Year 4: Sound Significant

information
What should I already know?
Science – Asking May have some understanding that objects make different An acoustician is a
questions about how sounds. scientist that
the world works and Some understanding that they use their ears to hear sounds. studies sound
Know about their different senses.
finding the answers.
N/C - Identify how sounds are made, associating some of them with something A sound source is
vibrating. Recognise that vibrations from sounds travel through a medium to the ear. something that
Find patterns between the pitch of a sound and features of the object that produced it
Find patterns between the volume of a sound and the strength of the vibrations that makes a sound.
produced it. Recognise that sounds get fainter as the distance from the sound source
increases. Soundproofing is
when a material is
used to absorb
loud sounds.

Sound travels
better through
some materials
than others.

Interesting fact - Sound can travel in air at approximately 332 metres

per second.
 Glossary/Key Learning
Vibrating A movement backwards and forwards.
particles Tiny bits of matter that make up everything in the universe.
Sound wave Vibrations travelling from a sound source.
What is sound? Sound is a type of energy. Sounds are created by vibrations.
The bigger the sound the bigger the vibration.
How does sound Sound travels as a wave. The vibrations make particles
travel? closest to the object vibrate, which then passes to the next
particle.
How does distance Sounds gets quieter as the distance from the sound source
effect sounds? increases.
What is pitch? Pitch of a sound is how low or high it sounds. A high pitch
has a high sound and a low pitch has a low sound.
 Science Year 4 – Sound
National Curriculum Objectives: Prior Objectives:
• Identify how sounds are made, associating some of them with something vibrating • Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic,
• Recognise that vibrations from sounds travel through a medium to the ear glass, brick, rock, paper and cardboard for particular uses.
• Find patterns between the pitch of a sound and features of the object that produced it Prior Knowledge:
• Find patterns between the volume of a sound and the strength of the vibrations that produced it • May have some understanding that objects make different sounds.
• Recognise that sounds get fainter as the distance from the sound source increases. • Some understanding that they use their ears to hear sounds.
• Know about their different senses.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Skill – Skill – Skill – Skill – Skill – Skill –

Knowledge – Knowledge – Knowledge – Knowledge – Knowledge – Knowledge –

WALT: Explore sounds. WALT: Understand how WALT: Explore the pitch WALT: Explore the volume WALT: Investigate ways to WALT: Create different
sound travels. of sounds. of sounds. absorb sound. sounds.
WILF:
-Experiment fairly. WILF: WILF: WILF: WILF: Create various musical
-Make observations. -Describe how vibrations -Identify high and low pitch -Identify loud/quiet sounds -Find materials that absorb instruments.
-Use data loggers. make sound -Identify different sound -Identify different sound sound
-Draw a diagram waves. waves. -Experiment safely Collect multiple materials
Discuss which areas in the -Experiment safely -Describe the sound. -Describe the sound. -Explain why some over the weeks so chn can
school might be the loudest materials absorb sound. use them to create
and quietest. Chn close eyes & point to Chn listen to sounds of Children attempt to make a instruments.
where they can hear sound. different pitch and see if loud sound and a quiet What can we do to make
Chn generate their own they can hear them. sound. sure other classrooms can
questions about sound. Place some rice on a drum hear us?
and discuss what happens Listen to different animals Predict what the sound
Show the act of vibration when you bang the drum and decide whether the wave of a loud sound looks Glue cotton balls of a cup.
by feeling vocal cords, (gentle, medium, hard). sound the make is high or like. Predict what the sound Blow the whistle into the
putting rice on a drum and Discuss how the sound low pitched wave of a quiet sound looks empty cup. Then blow the
putting a tuning fork in the travels. like. whistle into the cotton ball
water. Make observations. Show a picture of a sound cup.
Chn all have a go at putting wave and explain what this Use cups and strings to How is the sound
Recording: the tuning fork in water is. create a telephone different?
Chn walk around school to after banging it on the
find the loudest areas and table. Recording: Recording: Recording:
the quietest areas. Use Match pictures to whether Draw a diagram to show Record and QR code.
data loggers to measure Recording: the sound is high or low and sound waves of different List the resources used for
these. Draw a diagram to show whether the waves or long volumes. the experiment and explain
how sound travels. (Before or short. what each resource
and after lesson) represented.
Assessment:
Use the vocabulary mat to assess the children’s prior knowledge and use the mats again to assess what the children have learnt.
Key Vocabulary:
Vibrations, volume, quiet, loud, ear, pitch, high, low, particles, instruments, wave.