Spooky Shootout - PlayStation Move

Syllabus Outcomes
Outcomes

Early Stage 1 Outcomes (2012)

PPES1.4 Explores and identifies ways some forms of energy are used in their daily lives.

ESS2.6 Identifies some of the features of the solar system and describes interactions that affect conditions on Earth.

Life Skills 7-10 Outcomes (2012)

LS.6 Recognises some forms and sources of energy.

LS.11 Recognises some features of the solar system and beyond.

HSC Life Skills 11-12 Outcomes (2007)

6.1 Recognises and understands that energy is needed to undertake a range of activities.

6.2 Demonstrates knowledge and understanding of sources of energy and how they are used in daily living.

 

Links to the Australian Curriculum

Stage 1 Outcomes

ST1-6PW Describes some sources of light and sound that they sense in their daily lives

ST1-12MW Identifies ways that everyday materials can be physically changed and combined for a particular purpose

 

Life Skills 7-10 Outcomes

SCLS-4WS Asks questions that can be tested and makes predictions

SCLS-6WS Participates in an investigation by following a sequence

SCLS-12PW Investigates ways to use energy responsibly

 

HSC Life Skills 11-12 Outcomes (2007)

 

Indicators

  • Recognise the concept of light and dark.
  • Recognise the difference between day and night.
  • Explore how light passes through different materials.

Introduction:

 

1. Recognise the concept of light and dark: Take a group of students into a dark room (e.g sensory room or store room). Turn off all the lights and close the blinds to ensure no light gets through. Model language such as “dark, night, black” to describe what it looks like. Whilst in the room turn on a torch and continue to model language to describe what the students may see e.g “light, bright, sun, white, shining” etc. Allow each student an opportunity to use the torch and see if they can find a particular object or student using the light coming from the torch. “Can you find Jason?” A student will turn on the torch and travel the light around the room until they spot Jason using the spot light. USE A BLIND-FOLD (for those learners who can’t operate a torch) 

 

2. Explore the difference between day and night: Watch a video clip of the sun and its purposes and discuss its ability to create light during the day. Take students outside (on a sunny day) and ask them to locate the sun.  

 

 

Exploration (20min)


1. Gather a range of materials. E.g paper, plastic, cardboard, cotton T-shirt etc. One student at a time will hold up a piece of material as another student shines a light on to it. Using the SMART Notebook activity provided, students are encouraged to choose whether or not the light shines through the material by moving the picture associated to that material into the correct category of either “light” or “no light”. Visuals representing the materials can be placed into a box or topic board using the “light” and “no light” categories.

 

Conclusion (10 min)

 

1. Model and demonstrate effective use of the Start the Party game ‘Spooky Shootout’. Allow opportunity for each student to play the game. Discuss the purpose of a torch and why a player would need it to play the game. For example, it is important to use light to see. Allow opportunity for students to operate a torch whilst other students are playing the game.

 

Assessment

The student will:

 

Indicator: Recognise the concept of light and dark.


  • Turn the light on to make the room light
  • Turn the light off to make the room dark

 

Indicator: Recognise the difference between day and night. 


  • Match and sort pictures of the sun
  • Match and sort pictures of the moon
  • Complete a visual timetable of activities they do in the day and activities they do in the night

 

Indicator: Explore how light passes through materials. 


  • Participate in experiments such as, shining torches through paper.
  • Sort materials into transparent and non- transparent materials.

 

Extension Activities


  • The Solar System