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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

Send and decode messages using patterns

Light, sound and waves

CCSS NGSS.4-PS4-3England: KS2 Computing linksEngland: KS2 Y4 Sound

Objective and success criteria

Students will: Send and decode messages using patterns.

  • 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: Send messages with light and sound

Leads to: the next skill in this area.

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 (Send messages with light and sound). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Does this signal use light, sound or both: a fire engine on its way to a fire? (light / sound / both light and sound) → both light and soundPrompt: Do you see it, hear it, or both?
  2. Your friend is across a noisy playground. Which signal will they notice best? (humming softly / waving a brightly coloured flag / tapping a pencil quietly / whispering her name) → waving a brightly coloured flagPrompt: Sound gets lost in a noisy place.
  3. What message does this signal send: three short blasts on a whistle repeated? (Stop and wait. / The car is about to turn left. / I need help. / There may be a fire: get out.) → I need help.Prompt: Where would you meet this signal, and what should you do?

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: Send and decode messages using patterns. 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: A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: D = –•• O = ––– G = ––• Message: –•• / ––– / ––•
  • Step 1: –•• → D, ––– → O, ––• → G
  • Step 2: So the answer is: DOG
  • Answer: DOG
  • 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. A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: C = –•–• A = •– T = – Message: –•–• / •– / – → CATPrompt: Each group between the slashes is one letter.
  2. In Morse code, CAT is sent as –•–• / •– / –. How many flashes (dots and dashes) is that altogether? → 7Prompt: Count the symbols for each of the 3 letters.

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. A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: C = –•–• A = •– T = – Message: –•–• / •– / – → CATPrompt: Each group between the slashes is one letter.
  2. In Morse code, DOG is sent as –•• / ––– / ––•. How many flashes (dots and dashes) is that altogether? → 9Prompt: Count the symbols for each of the 3 letters.

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: Send messages with light and sound.
  • 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

  • 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-4.

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

eurekami

Send and decode messages using patterns

Name

Date

Score/ 6

  1. Question 1

    A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: S = ••• U = ••– N = –• Message: ••• / ••– / –•

    Answer

  2. Question 2

    In Morse code, SUN is sent as ••• / ••– / –•. How many flashes (dots and dashes) is that altogether?

    Answer

  3. Question 3

    A space probe far from Earth sends photos home. How do they travel?

    • A. carried by a rocket
    • B. as coded radio signals
    • C. by post
    • D. as sound through space

  4. Question 4

    A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: S = ••• T = – A = •– R = •–• Message: ••• / – / •– / •–•

    Answer

  5. Question 5

    In Morse code, RAIN is sent as •–• / •– / •• / –•. How many flashes (dots and dashes) is that altogether?

    Answer

  6. Question 6

    Phones and computers send pictures and music as patterns of just two signals, like on and off. What is this called?

    • A. an echo
    • B. a shadow
    • C. digital information
    • D. a rainbow

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Answer key: Send and decode messages using patterns

  1. 1. SUN

  2. 2. 8

  3. 3. B. as coded radio signals

  4. 4. STAR

  5. 5. 9

  6. 6. C. digital information