• 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. When you speak, what vibrates to make the sound? (your vocal cords in your throat / your hair / your teeth / your eyes) → your vocal cords in your throatPrompt: Put your fingers on your throat and hum.
2. Sound: which statement is true? (Sound travels through space between planets. / Loud sounds do not involve vibrations. / Sound cannot travel through empty space (a vacuum). / Sound cannot travel through water.) → 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). / Sounds get fainter as you move further from the source. / Sounds are made by vibrations. / Sound cannot travel through water.) → Sound cannot travel through water.Prompt: Can sound travel where there is nothing at all?

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

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How can you make a guitar string play a higher note?
• Step 1: Faster vibrations give a higher pitch.
• Step 2: So the answer is: make it tighter or shorter
• Answer: make it tighter or shorter
• 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. How can you make a guitar string play a higher note? (pluck it more softly / make it tighter or shorter / make it looser / make it longer) → make it tighter or shorterPrompt: Shorter, tighter strings vibrate faster.
2. Pitch and loudness: which statement is true? (Longer strings make higher notes. / Hitting a drum harder makes a higher note. / Faster vibrations make higher-pitched sounds. / Loud sounds always have a high pitch.) → Faster vibrations make higher-pitched sounds.Prompt: Pitch is about how fast; loudness is about how big.

• 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. Which drum makes the lowest sound? (a small drum with a tight skin / a tiny drum / a drum with a very tight skin / a big drum with a loose skin) → a big drum with a loose skinPrompt: Big, loose skins vibrate slowly.
2. Pitch and loudness: which statement is NOT true? (Faster vibrations make higher-pitched sounds. / Bigger vibrations make louder sounds. / Loud sounds always have a high pitch. / Humans can hear sounds from about 20 Hz to 20 000 Hz.) → Loud sounds always have a high pitch.Prompt: Think about a long, low cello string.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.