• 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. How does sound reach your ears? (Your ears pull the sound in / It does not need to travel / Sound travels as light / Vibrations travel through the air to your ears) → Vibrations travel through the air to your earsPrompt: Sound needs something to travel through.
2. Sound: which statement is true? (Sounds are made by vibrations. / Sound cannot travel through water. / Sound travels through space between planets. / Loud sounds do not involve vibrations.) → Sounds are made by vibrations.Prompt: Can sound travel where there is nothing at all?
3. Sound: which statement is NOT true? (Sound cannot travel through water. / Sound can travel through solids, liquids and gases. / Sound cannot travel through empty space (a vacuum). / Sounds get fainter as you move further from the source.) → Sound cannot travel through water.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: Find the part that vibrates to make the sound. Read the success criteria together.

• 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.

• 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 recorder or flute? (the metal bell / the strings / the stretched skin on top / the air inside the tube) → the air inside the tubePrompt: 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 / your heart stopping / a buzzing vibration / something very cold) → a buzzing vibrationPrompt: Sounds are made by things moving back and forth.

• 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 8 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. True or false? A loudspeaker makes sound by moving back and forth. (True / False) → TruePrompt: What is happening to the object when a sound is made?
2. A ruler is held on a table edge and twanged. How could you see that it is vibrating? (The free end looks blurry as it moves up and down fast. / It gets longer. / It glows. / It turns a different colour.) → The free end looks blurry as it moves up and down fast.Prompt: Look at the end that sticks out.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.