Unit: Look! Listen!

Lesson duration: 45 Minutes Stage: 1 Year: 1 Class: 1D

Lesson Title: Good vibrations
Rationale: Syllabus Outcomes Syllabus Content
Light and sound surround us, bringing a • describe how vibrations produce sounds
wealth of information about our world. We ST1-6PW – describes some sources of light and sound that • identify objects that produce sound.
use light and sound to communicate with they sense in their daily lives
each other. Sounds can be as different as
beautiful music or screaming sirens. Light can
transmit the pictures from a television screen
or the expressions on someone’s face. Almost
continuously, light and sound affect what we
think and do, and how we feel.

Prior Knowledge: Risk Assessment: Resources:

Students investigate possibilities and solutions, - N/A IWB
individually and in collaboration with others, and use
the design process to develop solutions

Learning Outcomes: Time Content/Learning Experience: Teaching Strategies: Class Organisation: Assessment Techniques:
G Before the lesson, have a word document prepared that has two The 5es Framework is Whole class
u columns with subheadings “Inside the classroom” and “outside the - Student participation
• Identify sources of used throughout
i classroom”. lessons (Explore during group reading
sound in the d
• With the students sitting in front of the IWB, play the introductory stage) (Bybee, 2014) - Class discussion
e
classroom. : - Student work
video “Headband Harry needs our help”. Explain to the class samples of the class
Use of technology to
15 min that this man needs our help to teach him the wonders of book
• Feel vibrations made by interest students
- Class discussion
science. Click on lesson one and play the video “Headband
various objects as they
Harry learns about light sources”. This video provides an Adjustments for
produce sound students with hearing Individual
overview of the lesson. impairment: Use of
• Review the previous lessons, focusing students’ attention on how FM transmitter
sound is produced and used.
• Ask students to think back to the story ‘Sounds in the dark’
10 min
 (Resource sheet 1). Ask students if they can remember how
Luke knew that his phone was in the box. (The box was
vibrating.)
• Introduce the box with mobile phone inside. Ring the phone and
Pairs
ask students to hold the box and describe what they can feel.
• Invite students to hum with their hand placed gently on the front of Whole class

their own necks. Ask students to say ‘Hello, hello’ and a few Questioning students
lines of a song the class knows. to support thinking
15 min
• Ask them what they can feel happening. Ask students what
happens when they stop talking or singing.
• Introduce the term vibrate to describe what they felt on their neck.
• Give one balloon to each pair of students. Ask students to take
turns talking on to the inflated balloon while their partner
holds the balloon. Ask students holding the balloon to
describe what they feel when their partner is talking into the
balloon. Ask pairs to swap roles and repeat the exercise.
• Discuss with students what was happening when their partner
spoke into the balloon. Asks students what they could feel
Individualised
when their partner stopped talking into the balloon.Optional:
feedback for students
Introduce the tambourine, and sprinkle rice on the surface.
Ask students to observe the rice when you tap the
tambourine. Ask students to describe what they see.
• Introduce a guitar or other string instrument to the class. Ask
students to remember the ‘twang’ sound made by the guitar
in the story ‘Sounds in the dark’. Ask a couple of students to
place their fingers over a string of the guitar while you pluck
it. Ask students what they feel. Repeat, allowing others
 students to feel the string vibrate.
• Ask students what they can say about sound and vibrations after
completing the activities. For example:
• o when things vibrate they make sounds because we felt our throat
vibrate when we hummed, the balloon vibrated when we
talked into it and the guitar string vibrated when it was
plucked.
• Using a cup and a rubber band, create your own instrument so that
the students can see how vibrations cause sound.

Conclusion (Presentation/Reflection)

EVALUATIONS
Specific Teaching Targets for this lesson

INTENDED TEACHING OUTCOMES ASSESSMENT OF TEACHING OUTCOMES

Lesson Evaluation

OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION & COMMUNICATION

Follow-up

How will I adjust my teaching

Specific teaching targets

Associate Teacher’s Signature…………………………………………………… Date………………………NB. This must be signed before the lesson is taught