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

LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
W8 5 3 4 Light and sound are By the end of this Formative Introduction Introduction
L1 5 produced by a range of lesson, students 1) Educator will invite students What have
sources and can be will be able to; What is being onto the mat and ask them to sit we learnt
sensed (ACSSU020) 1) Explain how assessed? in a circle about sound?
vibrations Students’ ability 2) Educator will ask students to
Represent and move to to explain how What
communicate create recall what they observed in the movements
vibrations are
observations and ideas sound created and previous lesson (educator will did we see in
in a variety of 2) Represent how they move prompt students to talk about last lessons
ways (ACSIS029) their to create sound movements or ‘ripples’) explorations? “Vibrations
learnings and represent 3) Educator will then read Make
through a their learnings “Vibrations Make Sound” by Sound” by
written through a Jennifer
Jennifer Boothroyd Boothroyd
response written
4) Educator will then introduce
response.
their Key word for the day
How is it being (Vibrations) and ask a student to
assessed? place the word on their Science
Student write- word wall Body
ups. How do you
Body: create
How is it being 5) Educator will use a role-play sound?
recorded? scenario to explain how
Checklist How do you
vibrations act. stop sound?
- The educator will ask the
students to stand up, move into Where does
a straight line and hold hands the vibration
with the people next to them. start?
The person at the beginning of
How did it
the line will hold Bongo drums
travel down
and the person at the end of the the line?
line will hold a cut out of an Ear
- The educator will explain to the
 students that the person holding Where did it
the Bongo drums will begin the go?
sound train by shaking the hand
Where did it
of the at the beginning of the
end up?
line, when that person feels the Can we hear
shake, they must use their other all sound that
hand to shake the person next is made?
to them until it reaches the
person with the Ear Can
6) Educator will then explain how everyone
hear sound?
vibrations create sound and
assist in helping sound travel Can I hear
7) Educator will explain that air sound made
helps carry the sound vibrations in *name
from one place to another country*?
8) Educator will use the example of
a Bongo drum and explain that
when the drum is banged, it
creates a sound vibration that
keeps vibrating until it reaches
the ear and that is how sound is
heard.
9) Educator will than explain that if
the sound is too soft, or a
person is too far away, the
vibrations begin to get slower
and smaller meaning the person
won’t be able to hear that sound
Conclusion
1) Educator will invite the students
back onto the mat
2) Educator will prompt the
students to write a $2 Response
outlining what they learnt about
how sound is made and travels
- Each line the child writes
counts for 50c (Intergrating
Maths)