vibrations, echoes, ear ear drum, I can explore how animals make sounds to I can explain how sound vibrations travel hammer, anvil, stirrup, cochlea, pitch, communicate. differently through air, water and other amplitude, communicate, frequency, media. sound waves, ultrasound, oscilloscope. Second Level By exploring reflections, the Step 1 Step 2 Step 3 formation of shadows and the I can give different examples of a light I can explore how lenses affect the I can demonstrate how white light can be mixing of coloured lights, I can use source and explain how light travels from direction of light. split into the colours of the visible spectrum. my knowledge of the properties of that source enabling us to see. I can state that light is a form of energy that I can explore how a variety of materials light to show how it can be used in a I can investigate the properties of light. travels in a straight line. reflect light differently. creative way. I can investigate the mixing of coloured I can explain that changes direction I can apply my knowledge of the properties SCN 2-11b lights. when it is reflected. of light to demonstrate how it can be used Key Words and Phrases I can explain how shadows are formed and creatively e.g. light show, lasers, shadow sun, source, daytime, shadows, can give examples of materials that block puppets. blocked, direction, length, shape, light. reflected, mirror, prism, lenses, convex, I can state the factors which affect the size concave opaque, eye, focus, lens, cast, of shadows. reflection, sight, seeing, concave, I can explain how humans and animals can convex, source of light, light beam/ray, detect light. shiny objects, bounces off, straight lines, invert, mirrors, angles, transparent, opaque, translucent, cyan, magenta. See also the SALs of Inquiry and Investigative Skills/ Scientific and Analytical Skills/ Skills and Attitudes of Scientifically Literate Citizens as a vehicle for learning and teaching
vibrations, echoes, ear ear drum, hammer, anvil, stirrup, cochlea, pitch, amplitude, communicate, frequency, sound waves, ultrasound, oscilloscope. I can explore how animals make sounds to communicate. I can explain how sound vibrations travel differently through air, water and other media. Second Level By exploring reflections, the formation of shadows and the mixing of coloured lights, I can use my knowledge of the properties of light to show how it can be used in a creative way. SCN 2-11b Key Words and Phrases sun, source, daytime, shadows, blocked, direction, length, shape, reflected, mirror, prism, lenses, convex, concave opaque, eye, focus, lens, cast, reflection, sight, seeing, concave, convex, source of light, light beam/ray, shiny objects, bounces off, straight lines, invert, mirrors, angles, transparent, opaque, translucent, cyan, magenta. Step 1 I can give different examples of a light source and explain how light travels from that source enabling us to see. I can investigate the properties of light. I can investigate the mixing of coloured lights. I can explain how shadows are formed and can give examples of materials that block light. I can state the factors which affect the size of shadows. I can explain how humans and animals can detect light. Step 2 I can explore how lenses affect the direction of light. I can state that light is a form of energy that travels in a straight line. I can explain that changes direction when it is reflected. Step 3 I can demonstrate how white light can be split into the colours of the visible spectrum. I can explore how a variety of materials reflect light differently. I can apply my knowledge of the properties of light to demonstrate how it can be used creatively e.g. light show, lasers, shadow puppets. See also the SALs of Inquiry and Investigative Skills/ Scientific and Analytical Skills/ Skills and Attitudes of Scientifically Literate Citizens as a vehicle for learning and teaching
Sciences-Interim-Dec-2015.docx