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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. How does sound reach your ears? (Sound travels as light / Vibrations travel through the air to your ears / It does not need to travel / Your ears pull the sound in) → Vibrations travel through the air to your earsPrompt: Sound needs something to travel through.
  2. Sound: which statement is true? (Loud sounds do not involve vibrations. / Sound travels through space between planets. / Sound can travel through solids, liquids and gases. / 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 water. / Sounds are made by vibrations. / Sounds get fainter as you move further from the source. / Sound cannot travel through empty space (a vacuum).) → 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 drum? (the stretched skin on top / the air inside the tube / your vocal cords in your throat / the metal bell) → the stretched skin on topPrompt: Which part moves back and forth when the sound is made?
  2. You pluck a guitar string and then touch it to stop it moving. What happens to the sound? (Nothing changes. / It gets louder. / It gets higher. / It stops.) → It stops.Prompt: What makes the sound in the first place?

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 ruler is held on a table edge and twanged. How could you see that it is vibrating? (It turns a different colour. / The free end looks blurry as it moves up and down fast. / It glows. / It gets longer.) → The free end looks blurry as it moves up and down fast.Prompt: Look at the end that sticks out.
  2. True or false? A loudspeaker makes sound by moving back and forth. (True / False) → TruePrompt: What is happening to the object when a 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

eurekami

Find the part that vibrates to make the sound

Name

Date

Score/ 6

  1. Question 1

    True or false? Your voice comes from your teeth vibrating.

    • A. True
    • B. False

  2. Question 2

    Put your fingers gently on your throat and hum. What do you feel?

    • A. a buzzing vibration
    • B. your heart stopping
    • C. something very cold
    • D. nothing at all

  3. Question 3

    What vibrates to make the sound of a triangle?

    • A. the strings
    • B. the metal triangle
    • C. the metal bell
    • D. the cone at the front

  4. Question 4

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

    • A. True
    • B. False

  5. Question 5

    You pluck a guitar string and then touch it to stop it moving. What happens to the sound?

    • A. It gets higher.
    • B. It gets louder.
    • C. Nothing changes.
    • D. It stops.

  6. Question 6

    What vibrates to make the sound of a drum?

    • A. the air inside the tube
    • B. the stretched skin on top
    • C. its wings
    • D. the cone at the front

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

  1. 1. B. False

  2. 2. A. a buzzing vibration

  3. 3. B. the metal triangle

  4. 4. B. False

  5. 5. D. It stops.

  6. 6. B. the stretched skin on top