Day41 · What job needs a sound?Year 2 Science · T1 W9–10 · Teacher · Teacher / Day 41

Child job

Pick a tiny job. Find out what the sound maker does.

Day

41

Guided different try

C02 fictional bicycle shop display uses a quiet spinning wheel drawing. Its card says “visitor points to START; no sound was used”. Ask child whether that is a sound result. Guided possible: “A pointing cue can do that job without sound.” Then leave their own different job open.

Held offer

A-first only after this ordinary lesson; no held solution shown.

Home

HomeH01: choose a pretend story scene with your child; point, sign, draw or say what a cue should do. If nobody wants sound, use a card. Ask “What did we actually try?” Do not buy supplies or ask a sibling to perform. Bring back one optional job/action drawing, no audio or private name.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

Next teaching

If job/action merge, offer a new lunch-box closing story: helper wants a short reminder but only points to a card. Ask which part describes a wish and which part says what happened; then child rebuilds two separate labels.

Observe

Child distinguishes what is wanted from what was done and cites an actual/supplied clue; record response mode, helper and missing practical opportunity. Do not infer understanding from willingness to listen.

Ordinary model

C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom.

Partial curriculum

• AC9S2U02
• AC9S2H01
• AC9S2I01
• AC9S2I06

Project

ProjectX01: make two pockets labelled “wanted job” and “what we know”. Place one original job picture and one observation/supplied-note card in separate pockets. A reader chooses a quiet path. Publish only with permission; keep the untried outcome open.

Read aloud

R01: “Our tiny theatre is opening. Do we want a sound, a picture or both? You choose. Put the job on one card. Put what happened on another. A wish is a good start. A note is a clue. If we have not tried our scene, we can say that. One useful clue is enough to begin.” Pause after each question; child may point or pass.

Routes

A

Only the actual event supports a practical observation. No report or no sound participation can be recorded without penalty.

Gentle prop explorer

A labelled actual observation card. Adult notes operation/help separately; no required sound description.

Choose the puppet stage or your own quiet scene. Ask adult approval for one object and one gentle tap or rub; predict in your words. Do it once only if the group agrees, then record what you observed and whether it was seen, heard or reported. Add source/action and the still-open reader try.

B

This is interpreting fiction, not child conducting sound investigation.

Quiet toy-shop editor

A supplied-note guide with one bounded choice.

Read fullC01 andC02 with text, pointing or AAC. Sort the two job cards beside action/source cards. Pick a job and explain which supplied clue could help it. Leave your own real outcome blank or mark not tried; make an invitation to a future reader.

C

Moving drawings does not make or measure sound.

Build a silent scene map

A purpose map with an evidence label and unanswered try.

Draw a toy theatre, helper, object and optional listener. Use a paper arrow labelled “action on object” and a different arrow “report from helper”. On SoundDesk write the job/source/action only if desired; preview them literally. Move the paper actor to a new scene and decide which label needs a new observation.

Six moves

• Hook3min: put a toy stage beside a paper reading nook. Ask “Do they need the same sort of sound?” A no-sound job is a valid choice.
• Explore5min: demonstrate only the agreed gentle action if invited. Ask which object was acted on; record any actual report in the child’s words. Quiet group reads the completeC01 fictional notes instead.
• Teach5min: separate job, source object and action. A job is what we want; an action is what was done. A wish for a sound is not a result.
• Model5min: show the ordinary maker card and source label below; point to the exact note that supports a description.
• Try10min: children pick A, B or C, make one guide card and tell a helper whether their evidence is actual, supplied or model. Do not prefill a sentence.
• Share5min: invite one chosen label/gesture/card. Ask “What still needs a try?” Offer A-first separately after ordinary work, only its neutral source/prompts.

Teacher preparation

Prepare ordinaryC01–02, W01, V01 and three school-approved washable everyday objects. Check prior sound learning with one object/action description. Offer a totally quiet source route before setting out objects. Ask whether anyone wants a quiet option; do not require an explanation. Set a single gentle action, a stop signal and an observer position clear of moving objects.

Title

What job needs a sound?

Worksheet

W01 Sound job card: empty Job, Source object, Action, What was actually observed or supplied, Evidence kind and Still to try spaces. Labels only, no sample responses; two blank object boxes allow drawing/AAC.