Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

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

Find the part that vibrates to make the sound

Light, sound and waves

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

Objective and success criteria

Students will: Find the part that vibrates to make the sound.

  • 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: Sound can make things vibrate; Send messages with light and sound; Loud and quiet sounds, near and far

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 teeth / your eyes / your hair / 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 travels through space between planets. / Loud sounds do not involve vibrations. / Sound can travel through solids, liquids and gases. / Sound cannot travel through water.) → Sound can travel through solids, liquids and gases.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. / Sounds are made by vibrations. / Sound cannot travel through empty space (a vacuum).) → Sound cannot travel through water.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: Find the part that vibrates to make the sound. 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: 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.

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. What vibrates to make the sound of a buzzing bee? (its wings / the strings / the cone at the front / your vocal cords in your throat) → its wingsPrompt: Which part moves back and forth when the sound is made?
  2. You pluck a guitar string and then touch it to stop it moving. What happens to the sound? (It gets louder. / It stops. / It gets higher. / Nothing changes.) → It stops.Prompt: What makes the sound in the first place?

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. Which part of a drum must you hit to make a sound? (the floor under it / the strap / the air around it / the stretched skin) → the stretched skinPrompt: Which part can wobble?
  2. True or false? When a vibration stops, its sound stops. (True / False) → TruePrompt: What is happening to the object when a sound is made?

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: Sound can make things vibrate; Send messages with light and sound; Loud and quiet sounds, near and far.
  • 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

eurekami

Find the part that vibrates to make the sound

Name

Date

Score/ 8

  1. Question 1

    What vibrates to make the sound of a triangle?

    • A. the stretched skin on top
    • B. the air inside the tube
    • C. the metal triangle
    • D. your vocal cords in your throat

  2. Question 2

    True or false? A loudspeaker makes sound by moving back and forth.

    • A. True
    • B. False

  3. Question 3

    You pluck a guitar string and then touch it to stop it moving. What happens to the sound?

    • A. It gets louder.
    • B. It stops.
    • C. It gets higher.
    • D. Nothing changes.

  4. Question 4

    What vibrates to make the sound of a voice?

    • A. the air inside the tube
    • B. your vocal cords in your throat
    • C. the metal triangle
    • D. the metal bell

  5. Question 5

    True or false? A drum makes sound even when nothing hits it.

    • A. True
    • B. False

  6. Question 6

    Put your fingers gently on your throat and hum. What do you feel?

    • A. something very cold
    • B. nothing at all
    • C. your heart stopping
    • D. a buzzing vibration

  7. Question 7

    True or false? Your voice comes from your teeth vibrating.

    • A. True
    • B. False

  8. Question 8

    A ruler is held on a table edge and twanged. How could you see that it is vibrating?

    • A. It turns a different colour.
    • B. It gets longer.
    • C. It glows.
    • D. The free end looks blurry as it moves up and down fast.

Free from eurekami.com

for the adult only

Answer key: Find the part that vibrates to make the sound

  1. 1. C. the metal triangle

  2. 2. A. True

  3. 3. B. It stops.

  4. 4. B. your vocal cords in your throat

  5. 5. B. False

  6. 6. D. a buzzing vibration

  7. 7. B. False

  8. 8. D. The free end looks blurry as it moves up and down fast.