• Quick retrieval from earlier learning (Find the part that vibrates to make the sound; Why we need light to see things). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What vibrates to make the sound of a buzzing bee? (the strings / the stretched skin on top / the cone at the front / its wings) → its wingsPrompt: Which part moves back and forth when the sound is made?
2. Why can you see a book on your desk? (Books glow in the dark. / The book makes its own light. / Light from a lamp or the Sun bounces off the book into your eyes. / Your eyes send out light onto the book.) → Light from a lamp or the Sun bounces off the book into your eyes.Prompt: Does a book give out its own light?
3. You pluck a guitar string and then touch it to stop it moving. What happens to the sound? (It gets louder. / Nothing changes. / It stops. / It gets higher.) → It stops.Prompt: What makes the sound in the first place?

• Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
• Share the objective: Send messages with light and sound. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Does this signal use light, sound or both: a doorbell?
• Step 1: These signals are heard, so they work even if you cannot see them.
• Step 2: So the answer is: sound
• Answer: sound
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Does this signal use light, sound or both: a fire engine on its way to a fire? (light / sound / both light and sound) → both light and soundPrompt: Do you see it, hear it, or both?
2. You are camping in a dark forest and get lost. Which signal could rescuers see from far away? (staying very still in the dark / drawing in the dirt / flashing a torch (flashlight) on and off / whispering) → flashing a torch (flashlight) on and offPrompt: What carries a long way in the dark and is easy to see?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Does this signal use light, sound or both: a torch (flashlight) flashing a code? (light / sound / both light and sound) → lightPrompt: Do you see it, hear it, or both?
2. Your friend is across a noisy playground. Which signal will they notice best? (whispering her name / tapping a pencil quietly / humming softly / waving a brightly coloured flag) → waving a brightly coloured flagPrompt: Sound gets lost in a noisy place.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.