ENGAGE, EXPLORE, EXPLAIN, ELABORATE and EVALUATE

Close your eyes and listen to all the sounds in the

classroom

What did you hear?

What do you think (predict) you will hear when you go outside to the playground?

Make a list of words or pictures

What might you

hear ?... IN THE GARDEN?

AT A TRAIN STATION?

IN A LIBRARY?

Sound Bird singing

Car engine

Quiet or loud

High or low

Fast or slow

Long or short

Compare and classify the sounds

AT THE POOL?Would these sounds change

at different times of the day/night?

Why?

What’s that noise?

http://soundbible.com/tags-kid.html

How does music make you feel? (Listen to the music & identify ‘happy’ sounds and ‘sad sounds.)

Sound is covered firstly in this task card and subsequent cards will cover light and focus more on the senses.This task also fosters Science Inquiry Skills: Questioning, predicting and evaluating

Curriculum

Teachers will need to guide year 1 students through the questions involved in this investigation. Higher order thinking skills used within this task:Comparing classifying Predicting Judging Justifying

Science Understanding: Physical sciences Year 1Content descriptor: Light and sound are produced by a range of sources and can be sensed (ACSSU020)

Suggested extension ideas: Sound recordings various sounds to be identified. (ask students to ‘hear’ pitch/beat/rhythm/speed)Sound recordings of very high pitched noises (encourage students to discuss how these sounds “feel” in their ears – does it hurt?)Recording of very low sounds (hums etc) ask students to compare high/low and which is easier to hear?Provide students with assorted materials/instruments to investigate the sounds they can produce (record these for later identification)Note: it is important that the teacher guides students to listen for the white noise sounds and explicitly points out that these are sounds people often don’t ‘hear’, for example the hum of a refrigerator.The link at the bottom corner of the task card is a direct link to a site with various sounds available.http://soundbible.com/tags-kid.htmlThere are wonderful apps for the iPad, which could be used when discussing how sounds affect our body in future lessons. Declarative Knowledge

At the conclusion of this task card..

Procedural knowledge

Students will know:D1. Sound can be produced by a variety of sources.D2. Sounds change according to the time of day.D3. Music can make you feel happy and sad.

Students will:P1. Identify different sounds.P2. Predict how and explain why sounds may change over time of day/night. P3. Understand how music can affect mood.

Following lessons may ask students to ‘feel’ how heart beats can be affected by fast and slow music.

Elaborations: *recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and touch to feel vibrations.*comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make soundMaterials Needed: Tape recorder/music/sounds (In later lessons- musical instruments and items which can produce various sounds. I.e. Tin cans/bottles... THE DIGITAL CARD COULD BE PRINTED FOR THE LESSON.