Unit: Look! Listen!

Lesson duration: 45 Minutes Stage: 1 Year: 1 Class: 1D

Lesson Title: Where’s the light?
Rationale: Syllabus Outcomes Syllabus Content
Light and sound surround us, bringing a • identify sources of light in their environment
wealth of information about our world. We ST1-6PW – describes some sources of light and sound that • locate light and dark places
use light and sound to communicate with they sense in their daily lives
• contribute to discussions about light and how they are produced and
each other. Sounds can be as different as
sensed.
beautiful music or screaming sirens. Light can
transmit the pictures from a television screen
or the expressions on someone’s face. Almost
continuously, light and sound affect what we
think and do, and how we feel.

Prior Knowledge: Risk Assessment: Resources:

Students investigate possibilities and solutions, - Walking in two lines around the school Light and Dark worksheet
individually and in collaboration with others, and use
IWB
the design process to develop solutions
Internet Connection

Learning Outcomes:
• Identify sources of light
in the classroom.
• Identify sources of light
outside the classroom.
• describe how light is
sensed.
Time Content/Learning Experience: Teaching Strategies: Class Organisation: Assessment Techniques:
G Before the lesson, have a word document prepared that has two The 5es Framework is Whole class
u columns with subheadings “Inside the classroom” and “outside the - Student participation
used throughout
i classroom”. lessons (Explore during group reading
d
• With the students sitting in front of the IWB, play the introductory stage) (Bybee, 2014) - Class discussion
e
: - Student work
video “Headband Harry needs our help”. Explain to the class samples of the class
Use of technology to
15 min that this man needs our help to teach him the wonders of book
interest students
- Class discussion
science. Click on lesson one and play the video “Headband
Harry learns about light sources”. This video provides an Adjustments for
students with hearing Individual
overview of the lesson. impairment: Use of
• Turn off the classroom lights and ask students questions, such as:o FM transmitter
What has happened to the light in the room? (It is a bit/a lot
10 min darker.) o Can we still see without the lights on? Why or why
not?o Where else is light coming from?
• Ask students if there are places in the classroom that are very
dark, such as inside the cupboard or inside the storeroom.
List responses in the class science journal. Discuss why those Pairs
places are dark.
Whole class
• Tell students that they will be going for a walk around the
school to look for places that are very light and for places that Questioning students
to support thinking
are very dark. Ask students to predict what places around the
15 min
school are light and those that are dark. Ask students why
they think that. (I think it is very light in the art room because
there are lots of windows where the sunlight comes in. I think
it is very dark in the sports shed because there are no
windows.)
• Take students for a walk around the school to look for light
and dark places. At each location discuss why there is a lot of
light (sunlight streaming in, plenty of lights) or why it is very
dark (no windows to let sunlight in, no lights turned on,
sunlight blocked by a wall).Optional: Take photos of the
Individualised
sources of light to use in science book, word wall or to create feedback for students
a class ‘Light and dark’ book.
• Introduce the enlarged copy of ‘Light and dark’ on the IWB.
Read through and discuss. Ask students to draw two
drawings: one place in the school that was light and one
place that was dark.
• Model how to complete the sentences to explain why the
place was light or dark.
 • Sitting on the floor, ask selected students to share one
drawing with the class, explaining why it was light or dark.
Ask students to share one of their drawings with a partner.

Conclusion (Presentation/Reflection)

EVALUATIONS
Specific Teaching Targets for this lesson

INTENDED TEACHING OUTCOMES ASSESSMENT OF TEACHING OUTCOMES

• Identify sources of light in the classroom. Students were able to achieve the learning outcome through practical experience and
• Identify sources of light outside the classroom. describing a location that is light or dark and giving an explanation as to why.
• describe how light is sensed.

Lesson Evaluation

OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION & COMMUNICATION

Use of Headband Harry video worked well
with practical experiment followed. I think I
would like to extend upon “what scientists
do”. We talked briefly about how we
question everything and think about how
we could solve or test our answers. This
language would be helpful to have on a
poster to refer to.
How will I adjust my teaching
Whilst this was a resource heavy lesson with
making a musical instrument, students were
heavily engaged and enjoyed the task. The
task was especially effective having two staff
to assist students with the rubber band
guitar. Students were able to demonstrate
an understanding of the relationship
between sound and vibrations.
Website and ICT continues to engage Students were engaged for the duration
students, they are very supportive of the of the lesson. Students were able to help
unit with Headband Harry and look forward each other with the instrument before
each week to science. coming to the staff.
The challenge will be to continue to have a
benefit with the videos, as well as engaging
students. Perhaps having the character
believe something that is not true and prove
that he is wrong.

Continue to develop the website to engage students.

Specific teaching targets
Look at ways to apply practical learning to other KLAs

Associate Teacher’s Signature…………………………………………………… Date………………………NB. This must be signed before the lesson is taught