.docx

Sequence - Evaluating light and sound Lesson plan - Sci_Y01_U4_LP08.docx

Sequence - Celebrating light and sound



Sequence ABC Splash has a number of excellent videos to demonstrate the manipulation of instruments to change pitch and volume to make music, including 'Combining instruments of the orchestra', 'How do people make sounds on musical instruments?' or 'Can you hear the famous rhythm?' http://splash.abc.net.au/home#!/topic/1602367/music/video

Find and prepare a familiar story containing opportunities for a variety of sound/light effects

Learning object - Light and dark (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark.shtml

Learning object - Play your sounds right (BBC) http://www.bbc.co.uk/bitesize/ks1/science/sounds_and_pitch/play/

Learning object - The three billy goats gruff https://learningplace.eq.edu.au/cx/resources/items/a0cc82df-e868-b2c9-e879-b51c6bf45584/0/ViewIMS.jsp

Sheet - Analysing light




Duration: 10 Weeks


Sheet - Billy goat puppet outlines https://learningplace.eq.edu.au/cx/resources/items/24f26fe0-7c53-4fe7-9d5e-4cd494d80527/0/Sci_Y01_U4_SH_BillyGoatPuppet.docx

Sheet - Different instruments from around the world

Sheet - Light sources sorting cards (suit small group)

Sheet - Light sources/no light sources sorting cards (suit whole class)

Sheet - Recording sound observations

Sheet - Sorting instruments

Sheet - Sorting objects

Sheet - Word cards for word wall

Slideshow - Light and sound in a variety of cultures

Slideshow - Light in our world

Slideshow - Shadow puppets Slideshow - Sound is all around https://learningplace.eq.edu.au/cx/resources/items/330f5c1f-1f9c-43cf-84cf-adbef02c9fee/0/Sci_Y01_U4_SS_SoundIsAllAround.pptx

Slideshow - Sources of light

Slideshow - Welcome to our light and sound extravaganza!

student science journal

Supporting learning resource – C2C: Science glossary

Supporting learning resource - Cave-exploring role-play Supporting learning resource - Examining light and sound activities


https://learningplace.eq.edu.au/cx/resources/items/bb85ec6b-3472-44a7-a07a-047bac872cfe/0/Sci_Y01_U4_SS_LightSoundCulture.pptx



Duration: 10 Weeks


Supporting learning resource - Materials and equipment list Supporting learning resource - Parent letter https://learningplace.eq.edu.au/cx/resources/items/46bffc62-a57a-4431-8ec1-fddb8b64c746/0/Sci_Y01_U4_SLR_ParentLetter.docx

Supporting learning resource - Question bubbles

Supporting learning resource - Recording sound observations (Answers)

Supporting learning resource - Sound investigations

Text - Rosen, M & Oxenbury H (illus) 1997, We're going on a bear hunt, Walker Books Ltd, London

Video - Active blue creating sounds (© active blue) CC BY 3.0

Video - Behind the scenes: Show of hands (Vimeo, © Tricia Fuglestad) CC BY-NC 3.0 http://creativecommons.org/licenses/by-nc/3.0/

Video - Ekasup Band, Vanuatu (YouTube, © Gabriel Murphy) CC BY 3.0 http://creativecommons.org/licenses/by/3.0/legalcode

Video - Light and sound in instruments and toys

Video - Pitch: Making guitars (PBS LearningMedia, © WGBH Educational Foundation) Video - Shadow storytelling (shows some instruments played to accompany shadow puppet shows in Central Java) (Anton Withagen) https://archive.org/details/ShadowStorytelling

Video - Sound and solids: Visualising vibrations (PBS LearningMedia, © WGBH Educational Foundation)

Video - The wizard, the fairy and the magic chicken (© nappyspuppets) CC BY 3.0 http://creativecommons.org/licenses/by/3.0/ Website - Make a shadow puppet theatre (NewsLifeMedia Pty Ltd)http://www.kidspot.com.au/things-to-do/activities/make-a-shadow-puppet-theatre

Assessment Planner - Investigating light and sound

Assessment task - Sci_Y01_U4_AT_ExploringLightSound.docx

Assessment task - Sci_Y01_U4_AT_MR_ExploringLightSound.docx




Duration: 10 Weeks


Assessment task - Sci_Y01_U4_AT_SH_ToyCatalogue.docx

Assessment task - Sci_Y01_U4_AT_TN_ExploringLightSound.docx

Assessment Assessment task - Investigating light and sound

Assessment task - Investigating light and sound: Model response

Assessment task - Investigating light and sound: Student resource

Assessment task - Investigating light and sound: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Investigating light and sound (Yr 01)Type Experimental investigation

Date

Description Students participate in a guided investigation designing a toy that makes sound, and describe the effects of interacting with it. They sort objects according to criteria and share observations with others.

Learning Area Science

Science understanding Science inquiry skills

Describe objects they encounter in their everyday lives and the effect of interacting with objects.

Make predictions and participate in guided investigations.Follow instructions to record observations.Share observations with others.

A ◄ Explains why a change causes an effect. ◄Independently conducts investigation.Poses a question to investigate and gives a reason for a prediction.Shares using appropriate scientific language.

B ◄ Compares the effects caused by a change. ◄Poses a question and makes a related prediction.Identifies own criteria to sort observations.Shares using some scientific language.

C ◄ Describes an instrument and the effects of interacting with it. ◄

Participates and makes a prediction in a guided investigation. Follows instructions to record observations and sort observations according to light and sound.Shares observations with others.

D ◄ Identifies sound objects they encounter in their everyday lives. ◄States a prediction. Sorts objects.Contributes to making a shared observation.

E ◄ States an object or an action. ◄Follows directions in guided investigations.Makes an observation. Chooses some objects to sort.Engages in observation when directed.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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