In this Learning Module year 1 and 2 students learn about sound and light. They conduct scientific experiments to explore sound and light waves and sources, vibration, pitch and reflection. They learn how to collect and represent data, create a musical instrument and write a procedural text.
Light, Sound, Vibration, Waves, Pitch, Reflection, Science, Music, Percussion, Indigenous, Procedures.
Year 1
Science
Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
Through discussion, compare observations with predictions (ACSIS212)
Compare observations with those of others (ACSIS213)
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)
Music
Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
Create compositions and perform music to communicate ideas to an audience (ACAMUM082)
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
Maths
Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
English
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Year 2
Science
Science involves asking questions about, and describing changes in, objects and events (ACSHE034)
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038)
Use a range of methods to sort information, including drawings and provided tables (ACSIS040)
Through discussion, compare observations with predictions (ACSIS214)
Compare observations with those of others (ACSIS041)
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042)
Music
Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
Create compositions and perform music to communicate ideas to an audience (ACAMUM082)
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
Maths
Collect, check and classify data (ACMSP049)
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
English
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
In this unit, we will explore:
* Where does sound come from?
* How do we hear sounds?
* How does sound get to our ears?
* How do we see things?
* What do we need to see?
* Where does light come from?
These could be placed on display and answered throughout the unit
* Where does sound come from?
* How do we hear sounds?
* How does sound get to our ears?
* How do we see things?
* What do we need to see?
* Where does light come from?
Learning Intention (LI): To learn about the effects of onomatopoeia.
Listen to your teacher read 'Night Noises' by Mem Fox.
Talk about words that are written as they sound. e.g. quack, click, ring
Listen to the story again and think about the words that are written as they sound.
In your group, you will use the Round Robin structure to brainstorm more words.
You and your group will share your ideas with the class.
LI: To learn about the effects of onomatopoeia.
Read 'Night Noises' by Mem Fox.
Talk about words that are written as they sound (onomatopoeia) .
Read the story again, this time point out, discuss and record onomatopoeic words.
In groups, students use the Round Robin structure to brainstorm more onomatopoeia.
Groups share their ideas with the class.
NOTE: Add some onomatopoeia words to the class word wall.
Resources: Night Noises by Mem Fox.
LI: To understand the meaning of words relating to light and sound.
Throughout the unit, let the teacher know of any words you think should be added to the word wall. These words should be important to the unit, used regularly, difficult to spell, etc.
LI: To learn about the relevant metalanguage of the topic.
Throughout the unit, at the teacher's discretion, add relevant words to the class word wall.
LI: To understand that sound is made up of vibrations.
In your team you will be listening to a range of sounds (e.g. ambulance, fire alarm, toaster, baby crying etc.) and will need to identify whether it is a 'Safety Sound' or a 'Normal Sound' by placing a counter on the gameboard. You will have a short discussion with your team on what you thought the sound was and why you chose to put your counter on a particular gameboard.
Discuss with your team why 'Safety' sounds are important. Discuss with your class the importance of sounds having a different pitch, length and rhythm. E.g. What would happen if the school bell sounded like an ambulance siren? What would happen if a fire alarm sounded like someone eating an apple?
NOTE: Safety Sounds include fire alarms, ambulances, truck backing up etc.
Normal Sounds include vacuum cleaner, eating an apple, opening a microwave etc.
LI: To understand that sound is made up of vibrations.
Divide students into teams of 3-4. Provide each team with the 'Safety' and 'Normal' sound gameboards and a handful of counters per person.
Students will be listening to a range of sounds (e.g. ambulance, fire alarm, toaster, baby crying etc.) and will need to identify whether it is a 'Safety Sound' or a 'Normal Sound' by placing a counter on the gameboard. Teams will have a short discussion on what they thought the sound was and why they chose to put their counter on a particular gameboard.
Teams use the Kagan Structure RoundRobin to discuss why 'Safety' sounds are important. As a class, discuss the importance of sounds having a different pitch, length and rhythm. E.g. What would happen if the school bell sounded like an ambulance siren? What would happen if a fire alarm sounded like someone eating an a
NOTE: Safety Sounds include fire alarms, ambulances, truck backing up etc.
Normal Sounds include vacuum cleaner, eating an apple, opening a microwave etc.
Resources: Game Boards (one per team), Sound Effects file open on the Smart Board, Counters.
LI: To group objects based on whether they make sound or light.
Cut the pictures out from the activity sheet and sort them into two groups; things that make sound, things that produce light.
Stick the pictures into your book under the headings: 'Sound' and 'Light'.
LI: To group objects based on whether they make sound or light.
Provide students with an activity sheet of pictures of things the either produce sound or light.
Explain that the pictures are of things that either make sound or produce light.
Instruct students to sort the pictures into two classifications by cutting the pictures out and sticking them into their books.
Resources: 'Light and sound makers' activity sheet (p.5 Primary Connections)
LI: To learn how to collect and record data.
Sit quietly with your eyes closed and listen for any noises coming from within the classroom / unit. Be prepared to share what you heard with the class.
Complete recording sheet as shown on sources of sound and light in the classroom.
Follow the same process for light and sound sources outside when on a walk around the school.
LI: To learn how to collect and record data.
Ask students to sit silently with their eyes closed and listen for any noises coming from within the classroom / unit. Use KAGAN random selection structure to ask some students, "what did you hear and where did it come from?"
Model on an enlarged copy, how to record the data the students give you (tally).
Distribute recording sheets and have students tally the answers they gave as a whole class.
Now ask them to turn the activity sheet over and write or draw and light sources they see within the classroom / unit.
Take students on a school walk and follow the same process for light and sound sources outside.
Resources:
LI: To collect and represent data.
You will be given a Light and Sound Journal to take home.
Collect evidence of light sources and sound that you see and hear around your house.
You will have one week to return your Light and Sound Journal to school, so that we can create a graph on what you have found out.
LI: To collect and represent data.
Reflecting on the precious lesson where students identified sound and light sources around the school, students will also be identifying sound and light sources that are at their house
Students will be provided with a Light and Sound Journal where they will record sounds they hear and light sources they use daily.
Students will be given a week to collect evidence and return their Light and Sound Journals.
Once all Light and Sound Journals are returned, as a class, collate all the data in a graph. (Teacher discretion on type of graph used).
Resources:
LI: To record relevant findings.
Two posters will be displayed in the classroom - one for sound, one for light.
At the end of activities, think about the key learnings from the lesson and suggest to the teacher that they could be added to the posters if they are important.
LI: To record relevant findings.
Display two posters in the classroom - one for sound, one for light. Throughout the unit, at the teacher's discretion and at the completion of activities, the teacher can add key findings to the posters.
LI: To analyse procedural texts.
Following the explanation of what a procedural text is, come up with some examples of procedural texts.
*Follow quality procedural text.
LI: To analyse procedural texts.
Explain to students that a procedural text is a piece of writing that gives you instructions on how to do something. With this in mind, ask students to give examples of procedural texts - recipes, instructions, Lego booklet, etc.
*Have students follow a quality procedural text.
Resources: *insert procedural text
LI: To analyse the features of a procedural text.
Think back to the procedural text from the first lesson and in groups, brainstorm what you think are the essential parts of a procedural text.
Your group will be given a label of either a part of the procedural text or an explanation. Discuss with your group which part of the text it is describing, and when asked, label the text.
LI: To analyse the features of a procedural text.
Have students think back to the procedural text that they followed in 'Procedural Text 1' and in groups, brainstorm what they think are the essential parts of a procedural text.
Using a blown up copy of the procedural text from lesson one, give groups labels of each part of the text and an explanation for each, and have them label the parts of the text.
Resources: A3 copy of procedural text, labels - title, goal/aim, materials, what you need, instructions, numbered steps of what to do in order, pictures/diagrams, shows what it should look like.
LI: To compare dark and light places around the school.
Your teacher will turn the lights off. Think/Pair Share with your partner:
In your group use Talking Chips to brainstorm places in the classroom that are very dark.
You are going to go on an adventure around the school. Your teacher will give you a map of the school. Your need to highlight the areas with lots of light and colour in with dark texta the places that are dark.
Complete the activity 'Where's the Light?'.
Discuss with your class why it is important to have light in the classroom.
Turn the lights off in the classroom. Students Think/Pair Share:
Students use the Kagan Structure Talking Chips to brainstorm places in the classroom that are very dark.
Provide students with a map of the school. Students are going to go on an adventure around the school. Students will highlight the areas with lots of light and colour in with dark texta the places that are dark.
Stop at certain areas around the school and ask:
Upon return to the classroom, students complete the activity 'Where's the Light?'.
Discuss why it is important to have light in the classroom.
LI: To learn about the sources of sound and light.
Bring your completed homework sheet to class.
Identify which sound source occured the most and which occurred the least at home.
In groups of students with similar records to you, discuss why it was, that your particular sound source was the most common in your household.
Be prepared to share the light sources identified at home.
LI: To learn about the sources of sound and light.
As a class, discuss and compare which sound sources occurred most and least at home.
Group children with others who had the same sound source as the most common and using a 'round robin' format ask them to consider why. E.g. people because we have 8 people in the family, or entertainment because we watch a lot of TV.
As a class, discuss the light sources identified and highlight the difference between natural and artificial light.
Resources: Completed homework activity sheets.
LI: To experiment with the pitch and sound of a range of instruments.
You will have some free time to explore the percussion instruments.
Listen to the instruments on the SMART board.
Talk about the instruments you see and hear with your classmates.
In your group, echo the sounds you hear back to your teacher using clapping or a percussion instrument. Rotate to a different percussion instrument.
After looking at the photos that your teacher took of you playing the instruments, write a short reflection on the instruments you played, your favourite instrument and the sound/s you liked the most and why.
LI: To experiment with the pitch and sound of a range of instruments.
NOTE: Booking the music room is ideal for this lesson.
Provide students with some free time to explore the percussion instruments.
Open the SMART Document 'Exploring Musical Instruments'.
Play and discuss a range of the instruments in the document to students, including pitch, rhythm and sound.
Have students echo the sound or beat they hear back to you using clapping or percussion instruments. Students can rotate in groups to have a go experimenting each of the instruments.
Using the keyboard on the final page of the SMART Document, play a 4-8 beat rhythm and have students echo this back to you.
Group musical instruments into the way they are played e.g. hit, shake, strum, blow etc. As a class, discuss the difference between these instruments. Explicitly discuss how instruments make different sounds by the way you manipulate them. Ask students whether they can think of any other musical instruments that belong in each group.
Take photos of the students using the instruments and display them on the SMARTboard or print them out. Students will write a short reflection on the instruments they played, their favourite instrument and the sound/s they liked the most and why.
Resources: SMART Document, a range of pescussion instruments, the Music Room.
LI: To create a musical instrument.
Round Robin with your group to brainstorm the variety of instruments that you played, how each instrument was manipulated and their favourite instrument.
Use a variety of boxes, containers, tubes, string, rice, sticks etc. to create your own musical instrument.
Use the Kagan Structure Mix Pair Share to share your instrument with a partner and share the steps you did to make your instrument.
LI: To create a musical instrument.
Students reflect on the previous lesson of playing musical instruments by watching photos taken by the teacher. Students use the Kagan Structure RoundRobin to brainstorm the variety of instruments that they played, how each instrument was manipulated and their favourite instrument.
Students will be directed to a large collection of boxes, containers, tubes, string, rice, sticks etc. and will be asked to create their own musical instrument. Students can make an instrument that is already invented e.g. drums, clapping sticks or invent their own.
Students will use the Kagan Structure Mix Pair Share to share their instrument with a partner and share the steps they did to make their instrument.
Resources: Collection of construction supplies.
LI: Torite a procedural text.
Get out the musical instruments you made in the previous lesson, and think back to the steps you took to make them.
Using the template, write a procedural text on how to make your musical instrument.
LI: To write a procedural text.
Ask students to get out the musical instruments they made in the previous lesson, and to think back as to how they made them.
Using the template, students write a procedural text on how to make their musical instrument.
Resources: Homemade musical instruments, procedural text template.
LI: To recognise that sound and light are vital.
Watch the following video 'Silent - A Short Film" three times.
Firstly, you will watch the video with the sound turned completely off. Then you will Think, Pair, Share what you saw. Could you work out what was going on with no sound?
Secondly, you will listen the video, without watching it. Then you will Think, Pair, Share what you heard. Could you work out what was going on without seeing it?
Finally, watch and listen to the video. Discuss how light and sound both helped you figure out what was going on in the video.
With your partner, you will take it in turns to blindfold each other and try to get to different areas around the classroom. You will also take it in turns to put cottonwool in your ears and see if they can hear what their partner is saying. Using the Kagan Structure Pairs Compare, you and your partner will discuss with another pair, the importance of light and sound.
LI: To recognise that sound and light are vital.
Students watch the following video 'Silent - A Short Film" three times.
Firstly, students watch the video with the sound turned completely off. Students will Think, Pair, Share what they saw and if they could work out what was going on with no sound.
Secondly, students listen the video, without watching it (minimise the video or have students face a different direction). Students will Think, Pair, Share what they heard and see if they could figure out what was going on.
Discuss the differences that students encountered during both plays of the video.
Finally, play the video with the sound and allow students to watch and listen to it. Students discuss how light and sound both helped the figure out what was going on in the video.
In pairs, students blindfold each other and try to get to different areas around the classroom. Students will put cottonwool in their ears and see if they can hear what their partner is saying. Using the Kagan Structure Pairs Compare, students will discuss the importance of light and sound.
Resources: Silent - A Short Film, blindfolds, cotton wool.
LI: To learn about sound as vibration.
Pass around the 'ringing box,' think about and then share what you can feel.
Place a hand gently on the front of your neck and hum, or say a few words. In pairs, talk about what you could feel happening and what happened when you stopped talking.
In pairs you will be given a balloon. One of you holds the balloon while the other talks on it. Swap roles and repeat the exercise. Think about and describe what you could feel when your partner was talking.
Think about one thing you learned during the lesson and share with the class.
LI: To learn about sound as vibration.
Place a mobile phone in a closed box. Set the phone to 'ring only' (turn off vibrate). Ring the phone, pass the box around and ask the students to describe what they can feel.
Ask students to then place a hand gently on the front of their necks and hum, or say a few words. In pairs, have them discuss what they could feel happening and what happened when they stopped talking.
Introduce the term vibrate to describe what it was they felt on their neck and explain that sound is vibration.
Add the words vibrate and vibration to the word wall.
Give each pair a balloon. Have one student hold the balloon while the other talks on it. Ask the students holding the balloon to describe what they feel when their partner is talking. Have them swap roles and repeat the exercise.
Ask students to reflect on what they learned this lesson and record 'sound is vibrations' on the class poster.
Resources: Mobile phone, cardboard box, balloons.
LI: To understand that sound travels in waves.
Use a Single Round Robin to tell your team how you think sound travels.
Watch 'Backyard Science' (S02e25) and discover how a string telephone is made.
Order a procedure for making a String Telephone with your partner.
Follow the procedure to make a string telephone.
Test the String Telephone with your partner.
Reflection:
Was your experiment successful? How do you know?
How did sound travel through your string telephone?
LI: To understand that sound travels in waves.
Students use the Kagan Structure Single Round Robin to tell their team how they think sound travels.
Students watch 'Backyard Science' (S02e25) and discover how a string telephone is made.
Beforehand, cut up the procedure for the String Telephone and place in ziplock bags. Students order the procedure for making a String Telephone with their partner.
Students follow the procedure to make a string telephone.
Students test the String Telephone with their partner.
Reflection:
Was your experiment successful? How do you know?
How did sound travel through your string telephone?
Resources: Cups, String, Backyard Science episode (S02e25), cut up procedure
Teacher Notes:
Speaking into the cup creates sound waves which are converted into vibrations at the bottom of the cup. The vibrations travel along the string and are converted back into sound waves at the other end so your friend can hear what you said. Sound travels through the air but it travels even better through solids such as your cup and string, allowing you to hear sounds that might be too far away when traveling through the air.
LI: To learn about how we see things.
Think about whether it is possible to see in the dark. What about shiny things? Can you see these in the dark?
In table groups, make predictions about what you think you will see in the peek box with the top flap closed. Take it in turns to look in the box with the flap closed and compare what you can see with your prediction.
Repeat the process but with the flap open this time.
Think about the following questions:
Record what you learned in your book.
LI: To learn about how we see things.
Ask students whether it is possible to see in the dark. What about shiny things? Can we see these in the dark?
Introduce the pre-made peek boxes (see below) and explain that each table group will share one box. As a table, students make predictions about what they think they will see with the top flap closed. Students take it in turns to in the box with the flap closed and compare what they can see with their predictions.
Have students repeat the process but with the flap open this time.
Ask students to think about the following questions:
Have students record what they learned in their books.
Resources: Peek boxes - cut small hole in the front of a shoebox and a square flap in the lid that can open and close. Cut glittery pictures from Christmas or birthday cards, or magazines and stick to the base of the box.
LI: To learn about light and sound waves.
Think about what you have already learned about sound and light - sound is a vibration through something and in order to see light reflects from something into our eyes.
Be prepared to role-play (act out) how sound and light works.
All students stand in a line. At one end a student has a musical triangle, the student at the other end has a large picture of an ear. When the student hits the triangle, the other students represent the sound vibration by shaking hands all the way down the line to the ear.
Think about and answer:
One student holds a torch, another student a large picture of an eye, and three other students hold large arrows. When the student turns the torch on, those with the arrows move from the torch to the eye to show the direction of light. They can then repeat to show how the eye sees objects in the classroom by moving from the torch, to the object, then to the eye.
Think about and answer:
LI: To learn about light and sound waves.
Background information:
Recap with the class what has been learned about sound and light - sound is a vibration through something and in order to see light reflects from something into our eyes.
Explain to students that they are going to role-play (act out) how sound and light works.
Demonstrate the sound role-play by asking a few students to stand at the front of the class holding hands. When they feel one hand shake they should start shaking their other hand. When the first hand stops shaking, they should stop shaking their other hand. Now have all students stand in a line. At one end a student has a musical triangle, the student at the other end has a large picture of an ear. When the student hits the triangle, the other students represent the sound vibration by shaking hands all the way down the line to the ear.
Discuss with students what this role play is showing us about sound:
Begin the light role-play by explaining that we are going to use arrows to show which ways light travels. Ask one student to hold a torch, another student a large picture of an eye, and three other students hold large arrows. When the student turns the torch on, those with the arrows move from the torch to the eye to show the direction of light. They can then repeat to show how the eye sees objects in the classroom by moving from the torch, to the object, then to the eye.
Discuss with the students what is happening:
Resources: Musical triangle, torch, ear picture, eye picture, arrows.
LI: To learn about the differences between light and sound waves.
Think about what you have already learned about light and sound. Following this discussion, make a prediction on what you think will happen in the experiment as to which travels fastest, light or sound. Record your prediction in your book.
Stay at one end of the oval while one teacher takes the cymbal or drum to the other end of the oval. Make sure you are in position to see the musical instrument. The teacher hits the cymbal / drum as loudly as possible - you are to determine whether you 'see' the cymbal / drum being hit, or 'hear' the cymbal / drum first. The teacher will repeat as necessary.
When back in the classroom record the results. Think about and participate in a discussion as to why light travels faster - refer to the role-play lesson. The teacher will write a class explanation and you will record it in your book.
LI: To learn about the differences between light and sound waves.
Explain to the class that we are going to conduct an experiment in which we are going to find out whether light or sound travels faster.
Facilitate a discussion about what we have already learned about light and sound. Following this discussion, have students make a prediction on what they think will happen in the experiment (link to literacy and predicting reading strategy). Have students record their predictions in their books.
Take students on to the oval, (it may be an idea to team teach this lesson as having two teachers will help with conducting the experiment). One teacher stays at one end of the oval with the students, the other teacher takes the cymbal or drum to the other end of the oval. Make sure all students can see the musical instrument. The teacher hits the cymbal / drum as loudly as possible - students are to determine whether they 'see' the cymbal / drum being hit, or 'hear' the cymbal / drum first. Repeat as necessary to ensure all students can 'see' the instrument being hit before hearing the sound.
When back in the classroom have students record results. Then facilitate a discussion as to why they think light travels faster - light travels directly from its source whereas sound must vibrate through something, refer to the role-play lesson. Write a class explanation and have them record in their books.
Resources: Cymbal or drum.
LI: To plan and conduct an investigation on why two eyes are better than one.
Think, Pair, Share with you partner why two eyes are better than one.
You will be conducting an experiment to see whether two eyes are better than one. You and your group will take it in turn dropping a counter into the cup with one eye closed and record each of your six goes on the recording sheet. You will then repeat the experiment with both eyes open.
You will discuss these questions with your group:
LI: To plan and conduct an investigation on why two eyes are better than one.
Students Think, Pair, Share why two eyes are better than one. Record these ideas (Hypothesis) on the board.
In groups, students conduct the 'Testing Eyes' experiment. Discuss with students the importance of running a fair investigation (having the cup the same distance away, using the same counter, using the same cup etc.) Students will cover one eye and drop a counter into a cup then record each of their six their answer on the recording sheet. Students will then have a go dropping the counter into the cup with both eyes open.
Following the investigation, teams will have a discussion based on the results they got. Pose questions to groups such as:
Resources: Cups, Counters, Testing Eyes Sheet (pg 48 Primary Resources)
LI: To respond to music and consider where and why people make music, including music of Aboriginal and Torres Strait Islander Peoples.
A visitor from the Indigenous community is coming to visit you. They will be bringing in some instruments synonymous with their culture. Brainstorm a question to ask the special visitor.
LI: To respond to music and consider where and why people make music, including music of Aboriginal and Torres Strait Islander Peoples.
A visitor from the Indigenous community will come to visit students.
They will bring in some instruments synonymous with their culture.
Contact the visitor prior to the lesson to focus on how to play the instruments, the purpose of the instruments, what the instruments are made of and what the instruments represent.
Prior to the visit, have students brainstorm a question to ask the visitor.
LI: To convey mood through music.
As you listen to the teacher re-read the book 'Night Noises' by Mem Fox, think about how you are feeling at certain points in the text identified by the teacher. Your teacher will record these on the SmartBoard.
Form groups based on the musical instruments you made. As each group plays their instruments discuss which instrument is best suited to which feeling. Also think about how the tempo may affect the tone.
As the teacher re-reads the book, play your instruments at the appropriate times to represent the feelings and tone of the story.
LI: To convey mood through music.
Explain to the class that you are going to re-read the book 'Night Noises' by Mem Fox. As the book is being read, ask students to think about how they are feeling at certain pre-determined points in the text. Record these feelings on the SmartBoard.
Split the class in to groups depending on the musical instruments that they made. Have each group play their instruments and as a class, decide which instrument is best suited to which feeling. To extend, you can also discuss how the tempo may affect the tone.
Re-read the book and have the students play their instruments at the appropriate times to represent the feelings and tone of the story.
Resources: 'Night Noises' by Mem Fox, home-made musical instruments.
LI: To reflect on Light and Sound.
Complete the activity 'Light or Sound?'
As a class, discuss sources of light and sounds that didn't appear in the activity.
Draw on a folded A4 piece of paper to show how sound vibrations travel from the sound producer to the ear.
Repeat the activity with how light travels from the light source to our eyes.
Reflect on your favourite activities in the unit.
LI: To reflect on Light and Sound.
Students complete the activity 'Light or Sound?' (Primary Connections pp.55).
As a class, discuss sources of light and sounds that didn't appear in the activity.
Explain to students that they will draw on a folded A4 piece of paper to show how sound vibrations travel from the sound producer to the ear. Remind students of the Role Play.
Ask students to draw in the first space something they used to produce sound during the unit. Ask students to draw an arrow to the next box and draw what happens to the sound before it reaches the ear. Students may choose to fill in all boxes or may ask for more paper.
Repeat the activity with how light travels from the light source to our eyes.
Review the unit by asking and recording:
* Which activity helped you learn something new?
* Which activity did you enjoy? Why?
* What questions do you still have about light and sound?
Resources: (Primary Connections pp.55), A4 paper
Title and Fig.1: "Sound wave" by Luis Lima89989 - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons (Source); Fig. 2: Night Noises by Mem Fox (Source); Fig. 3: Speech Bubble (Source); Fig. 4: "Lightning over Oradea Romania zoom" by Mircea Madau (crop and edit by Lucas) - Cropped version of Image:Lightning over Oradea Romania 2.jpg.. Licensed under Public Domain via Wikimedia Commons (Source); Fig. 5: (Source); Fig. 6: Photograph of Gordon Primary School; Fig. 7: House (Source); Fig. 8: Thunder and Lightning (Source); Fig. 9: allaboutpartybags.co.uk (Source); Fig. 10: allaboutpartybags.co.uk (Source); Fig. 11: Dark and Light Space (Source); Fig. 12: (Source); Fig. 13: Drum (Source); Fig. 14: Maracas (Source); Fig. 15: Triangle (Source); Fig. 16: Dolby Presents: Silent, a Short Film (Source); Fig. 17: Balloons (Source); Fig. 18: String Telephone (Source); Fig. 19: Peek Box (Source); Fig. 20: (Source): Fig. 21: Cymbals (Source); Fig. 22: Two eyes (Source); Fig. 23: Clapsticks (Source); Fig. 24: Percussion Band (Source); Fig.25: Eyes (Source).