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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- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

LESSON EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
3 5 3 1, 4, Science Inquiry Skills – Arrange picture Formative: Introduction: Introduction: Sample cup
5 Processing and cards in order to 1. Educator reviews previous explore Could you feel phone
Analysing Data and show how sound What is being lesson involving students making the vibrations
Information: Use a travels through a assessed? cup phones. Note: This would be when you made ‘Sound
range of methods to cup phone. Students’ ability and used your Travel
the second explore lesson planned
sort information, to arrange cup phones? Through a
including drawings picture cards in for students. Educator displays Cup Phone’
and provided tables order to show sample cup phone. Body: image
through discussion, how sound 2. Educator shows students the How does (laminated
compare observations travels through ‘Sound Travel Through a Cup sound travel A3)
with predictions a cup phone. Phone’ image. Educator explains through a cup
(ACSIS027) phone?
 this process explicitly to students Laminated
How is it being à “Sound travels from your Where does the ‘How Sound
assessed? mouth, into the cup, along the sound begin? Travels
Through Through a
string, into the cup and finally, it
photographs of Where does the Cup Phone’
students’ work reaches your ear. The sound from sound end? picture
samples. your mouth vibrates inside the cards in zip
cup, which makes the string Conclusion: lock bags
How is it being vibrate.” What is (1x bag per
recorded? 3. Educator displays picture cards happening in student)
Checklist with showing how sound travels this picture?
comments. What about this iPad
through a cup phone in order on
one?
the whiteboard. Educator
describes what each picture How does
represents, then removes the sound travel
cards. through a cup
4. Educator explains to students that phone?

they will be arranging the picture

cards in order to show how sound
travels through a cup phone.
5. Educator sends students to their
desks and hands out one zip lock
bag to each student.

Body:
1. Students work individually to
arrange the picture cards correctly
in order to show how sound travels
through a cup phone.
2. Educator takes photographs of
each students’ completed visual
representation of the sound travel
process using the iPad.

Conclusion:
1. Educator invites students to gather
on the mat.
 2. Educator asks for students’ help to
re-arrange the pictures presented
in the introduction on the
whiteboard.
3. Once arranged into the correct
order, educator asks students to
explain the process (students put
up their hand to talk).

Learner Diversity:
• Extending:
o Encourage students to write a simple step-by-step sound travel process to accompany their picture cards.
o Encourage students to verbally explain the sound travel process and record it using the iPad.
• Enabling:
o Students with hearing impairments must use their hearing aids and the educator should repeat instructions where necessary.
o Students with vision impairments may need to be provided with larger picture cards or alternatively, they can verbally explain the process to the educator.
o Students who are struggling to begin the arranging process can seek help from the educator or a peer.

Health and Safety Considerations:

• Remind students to be aware of sharp edges on laminated picture cards.

Assessment:

Child Objective 1 – Arrange picture cards in order to show Comments

how sound travels through a cup phone

Ben
Holly
Jack
Kayla

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