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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

Send and decode messages using patterns

Light, sound and waves

CCSS NGSS.4-PS4-3England: KS2 Computing linksEngland: KS2 Y4 Sound

Objective and success criteria

Students will: Send and decode messages using patterns.

  • 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: Send messages with light and 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 (Send messages with light and sound). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Does this signal use light, sound or both: a smoke alarm beeping? (light / sound / both light and sound) → soundPrompt: Do you see it, hear it, or both?
  2. Your friend is across a noisy playground. Which signal will they notice best? (tapping a pencil quietly / humming softly / waving a brightly coloured flag / whispering her name) → waving a brightly coloured flagPrompt: Sound gets lost in a noisy place.
  3. What message does this signal send: a smoke alarm beeping loudly? (There may be a fire: get out. / The car is about to turn left. / Playtime is over; go back to class. / I need help.) → There may be a fire: get out.Prompt: Where would you meet this signal, and what should you do?

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: Send and decode messages using patterns. 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: A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: D = –•• O = ––– G = ––• Message: –•• / ––– / ––•
  • Step 1: –•• → D, ––– → O, ––• → G
  • Step 2: So the answer is: DOG
  • Answer: DOG
  • 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. A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: S = ••• T = – A = •– R = •–• Message: ••• / – / •– / •–• → STARPrompt: Each group between the slashes is one letter.
  2. In Morse code, SNOW is sent as ••• / –• / ––– / •––. How many flashes (dots and dashes) is that altogether? → 11Prompt: Count the symbols for each of the 4 letters.

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 torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: R = •–• A = •– I = •• N = –• Message: •–• / •– / •• / –• → RAINPrompt: Each group between the slashes is one letter.
  2. In Morse code, STAR is sent as ••• / – / •– / •–•. How many flashes (dots and dashes) is that altogether? → 9Prompt: Count the symbols for each of the 4 letters.

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: Send messages with light and 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-4.

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

eurekami

Send and decode messages using patterns

Name

Date

Score/ 6

  1. Question 1

    A space probe far from Earth sends photos home. How do they travel?

    • A. as coded radio signals
    • B. carried by a rocket
    • C. by post
    • D. as sound through space

  2. Question 2

    In Morse code, CAT is sent as –•–• / •– / –. How many flashes (dots and dashes) is that altogether?

    Answer

  3. Question 3

    A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: S = ••• T = – A = •– R = •–• Message: ••• / – / •– / •–•

    Answer

  4. Question 4

    Why is "SOS" (• • • / – – – / • • •) a good emergency signal?

    • A. It is the longest message possible.
    • B. Only ships can understand it.
    • C. It is secret.
    • D. It is a simple pattern that is easy to send and recognise with light or sound.

  5. Question 5

    A torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: M = –– O = ––– N = –• Message: –– / ––– / ––– / –•

    Answer

  6. Question 6

    Why are digital messages less likely to be spoiled by noise than older signals?

    • A. Digital messages are louder.
    • B. They use no energy.
    • C. Noise cannot travel through air.
    • D. Each part is only on or off, so small changes are easy to ignore or correct.

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Answer key: Send and decode messages using patterns

  1. 1. A. as coded radio signals

  2. 2. 7

  3. 3. STAR

  4. 4. D. It is a simple pattern that is easy to send and recognise with light or sound.

  5. 5. MOON

  6. 6. D. Each part is only on or off, so small changes are easy to ignore or correct.