• 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 bell? (the metal bell / the cone at the front / the metal triangle / the strings) → the metal bellPrompt: Which part moves back and forth when the sound is made?
2. What does a torch (flashlight) do in a dark cave? (It makes the cave warmer, so we see better. / It makes the walls give out light. / It makes our eyes stronger. / It gives out light that bounces off the walls so we can see them.) → It gives out light that bounces off the walls so we can see them.Prompt: Where does the light start, and where does it end up?
3. A ruler is held on a table edge and twanged. How could you see that it is vibrating? (The free end looks blurry as it moves up and down fast. / It glows. / It gets longer. / It turns a different colour.) → The free end looks blurry as it moves up and down fast.Prompt: Look at the end that sticks out.

• 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 school bell? (light / sound / both light and sound) → soundPrompt: Do you see it, hear it, or both?
2. Why does a pedestrian crossing beep as well as show a green light? (to make the cars go faster / to wake up birds / so people who cannot see well know when to cross / because the light is broken) → so people who cannot see well know when to crossPrompt: Who might not see the green figure?

• 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. What message does this signal send: a school bell at the end of break? (There may be a fire: get out. / Playtime is over; go back to class. / The car is about to turn left. / Stop and wait.) → Playtime is over; go back to class.Prompt: Where would you meet this signal, and what should you do?
2. Does this signal use light, sound or both: an ambulance with siren and flashing lights? (light / sound / both light and sound) → both light and soundPrompt: Do you see it, hear it, or both?

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