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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 flashing bike light? (light / sound / both light and sound) → lightPrompt: Do you see it, hear it, or both?
  2. Why does a pedestrian crossing beep as well as show a green light? (because the light is broken / so people who cannot see well know when to cross / to wake up birds / to make the cars go faster) → so people who cannot see well know when to crossPrompt: Who might not see the green figure?
  3. What message does this signal send: three short blasts on a whistle repeated? (The car is about to turn left. / Stop and wait. / There may be a fire: get out. / I need help.) → I need help.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: R = •–• A = •– I = •• N = –• Message: •–• / •– / •• / –• → RAINPrompt: Each group between the slashes is one letter.
  2. In Morse code, TREE is sent as – / •–• / • / •. How many flashes (dots and dashes) is that altogether? → 6Prompt: 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, SOS is sent as ••• / ––– / •••. How many flashes (dots and dashes) is that altogether? → 9Prompt: Count the symbols for each of the 3 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 torch (flashlight) flashes short (•) and long (–) pulses. Use the key to decode the message. Key: S = ••• O = ––– Message: ••• / ––– / •••

    Answer

  2. Question 2

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

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

  3. Question 3

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

    Answer

  4. Question 4

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

    Answer

  5. Question 5

    Phones and computers send pictures and music as patterns of just two signals, like on and off. What is this called?

    • A. a shadow
    • B. an echo
    • C. a rainbow
    • D. digital information

  6. Question 6

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

    Answer

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Answer key: Send and decode messages using patterns

  1. 1. SOS

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

  3. 3. 9

  4. 4. TREE

  5. 5. D. digital information

  6. 6. SNOW