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Science lesson plan · 1st grade (Year 2 in England) · 30 minutes

Find the part that vibrates to make the sound

Light, sound and waves

CCSS NGSS.1-PS4-1England: KS2 Y4 Sound

Objective and success criteria

Students will: Find the part that vibrates to make the sound.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Sound comes from vibrations

Leads to: Sound can make things vibrate; Send messages with light and sound; Loud and quiet sounds, near and far

Materials: Slinky or rope, Mirrors and torches, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Sound comes from vibrations). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What makes the sound when you pluck a guitar string? (the wood breathing / the string getting hot / the string vibrating / light from the string) → the string vibratingPrompt: Touch the string gently after plucking it.
  2. Sound: which statement is true? (Sound cannot travel through water. / Sound travels through space between planets. / Loud sounds do not involve vibrations. / Sound cannot travel through empty space (a vacuum).) → Sound cannot travel through empty space (a vacuum).Prompt: Can sound travel where there is nothing at all?
  3. Sound: which statement is NOT true? (Sound cannot travel through empty space (a vacuum). / Sound can travel through solids, liquids and gases. / Sounds get fainter as you move further from the source. / Sound cannot travel through water.) → Sound cannot travel through water.Prompt: Can sound travel where there is nothing at all?

Hook · 3 min

  • Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
  • Share the objective: Find the part that vibrates to make the sound. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What vibrates to make the sound of a voice?
  • Step 1: Air from your lungs makes your vocal cords vibrate.
  • Step 2: So the answer is: your vocal cords in your throat
  • Answer: your vocal cords in your throat
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What vibrates to make the sound of a bell? (its wings / the air inside the tube / the metal bell / the cone at the front) → the metal bellPrompt: Which part moves back and forth when the sound is made?
  2. You pluck a guitar string and then touch it to stop it moving. What happens to the sound? (It gets higher. / It stops. / It gets louder. / Nothing changes.) → It stops.Prompt: What makes the sound in the first place?

You do: independent practice · 7 min

  • 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.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What vibrates to make the sound of a recorder or flute? (the stretched skin on top / the metal triangle / the metal bell / the air inside the tube) → the air inside the tubePrompt: Which part moves back and forth when the sound is made?
  2. You pluck a guitar string and then touch it to stop it moving. What happens to the sound? (It gets louder. / It stops. / Nothing changes. / It gets higher.) → It stops.Prompt: What makes the sound in the first place?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Sound comes from vibrations.
  • Use concrete materials: slinky or rope.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Sound can make things vibrate; Send messages with light and sound; Loud and quiet sounds, near and far.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

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

Free lesson plan from eurekami.com/lesson-plan-builder

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Find the part that vibrates to make the sound

Name

Date

Score/ 6

  1. Question 1

    You pluck a guitar string and then touch it to stop it moving. What happens to the sound?

    • A. It gets higher.
    • B. It stops.
    • C. It gets louder.
    • D. Nothing changes.

  2. Question 2

    What vibrates to make the sound of a loudspeaker?

    • A. the metal triangle
    • B. the air inside the tube
    • C. your vocal cords in your throat
    • D. the cone at the front

  3. Question 3

    True or false? When a vibration stops, its sound stops.

    • A. True
    • B. False

  4. Question 4

    Which part of a drum must you hit to make a sound?

    • A. the stretched skin
    • B. the strap
    • C. the air around it
    • D. the floor under it

  5. Question 5

    What vibrates to make the sound of a voice?

    • A. the stretched skin on top
    • B. your vocal cords in your throat
    • C. the strings
    • D. its wings

  6. Question 6

    True or false? A drum makes sound even when nothing hits it.

    • A. True
    • B. False

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Answer key: Find the part that vibrates to make the sound

  1. 1. B. It stops.

  2. 2. D. the cone at the front

  3. 3. A. True

  4. 4. A. the stretched skin

  5. 5. B. your vocal cords in your throat

  6. 6. B. False