Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Weds 30^thApril

2008

Learning Intentions

Review what we know aboutsound

that sounds are made when objects or materialsvibrate

to make carefulobservations

Success Criteria

-       experiment calmly

-       use oureyes, ears and fingers to make conclusions

-       recordwhat we see by picture or description

Intro:

Introduce topic, what do wealready know about sound?

Main:

Review childrens existingideas by providing a circus of short activities

Activity 1 Voicevibrations

Put two fingers onyour throat and then talk, can you feel the vibrations from yourvoice box?

Activity 2 Rulertwanging

Twang a ruler on theend of a desk and watch what happens.

Draw or describe whathappens. Change the length of the ruler overhang and listen to thechange of the twang, what happens?

Activity 3 tuningforks

Strike the tuningfork, then place it on the surface of the water.

Draw or describe whathappens.

Activity 4 drums andrice

Put rice on a drum,when you strike the drum what happens? Why?

Activity 5 Pluck aguitar string.

Draw or describe whathappens.

Activity 6Tap thedrum, then touch it.

Describe what youfeel.

Children record what theynotice by drawing or describing.

SAFETY Children should be warned that loud sounds,including loud music, can damage the ears.

Differentiation:

Byoutcome

TA toassist James with typing if he wishes to write.

Blend and William to exploresound and vibration on the internet to see what they can findout.

Teacher focus:

Mohammed, Isra, Tahidur, Jakaria,Farhan, Sabiha

Plenary:

Discussion repeating questions on the sheet then adding to the displayboard.

Tuningforks

Rulers

Drums

Rice

Guitars

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Friday 2^nd May2008

Short lesson

Learning Intentions

that vibrations from soundsources travel through different materials to the ear

Success Criteria

-       write a letter

-       explain that sounds can be heard by travellingthrough solid eg brick, wood and gas (air)

Intro:

Talk about noisy neighbours.What noises disturb us? Look at display board, refer to duallanguage questions also.

Main:

Ask children to listencarefully for sounds they can hear which are made outside theclassroom. Include sounds which they regularly hear throughwalls/doors eg school bell, children talking in thecorridor outside. Arrange for a loud sound to be made outsidethe classroom and ask children what it has travelled througheg bricks, walls, wood, door, air to reach theirears.

Contrast light and sound.Light does not travel through opaque solids eg wood whereas sound travelswell.

Mention that sounds can also travel through liquids.

Create the noisiestneighbour character EVER. Dress someone up and write a list of allthe noisy things he does. Give him a name.

Children write complaintletters to the noisy neighbour about noise explaining to them thatsound can travel through solids.

Mohammed and Tahidur to workwith TA to see what noises he can hear through walls. How loud doesthe sound have to be? E.g. piano, clapping, singing, shouting.Through glass, wood and brick. TA to take him outside if necessaryor in the hall.

Plenary:

Children share their letters witheach other and us.

Duallanguage questions

Displayposter

Noise

Nuisance

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Short

Tuesday 6^th May2008

Learning Intentions

that some materials areeffective in preventing vibrations from sound sources reaching theear

Success Criteria

-redesign the street

-show ways of reducing thesound eg by having carpets, by using ear muffs, earplugs

-label in English oranother language

Intro:

Discuss with children why sometimes it is important toprevent sounds travelling. Ask them to suggest how this is doneeg ear muffs, ear plugs, soft floor coverings.

Main:

Walk around the school to see where soundseg footsteps are loud and where they are not. Askchildren to describe what they observed.

Discuss when people usingnoisy equipment eg roaddrills wear ear protection.

SAFETY Warnchildren of the danger of putting objects in the ear unless theyare specially designed for this eg ear plugs.

Childrenlook at poster of a noisy scene again. Ask them to focus on mandrilling and person inside house with window open.

Childrenshould redesign that part of the street to show how noise could bereduced. Put pictures on display. Children could label in homelanguage words.

Mohammed to work with apartner

Adultto support James with drawing

Plenary:

Discuss what it is about earmuffs/carpets that makes them good for reducing sound as a lead-into experiment.

Poster

Earplugs

Earmuffs

Noise

Sound

Reduce

Carpet

Ear muff

Ear plugs

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Wednesday 7/5/08

Learning Intentions

that the term pitchdescribes how high or low a sound is

  that the pitch of a drum depends on its size andthe tightness of its skin

  that the pitch of a stringed instrument dependson the length, thickness and tightness of the string

  to suggest how to change the pitch and loudnessof the sounds of stringed instruments

Success Criteria

-       identify high, low, loud and soft soundsproduced by musical instrument

-        

Introand main: Demonstrate the trombone, drawingparticular attention to the slide. Talkwith children about sounds made by individual instruments and helpthem to describe the pitch of sounds using terms eg high,low and the loudness of sounds eg loud,soft.

Children draw a sketch of atrombone in two positions showing high and low sounds

Demonstrate same with a drumand then a guitar

Children draw sketches intheir books after each demonstration.

Choose children to have a goon each instrument.

Show xylophone what do younotice about the high notes? (Theyre shorter)

Mohammed- workindependently

Jack TA support

Plenary:

Givechildren a quiz on pitch by playing some high and low sounds onpiano/trombone/xylophone. Children have to write down on whiteboards whether it was high/low/loud/soft

Trombone

Drumswith tunable skin

Guitar

Xylophone

High

Low

Pitch

Volume

Loud

Soft

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Thurs 8^th May2008

Visit to Horniman Museum andFriday 9^th May 08

Learning Intentions

  to relate their understanding of sound to arange of musical instruments

  to explain an application of sound usingscientific knowledge and understanding

Success Criteria

-       present information relating to instruments andsound

-       use scientific knowledge and vocabularyeg of vibration, pitch, changing pitch, soundstraveling

-       include information about religion or ceremoniesif appropriate

-       present your work well

-       Ask further questions

Intro:

Ask children to use secondary sourceseg sound tables and artifacts at the museum to findout about other aspects of sound eg other musicalinstruments and to present information to the class. Presentthem with questions in which to investigate and encourage them toask questions of others about the information presented. Tellchildren they will be marked as follows:

Marks given for quality of drawing andwriting

Marks given for presentation

Marks given for answering all aspects of thequestions

Marks given for using scientificvocabulary

Marks given for exploring further questionswhich you have come up with.

Main:Differentiation:

LAquestions for Mohammed and Tahidur:

Drawpictures of your favourite instrument. What family of instrumentsdoes it belong to? How does it produce sound? What kind of soundsdoes it make?

MAquestions:

Choose aninstrument and explore how it produces sound. Where in the world isthe instrument from? Is the instrument ever used for importantceremonies? What kind of sound does it make?

Choose astage in the circle of life: birth/naming ceremonies/christenings,graduation, marriage, death. How does music play a part? Whatinstruments are used? What kind of sounds do they produce andhow?

HAquestion:

Choose aHindu God and explore the associated instrument. How is the soundproduced? What ceremonies does the instrument feature in? How isthe instrument decorated?

Activities-

Children create projects withtheir partner to include drawings and text which answers thequestions as well as any others which they have generated.

Homework write up your notesfrom the day, ready to use on Friday.

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Monday 12^th May2008

Learning Intentions

  to suggest how to change the pitch and loudnessof drum sounds and to carry out simple tests of these

S.C.

Draw a diagram

Write in detail

Use scientific vocab (listkeywords)

Intro

Demonstrate djembe andtuning the head of the drum. Refer to talking drum at Horniman andshow video of Talking drum

Main

Children must describe howto change the pitch of a drum referring to the size of the drumhead and tightening and loosening the drum head.

HA: Must be specific intheir vocabulary and sent back to do it again if not being clearenough.

Plenary:

Sum up what we know and lookat the S.C.

Djembe

Talkingdrum video on youtube.com

Tighten

Loosen

Djembe

Skin

Drum head

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Weds 14/5/08

Literacy and project

Learning Intentions

  to plan a test to measure or observe how welldifferent materials muffle sound

  to use a prediction to help decide what evidenceto collect

  to devise a fair comparison of differentmaterials

  to decide how to use a sound source and a rangeof different materials to collect reliable evidence

Success Criteria

  predict with a reason what they think will beeffective eg fur will be good because ear muffs are usuallyfurry,

  plan how to answer the question showing they aretrying to keep the test fair

Intro:

Splitchildren in mixed groups and give them a talking hat.

Present children with a range of materialseg bubble wrap, foam sheeting, artificial fur, blanketmaterial and ask them how they could find out which would bebest for muffling a sound eg in ear muffs, soundproofing amodel house using something like a beeping stopwatch as atester.

Main:

Elicit the two main ways of testing:

-one is wrapping the material around thestopwatch and changing the length at which you can hear thebeeping

-one is wrapping different thicknesses ofmaterials

Ask children to think about and suggest:

-  how they will make fair comparisons of whetherthe sound is muffled

-  what they will use as a sound sourceeg a ticking clock

-  what they will vary eg the material, thenumber of layers of the material, the area of thematerial.

Angela work with HA scientists to ensure highlevel predictions etc.

Children must set out:

Aim:

Plan:

Diagram:

Prediction:

Fair Test:

In theafternoon, chn carry out the experiment.

Plenary:

Talk about what a goodprediction is and why. Use of because.

Materials

Beepingstopwatches

Metrestick

Talkinghats

Prediction

Materials

Sound source

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Thurs

15/5/08

Learning Intentions

to decide whether theirresults support or do not support the prediction or whether theevidence is not good enough

Success Criteria

  describe what they did and explain whether theywere satisfied that the evidence they collected allowed them toanswer the question

  suggest ways in which their work could beimproved

Intro:

Chn talk about what happenedin the experiment. Use a child to draw out key vocabulary on theboard.

Did your prediction cometrue? Is there enough evidence to support that?

Main:

Children write a conclusion intheir books..

HA- Whatwould you do next time to improve your experiment?

Plenary:

Discuss ways of improvingthe experiment

Correct

Incorrect

Wrong

Evidence

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Thursday

Learning Intentions

  to suggest how to change the pitch of a soundmade by air vibrating

  to test the prediction

  to listen carefully to sounds made, to recordresults in a suitable table

Extension:

  to describe how the pitch of notes on a recorder(or other wind instrument) can be altered by changing the length ofair column vibrating

Success Criteria

  recognise that the air in the bottle isvibrating

  predict how to change the pitch of thesound

  decide whether the prediction was correct

Extension:

  describe eg on an annotated drawingthat when the length of the air column in a recorder is altered thepitch varies

Intro: Show children how to make a sound by blowing across the topof a bottle and ask them to suggest what is vibrating. Ask them tosuggest how to change the pitch of the sound eg if you putmore water in the bottle the sound will get higher

Main: Children test out their predictions, and recordobservations in a suitable table or chart. Discuss with childrenwhether the results they collected supported the prediction.

Extension: Ask children to play high or lownotes on a recorder (or other wind instrument) and to describe whatthey do to alter the pitch. Ask them to relate this to the lengthof the air column vibrating.

Sounds can be made withbottles or other containers partly filled with water by blowingacross the top or by tapping. If more water is added the sound madeby blowing gets higher in pitch because it is the air columnvibrating and this gets shorter. The sound made by tapping getslower because it is the water which vibrates and the water columnis longer.

Plenary:

What canwe conclude? Write a conclusion together.

Glassbottles

Beaters

Measuringjugs

Vibrate

Blowing

Tapping

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

DT

1

Designing

Learning Intentions

- Design an instrument

Success Criteria

-label your design

-show how the sound isproduced

-write a list of tools you willneed

Intro:

Show some excerpts fromStomp

Look at the array ofjunk

Children discuss ways ofusing the junk to make instruments

Model designing aninstrument

Main:

Children draw a design for theirinstrument

Plenary:

Sharedesigns and for each one ask:

Cananyone spot what will make it hard to make this instrument?

Junk

Tools

Simon!

Design

Label

Sound

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

DT

2

Making

Learning Intentions

- Make an instrument

Success Criteria

-use tools safely

- tweak your design to make itwork

Intro:

Demonstrate how to use toolssafely

Main:

Childrensplit into making groups, working on particularinstruments

SuperviseMohammed

Plenary:

Sharedesigns and for each one ask:

Cananyone spot what will make it hard to make this instrument?

Junk

Tools

Simon!

Design

Label

Sound

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

DT 3

Learning Intentions

  that high and low sounds can be loud orsoft

  to suggest how to change the pitch and loudnessof drum sounds and to carry out simple tests of these

Playrhythms and create pieces on the junk band instruments. Explore thelearning intentions together.

Junkband

Pitch

Change

loudness

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Link to DT

Learning Intentions

Success Criteria

suggest ways of changingsounds made by a stringed instrument eg if I increase thelength of the string the sound will be lower

Intro:

Main: Ask children or others to demonstrate differences in thestrings of a stringed instrument and how the note from a particularstring can be changed by changing the length of the string or tunedby altering its tension. Illustrate the variety of pitch andloudness by asking children to suggest how to change a soundeg make the string longer and pluck it harder and totest their ideas

SAFETY Careneeds to be taken when strings are stretched. If over-stretched,strings may break and flick back painfully.

Differentiation:

Teacher focus:

Plenary: