WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES

LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
W7 3 2 2 Light and sound are By the end of this Formative Introduction Introduction
L1 5 3 4 produced by a range of lesson, students will 1) Educator will invite students Where does All About
7 5 sources and can be be able to; What is being onto the mat and will introduce sound come Sound by
sensed (ACSSU020) 1) Represent assessed? and read ‘All About Sound’ by from? Lisa Trum-
and Students’ Lisa Trumbauer.
bauer
Participate in guided communicate ability to How do we
investigations to explore 2) Educator will ask students to hear?
observations represent and
and answer communicate identify one new thing they
questions (ACSIS025) using ICT learnt from the book. What makes
observations
technology using ICT 3) Educator will explain each sound?
Compare observations 2) Identify technology table top activity and invite the
with those of vibrations and identify students to investigate and Why is
others (ACSIS213) made by vibrations something
explore the sounds made.
various made by new you
Represent and 4) Educator will split students into learnt
materials various
communicate materials groups of four by counting reading this
observations and ideas them off. book?
in a variety of How is it being Body:
ways (ACSIS029) assessed? 1) Each table top activity will have When do we Activity
Student write- accompanied Activity Guides that hear sound? Guides
Present data of any kind ups and outline what is expected of the
using a variety of digital photos/videos
children and what the finished
tools (ACTDIP003) of students’
work samples product may look like. This will be
uploaded to provided in picture and worded
Padlet. form.
2) Each table top activity will also 4x iPads
How is it being have an iPad for the students to
recorded? record their results and their
Anecdotal
observations
checklist.
3) Educator will roam the room,
offering help where needed
 4) Educator will pose key questions
as the children work (see key
questions column).
Body
Why does
Table Top activity one: Creating sound our Ceram
vibrations wrap have to
by tight? Ceram
 Using Ceram wrap, students What will wrap
will be guided to cover the lip happen if it is
of several sized bowls loose? Several
 Once the Ceram wrap is sized
secured tightly and there are How can we bowls
make sure
no indents or ripples, the
our Ceram Sticky
students will use the materials wrap is tape
provided to test their vibration secure?
drums Pearl
 The materials provided include What objects Cous
sand, salt, pearl cous cous, have you Cous
chosen to
marbles and Smarties
test? Why? Sand
 Using their hands, the students
will bang onto the face of the Salt
drum to begin the vibrations
 Students will be asked to Marbles
observe how the materials are
Smarties
behaving and how they’re
moving
 Using Padlet, the students will Padlet
record their observations (loaded
accompanied by an uploaded onto iPad)
picture of video sequence
Table Top activity two:
Before you
 Students will use the large test the Beach Ball
beach ball provided to test the speaker,
vibrations made by speakers what do you Speaker
think is going
 Students will be guided to
to happen to iPad
press ‘Play’ on the pre-loaded the beach
iPod connected to the speaker ball? iPod
 Once the music begins to play, Why is the (loaded
the students will be asked to ball bouncing with 4
place the beach ball on top and up and songs)
down?
record its movements and the
‘bonces’ it made Is this song
 Each rotation will be given a fast or slow?
different song, each with
different tempos to allow for What did you
result comparison and raise see the
questions about why the result beach ball
do?
were drastically different
 Using Padlet, the students will Padlet
record their observations (loaded
accompanied by an uploaded onto iPad)
picture of video sequence

Table top activity three: Have you

 Students will be guided to ever seen a
create Kazoo’s and observe Kazoo?
the ‘buzzing’
Why do we
 Students will follow the use baking
‘Howcast’ YouTube video from paper? https://www
0:48-2:21 (downloaded onto .youtube.co
 the iPads and cut to the right What other m/watch?v
time) materials =pF0elA6m
could we use zmg
 Using the paper, tape, elastic
to create a
bands and Baking paper, the Paper
Kazoo?
students will create their
Kazoo’s Why is the Tape
 The activity outline will ask the Kazoo
students to test their Kuzoo’s buzzing? Elastic
bands
by singing, humming, yelling
and whispering into their Baking
musical instruments paper
 Using Padlet, they will record
which sound made the most
humming and which sound
made the least humming

Table top activity four:

 Students will be guided to the
Water Tray positioned by the What
happens to
classroom veranda (or in the Water tray
the water
Wet Area) Marbles
when you
Acorns
 Students will be provided with drop the **
Bouncy
marbles, acorns, bouncy balls, into it?
balls
pebbles and gum nuts Pebbles
Why does
 Students will drop these Gum Nuts
the water
materials into the water from a ripple?
height of 20cm Ruler
 Students will observe the Does water
ripples or vibrations made by make sound?
the materials
  These observations will be Did the slow iPad
record using the iPad’s slow motion video
motion feature and uploaded show you Padlet
something (loaded
onto Padlet
new you onto iPad)
didn’t see
Conclusion:
before?
1) Educator will invite students
Conclusion
back onto the mat for their
What did you
conclusion observe?
2) Educator will ask each group to
present the Padlet What is one Padlet
observations of the last table interesting
they explored thing you iPad
observed?
3) Educator will ask students to
identify what they observed What is
throughout all four activities something
(see questions column) new you
4) Educator will ask students to learnt
return the iPads to the basket completing
and line up by the door for these
activities?
lunch time.