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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. Rice grains on a drum jump when the drum is hit. What does this show? (The drum skin is vibrating / Sound is made of rice / The drum is magnetic / The rice is alive) → The drum skin is vibratingPrompt: What makes the rice move?
  2. Sound: which statement is true? (Sound can travel through solids, liquids and gases. / Loud sounds do not involve vibrations. / Sound travels through space between planets. / Sound cannot travel through water.) → Sound can travel through solids, liquids and gases.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 cannot travel through water. / Sounds are made by vibrations. / Sound can travel through solids, liquids and gases.) → 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 loudspeaker? (your vocal cords in your throat / the stretched skin on top / the cone at the front / the strings) → the cone at the frontPrompt: Which part moves back and forth when the sound is made?
  2. Which part of a drum must you hit to make a sound? (the stretched skin / the floor under it / the strap / the air around it) → the stretched skinPrompt: Which part can wobble?

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? Your voice comes from your teeth vibrating. (True / False) → FalsePrompt: What is happening to the object when a sound is made?
  2. What vibrates to make the sound of a buzzing bee? (the cone at the front / the strings / your vocal cords in your throat / its wings) → its wingsPrompt: Which part moves back and forth when the sound is made?

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

    What vibrates to make the sound of a buzzing bee?

    • A. the air inside the tube
    • B. the metal triangle
    • C. its wings
    • D. the metal bell

  2. Question 2

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

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

  3. Question 3

    True or false? Sounds can be made without anything moving.

    • A. True
    • B. False

  4. Question 4

    What vibrates to make the sound of a loudspeaker?

    • A. its wings
    • B. the cone at the front
    • C. the air inside the tube
    • D. the metal triangle

  5. Question 5

    True or false? All sounds are made by something vibrating.

    • A. True
    • B. False

  6. Question 6

    True or false? A loudspeaker makes sound by moving back and forth.

    • A. True
    • B. False

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

  1. 1. C. its wings

  2. 2. A. the stretched skin

  3. 3. B. False

  4. 4. B. the cone at the front

  5. 5. A. True

  6. 6. A. True