narratives), songs, and art as Light and sound Questions to support inquiry with Core Focus: Physics ways to share knowledge can be produced students: natural and artificial sources of light (natural Sort and classify data and and their How can you explore the properties sources include the sun; artificial sources information using drawings properties can be of light and sound? include light bulbs) and sound (natural or provided tables changed. What discoveries did you make? sources include crickets; artificial sources Compare observations with include car horns) predictions through properties of light (eg. brightness, colour; discussion objects are made visible by radiating their Identify simple patterns and own light or being illuminated by reflected connections light; interactions of light with different objects create images and shadows; light Evaluating interactions can make plants grow, make Compare observations with shadows, or cause sunburn, depending on the of others source and location (seasons depend on light Consider some environmental from the sun and how spread out the sun’s consequences of their actions and rays are); plants grow toward light) Applying and innovating sound (examples: pitch, tone, volume; ways of making, recording, and transmitting Take part in caring for self, sound) that depend on their source and the family, classroom and school objects with which they interact through personal approaches Evidence of Experience (Show) BIG IDEA What do we want students to DO? Content (& Elaborations) (Understand…) (Activities, lessons…) (Know) Observable Questions to support inquiry with Core Focus: Earth & Space patterns and cycles students: common objects in the sky (the appearance of occur in the local What kinds of patterns in the sky the moon and stars at night; sunrise/set, sky and landscape and landscape are you aware of? moonrise/set; the sun and the moon are
narratives), songs, and art as ways to share knowledge Sort and classify data and information using drawings or provided tables Compare observations with predictions through discussion Identify simple patterns and connections Evaluating Compare observations with of others Consider some environmental consequences of their actions Applying and innovating Take part in caring for self, family, classroom and school through personal approaches Light and sound can be produced and their properties can be changed. Questions to support inquiry with students: How can you explore the properties of light and sound? What discoveries did you make? Core Focus: Physics natural and artificial sources of light (natural sources include the sun; artificial sources include light bulbs) and sound (natural sources include crickets; artificial sources include car horns) properties of light (eg. brightness, colour; objects are made visible by radiating their own light or being illuminated by reflected light; interactions of light with different objects create images and shadows; light interactions can make plants grow, make shadows, or cause sunburn, depending on the source and location (seasons depend on light from the sun and how spread out the sun’s rays are); plants grow toward light) and sound (examples: pitch, tone, volume; ways of making, recording, and transmitting sound) that depend on their source and the objects with which they interact Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Observable patterns and cycles occur in the local sky and landscape Questions to support inquiry with students: What kinds of patterns in the sky and landscape are you aware of? Core Focus: Earth & Space common objects in the sky (the appearance of the moon and stars at night; sunrise/set, moonrise/set; the sun and the moon are
Science-1-Planning-KDU.docx