• 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 bell? (your vocal cords in your throat / the strings / the metal triangle / the metal bell) → the metal bellPrompt: Which part moves back and forth when the sound is made?
2. A ruler is held on a table edge and twanged. How could you see that it is vibrating? (It gets longer. / The free end looks blurry as it moves up and down fast. / 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.
3. True or false? Sounds can be made without anything moving. (True / False) → FalsePrompt: What is happening to the object when a sound is made?

• 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.

• 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.

• 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? (people talking / a jet plane taking off nearby / 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 stays the same. / It gets louder. / It gets quieter. / It turns into light.) → It gets quieter.Prompt: Is the van getting closer or further away?

• 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. How can you make a drum sound louder? (Hit it more gently. / Paint it a new colour. / Cover it with a blanket. / Hit it harder.) → Hit it harder.Prompt: A bigger hit makes bigger vibrations.
2. Which of these sounds is the QUIETEST? (a marching drum close by / a jet plane taking off nearby / a whisper) → a whisperPrompt: Imagine hearing each one. Which would make you cover your ears, and which could you hardly hear?

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