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Science lesson plan · 4th grade (Year 5 in England) · 45 minutes

Pitch and loudness

Light, sound and waves

CCSS NGSS.4-PS4-1CCSS NGSS.1-PS4-1England: KS2 Y4 Sound

Objective and success criteria

Students will: Pitch and loudness.

  • 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: Parts of a wave; Parts of a wave: crest, trough, amplitude and wavelength; Frequency and amplitude of sound waves

Materials: Slinky or rope, Mirrors and torches, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 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. When you speak, what vibrates to make the sound? (your hair / your vocal cords in your throat / your eyes / your teeth) → your vocal cords in your throatPrompt: Put your fingers on your throat and hum.
  2. Sound: which statement is true? (Sound cannot travel through water. / Sounds get fainter as you move further from the source. / Loud sounds do not involve vibrations. / Sound travels through space between planets.) → Sounds get fainter as you move further from the source.Prompt: Can sound travel where there is nothing at all?
  3. Sound: which statement is NOT true? (Sound can travel through solids, liquids and gases. / Sound cannot travel through empty space (a vacuum). / Sound travels through space between planets. / Sounds are made by vibrations.) → Sound travels through space between planets.Prompt: Can sound travel where there is nothing at all?

Hook · 5 min

  • Ask the class to make a wave with a rope or slinky and describe what moves and what doesn't.
  • Share the objective: Pitch and loudness. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: How can you make a guitar string play a higher note?
  • Step 1: Faster vibrations give a higher pitch.
  • Step 2: So the answer is: make it tighter or shorter
  • Answer: make it tighter or shorter
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 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. How can you make a guitar string play a higher note? (make it longer / make it looser / pluck it more softly / make it tighter or shorter) → make it tighter or shorterPrompt: Shorter, tighter strings vibrate faster.
  2. Pitch and loudness: which statement is true? (Loud sounds always have a high pitch. / Bigger vibrations make louder sounds. / Longer strings make higher notes. / Hitting a drum harder makes a higher note.) → Bigger vibrations make louder sounds.Prompt: Pitch is about how fast; loudness is about how big.

You do: independent practice · 10 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 · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. How do you make a drum sound louder? (hit it harder / use a smaller drum / hit it more gently / cover it with a cloth) → hit it harderPrompt: Bigger vibrations make louder sounds.
  2. Pitch and loudness: which statement is true? (Hitting a drum harder makes a higher note. / Loud sounds always have a high pitch. / Longer strings make higher notes. / Bigger vibrations make louder sounds.) → Bigger vibrations make louder sounds.Prompt: Pitch is about how fast; loudness is about how big.

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: Parts of a wave; Parts of a wave: crest, trough, amplitude and wavelength; Frequency and amplitude of sound waves.
  • 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

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Pitch and loudness

Name

Date

Score/ 6

  1. Question 1

    Pitch and loudness: which statement is NOT true?

    • A. Pitch is how high or low a sound is.
    • B. Faster vibrations make higher-pitched sounds.
    • C. Longer strings make higher notes.
    • D. Humans can hear sounds from about 20 Hz to 20 000 Hz.

  2. Question 2

    Water is poured into identical glass bottles to different levels. You blow across the tops. Which bottle gives the highest note?

    • A. the empty one
    • B. the one with the most water (shortest air column)
    • C. the one with the least water
    • D. they are all the same

  3. Question 3

    Pitch and loudness: which statement is true?

    • A. Hitting a drum harder makes a higher note.
    • B. Longer strings make higher notes.
    • C. Pitch is how high or low a sound is.
    • D. Loud sounds always have a high pitch.

  4. Question 4

    Which drum makes the lowest sound?

    • A. a small drum with a tight skin
    • B. a tiny drum
    • C. a big drum with a loose skin
    • D. a drum with a very tight skin

  5. Question 5

    How do you make a drum sound louder?

    • A. cover it with a cloth
    • B. use a smaller drum
    • C. hit it more gently
    • D. hit it harder

  6. Question 6

    How can you make a guitar string play a higher note?

    • A. make it longer
    • B. make it tighter or shorter
    • C. make it looser
    • D. pluck it more softly

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Answer key: Pitch and loudness

  1. 1. C. Longer strings make higher notes.

  2. 2. B. the one with the most water (shortest air column)

  3. 3. C. Pitch is how high or low a sound is.

  4. 4. C. a big drum with a loose skin

  5. 5. D. hit it harder

  6. 6. B. make it tighter or shorter