TERM/WEEKS: Term 3 / Week 2 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Science / Physical Science

FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional teaching Learning Assessment for Cultural competence Continuity of Holistic approaches
PRACTICES children play environments learning learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
sense of identity and contribute to their world of wellbeing involved learners communicators
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON Prin Prac O/C CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS S
LINKS OBJECTIVE (include learner diversity)

Week 2 1, 1, 4, Science 1. Students are Formative: Motivation: • “Is that one Hand-held
Lesson 4 3, 2, 5 Understanding able to identify What? 1. Discuss the concept of pitch, be sure to share a low pitch drum with
Elaborate 5 3, Light and sound are low pitch and 1. Students are the following information: or high drum stick
5, produced by a range of high pitch able to identify • Pitch is the highness or lowness of a note pitch
8 sources and can be sounds. low pitch and or sound. sound?” 10 Glass
2. Students are high pitch • Pitch depends on the frequency of the • “Can you jars
sensed (ACSSU020)
able to explain sounds. sound waves which are vibrations. see the
Elaborations: the concept of 2. Students are • Frequency means how fast the sound water or jar Water
• exploring different how pitch can able to explain waves are moving vibrating?”
ways to produce change in the concept of • When the sound vibrates fast it makes a • “Why is it 5 different
sound using familiar relation to how pitch can high pitch sound, when it vibrates slow, it making a food dyes
objects and actions vibrations. change in makes a low pitch sound low pitch/
such as striking, 3. Students are relation to 2. Demonstrate a low pitch and high pitch sound high pitch 1x
blowing, scraping and able to identify, vibrations. with the hand-held drum sound?” Worksheet
shaking draw and 3. Students are 3. Explain and play the High or Low game per student
• comparing sounds explain what able to identify, • When a low pitch sound is played,
made by musical they can see draw and students are to bob down
instruments using (observations) explain what • When a high pitch sound is played,
during an they can see students are to reach up high
characteristics such
experiment. (observations) • Play until all students have the concept
as loudness, pitch during an
and actions used to experiment.
make the sound
WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON Prin Prac O/C CURRICULUM LESSON (what & how) EXPERIENCES QUESTION S
LINKS OBJECTIVE (include learner diversity) S

Science as a Human How? Body:

Endeavour Work Sample 1. Conduct the Singing Glasses experiment as a class
Science involves • Fill five glass jars with varying amounts of water
observing, asking and place in order from least to most full.
questions about, and • Add a few drops of food dye to each jar (a
different colour for each jar).
describing changes in,
• Use a metal spoons to ‘play’ the glass jars and
objects and events ask students to listen to the sound and state
(ACSHE021) whether it is a low pitch or high pitch sound.
• Explain what is happening: the less water= the
Science Inquiry Skills faster the glass vibrates which makes a high pitch,
Use a range of the more water= the slower the glass vibrates
methods to sort which make a low pitch
information, including 2. Fill the other five jars and allow students, one at a time,
drawings and provided to ‘play’ the glass jars. While doing so, the Educator and
tables through EA supervising the students should ask:
discussion, compare • “Is that one a low pitch or high pitch sound?”
observations with • “Can you see the water or jar vibrating?”
• “Why is it making a low pitch/high pitch sound?”
predictions (ACSIS027)
[MUSIC INTEGRATION]
Participate in guided
investigations to Closure:
explore and answer 1. Ask students to complete the worksheet by drawing
questions (ACSIS025) what they could see and then explaining what they
Compare observations observed. Ask students to write all of the ideas that they
with those of others learnt in the lesson.
(ACSIS213)
Represent and Extension: Discuss how you can change the pitch of the
communicate sound and allow students to experiment with this idea.
observations and ideas
in a variety of ways Safety Considerations:
(ACSIS029) • During the motivation, ensure that students have enough
space to avoid touching or injuring other students
• Play the glass jars safety by not hitting them too hard
Music • If any glass breaks, alert the teacher
Improvisation with
sounds, simple pitch
and rhythm patterns to
create music ideas
(ACAMUM080)