Sound Detectives
…………………………………………………
Lesson 2 – Vibrating Voices - Explore
1.
Let’s sing!
This Old Man
Feel your neck while you are singing. What can
you feel? Place your hand on another part of your
body, what can you feel?
2.
Move into Science pairs to investigate how the balloon
carries sound. Take turns talking onto the balloon. What
can the other person feel? What does it make you think
about?
3.
Be safe
Talk
Quietly
4.
5.
Let’s talk about what we now know about sound….
6.
In your science journal complete the following sentences.
Today we….
Something I learned was….
I would like to know more about….
Year 1
Sound Detectives
…………………………………………………
Lesson 2 – Vibrating Voices – Explore Phase
Teacher Information
Science Understanding
Physical Science
Elaborations
Sound is produced by a range
of sources and can be sensed.
Recognising senses are used
to learn about the world
around us: Our ears to detect
sound and touch to feel
vibrations
Science Inquiry Skills

Prior knowledge – students have previously responded to a listening activity and identified
sounds in the environment. They have described their existing ideas about the characteristics of
sound. Students understand ways in which sound is used and have described how they think
sound travels.

Students have been placed in science pairs for the unit.

Completed what they think they know on TWLH chart.
Assessment opportunities
Equipment Checklist
 IPOD and Speakers with backing track for This Old
Man http://www.youtube.com/watch?v=4so4oRkREuk
 TKWL Chart – in Class Science Journal
 Balloons – one per pair and some spares
 Individual Science Journals with pre written sentence
starters
In this lesson students will explore their voices and discover that things vibrate when sound is
produced.
Declarative Knowledge
Know that sound is produced from vibrations
Dimensions of Learning
DOL 1
DOL 2
DOL 5
Procedural Knowledge
Understand that they can feel the vibrations of
sound as it is produced in our throat.
Watch it Grow
http://www.youtube.com/watch?v=ehgyCq6NUes
Investigate
What happens to the growth of mealworms
when we change the temperature?
What else might affect the growth of
mealworms?
CODE FOR CARING
 Search carefully
 Be gentle
 Beware of stings
and bites
 Respect the animals
Teacher Information
Watch it Grow – Explore Phase
Prior Knowledge – Students have looked at mealworms in containers and posed questions about mealworms. They have thought
about what they think they know and what they know about living things and the way they grow and change and have
offspring similar to themselves. They have wondered about the life stages of living things.
This lesson provides a hands-on shared experience for the children to explore life stages of a mealworm. They will use
investigative skills to explore the growth of a mealworm under different temperature conditions. Students will discuss what
variable could affect the growth of mealworms and work collaboratively to plan and conduct an investigation. This includes
collecting data, accurately recording that data and analysing it.
Prior to conducting the investigation students will watch the video (link below) in order to further their understanding about the lifecycle of a mealworm.
http://www.youtube.com/watch?v=ehgyCq6NUes
Science pairs: T has previously broken group into pairs that would work well together.
Students will work in these pairs to discuss their predictions of what will happen to the mealworm at various stages of the
class.
T should discuss with the group the meaning of temperature and how that relates to the environmental conditions
T should show students how to complete the investigation planner
Engage students in a conversation regarding fair testing, so that they will understand what a fair test is and its importance.
Students will discuss how they will conduct a fair test and what the variables will be.
T to review the use of line drawings and annotated drawings.
T should aid students in ways to collect accurate data for their investigation such as date, time, size, lifestage.
Ask students how they could collect and record information
T introduce the ‘Code of Caring’
New words: exoskeleton; temperature; pupae
Students will continue to take observations and collect data until lesson six. In this lesson, the elaborate phase, students will:




share their observations of the growth of mealworms
create class timelines to present patterns of mealworm growth
discuss and interpret their observations.
Assessment will be summative during this phase.
Resources
For the class
 Class science journal
 Word wall
 Team skills chart
 Team roles chart
 1 enlarged copy of ‘mealworm calendar’ resource sheet
 Equipment and materials to house and feed the mealworms
 Marker pen for labelling containers
For each team
 Each team members science journal
 Role wristbands or badges for manager and speaker
 2 plastic cups
 2 large mealworms
 ¼ cup bran or crushed oats
 Fresh piece of carrot or potato
 Magnifying glass
 Self-adhesive notes
 Optional- digital camera
 2 enlarged copies of mealworm calendar
Declarative Knowledge
Procedural Knowledge
Living things grow and change over time
There are key features in the life stages of mealworms and how the
stage influences what it can do and how it behaves.
Environmental conditions can affect the growth and wellbeing of
living things.
Work collaboratively in teams to plan and conduct an
investigation
make meaning from annotated drawings
Handle animals carefully
Create a fair test by changing only one variable when conducting a
science investigation
Strand
Sub-strand
Content and Descriptors
Biological Science
Science
Understanding
Living things grow and change
Science as
Human
Endeavour
Science Inquiry
Skills
Nature and
development of science
Science involves making predictions and describing
patterns
Questioning and
predicting
Planning and conducting
Respond to and pose questions and make predictions
about familiar objects
Participate in a guided investigation about the growth
of mealworms under different temperature
conditions
Processing and analysing Use a range of methods to sort information including
data and information
drawings
Elaborations
Recognising that living things have
predictable characteristics at
different stages of development
Observe and describe the way a
living thing changes as it grows
Use appropriate measurement
techniques to record their
observations including use of a
calendar and annotated drawings
Science journal entries
Class discussions
Mealworm Calendar
Teamwork
Dol 1
General capabilities and Assessment Opportunities
Formative Assessment
Literacy
 Annotated drawings
 Word walls
 Labelled diagrams
Critical thinking
 Use reasoning to develop questions for inquiry
 Formulate, pose and respond to questions
 Develop evidence-based claims
Numeracy
 Collect interpret and represent data
 Use measurement of time to record growth
Literacy
 Annotate drawings
 Line drawings
Personal and social
 Work collaboratively in teams
competence
 Participate in discussions
ICT
 Use the internet to research further information about animal life
stages
DOL Focus
Dol 2
Dol 5
Deconstruction of the declarative and procedural knowledge to be learned in
each investigation.
Appropriate declarative and procedural knowledge for year 7, Science and
Understanding – Chemical sciences
Declarative knowledge
The learns will know and understand that:

Filtration, purifying and distillation
are different processes of water
treatment
Procedural Knowledge
The learners will be able to:
 Explain the differences between
filtration and evaporation as
methods of separating mixtures
3.
Suggestions for use in the classroom
Teacher button – teacher section – teacher section that links to resources –
section will be student only and section for resources for the teacher
How will you use this digital task card? What will it look like in your classroom? A
series of bullet points would be ok on teachers page.