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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 rice is alive / The drum skin is vibrating / Sound is made of rice / The drum is magnetic) → The drum skin is vibratingPrompt: What makes the rice move?
  2. Sound: which statement is true? (Sounds are made by vibrations. / Loud sounds do not involve vibrations. / Sound cannot travel through water. / Sound travels through space between planets.) → Sounds are made by vibrations.Prompt: Can sound travel where there is nothing at all?
  3. Sound: which statement is NOT true? (Sounds are made by vibrations. / Sounds get fainter as you move further from the source. / Sound cannot travel through empty space (a vacuum). / Sound travels through space between planets.) → Sound travels through space between planets.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 bell? (the metal bell / the metal triangle / the air inside the tube / its wings) → the metal bellPrompt: 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? (It stops. / Nothing changes. / It gets louder. / It gets higher.) → 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. What vibrates to make the sound of a bell? (the metal triangle / the cone at the front / the metal bell / its wings) → the metal bellPrompt: Which part moves back and forth when the sound is made?
  2. Put your fingers gently on your throat and hum. What do you feel? (nothing at all / a buzzing vibration / your heart stopping / something very cold) → a buzzing vibrationPrompt: Sounds are made by things moving back and forth.

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

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

  3. Question 3

    What vibrates to make the sound of a loudspeaker?

    • A. your vocal cords in your throat
    • B. the metal triangle
    • C. the cone at the front
    • D. the stretched skin on top

  4. Question 4

    True or false? When a vibration stops, its sound stops.

    • A. True
    • B. False

  5. Question 5

    A ruler is held on a table edge and twanged. How could you see that it is vibrating?

    • A. It gets longer.
    • B. The free end looks blurry as it moves up and down fast.
    • C. It turns a different colour.
    • D. It glows.

  6. Question 6

    What vibrates to make the sound of a recorder or flute?

    • A. the cone at the front
    • B. the metal triangle
    • C. the air inside the tube
    • D. your vocal cords in your throat

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

  1. 1. B. False

  2. 2. C. a buzzing vibration

  3. 3. C. the cone at the front

  4. 4. A. True

  5. 5. B. The free end looks blurry as it moves up and down fast.

  6. 6. C. the air inside the tube