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

Loud and quiet sounds, near and far

Light, sound and waves

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

Objective and success criteria

Students will: Loud and quiet sounds, near and far.

  • 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: Find the part that vibrates to make the 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 (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 loudspeaker? (the air inside the tube / the cone at the front / your vocal cords in your throat / the strings) → the cone at the frontPrompt: 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? (The free end looks blurry as it moves up and down fast. / It gets longer. / It turns a different colour. / 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? When a vibration stops, its sound stops. (True / False) → TruePrompt: What is happening to the object when a sound is made?

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: Loud and quiet sounds, near and far. 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: Which of these sounds is the LOUDEST?
  • Step 1: From quietest to loudest:
  • Step 2: people talking < a marching drum close by < a jet plane taking off nearby
  • Step 3: So the answer is: a jet plane taking off nearby
  • Answer: a jet plane taking off nearby
  • 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. Which of these sounds is the QUIETEST? (a jet plane taking off nearby / a dog barking nearby / a marching drum close by) → a dog barking nearbyPrompt: Imagine hearing each one. Which would make you cover your ears, and which could you hardly hear?
  2. Why do teachers ask the class to stand closer during a quiet story? (It makes the book bigger. / Stories are only heard by people at the front. / Sounds travel faster to the back. / Sounds are louder when you are nearer the source.) → Sounds are louder when you are nearer the source.Prompt: How does distance change loudness?

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. True or false? Hitting a drum harder makes a louder sound. (True / False) → TruePrompt: Think about vibration size and distance.
  2. Which of these sounds is the QUIETEST? (a jet plane taking off nearby / a dog barking nearby / a marching drum close by) → a dog barking nearbyPrompt: Imagine hearing each one. Which would make you cover your ears, and which could you hardly hear?

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: Find the part that vibrates to make the 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-1.

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

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Loud and quiet sounds, near and far

Name

Date

Score/ 6

  1. Question 1

    Which of these sounds is the QUIETEST?

    • A. a dog barking nearby
    • B. a whisper
    • C. people talking

  2. Question 2

    True or false? Plucking a string gently makes the loudest sound.

    • A. True
    • B. False

  3. Question 3

    An ice-cream van plays music as it drives away down the street. What happens to the sound you hear?

    • A. It gets louder.
    • B. It gets quieter.
    • C. It stays the same.
    • D. It turns into light.

  4. Question 4

    Which of these sounds is the LOUDEST?

    • A. a marching drum close by
    • B. people talking
    • C. a whisper

  5. Question 5

    True or false? Sounds get louder the further away you are.

    • A. True
    • B. False

  6. Question 6

    Why do people wear ear defenders at a very loud concert or near building work?

    • A. To stop light getting in.
    • B. To keep their ears warm.
    • C. Very loud sounds can damage hearing.
    • D. To hear the sounds better.

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Answer key: Loud and quiet sounds, near and far

  1. 1. B. a whisper

  2. 2. B. False

  3. 3. B. It gets quieter.

  4. 4. A. a marching drum close by

  5. 5. B. False

  6. 6. C. Very loud sounds can damage hearing.