UNIT PLANNER: YEAR 1 Science Sensational

UNIT/THEME/TOPIC Sounds

CONTEXT OF LEARNING Year 1 Level Description From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations. CAPABILITIES
Literacy Numeracy ICT
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Critical and Creative Thinking Ethical Behaviour

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Personal and Social Competence Intercultural Understanding

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CROSS CURRICULAR PRIORITIES

Sustainability
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Asia and Australia's engagement with Asia

STRANDS
SCIENCE UNDERSTANDING Biological Sciences
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Aboriginal and Torres Strait Islander histories and cultures

SCIENCE AS A HUMAN ENDEAVOUR Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE021)

SCIENCE INQUIRY SKILLS Questioning and predicting Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) Planning and conducting

Chemical Sciences
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Earth and Space Sciences u Physical Sciences

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Joanne Villis 2011

Prior Knowledge Objects are made of materials that have observable properties (ACSSU003) At this year level Light and sound are produced by a range of sources and can be sensed (ACSSU020) Working Towards Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Use and influence of science

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025) Processing and analysing data and information Through discussion, compare observations with predictions (ACSIS212) Evaluating Compare observations with those of others (ACSIS213) Communicating Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)

LINKS TO CAPABILITIES Literacy This unit provides opportunities for students to develop their literacy skills as they: Engage in discussions and record their thinking, ideas and questions in journals Draw labelled diagrams Present their information in an appropriate visual or written format Listen to and interpret oral texts Numeracy This unit provides opportunities for students to develop their mathematical understanding as they: Record and present data Information and Communication Technologies This unit provides opportunities for students to develop their ICT skills as they: Use interactive websites to view scientific concepts visually Use interactive technology to view, sort, record and analyse information Critical and Creative Thinking This unit provides opportunities for students to develop their critical and creative thinking skills as they: Pose and respond to questions for investigation make predictions Plan investigations solve problems through investigation make evidence-based claims Ethical Behaviour This unit provides opportunities for students to develop their ethical behaviour as they: Work as part of a team Gather evidence to support their claims Work safely with equipment

Joanne Villis 2011

Personal and Social Competence This unit provides opportunities for students to develop their personal and social competence as they: Work together in teams to complete tasks Participate in discussions

OTHER LEARNING AREAS Music This unit provides opportunities for students to: - Explore a range of musical instruments - Explore elements of rhythm and beat

Joanne Villis 2011

YEAR
Unit Year 1 Achievement Standard Outcome 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 identify a s range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others. Wee k Investigatio n
What are the essential questions you need answered?

Lesson Activities/ Teaching Strategies

Opportunities for Assessment

What do we think we know about sound?

How can we engage students and elicit their prior knowledge? Representations?

Diagnostic Assessment Students: - Responses to questions/Class discussions -Communicate ideas on the Y Chart - Record ideas in their Science Journal entries

1.

Your teacher will download what we know about sound Notebook for you to complete as a class. 2. Your teacher will set up a 'sound collection table' for you to explore different objects and the sounds they make. Record your observations in your Science journal. Visit the interactive sites below: - Crick Web: Sound and hearing(Easy) - The Magic School Bus Gets an Earful (Harder) - Sources of Sound (Hardest) How do people who can't hear communicate? A person who cannot hear is known as a deaf person. People become deaf for many reasons. Some are born that way. Others become deaf later. Some deaf people can talk and others cannot. Some deaf people choose to use sign language to talk. Sign language is a language of the hands. People use their hands and fingers to create words instead of saying them. 1. Your teacher will download 'Sign Language. Notebook' or 'Sign Laguage.iwb' for you to explore how letters are created using sign language. 2. Learn how to say, 'Nice to meet you" in sign language. 3. Learn how to say the colours of the rainbow in sign. 4. If you could not hear, how do you think your life would be different? Record your thoughts in your Science journal

Joanne Villis 2011

ENGAGE

How is sound made?

What hands-on, shared experiences of the phenomenon are appropriate? Representations? Vibrating voice experiment: Do you know how to sing the ABC song? If you do, then this experiment is just as easy! 1. Place you fingers gently on the front of your neck just, just under your chin. 2. Sing the ABC song. 3. What do you feel? What do you think might be happening? Record your observations. 4. Your teacher will down load the 'Voice vibration. Notebook' or the 'Voice vibration.iwb' document for you to complete as a class. 5. Draw and label a diagram to show how our voices make sound. Musical instrument sound experiment: Your teacher will put you in small learning groups and will provide you with a range of musical instruments to choose from. Select one, investigate the instrument and explore it. Record the following observations in your Science journal: 1) What did you have to do to make a sound? 2) What did the instrument feel like when it was making a sound? 3) Could you make different sounds? How? 4) How could you stop the sound? 5) Explore the links below: - The Music House Sounds (Easy) - Northumberland Instruments (Easy) a) Listen to the instruments and describe the sounds that you hear in your Science journal. b) How is the sound being made? Record your thoughts in your Science journal. You might like to draw a diagram to help you explain your thoughts. - Instruments of the Orchestra - Engineering Interact (loudness)(Harder) - SFS Kids (lean about instruments) (Hardest)

Formative Assessment Experiments: The student will: Carry out an experiment Make predictions Record results and observations

EXPLORE

Extensions (Music, cross curriculum link): 1. Explore clapping rhythms online. 2. Explore different sounds that you can make with your hands through the online Hand Symphony Orchestra. 3. Explore steady beats online.

Joanne Villis 2011

What hands-on, shared experiences of the phenomenon Does sound move? How does sound travel? are appropriate? Representations? Sounds on the move experiment 1: Have you ever wondered why adults say, "Look at me when I am talking to you?". Try this experiment and see if you can find out why. 1. You teacher will organise small groups or learning teams. 2. In your group decide who will be the speaker and the rest of the group members will be the listeners. 3. The speaker remains still. The listeners need to take giant steps away from the speaker until they can just hear what the speaker is saying. 4. Listeners then turn their backs to the speaker. What do you notice? 5. Repeat the activity, changing roles of listener and speaker. 6. Return to the classroom. 7. Discuss the following questions with your group members and then record your own thoughts in your Science journal: a) What happened to the sound of the speakers voice as you moved away? b) Did you hear better facing the speaker or with your back turned? Why do you think this? c) What do you think could make it easier to hear the speaker from far away? Sounds on the move experiment 2: 1. Bend your arm so that you can touch your elbow with your other hand and point your index finger in the air. Tap on your elbow and listen carefully. Can you hear a sound? 2. Tap your elbow in the same way, but this time, place your finger on your ear. Can you hear a sound? 3. Can you hear a difference between the two sounds? Describe to a person next to you what is happening when your finger is on your ear and when your finger is no on your ear. 4. Record your thoughts in your Science journal. Sounds on the move experiment 3: 1. Your teacher will give you two cans connected by a piece of string. You will have a partner. 2. You or your partner needs to place a can close your ear and the other needs to talk into the can. Can you hear your partner talk? 3. Experiment with the loudness of sound that you can hear from your partner by lengthening and or shortening the piece of string. Does the length of the string make a difference to the sound that you hear? Write a cause and effect in your Science journal. Extension: a) If you wet the string does it make a difference? Write a claim and effect statement in your Science journal. b) If you vary the tension (how tight or lose the string is) does it make a difference to the sound that your partner hears? Write a cause and effect in your Science journal.

Formative Assessment Experiments: The student will: Carry out an experiment Make predictions Record results and observations Make a claim and evidence statement

Joanne Villis 2011

EXPLORE

What hands-on, shared experiences of the phenomenon are appropriate? Representations? Your teacher will collect a box of sound producers (ruler, elastic bands, PVC pipe. drinking straws) for groups. Your teacher might choose to do one experiment per lesson or use workstations to explore how sound is shaped. Experiment 1 or Workstation 1: A desk and a ruler. Aim 1: If you hold the ruler over the edge of the table and flick it, does it make a sound? Aim 2: If you change the length of the ruler can you change the sound that is produced? Experiment 2 or Workstation 2: A range of elastic bands that have been stretched around an empty cardboard box. Aim 1: When you ping the rubber bands can you make a sound? Aim 2: Do all rubber bands stretched around an empty cardboard box make the same sound? St Experiment 3 or Workstation 3: Different lengths of PVC pipe and a book. Aim 1: If you hit the open end of a PVC pipe can you make a sound? Aim 2: If you hit the open end of different lengths of plastic PVC pipes do they all make the same sound? Experiment 4 or Workstation 4: Various pieces of piping or drinking straws cut to various lengths. Aim 1: If you blow across a piece of pipe or a drinking straw can you make a sound. Aim 2: If you blow across different pieces of pipe or drinking straws do they all make the same sound? For each experiment write a cause (what is causing the sound to be made) and an effect (why the sound is being made). Record your observations, cause and effect in your Science journal.

Formative Assessment Experiments: The student will: Carry out an experiment Make predictions Record results and observations Make a claim and evidence statement

Joanne Villis 2011

EXPLORE

EXPLAIN

What are the current scientific explanations? How best can the students represent their understanding?
Review As a class talk about what you have learned so far. Answer the following questions: 1) What have we learned about sound? 2) What does sound travel through? 3) How do you make a sound? 4) What is a vibration? 5) How are sounds different? 6) How do you stop something from making a sound? 7) How do sounds reach our ears? Vibration circle experiment: 1. Your teacher will put you in small groups or learning teams. 2. Sit in a circle and hold hands. 3. One person starts the 'vibration circle' by shaking the hand of a person sitting next to them. 4. The person whose hand has shaken shakes the hand of the other person sitting next to them and so forth. 5. Watch the vibration move around the circle. 6. When you get good at this try the 'vibration circle' but with your hands behind your back. 7.What are vibrations? Explain what vibrations are and draw and label a diagram to demonstrate what vibrations are in your Science journal.

Formative Assessment Apply knowledge to a new situation Represent ideas in various forms

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ELABORATE

What student investigation/s or application of knowledge would extend their understanding? Representations?
Pitch Experiment 1: 1. Your teacher will put you in small groups or learning teams. 2. Each group will be given three identical glass bottles or drinking glasses. 3. Half fill each bottle or glass with water. Make sure they have the same amount of water in each. 4. Label each bottle or glass. One bottle or glass will remain constant. This means that the amount of water it holds will not change. The water in the other bottles or glasses will change. As a group decide what you will label the bottles or glasses. 5. Pick up a spoon and gently tap each glass. What can you hear? Do they all sound the same? How would you describe the pitch (high or low)? 6. In a short while, you are going to be asked to investigate the pitch of the sound when the water in each glass is changed. To do this, you will need to add more water or take some water out of the bottles or glasses. 6. Before you begin your teacher will download your investigation planer for you. You will use your investigation planner to record your observations. 7. Once you understand how to record your observations on your investigation planner you can begin your experiment.

Summative Assessment of Process Skills Carry out an experiment Make predictions Record results and observations Make a claim and evidence statement Apply knowledge to a new situation

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EVALUATE

What do you want the students to know? What representations will provide evidence that they understand the concepts? What do you want the students to be able to do? How will they demonstrate this?

Summative Assessment of Conceptual Understandings

Joanne Villis 2011