PR-6171IRE Science A STEM Approach - 1st Class

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Lesson 1 Energy and Forces NOW YOU SEE IT! NOW YOU HEAR IT! Teacher Notes Science Inquiry Focus: What is light? What is sound? What parts of our body do we use to detect light and sound? Skills Development/Working Scientifically: • Questioning and predicting • Observing • Investigating and experimenting • Analysing • Recording and communicating Science Learning Outcomes: • Pupils act like scientists when they observe, ask questions and describe changes in what we see or hear. • People use science in their everyday lives when exploring different sounds and lights. Technology/Engineering/Mathematics Link: • Using a digital device to take a photograph and record a video of a sound. Background Information • The Oxford English Dictionary defines light as ‘electromagnetic radiation whose wavelength falls within the range to which the human retina responds’. • Light is a form of energy. It travels in a straight direction. It can bounce off shiny surfaces such as mirrors. It can bend when it moves from one material to another. • We need light to see. Most of our light comes from the sun. Some objects, like our sun and often stars, give off their own light. Other things bounce back light. The moon bounces back light from the sun. It does not have its own light to give. • Other sources of light include light bulbs, torches, computer screens, projectors, fire and candlelight. • The Oxford English Dictionary defines sound as ‘Vibrations that travel through the air or another medium and can be heard when they reach a person’s or animal’s ear’. • Sounds come from any object that is struck, plucked, blown, scraped, shaken or any other action applied. The sound or vibrations create waves that move outwards from the source through the air and into our ear. Assessment Focus: • Use the posters to gauge class understanding of the concept of light and sound. Use the images and videos to assess individual/ small group understanding of what light and sound are. Resources • Resources to make the room dark: dark coloured sheets or cardboard to cover any places where light enters; tape, BluTack , drawing pins to attach cardboard or sheets to walls to cover light entry points • Large torch • Copy of page 60 cut into strips and glued to poster paper • Poster paper × 6 • Digital camera or tablet computer for each group Viewing sample 58 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces NOW YOU SEE IT! NOW YOU HEAR IT! Lesson 1 Lesson Plan Note: This lesson is to establish pupils’ prior knowledge about light and sound. Introduction: 1. Block out as much light as possible and turn off all the lights. Alternatively, take the pupils into a dark room such as a storeroom. What can you see? What can you hear? Pupils may respond with ideas such as ‘nothing’, ‘shadows’ or ‘breathing sounds’. Switch on a large torch and point it to a number of different objects in the room. What can you see now? How did you see the objects pointed to? Turn the lights back on. When we see objects, what part of the body is being used? When we hear things what part of the body is being used? Development: 2. As a class, brainstorm what pupils know about sound and light and share examples from their everyday life. 3. In small groups, pupils rotate through six stations, each with a large piece of paper with one of the questions from page 60 glued to it. (One question per paper. More stations may need to be set up depending on class size). Pupils draw or write answers to the question using an allocated marker pen colour, before rotating to the next question. They will need to read the previous group’s answers before writing their own, as they are not allowed to write the same response. 4. Pupils then use a digital device to take a photo of one thing that relates to light and record one thing associated with sound. Differentiation • Targeted support should allow all pupils to share their ideas and answer the questions at each station. Reflection: 5. Display the posters at the front of the class and read through responses together. Completed posters can be displayed on the working wall or summarised and then added to the working wall. 6. Select groups to share their photo and video that relates to light and sound and give a brief explanation. These photos can also be added to the working wall. Viewing sample Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 59 CLASS A STEM APPROACH
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PR-6171IRE Science A STEM Approach - 1st Class

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