What will be the learning outcomes for the students? Name 3:

Tjearmng objectives) Resorces Introduction Lesson 1 Xylophone, small drum, sma:ll digeridoo, maracas, Sound Exploration: Set up a sound exploration station with various objects that produce different sounds, such as a xylophone, drum, small digeridoo; and other materials that can be tapped, shaken; or rubbed to create sound. Allow students to experiment with the objects and discuss the different sounds they can make. Body Group Discussion: Facilitate a group discussion where students share their observations about the sounds they created. Encourage them to describe the characteristics of the sounds, such as volume, pitch, and timbre. Ask open-ended questions to stimulate tlheir thinking and gauge their understanding of sound. Question and Answer: Address Ben's initial question abohqhearing underwater. Acknowledge his curioSity and explain that sound behaves differently in different mediums. Ask the students Ihave ever heard any sounds whileswimming or during other water-related activities. Listen to their responses and encourage further discussion. Conclusion Brainstorming: Write on the following question on the board: "Can; we hear soundS underwater?" Ask the students to share their thoughts and ideas. Write their responses. Roth those supporting and opposing the 'idea, to create visual representation of their initial understanding. Homework .Assignment: Ask the student to talk to their parents or guardians about their experiences with hearing sounds " 1 underwater. :lnstruct them to gather any information or anecdotes related to the topic. This ill help involve the student' families in their learning process and provide opportunities for further discussion. Integration of ICT: Use ICT to record students' responses during the brainstorming session, either through a shared docum t or nn interactive whiteboard. Critical thinking occurs during the group discussion and brainstorming activities when students evaluate di erent ' Literacy strategies can he employed through the use of visual aids, such as writing students' responses on the board, Address, Nigel's comment about not being scientists by highlighting the accomplishments throughout history and modern and' encouraging them to articulate their thoughts verbally. 'times. Foster an inclusive and respectful by promoting equal participation and valuingdiverse perspectives. I egsnn' Display Settings Tjearmng objectives) Resorces Introduction Lesson 1 Xylophone, small drum, sma:ll digeridoo, maracas, Sound Exploration: Set up a sound exploration station with various objects that produce different sounds, such as a xylophone, drum, small digeridoo; and other materials that can be tapped, shaken; or rubbed to create sound. Allow students to experiment with the objects and discuss the different sounds they can make. Body Group Discussion: Facilitate a group discussion where students share their observations about the sounds they created. Encourage them to describe the characteristics of the sounds, such as volume, pitch, and timbre. Ask open-ended questions to stimulate tlheir thinking and gauge their understanding of sound. Question and Answer: Address Ben's initial question abohqhearing underwater. Acknowledge his curioSity and explain that sound behaves differently in different mediums. Ask the students Ihave ever heard any sounds whileswimming or during other water-related activities. Listen to their responses and encourage further discussion. Conclusion Brainstorming: Write on the following question on the board: "Can; we hear soundS underwater?" Ask the students to share their thoughts and ideas. Write their responses. Roth those supporting and opposing the 'idea, to create visual representation of their initial understanding. Homework .Assignment: Ask the student to talk to their parents or guardians about their experiences with hearing sounds " 1 underwater. :lnstruct them to gather any information or anecdotes related to the topic. This ill help involve the student' families in their learning process and provide opportunities for further discussion. Integration of ICT: Use ICT to record students' responses during the brainstorming session, either through a shared docum t or nn interactive whiteboard. Critical thinking occurs during the group discussion and brainstorming activities when students evaluate di erent ' Literacy strategies can he employed through the use of visual aids, such as writing students' responses on the board, Address, Nigel's comment about not being scientists by highlighting the accomplishments throughout history and modern and' encouraging them to articulate their thoughts verbally. 'times. Foster an inclusive and respectful by promoting equal participation and valuingdiverse perspectives. I egsnn' Display Settings