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

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Can sound travel through this: air?
• Step 1: Sound needs particles to pass vibrations on.
• Step 2: So the answer is: sound can travel through it
• Answer: sound can travel through it
• 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. Can sound travel through this: air? (sound can travel through it / sound cannot travel through it) → sound can travel through itPrompt: Are there particles to pass the vibration along?
2. You see lightning, then hear thunder a few seconds later. Why the delay? (Thunder happens later. / Light travels much faster than sound. / Your ears are slower than your eyes. / Sound travels faster than light.) → Light travels much faster than sound.Prompt: Sound travels about 340 metres each second in air.

• 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. Why are recording studios lined with soft foam? (Foam conducts electricity. / To keep the room warm. / Foam makes sound louder. / Soft materials absorb sound and reduce echoes.) → Soft materials absorb sound and reduce echoes.Prompt: Do sounds echo more in an empty hall or a room full of cushions?
2. True or false? Sound can travel through water. (True / False) → TruePrompt: Sound needs particles. Where are there none?

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