• 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 eyes / your hair / your teeth / your vocal cords in your throat) → your vocal cords in your throatPrompt: Put your fingers on your throat and hum.
2. Sound: which statement is true? (Sound cannot travel through empty space (a vacuum). / Loud sounds do not involve vibrations. / Sound cannot travel through water. / Sound travels through space between planets.) → Sound cannot travel through empty space (a vacuum).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 travels through space between planets. / Sounds get fainter as you move further from the source. / Sounds are made by vibrations.) → 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: Pitch and loudness. Read the success criteria together.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Water is poured into identical glass bottles to different levels. You blow across the tops. Which bottle gives the highest note? (the one with the least water / the one with the most water (shortest air column) / they are all the same / the empty one) → the one with the most water (shortest air column)Prompt: When you blow, the air inside vibrates.
2. Pitch and loudness: which statement is true? (Bigger vibrations make louder sounds. / Loud sounds always have a high pitch. / 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.

• 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. Pitch and loudness: which statement is NOT true? (Faster vibrations make higher-pitched sounds. / Bigger vibrations make louder sounds. / Humans can hear sounds from about 20 Hz to 20 000 Hz. / Loud sounds always have a high pitch.) → Loud sounds always have a high pitch.Prompt: Think about a long, low cello string.
2. Pitch and loudness: which statement is true? (Longer strings make higher notes. / Hitting a drum harder makes a higher note. / Loud sounds always have a high pitch. / Sounds get quieter the further you are from the source.) → Sounds get quieter the further you are from the source.Prompt: Pitch is about how fast; loudness is about how big.

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