1 / 2

ENGAGE, EXPLORE, EXPLAIN, ELABORATE and EVALUATE

ENGAGE, EXPLORE, EXPLAIN, ELABORATE and EVALUATE. What’s that noise?. What did you hear?. Close your eyes and listen to all the sounds in the classroom. What do you think (predict) you will hear when you go outside to the playground? Make a list of words or pictures. At a train station?.

raanan
Download Presentation

ENGAGE, EXPLORE, EXPLAIN, ELABORATE and EVALUATE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ENGAGE, EXPLORE, EXPLAIN, ELABORATE and EVALUATE What’s that noise? What did you hear? Close your eyes and listen to all the sounds in the classroom What do you think (predict) you will hear when you go outside to the playground? Make a list of words or pictures At a train station? What might you hear ?... In the garden? At the pool? In a library? Compare and classify the sounds Would these sounds change at different times of the day/night? Why? How does music make you feel? (Listen to the music & identify ‘happy’ sounds and ‘sad sounds.) http://soundbible.com/tags-kid.html

  2. Science Understanding: Physical sciences Year 1 Content descriptor: Light and sound are produced by a range of sources and can be sensed (ACSSU020) Curriculum Elaborations: *recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and touch to feel vibrations. *comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make sound Materials Needed: Tape recorder/music/sounds (In later lessons- musical instruments and items which can produce various sounds. I.e. Tin cans/bottles... THE DIGITAL CARD COULD BE PRINTED FOR THE LESSON. Suggested extension ideas: Sound recordings various sounds to be identified. (ask students to ‘hear’ pitch/beat/rhythm/speed) Sound recordings of very high pitched noises (encourage students to discuss how these sounds “feel” in their ears – does it hurt?) Recording of very low sounds (hums etc) ask students to compare high/low and which is easier to hear? Provide students with assorted materials/instruments to investigate the sounds they can produce (record these for later identification) Note: it is important that the teacher guides students to listen for the white noise sounds and explicitly points out that these are sounds people often don’t ‘hear’, for example the hum of a refrigerator. The link at the bottom corner of the task card is a direct link to a site with various sounds available. http://soundbible.com/tags-kid.html There are wonderful apps for the iPad, which could be used when discussing how sounds affect our body in future lessons. Teachers will need to guide year 1 students through the questions involved in this investigation. Higher order thinking skills used within this task: Comparing classifying Predicting Judging Justifying Following lessons may ask students to ‘feel’ how heart beats can be affected by fast and slow music. Sound is covered firstly in this task card and subsequent cards will cover light and focus more on the senses. This task also fosters Science Inquiry Skills: Questioning, predicting and evaluating

More Related