• 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? (Sound is made of rice / The drum is magnetic / The drum skin is vibrating / The rice is alive) → The drum skin is vibratingPrompt: What makes the rice move?
2. Sound: which statement is true? (Sound travels through space between planets. / Sound cannot travel through empty space (a vacuum). / Loud sounds do not involve vibrations. / 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? (Sounds get fainter as you move further from the source. / Sound can travel through solids, liquids and gases. / Sound travels through space between planets. / Sounds are made by vibrations.) → Sound travels through space between planets.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: Find the part that vibrates to make the sound. Read the success criteria together.

• 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.

• 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 triangle? (the cone at the front / the air inside the tube / the strings / the metal triangle) → the metal trianglePrompt: 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.

• 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 pluck a guitar string and then touch it to stop it moving. What happens to the sound? (Nothing changes. / It gets higher. / It stops. / It gets louder.) → It stops.Prompt: What makes the sound in the first place?
2. True or false? When a vibration stops, its sound stops. (True / False) → TruePrompt: What is happening to the object when a sound is made?

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