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Science Toys Year 1 | Foundation | Science

Summary Duration

Students will use their senses to observe and explore the 3-4 Weeks.
properties and movement of objects and the sources of light and
10 Lessons
sound.
Students will manipulate materials to observe how light and
sounds are produced, and how changes can be made to light and
sounds effects.
Students will examine how light and sound are useful in everyday
life.
They will experiment with movement and see how objects can
move or change shape and how pushes and pulls cause
movement in objects used in their daily lives.

Unit overview Assessment Overview

Students will recognise that science involves exploring and A lot of the summative assessment throughout this plan will be
observing using their senses. observational and include anecdotal notes that are based around
what the teacher observes and discovers throughout the lessons.
There will be hands-on investigations and they will have the
opportunity to respond to and ask questions. The unit as a whole is working towards the end assessment that
is based on the Australian Curriculum and created as a C2C unit
They will have to make predictions, compare their observations
of work.
and share their ideas with each other.
The end assessment of the unit will include;
Students will use informal measurements to make and compare
observations about movement. Prep making a toy, drawing a diagram, and answering
questions based around the toy.
Students will sort observations and communicate their
understandings in a variety of ways. Year 1 making a toy, drawing a diagram, answering questions
about the toy, how it can be improved and linking the unit to

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Finally, students will get to put all their knowledge to the test, everyday issues.
apply what they have learnt and make a toy.

Prep Outcomes Year 1 Outcomes

Science as a Human Endeavour Science as a Human Endeavour


- Science involves exploring and observing the world using - Science involves asking questions about, and describing
the senses (ACSHE013) changes in, objects and events (ACSHE021).
Science Inquiry Skills - People use science in their daily lives, including when
caring for their environment and living things
- Share observations and ideas (ACSIS012)
(ACSHE022).
- Engage in discussions about observations and use
Science Inquiry Skills
methods such as drawing to represent ideas (ACSIS233)
- Represent and communicate observations and ideas in a
- Respond to questions about familiar objects and events
variety of ways such as oral and written language,
(ACSIS014)
drawing and role play (ACSIS029).
Science Understanding
- Participate in different types of guided investigations to
- The way objects move depends on a variety of factors, explore and answer questions, such as manipulating
including their size and shape (ACSSU005) materials, testing ideas, and accessing information
sources (ACSIS025).
- Use a range of methods to sort information, including
drawings and provided tables (ACSIS027).
- Respond to and pose questions, and make predictions
about familiar objects and events (ACSIS024).
Physical Sciences:
- Light and sound are produced by a range of sources and
can be sensed (ACSSU020).

Content Teaching, learning and assessment Resources

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Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 2
Content Teaching, learning and assessment Resources

Lesson 2 Settle students on the carpet near the small board. Vocab List: push,
Movement pull, roll, slide, spin,
- Go through the words displayed on the sheet and ask students if they know what
Vocabulary turn, bounce, swing.
each word means.
A3 version of p. 67,
- Can people move?
stuck to small board.
Students will Have them demonstrate the movement using their body, eg. roll along the floor
discover and like a log or bounce like a tennis ball.
explore the
- Give an example of a toy or object that moves that way and ask students to think
vocabulary that
of another object that may move in the same way or have the same properties.
surrounds
movement. Have a toy as an example to show the way in which the terminology can be used to
describe the toy. Pointing out the part or parts that move.
Tactile and fun
learning. - Why would you want toys to move? What is the purpose of toys moving?
Linking the lesson
content to
everyday issues.

Prep

Lesson 3 Light Settle students in their learning spots on the carpet. Natural Light the
sun makes things
Discuss different - Discuss with students what type of light they think there is.
grow, without the
sources of light
- Write on the board the two headings; natural and artificial. Define the two sun there is no
and their purpose
categories. humans.
in everyday life.
- Through a brainstorm/discussion and using the Light Source Cards place each Artificial Light
Year 1
object under the two headings or discard it. visibility at night,
flashing light
Move students to the floor near the TV screen.
(warnings),
- Show the PowerPoint Light in our World decoration.
- Discuss with students the uses of the lights and why we need them in everyday Light in our World
life? PowerPoint
- Specifically: Why do we need the light from the sun? Why do we need artificial Light Source Cards

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 3
Content Teaching, learning and assessment Resources

light? What are some uses of artificial light?


- Can you think of any toys that have lights?

Lesson 4 Sound Settle students on the carpet in their learning spots. Begin a discussion
Different sources - What are the different properties of sound? How can sound be different or
and properties of changed? E.g. volume, pitch etc.
sound and their
Sound can be loud, or quiet. It can be high or low.
purpose in
everyday life. - Where can sound come from? What are the sources?
People voices or bodies (example);
o Can you make a noise without using your mouth?
o Can you make a noise using your mouth, but without talking?
o Can you make a noise with your feet?
Instruments when they are played
o How do you make a noise with drums?
o How do you make a noise with a guitar?
o How do you make a noise with a triangle?
Machines when they are on/doing work.
o What happens when you turn a car on?
o Does the fridge at home make a humming noise?
o What about the fans/aircon in the room right now?
- What are some purposes of sounds in everyday life? What do we use noises for?
Lunch bell, sirens, music (entertainment), communication
- What would happen if we didnt have noise or sounds? Are there some people
who cant hear anything?

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 4
Content Teaching, learning and assessment Resources

- How could you make a noise with the toy that we are going to build? What
elements would you need to add to be able to have it make noise?

Lesson 5 Settle students on the floor near the TV screen. - Objects to


Manipulating make sounds;
- Discuss with students how sound is made.
Objects to Make rice in a
Sounds Does anyone know how sound is made? bottle, rubber
band on a
How sound is Sound is created when an object vibrates.
box, bucket
made and how
- What does vibration mean? drum.
objects can be
manipulated to Vibration means the object moves backwards and forwards really, really, really - Vibrations
make a sound. fast! So fast we cant see it. YouTube
https://www.y
o Put your hand on your throat gently and hum can you feel the vibration? outube.com/
Vibration Video watch?
v=VOnwW6T
- Explore a range of different objects that can be manipulated to make sounds. TTT4
Sand in a bottle, rubber band on a tissue box, and a bucket drum etc - Drum kit in
- Drum sets dont make noise until we manipulate them to, until we do something slow motion
to them and they make noise https://www.y
outube.com/
Drum kit slow motion video watch?
- Go through example with kids; v=osFBNLA7
woY
o Sand in a bottle does not make sound until we
o Band around a tissue box does not make sounds until we
o Bucket drum does not make sounds until we
- Quick revision and conclusion;
o So how is sounds made?
o What is vibration?
o Do objects just make noise or do we have to do something to them so they

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 5
Content Teaching, learning and assessment Resources

do make noise?

Lesson 6 How to Settle kids on the carpet in their learning spots.


Draw Diagrams
- Ask the students if they know what a diagram is?
Have a short discussion about what they are and what they are used for.
o In science
o In instructions
o To match a method
1x A3 copy for
o To label all the elements teacher to complete
- What elements need to be present in a diagram? 15x A4 copies for
o Title the students to
complete.
o Date
o Labels
o Evidence of movement/sound
Settle the students back at their desk.
- As a class complete the diagram with a title, date and the various labels that are
needed.
- Take answers and suggestions from the class as you go.
What kind of things can we put on the diagram to show that it can move/has to be
moved to make noise?

- Ask students to draw a rough diagram of the toy they are thinking of creating at
the end of the unit.

Lesson 7 Making - What is a predication?


Predictions
A prediction is when we guess or say what we think is going to happen. When we
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 6
Content Teaching, learning and assessment Resources

use what we can see or hear to assume what will happen next.
- Why do we make predictions?
Weather- so we know if we should take an umbrella.
Sport to guess who will win

Lesson 8 How to Settle students in their learning spots on the floor. Examples to discuss.
Evaluate and
- What is an evaluation?
Improve
An evaluation is when we make a judgement about something stating its ability to
Students will be
meet its purpose.
taught what
evaluations and So was the toy able to do what the add said?
improvements are
- What is an improvement?
and how they can
be beneficial in When we make changes to something to make it better or more fun. Have another image
everyday life. for fast finishers to
How can we make the toy better? go on with.
- Why would we want to make an evaluation or improvement?
To make a toy easier to play with or more fun for kids. Differentiation:
Turn students around to face the TV screen. Preps Can you
Display the broken blue car on the screen. make an observation
about this toy? What
- Discuss possible evaluations and improvements. impact will that have
For example; my evaluation of this toy is that it will not work properly because the on the toy?
wheel is broken.
An improvement that I suggest is that the wheel is fixed so that it will work
properly again.

Lesson 9 Make SEND HOME A NOTE THAT ASK FOR RECYCLING TO BE BROUGHT IN FROM HOME
Toy
Depending on the day that it falls students will either have an hour or half an hour to

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 7
Content Teaching, learning and assessment Resources

begin constructing their toy.


- Students will work individually to create a toy that either;
o Prep - a toy that moves
o Year 1 a toy that makes a sound

Lesson 10 - Those students who need to complete their toy may do so, and those students - Have
Complete Toy/ who have completed their toy will need to help others/and complete their assessment
Complete assessment with a teacher 1:1. sheets
Assessment printed out
and ready to
be annotated.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 8