• Quick retrieval from earlier learning (Find the part that vibrates to make the sound). 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 voice? (the air inside the tube / the metal triangle / your vocal cords in your throat / the strings) → your vocal cords in your throatPrompt: Which part moves back and forth when the sound is made?
2. A ruler is held on a table edge and twanged. How could you see that it is vibrating? (It gets longer. / It turns a different colour. / The free end looks blurry as it moves up and down fast. / It glows.) → The free end looks blurry as it moves up and down fast.Prompt: Look at the end that sticks out.
3. True or false? Sounds can be made without anything moving. (True / False) → FalsePrompt: What is happening to the object when a sound is made?

• Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
• Share the objective: Sound can make things vibrate. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: A tuning fork is struck and then dipped into a bowl of water. What do you see?
• Step 1: The vibrating fork shakes the water, showing that sound is vibration.
• Step 2: So the answer is: The water splashes and ripples.
• Answer: The water splashes and ripples.
• 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. Rice grains are sprinkled on a drum. Someone bangs a big pan next to it. Why do the grains jump? (The rice makes its own sound. / The rice is hungry. / The pan blew air at the rice. / The sound from the pan makes the drum skin vibrate.) → The sound from the pan makes the drum skin vibrate.Prompt: Sound travels through the air as vibrations.
2. True or false? Sound travels from its source as vibrations. (True / False) → TruePrompt: How does sound get from one place to another?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. You stretch cling film over a bowl and put salt on it. How can you make the salt dance without touching the bowl? (Make a loud sound close to it. / Turn off the lights. / Cool the bowl in the fridge. / Whisper far away.) → Make a loud sound close to it.Prompt: Which would send the biggest vibrations through the air?
2. True or false? A quiet whisper rattles windows more than a loud drum. (True / False) → FalsePrompt: How does sound get from one place to another?

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