Notice Light, Sound, Force

Overview

In this first lesson of Exploring Forces and Waves, students begin with careful noticing. Through demonstrations and short station explorations, they observe light, sound, force and motion, record evidence, and develop questions for the unit.

Learning intentions

• WALT observe and describe changes involving light, sound, force and motion.
• WALT identify possible causes and use evidence from observations.
• WALT communicate scientific ideas using words, drawings and labelled diagrams.
• WALT ask questions that could guide further science learning.

Success criteria

• I can describe what happened using specific observations.
• I can identify a likely cause of a change or movement.
• I can record evidence in words and labelled drawings.
• I can ask a useful question about light, sound, force or motion.

Curriculum links

• Physical world: recognising that forces can cause objects to change their motion, speed or direction.
• Physical world: exploring sound as vibration and light as something that travels from a source and can form shadows or be reflected.
• Science capabilities: engaging with science, observing carefully, interpreting evidence, and communicating explanations.
• Key competencies: thinking; managing self; participating and contributing; relating to others.

Lesson structure (60 minutes)

1. 0–5 min – Engage and introduce the inquiry Display the opening question from the introduction slides: “What can make something change or move?” Invite students to silently notice examples in the classroom, then share a few ideas. Explain that scientists begin by observing, describing and wondering. Introduce the vocabulary: observe, evidence, light, sound, force and motion.

2. 5–10 min – Teacher demonstration: I do Use a torch and object to create a shadow; vibrate a ruler over the edge of a desk; demonstrate a push and pull; and roll an object across a surface. Think aloud: “I notice…”, “My evidence is…”, and “I wonder whether…”. Model a simple chart with the headings: What happened? What caused it? What evidence did we notice? Refer to the demonstration prompts to keep observations separate from guesses.

3. 10–25 min – Station carousel: We do Place students in six mixed-ability groups of four or five. Groups rotate through four stations, spending about three minutes investigating and recording at each, with quick transitions. Distribute the forces and waves observation sheet.

• Light and shadows: shine a torch at different objects and notice shadow size, shape or direction. Do not shine torches into eyes.
• Sound vibrations: pluck a ruler or elastic band and observe movement; use a cup-and-string telephone or another safe sound-making object.
• Pushes and pulls: test how different pushes and pulls affect an object.
• Motion and surfaces: roll toy cars down a ramp onto different surfaces and compare speed, distance or direction. Prompt groups to use “I notice…” before “I think…”. Display the station instructions and safety reminders.

4. 25–35 min – Discuss and co-construct evidence Bring the class together. Ask each group to contribute one observation to a shared chart. Clarify that a source produces or provides something, such as a torch producing light; a vibration is a rapid back-and-forth movement; and a force is a push or pull that can change motion. Avoid presenting speed or direction as forces: they describe motion. Record students’ questions for later lessons.

5. 35–50 min – Independent or partner application: You do Students complete the second section of the forces and waves observation sheet. They record examples of light, sound, force and motion from everyday life, then draw at least two labelled diagrams. Encourage labels such as light source, shadow, vibration, push, pull, movement, speed, direction and surface. Students should explain one example using the sentence frame: “The change happened because… My evidence is…”. Circulate, question and support accurate use of vocabulary.

6. 50–57 min – Group sharing Each group shares one surprising observation and explains the evidence behind it. Use the sharing prompts to ask: “What changed?”, “What caused the change?”, and “How do you know?” Invite students to respectfully compare observations, especially where groups investigated similar materials or surfaces.

7. 57–60 min – Exit ticket and preview Students answer on the final section of the forces and waves observation sheet:

1. Draw or describe one example from today.
2. What caused the change or movement?
3. Write one question you now have. Preview that the next lessons will investigate these ideas more closely. Collect sheets as students leave.

Resources

• the introduction, demonstration, station and sharing slides
• the forces and waves observation sheet
• Torches and assorted objects for making shadows
• Rulers or elastic bands
• Paper cups and string, or other safe sound-making objects
• Toy cars and ramps
• Varied surfaces, such as carpet, cardboard and smooth board
• Shared class observation chart and marker pens
• Timer and safety reminders

Assessment

• Observe whether students distinguish an observation from an explanation and record relevant evidence during stations.
• Check worksheets for accurate descriptions, labelled diagrams and appropriate vocabulary.
• Use exit-ticket questions to identify understanding of causes and movement, plus questions to revisit in Lesson 2.

Differentiation

• Provide sentence starters: “I notice…”, “The evidence is…”, and “The movement changed because…”. Allow drawing, oral rehearsal or scribing before writing.
• Pair students strategically and assign roles such as equipment manager, recorder, observer and reporter.
• For EAL learners and students needing support, use gesture, picture examples, a word bank and teacher modelling; reduce the number of required examples without reducing the thinking.
• Extend confident students by asking them to compare two surfaces or objects and suggest a fair way to investigate their question next lesson.