This term's focus is 'light and sound'.
Week 2: The year 1 students walked around the school and identified light and dark places. For example, the teachers' resource area in the library was very dark and the gym was very light! Why?
They also worked in groups creating cubby houses with tables and blankets. In the cubbies it was very dark. How did they manage to see?
Check out the work below for some answers to these questions:
They also worked in groups creating cubby houses with tables and blankets. In the cubbies it was very dark. How did they manage to see?
Check out the work below for some answers to these questions:
Week 4: The year 1 students created their own peek box.
A peek box is a shoe box with a hole at one end for peeking through. Each student fixed a standing picture in the middle of their peek box. How can they see it? It's so dark!
What could they do to the box to see the picture inside? Let's see what they did....
A peek box is a shoe box with a hole at one end for peeking through. Each student fixed a standing picture in the middle of their peek box. How can they see it? It's so dark!
What could they do to the box to see the picture inside? Let's see what they did....
Week 5: The year 1 students worked in small groups, rotating stations, investigating what actions some toys needed to produce a sound. These toys included whistles, maracas, clappers, containers and metal spoons, chops sticks and corrugated cardboard, and rice/pasta shells/cloves in containers.
Then similarly, in small groups and rotating stations, they investigated what actions some percussion instruments needed to produce a sound and how these sounds could be played softly or loudly. These instruments included maracas, triangles, 2 tone blocks, rhythm sticks, tambourines and bells.
Week 6: The year 1 students investigated pitch using xylophones. In small groups, the students trialled and created their own musical pattern identifying low and high sounds. They shared their tunes to the class.
Week 7: The year 1 students, in small groups, role-played how sound and light travels. They then recorded their understanding as drawings. Check out some examples:
In pairs, the year 1 students played the cup and coin game. A student dropped one counter in a cup covering one eye. Then with 2 eyes. Students trialled this six times each and recorded their results. What difference did they find between using 2 eyes and using one eye? How does 2 eyes help us see?
Week 8: The year 1 students were given a variety of pictures and they then identified the things that produced sound and light.
The year 1 students designed their own sound/light inventions. Students then had to explain how their creation worked to others and then get a rating.
A 3 star rating = an out of this world invention!
Check out some examples:
The year 1 students designed their own sound/light inventions. Students then had to explain how their creation worked to others and then get a rating.
A 3 star rating = an out of this world invention!
Check out some examples:
Week 9: The year 1 students reviewed the term's inquiry and reflected on their learning. Then each student created their own pair of funky glasses.