• 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? (the stretched skin on top / the metal triangle / your vocal cords in your throat / the cone at the front) → 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, cats' eyes are light sources. / No, it is the Moon making the eyes. / No, its eyes are reflecting the headlights. / Yes, but only at night.) → 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 stretched skin / the air around it / the strap / the floor under 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 school bell? (light / sound / both light and sound) → soundPrompt: Do you see it, hear it, or both?
2. Ships at sea at night watch for a lighthouse. What message does its light send? (Fish are nearby. / The sea is warm today. / Danger: rocks or land are near here. / It is time for dinner.) → Danger: rocks or land are near here.Prompt: Why would a ship need to know where the coast is?

• 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 8 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. Ships at sea at night watch for a lighthouse. What message does its light send? (The sea is warm today. / It is time for dinner. / Fish are nearby. / Danger: rocks or land are near here.) → Danger: rocks or land are near here.Prompt: Why would a ship need to know where the coast is?
2. What message does this signal send: a car's flashing orange indicator on the left? (The car is about to turn left. / Playtime is over; go back to class. / There may be a fire: get out. / Stop and wait.) → The car is about to turn left.Prompt: Where would you meet this signal, and what should you do?

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