Year 5 LIGHT AND SOUND

Scheme of Work
Session Objectives Content and Activities Resources Assessment
1 To establish children’s Discussion with children: Topic Books and Glue What do the
existing level of What is light? What is sound? children already
knowledge and How does sound/light travel? Vocabulary for know?
understanding about Link to the topic of Space – Shadows, light travelling Concept Map
light and sound. from stars. What do they
Demonstrate how to make a concept map. Children to Plain A4 paper need to learn?
complete one using these words: (LIGHT- sun, day,
night, straight lines, eyes, seeing) (SOUND –
vibration, wave, pitch, ear, hear)
2 To explore and describe Tell the children that they are to begin their topic Topic Books and Glue Which children
different sounds. studying sounds. Discuss sounds they can hear around can describe
To investigate how them in the classroom environment. Discuss which Annoying Noise Sheet sounds using
different sounds are noises are pleasant to listen to and which noises are vocabulary such
made. not. Ask them to give reasons for these differences. as high, low, soft,
Independently children complete the worksheet pitch?
listing sounds they like/dislike.
Extn: Draw a picture of the source of the sound and
the sound reaching the ear.
3 To further investigate Give children a selection of tuning forks and musical Topic Books and Glue Can the children
how sounds are made. instruments. Ask them to find out how the sound is describe how
To make careful made. What is Sound their sound is
observations of Allow each group time to describe one of the sound information sheet. made?
instruments and tuning makers to the rest of the class. Ask them to
forks. describe the sound and how they think it is created. Selection of musical Are the children
To draw conclusions bout Write Up the findings under the headings: instruments able to draw
how sounds are made. What is Sound? How is Sound made? conclusions?
To learn that sounds are SEN: Worksheet Tuning forks
made by vibrations.
Year 5 LIGHT AND SOUND
Scheme of Work
4 To understand that the Listen to a tape of an orchestra. Pick out certain Topic Books and Glue Can the children
term ‘pitch’ describes sounds and ask the children to identify whether they identify the
how high or low a sound are high or low sounds. Tell the children that we Recorder, xylophone, differences
is. describe this difference as pitch. tambour, hand-chimes between high and
To know that high and Also focus on the loudness and softness of different low sounds?
low sounds can be loud instruments of both high and low pitch. Orchestra music tape
and soft. Look at a tambour, xylophone, hand-chimes and a Tape player Can they
recorder. Discuss what kinds of instruments make understand that
low/high sounds and discuss reasons for this Pitch information high and low
difference. Draw up a class list of findings on the sheet (teacher’s sounds can also
board. Children to copy them and add own notes) be loud or quiet?
information.
5 To understand the basic Look at an OHP of the ear. Describe to the children OHP of ear Have the children
homework function of the ear. how sound vibrations are collected by the ear and managed to put
travel down the ear canal in waves. Briefly describe Hwk Sheets the statements in
how the sound waves are communicated to the brain (not to be stuck into the correct
and translated into sound. hwk books!) order? Do they
Extn: Use a water tray to show ripple wave effect. understand how
For homework, children to reorder statements about we hear sounds?
the ear to describe the hearing process.
6 To plan a test to observe Discuss telephones with the class. Ask the children Yoghurt pots Which children
and measure how well how they think the sound travels from one phone to are able to
sound travels along a another. Laminated planning conduct a fair
piece of string. Tell the children that they are going to conduct an grids test?
To draw conclusions and experiment to see make a telephone to see how sound
be able to describe why travels along a string. Show the children the String Which children
sound can travel along equipment they can use. Ask the children for initial Scissors were able to draw
the string. ideas. Focus on length/tautness of string. In pairs, conclusions from
use the laminated planning grids to plan the activity. their evidence?
Year 5 LIGHT AND SOUND
Scheme of Work
They then carry out the test and record their
observations and draw conclusions.
Explain to the rest of the class what they found out
and what their evidence was. Discuss fair testing.
7 To understand that Recap how sound travels. Discuss the findings from Worksheets/ Are the children
vibrations from sound the telephone lesson. Look at how sound can travel Clipboards able to follow the
travel through different through materials, e.g. the sounds from the corridor plan?
materials to the ear. can be heard in the classroom. Discuss how sound is Playground time
To make careful usually vibrations in the air. Can the children
observations to identify Get the children’s ideas about which materials they carry out a fair
the types of materials think will carry sound the best. Record some test?
through which sound will predictions.
travel. Describe to the children the different experiments Are the children
they are going to undertake using materials around able to identify
the playground – railings, bricks etc. which are the
Children work in pairs to follow the experiment sheet best materials
and find some answers. Come back as a class and for allowing sound
discuss their findings. Which material carries sound to travel?
vibrations the best? How do we know that?
Discuss reasons why certain materials are better
than others.
8 To be aware that some Recap on findings from previous lesson. Look at those Shoe boxes Can the children
materials can be used to materials that prevented sound vibrations to travel find out which
prevent them from through them. Children are to plan an experiment to Various materials materials are
reaching the ear. see which material would be best to be used to best to
To plan a fair test to soundproof a box. Paper soundproof a
decide which materials Children to carry out experiment and produce a table box?
muffle sounds the most. of results and a diagram of the experiment. Can the children
describe
Year 5 LIGHT AND SOUND
Scheme of Work
different sounds?
9 To understand that Brainstorm with the children different sources of Topic Books and Glue Can the children
there are either man- light. Split these sources into man-made and natural. identify whether
made or natural sources Children to draw and label examples of both types of a light source is
of light. light using the brainstormed list and also add their man-made or
To look at examples of own ideas. natural?
different types of light. Discuss these sources of light and how important
they are.
10 To gain a basic Look at OHP of the eye. Demonstrate how the eye OHP of eye Do the children
understanding of how sees images upside down and the images are have a basic
pictures are seen and translated by the brain. Eye worksheets understanding of
interpreted by the brain. Give the children an eye to label. how the eye
Extn: Look for definitions of the labels to the eye. Definitions sheet works?
11 To further develop an For homework, children complete prose about how Prose sheet Can the children
homework understanding of how the the eye works. fill in the missing
eye works. words using
existing
knowledge?
12 To understand that light Set up an experiment with a strong torch and two Torch
travels in straight lines. pieces of card with slits in them. Line up the torch-
light with the slits in the card and look at the beam 2 cards with slits in
of light.
Now move the pieces of card so that the slits are not worksheet
in line and look how the light no longer produces a
beam. Discuss why this happens. get the children to
draw the conclusion that light travels in straight
lines.
Copy up the experiment onto the worksheet.
13 To learn that shadows Set up a clock shadow experiment on the playground. Shadow making Do the children
Year 5 LIGHT AND SOUND
Scheme of Work
are created when an Explain to the children that you are going to look at equipment understand that
object blocks light. shadows and the movement of them during the day. certain materials
To reinforce the Look at different materials and discuss opaque and Opaque materials and let light pass
knowledge that the transparent. Ask the children which material they transparent materials through them and
Earth spins on its axis need to produce a shadow. Set up the experiment and others do not?
and makes the Sun ask pairs of children to go and check every half an Chalk
appear to move across hour and mark the position of the shadow with the Are the able to
the sky throughout the length and time of the shadow. Metre Rule explain the
day/ Draw a diagram to show the findings. movement of the
To understand that some Diagram sheet shadows?
objects are transparent
and will let light pass
through them and that
other materials are
opaque and light can not
pass through them.
14 To develop an Show the children that some materials reflect light Torches Can the children
understanding that dull and others absorb light. identify that
materials absorb light Discuss the experiment. Tell the children that they Selection of materials. shiny materials
and shiny materials are going to shine a torch onto a material and see if reflect light and
reflect light. the light reflects off onto a piece of white paper. White paper. dull ones absorb
To explore different Children to carry out experiment and record their light?
materials to see which findings in a table. Mirrors
are the best reflectors. Extn: Use this knowledge to try and make light go
Extn: To see whether around corners using mirrors.
light can be made to go
around corners.