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Science lesson plan · 1st grade (Year 2 in England) · 45 minutes

Loud and quiet sounds, near and far

Light, sound and waves

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

Objective and success criteria

Students will: Loud and quiet sounds, near and far.

  • 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: Find the part that vibrates to make the 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 · 5 min

  • Quick retrieval from earlier learning (Find the part that vibrates to make the sound). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What vibrates to make the sound of a triangle? (the metal bell / the stretched skin on top / the strings / the metal triangle) → the metal trianglePrompt: Which part moves back and forth when the sound is made?
  2. Which part of a drum must you hit to make a sound? (the air around it / the strap / the stretched skin / the floor under it) → the stretched skinPrompt: Which part can wobble?
  3. True or false? When a vibration stops, its sound stops. (True / False) → TruePrompt: What is happening to the object when a sound is made?

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: Loud and quiet sounds, near and far. 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: Which of these sounds is the LOUDEST?
  • Step 1: From quietest to loudest:
  • Step 2: people talking < a marching drum close by < a jet plane taking off nearby
  • Step 3: So the answer is: a jet plane taking off nearby
  • Answer: a jet plane taking off nearby
  • 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. Which of these sounds is the LOUDEST? (a jet plane taking off nearby / people talking / a whisper) → a jet plane taking off nearbyPrompt: Imagine hearing each one. Which would make you cover your ears, and which could you hardly hear?
  2. An ice-cream van plays music as it drives away down the street. What happens to the sound you hear? (It turns into light. / It gets louder. / It stays the same. / It gets quieter.) → It gets quieter.Prompt: Is the van getting closer or further away?

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 8 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 can you make a drum sound louder? (Hit it more gently. / Hit it harder. / Paint it a new colour. / Cover it with a blanket.) → Hit it harder.Prompt: A bigger hit makes bigger vibrations.
  2. True or false? Hitting a drum harder makes a louder sound. (True / False) → TruePrompt: Think about vibration size and distance.

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: Find the part that vibrates to make the 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-1.

Free lesson plan from eurekami.com/lesson-plan-builder

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Loud and quiet sounds, near and far

Name

Date

Score/ 8

  1. Question 1

    Which of these sounds is the LOUDEST?

    • A. a jet plane taking off nearby
    • B. a marching drum close by
    • C. a dog barking nearby

  2. Question 2

    True or false? Plucking a string gently makes the loudest sound.

    • A. True
    • B. False

  3. Question 3

    How can you make a drum sound louder?

    • A. Hit it harder.
    • B. Cover it with a blanket.
    • C. Paint it a new colour.
    • D. Hit it more gently.

  4. Question 4

    True or false? A sound gets fainter as you move away from it.

    • A. True
    • B. False

  5. Question 5

    Why do teachers ask the class to stand closer during a quiet story?

    • A. Sounds are louder when you are nearer the source.
    • B. It makes the book bigger.
    • C. Stories are only heard by people at the front.
    • D. Sounds travel faster to the back.

  6. Question 6

    True or false? Ear defenders make sounds louder.

    • A. True
    • B. False

  7. Question 7

    True or false? Sounds get louder the further away you are.

    • A. True
    • B. False

  8. Question 8

    True or false? Very loud sounds can harm your ears.

    • A. True
    • B. False

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Answer key: Loud and quiet sounds, near and far

  1. 1. A. a jet plane taking off nearby

  2. 2. B. False

  3. 3. A. Hit it harder.

  4. 4. A. True

  5. 5. A. Sounds are louder when you are nearer the source.

  6. 6. B. False

  7. 7. B. False

  8. 8. A. True