Task Card 1
Sound Detectives
Grade 1 - Science
Lesson 2 – Explore Phase
Teacher Information
Science Aims
A solid foundation of knowledge of Physical sciences, including being This lesson seeks to form early knowledge regarding
able to select and integrate the scientific knowledge and methods
physical science of sound and how it is formed. Aiding
needed to explain and predict phenomena.
students in explaining and predicting what will happen.

Prior knowledge – This is the second lesson in a unit about sound and is the first part of a lesson where students discover that sound is
produced by vibrations. 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. They have completed a TWLH chart (Marzano & Pickering, 1997, p. 55).
Robyn Legaspi and Lisa Watkins
EDCU11020
Assessment task 2
Page 1 of 4
Resource list – is provided below. Task card may be printed or projected on IWB. Prior to class, have balloons blown up, one per class
pair. Individual science journals should be headed up with the following three sentence starters:

Today we…

Something I learned was…

I would like to know more about….
Suggested classroom use of task card 1

Students should move into science pairs (these have been previously selected by the teacher for students to work well together)
(Marzano & Pickering, 1997, p. 20)

Review prior knowledge referring to the word wall and TWLH chart (Marzano & Pickering, 1997, p. 55).
Students will work scientifically to discover that sound is made by vibrations. Initially they will sing a song ‘This Old Man’ is suggested and the
link to a You tube clip of it is linked here.
http://www.youtube.com/watch?v=4so4oRkREuk

Sing the song and show students how to place their hand on their throat to feel the vibrations, they may be interested to feel someone
else’s throat vibrating as well. (Care should be taken) (Marzano & Pickering, 1997, p. 262)

Discuss the term vibrate and vibrations and write on the word wall. Students may understand this concept better if it is drawn in wavy
lines for them to imagine how it might look.

Pass out one balloon per pair

Allow one student to hold the balloon and the other to talk quietly onto the balloon.
What do they hear? What do they feel? (Marzano & Pickering, 1997, p. 56)

IMPORTANT! Check if anyone in the class is allergic to rubber prior to lesson. Do not blow balloons up fully so they do not burst.
Robyn Legaspi and Lisa Watkins
EDCU11020
Assessment task 2
Page 2 of 4

Ensure students are talking quietly onto the balloon, and that the balloon is not to be held near someone’s ear (Marzano & Pickering,
1997, p. 31). Give students time to have a few turns each.

Model completing sentence starters in the class science journal (Marzano & Pickering, 1997, p. 94)

Ask students to write their own science journal entry using the headings in their science journal

Add new information to the third column of the TWLH chart. Allow students to ask further questions, record these questions in the class
science journal.
New Words: Vibrate, Vibration
Follow up lessons – Next lesson students will investigate the vibrations made by percussion instruments. Students will explore loud
and soft sounds.
Assessment opportunities
Formative assessment
Is ongoing throughout the explore phase of the unit.
Students’ understanding is monitored as it develops.
Feedback extends their learning
Resource Checklist
 Task Card one per group
 IPOD and Speakers with backing track for This Old
Man
http://www.youtube.com/watch?v=4so4oRkREuk
 TWLH Chart – in Class Science Journal
 Balloons – one per pair and some spares
 Individual Science Journals with pre-written
sentence starters
Robyn Legaspi and Lisa Watkins
EDCU11020
Assessment task 2
Page 3 of 4
Declarative Knowledge
Know that sound is produced from vibrations
Procedural Knowledge
Understand that they can feel the vibrations of
sound as it is produced in our throat.
Links to Australian Curriculum
Strand
Sub-Strand
Content Descriptors
General capabilities
Science
Understanding
Physical sciences
Science journal entries
literacy
Science as Human
Endeavour
Nature and
development of
science
Questioning and
predicting
Sound is produced by a
range of sources and can be
sensed
Science involves asking
questions about, and
describing changes in objects
Respond to and pose
questions, and make
predictions about familiar
objects
Class discussion
Critical thinking
Teamwork
Personal and social
competence
Science Inquiry Skills
DOL Focus
DOL 1
Structure opportunities for students to
work with peers
Use a variety of ways to engage
students in classroom task
DOL 2
Construct model – model/construct steps
DOL 5
Restrain impulsivity
Inquiry learning
Robyn Legaspi and Lisa Watkins
EDCU11020
Assessment task 2
Page 4 of 4