• 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. What makes the sound when you pluck a guitar string? (light from the string / the string vibrating / the string getting hot / the wood breathing) → the string vibratingPrompt: Touch the string gently after plucking it.
2. Sound: which statement is true? (Sound cannot travel through water. / Sounds are made by vibrations. / Loud sounds do not involve vibrations. / 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. / Sound travels through space between planets. / Sounds get fainter as you move further from the source. / Sound can travel through solids, liquids and gases.) → 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: Sound travels through solids, liquids and gases, but not space. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Can sound travel through this: air?
• Step 1: Sound needs particles to pass vibrations on.
• Step 2: So the answer is: sound can travel through it
• Answer: sound can travel through it
• 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. Can sound travel through this: a vacuum in a sealed jar with all the air pumped out? (sound can travel through it / sound cannot travel through it) → sound cannot travel through itPrompt: Are there particles to pass the vibration along?
2. Why are recording studios lined with soft foam? (Soft materials absorb sound and reduce echoes. / Foam makes sound louder. / To keep the room warm. / Foam conducts electricity.) → Soft materials absorb sound and reduce echoes.Prompt: Do sounds echo more in an empty hall or a room full of cushions?

• 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. Put your ear on a table while a friend taps the far end gently. Why do you hear it clearly? (Sound travels well through solids. / Your ear makes the sound. / Tables make sounds louder by magic. / Sound cannot travel through air.) → Sound travels well through solids.Prompt: Particles in a solid are packed tightly together.
2. True or false? Sound travels through empty space. (True / False) → FalsePrompt: Sound needs particles. Where are there none?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.