• 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 loudspeaker? (your vocal cords in your throat / its wings / the cone at the front / the metal triangle) → the cone at the frontPrompt: Which part moves back and forth when the sound is made?
2. A cat's eyes seem to shine in the dark when a car's headlights catch them. Is the cat making light? (Yes, but only at night. / Yes, cats' eyes are light sources. / No, its eyes are reflecting the headlights. / No, it is the Moon making the eyes.) → No, its eyes are reflecting the headlights.Prompt: Would the eyes shine if there were no light at all?
3. Which part of a drum must you hit to make a sound? (the strap / the stretched skin / the floor under it / the air around it) → the stretched skinPrompt: Which part can wobble?

• 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 car's flashing indicator? (light / sound / both light and sound) → lightPrompt: 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. What message does this signal send: a smoke alarm beeping loudly? (Stop and wait. / The car is about to turn left. / I need help. / There may be a fire: get out.) → There may be a fire: get out.Prompt: Where would you meet this signal, and what should you do?
2. 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?

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