Lesson 3: What We Know Now

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What Do You Know Now About Light!

Time: 60 minutes

Year:1-2

Victorian Curriculum:

Music By the end of Level 2

Explore sound and silence and ways of using their voices, movement and instruments to express ideas and perform. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.

Physical Science: Light and sound are produced by a range of sources and can be sensed

Planning and Conducting: Participate in guided investigations, including making observations using the senses, to explore and answer questions

Communicating: Represent and communicate observations and ideas about changes in objects and events in a variety of ways

High Impact Teaching Strategies utilised:

Setting Goals: The learning Intention and Success Criteria is introduced at the beginning of the lesson and is an important part of the overall Lesson Structure.

Explicit teaching of the different types of lines artists may use to create a piece of art work.

Questioning: promote deeper thinking and reflecting on the art work presented.

Multiple exposer: Students have three session to build on their drawing skills and knowledge of the different lines they may use.  

Feedback: In session 1 and 2 students do a gallery walk and give peer feedback. Session 3 student upload their work to Seesaw and will receive specific feedback, which is linked back to the original Success Criteria.

Differentiation: Student are all support to succeed and specific adjustments are created to ensure all students can experience success.

Learning Intention: We are learning to create a chant.

Success Criteria:

  • I can identify the beat/ syllables in words
  • I can experiment with the pitch and pulse
  • I can work collaboratively with my peers to create a chant

Elements

  • Beat
  • Pitch
  • Pulse

Lesson Sequence:

  • What we know now- At the beginning of the Light Unit we recorded a brainstorm of everything we knew about light. As the unit has evolve we have added to this list. Add any last editions then choose words to explore the syllables. Discuss and demonstrate how they relate to the beat in a chant.
  • Call and Response with word, from the list. Exploring and clapping the beat along with words that have different syllables.
  • Teacher chooses 4 words that have the same syllables.
  • 2-2-2-2 Flashlights shinning candle shadows
  • Pitch and Pulse- In chants we can change the sound of our voice to make it high, low or bit wonky. We can also change the pulse, which is the speed, in one word or the whole chant for effect.
  • Beat and pitch1 -1- 1 -1  Light sun moon star- start the chant out loud and then allow your voice to get softer and softer with each word.
  • 2-2 3-1 Darkness Glowing Fluorescence (changing the pitch and pulse speeding up the word slightly) of your voice for WOW!
  • Switch up the pulse Flashlights shinning candle shadows try it fast then slow.
  • Now it is the students turn to choose words
  • Like attracts like– Move around the classroom looking for a student who has a word with the same syllables, link arms.
  • Students then form a group of 3 to 5 students.
  • Collaboration- student work together to make chants that repeat 3 times. They are encouraged to demonstrate consider the beat, pulse and pitch but it is up to them to create a chant that they can be proud of.

Summative Assessment: This work displays the student knowledge of the Light unit.

Self- assessment using two stars and a wish based on how they experience the task. 

Peer assessment on how they collaborated.

Possible next steps:

– Perform it to the class.

– The may add movement our sound elements.

– Create a video.

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