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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- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

LESSON EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
2 2, 3 3, 4 2, 4 Science Identify sources of Formative: Introduction: Introduction: ‘The
Understanding – sound in the outdoor 1. Educator reads the book ‘The What sources Listening
Physical Sciences: environment. What is being Listening Walk’ by Paul Showers. of sound Walk’ by
Light and sound are assessed? 2. Educator explains that students might you find Paul Showers
produced by a range Sort outdoor sources Students’ ability outside the
will be going on their own
of sources and can be of sound into natural to identify classroom? Whiteboard
sense (ACSSU020) and man-made sources of sound listening walk to locate sounds
sources. outside the outside the classroom. Body: Whiteboard
Science Inquiry Skills classroom and to 3. Educator explains that students What can you markers
– Processing and sort these into hear?
Analysing Data and natural or man- will also be sorting common Science
Information: Use a made sources. outdoor sounds into natural or Are the journals (1x
range of methods to man-made sounds. sounds soft or per student)
sort information, How is it being loud?
4. Educator asks students to predict
including drawings assessed? ‘Natural and
and provided tables Work samples what sounds they may hear in Are the Man-made
through discussion, (science journals the outdoor environment. sounds near or Sounds’
compare and T-charts). Educator lists students’ far? sorting
observations with responses on the board in a picture cards
predictions How is it being brainstorm. Are the (1x sheet per
(ACSIS027) recorded? 5. Educator invites students to turn sounds natural group)
Checklist. or man made?
their listening ears on (students
Science Inquiry Skills ‘Sorting
– Communicating: flick an imaginary switch on their Conclusion: Sounds’ t-
Represent and ears and make a clicking noise). Were your charts (1x
communicate 6. Educator reminds students of ideas about per student)
observations and some rules: talk quietly to peers what you may
ideas in a variety of and be mindful of other classes hear outside Scissors
ways (ACSIS029) correct?
working, keep hats on heads etc.
Glue
7. Educator splits students into
Did you hear
groups of four by numbering anything
them off. different that
you didn’t
Body: think of
1. Students spend 20 minutes earlier?
exploring the environment
outside the classroom.
2. Students record the sound
sources they hear in their science
journals whilst exploring
(individually).
3. Students return to the
classroom.
4. Students are given a sheet with
pictures of sound sources often
heard in an outdoor
environment.
 5. Students work in their groups to
sort the pictures into natural and
man-made sounds using a T-
chart provided by the teacher.
Students cut and glue the
pictures onto their T-chart.

Conclusion:
1. Educator invites students to
return to the mat.
2. Educator returns students’
attention to the brainstorm from
the lesson introduction.
3. Educator encourages students to
compare their initial responses
with their findings.

Learner Diversity:
• Extending:
o Encourage students to explain the characteristics/qualities of the sounds they hear e.g. high pitch, low pitch, loud, soft etc.
o Encourage students to think about another way they could sort the sound sources.
• Enabling:
o Students with hearing impairments must use their hearing aids and the educator may need to verbally describe sounds heard in the outdoor environment.
o Students who are struggling to locate sources of sound may be directed where to look/have locations suggested to them.
o Students who have poor fine motor skills may need to dictate their science journal responses and have them written by a peer/the educator.

Health and Safety Considerations:

• Ensure students understand boundaries for walking around outside.
• Remind students not to run on school verandahs.
• Ensure students are dressed appropriately for the outdoors à enclosed shoes, jackets, hats, sunscreen etc. (dependent on weather).
• Remind students how to properly hold scissors when walking with or passing them à hold by the blades.

Assessment:

Child Objective 1 – Identify sources of sound in the outdoor environment

Ben
Holly
Jack
Kayla

Group Objective 2 – Sort outdoor sources of sound into natural and man-made sources

Ben
Holly
Jack
Kayla

Key:
√ = Objective achieved
∆ = Objective partly achieved
• = Objective not achieved