FORWARD

PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: One LEARNING AREA/TOPIC: Physical Sciences – Look! Listen!

EYLF 1. Responsiveness 2. Learning 3. Intentional 4. Learning 5. Assessment 6. Cultural 7. Continuity of 8. Holistic
PRACTICES to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures


5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences














LESSON EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
1 5 2, 3 2, 4, Science Identify the Diagnostic: Introduction: Introduction: ‘The Music
5 Understanding – source of sound 1. Educator invites students to the Where is the Tree’ by
Physical Sciences: made in ‘The What is being mat and introduces and reads ‘The sound coming Catriona Hoy
Light and sound are Music Tree’ by assessed? Music Tree’ by Catriona Hoy. from?
produced by a range Catriona Hoy. Students’ ability 2. Educator asks students to identify Letter from
of sources and can be to identify the the source of sound in the book How do we hear? Liam
sense (ACSSU020) Create a wind source of sound (wind).
chime using made in ‘The 3. Educator presents the letter from What is making Letter
recycled Music Tree’ by Liam asking students to make him a the sound? addressed to
materials. Catriona Hoy and new wind chime out of recycled Liam
their ability to materials. Note: This will form part What is making
create a wind of the design brief. the wind chime Design Briefs
chime using 4. Educator explains the task to make noise? (1x per
recycled students, focusing on the specific student)
materials. instructions given in the design Have you made a
brief. wind chime Aluminum
How is it being 5. Educator splits students into groups before? tray (1x per
assessed? of four by counting them off. group) with

Informal What does a wind the following
discussion Body:
1. Using the design brief as a guide, chime look like? materials:
(Objective 1) and -Spoons
students work in their groups to
photos of -Forks
create a wind chime using the Body:
students’ work
samples recycled materials offered to them. Which objects will -Tin cans
2. Educator roams the room, offering make sound -Bottle tops
(Objective 2). -Plastic
help where needed e.g. to tie string. when they are
bottles
3. Educator poses key questions as the blown in the
How is it being wind? -Egg cartons
children work (see Key Questions
recorded? -Cardboard
column).
Anecdotal notes boxes
4. Once students have finished How can you
(Objective 1) and -String
creating the wind chimes, educator attach the
annotations on -Tape
uses a hair dryer (representing the objects?
photos (Objective -Scissors
2).
wind) to blow air onto the wind
chime in order to test its ability to What objects -Blu tack

make sound. have you chosen?
iPad
5. If the group’s wind chime fails to Why?

make sound, students are
 encouraged to go back, re-evaluate Why have you
and attempt again. placed that item
6. Educator takes a photo of each next to this one?
group’s completed wind chime.
7. Educator prints the photos whilst Conclusion:
students pack away their Did your wind
materials/equipment. chime make
sound?
Conclusion:
1. Educator invites students back to If it did not make
the mat for a concluding discussion sound, what
regarding whether or not their wind did/can you
chimes made sound when they do/change so it
were blown by the air of the hair does/did make
dryer. sound?
2. Educator reads students a letter
(pre-prepared) addressed to Liam. Do you think your
3. Educator places the photos and the wind chime
letter in an envelope and tells would blow in
students she/he will send it to Liam. real wind?
4. Educator asks students to return to
their tables so that they can What sounds did
prepare for the next lesson. you hear?


What materials
made sounds
when blown by
the hair dryer?


Learning Diversity:
• Extending:
o Students can be given challenging guidelines to follow for the creation of their wind chimes e.g. ‘Use only five materials’.
o Students can be encouraged to first draw a design of their wind chime before creating it.
o Students can be questioned about their reasons behind using the materials they used.
• Enabling:
o Students can be helped to tie string and attach materials to the coat hangers.
o Students can be supported throughout the activity by the educator who will give hints about some of the recycled materials to use e.g. “This object might
be too light to make sound”.

Health and Safety Considerations:
• Remind student to be careful when handling some of the objects e.g. coat hangers and forks have pointy ends.
• Tin cans will be made safer by having duck tape stuck over the sharp edges.
• Remind student to be careful if using scissors.
• Model how to carry scissors safely → hold by blades.
• Remind student to not run in the classroom.

Assessment:

Objective 1 – Identify the source of sound made in ‘The Music Tree’ by Catriona Hoy

Child Anecdotal Notes
Ben
Holly
Jack
Kayla

Objective 2 – Create a wind chime using recycled materials

PHOTO OF WIND CHIME