Physical Sciences – Year 1 – Term 1 - Forces and Motion
Australian Curriculum Achievement Standard - Students describe objects and events that they encounter in their
everyday lives and the effects of interacting with materials and objects
As we investigate our Units of Science we are focused primarily on the Inquiry process to allow students to discover for themselves,
answer questions through hands on learning and relate science to their everyday lives.
Science Inquiry Skills
 Pose and respond to questions, make predictions about familiar objects and events
 Participate in guided investigations to explore and answer questions, compare observations with predictions
 Manipulate objects and make observations of what happens using our senses
 Explore different ways of solving science questions through guided discussion
 Sort information and classify objects based on easily observable characteristics with guidance
 Use informal measurements to collect and record observations, using digital technologies as appropriate
 Use a range of methods to sort, record and share information - drawings and provided tables
 Jointly construct simple column graphs and picture graphs to represent class investigations
Science as a Human Endeavour
 Science involves observing, asking questions about, and describing changes in, objects and events
 Comparing how different light and sound sources are used in daily life
Learning Intentions
Exploring through Inquiry
Success Criteria
WHAT IS SOUND?
Predict how sound is made. How does it travel?
Formative Assessment - through discussion
and listening exercise.
Explore different ways to produce
sound using familiar objects and
actions such as striking, blowing,
scraping and shaking
How is sound created? Students explore with
their senses how vibrations travel through their
voice box and through other materials.
Observe how students create vibrations in
their own bodies and through other
materials such as balloons.
How can we make different sounds? Students
investigate how to make loud and soft sounds
on percussion instruments and describe sounds
in terms of high pitch and low pitch.
Students are physically able to create loud
sound and soft sounds, and change sounds
from high pitch and low pitch. Illustrate
showing different sized straws & pitch.
Does sound travel better through different
mediums? Students compare how sound travels
differently through air and through solids.
Question students while recording answers
as to whether sound travels better through
solids or the air. Why do they think this?
How can we make sound travel further?
Students investigate how sound can be
amplified by experimenting with materials to
channel sound through a confined space.
Students create models which successfully
amplify sound.
Investigate sources of light – Do we need light
to see or does the light come from our eyes?
Investigate using a torch, a black box and toy
inside.
Students reach conclusions based on how
the object in the box was able to be seen.
They describe their findings in books.
Children investigate different coloured filters for
sunglasses for Teddy. They make predictions,
record observations and draw conclusions.
Draw a simple graph to represent results
Students investigate, make observations and
record them as evidence of learning and
Comparing sounds made by musical
instruments using characteristics
such as loudness, pitch and actions
used to make the sound
SOURCES OF LIGHT
Recognising that objects can be seen
when light from sources is available
to illuminate them
How light and sound is used at home
INQUIRY INVESTIGATION
Children investigate Teddy’s most
effective cellophane sunglasses
With guidance, successfully create a graph
based on results