Science

Term:

1b

Skills

LearningObjectives

Outline ofActivities

Lesson 1 - To learn that sounds are made when objects /materials vibrate.

Tomake careful observations and consider what they mean

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Lesson 2 - To learn that sounds are made when objects /materials vibrate.

Tomake careful observations and consider what they mean

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Lesson 3 - To learn that sounds can travel through solids,liquids and gases.

Torecord observations in a systematic, tabular format.

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Lesson 4 - To learn that sounds can travel through solids,liquids and gases.

Torecord observations in a systematic, tabular format.

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Lesson 5 - To make predictions based onobservations.

Tothink carefully about planning a fair test and controlling variablefactors.

Tolearn that some materials reduce the amount of sound that reachesthe ear.

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Lesson 6 - To make predictions based onobservations.

Tothink carefully about planning a fair test and controlling variablefactors.

Tolearn that some materials reduce the amount of sound that reachesthe ear

Lay out a selection of musical instruments at thefront of the class. Ensure that these require a variety ofdifferent ways of playing, e.g. blowing, and plucking. Invite chdup to the front to play these instruments in their different ways.Sort these instruments into groups according to how they areplayed. Chd are to conduct two simple balloon experimentsinvestigating sound vibrations. These are written up using resourcesheet 1.1. Review what has been learnt in the lesson.

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Remind chd of how we felt vibrations on theballoon as we made sounds. This caused the sound that we heard. Logonto http://content.lgfl.org.uk/secure/ve56/and show introduction explaining how a drum makes sounds throughvibrations. Direct chd to the circus of activities 4 differentactivities showing sound vibrations, e.g. rice on a drum skin,ruler on table, plucking elastic bands, tuning fork, night light,etc. Chd write their results based on what they saw and why theythink it happened.

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Re-establish the fact that sounds are made whenobjects vibrate. Sit quietly for 3 minutes and ask chd to writedown all the sounds that they can hear coming from outside theclassroom. Ask a few volunteers to go outside the class and makefootsteps to see if we can hear them from inside the classroom establish what sound has travelled through. Chd make a brainstormchart of all the sounds that can be heard outside the classroom with pictures.

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Review how we learnt last lesson how sound cantravel in vibrations through solids and gases. Invite suggestionsto how we can test this, e.g. ticking clock inside a sealed bag,watch alarm underwater, a buzzer in sound, a voice across a stringtelephone. Perform a selection of these activities and drawconclusions by making a table of results and making a concludingsentence.

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Explain that we will be conducting an experimentcalled What material will be best for soundproofing? Examine whatwe mean by soundproofing and explain how we will conduct the classexperiment by encasing an alarm clock in different materials andthen asking chd to walk with a meter wheel and measure the distancewith which it can be heard. As a class, make predictions and recordthe findings in a table.

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Review what we found last lesson in oursoundproofing experiment. Explain that we will be writing this upunder sub-headings. LA will need a cloze activity to assist inparts of the write-up. The sub-headings should be: what we wereinvestigating, prediction, equipment, how we conducted theexperiment, what happened, results and conclusion. Show extensionsection from http://content.lgfl.org.uk/secure/ve56/and draw conclusions.

Chd experience objects vibrating when sounds aremade.

Chd can pose scientific questions and reachscientific conclusions.

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Chd experience objects vibrating when sounds aremade.

Chd can pose scientific questions and reachscientific conclusions.

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Chdexperience sounds travelling through a variety of mediums.

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Chdexperience sounds travelling through a variety of mediums.

Chdcan record observations in a tabular format.

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Chdconduct a fair test thinking about what factors should becontrolled.

Chdcan identify suitable materials for soundproofing.

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Chdconduct a fair test thinking about what factors should becontrolled.

Chdcan draw scientific conclusions and use scientific languageappropriately.

Science

Term:

1b

Skills

LearningObjectives

Outline ofActivities

Lesson 7 - To understand that the term pitch describes howhigh or low a sound is.

Tolearn about the factors that affect the pitch of a drum (size,tightness).

Tolearn about the factors that affect the pitch of a stringedinstrument (length, thickness, tightness).

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Lesson 8 - To know that sounds can be made by airvibrating.

Tolearn how to control the pitch of a variety of windinstruments.

Toknow why the pitch of wind instruments alter.

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Watch the espresso video about musicalinstruments and observe how pitch of different musical instrumentscan be changed. Chd write down the definition of pitch. As aclass, go through http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml. After, use different sized drums to demonstrate differences involume and pitch. Rpt with a small guitar. Chd are then to completeresource sheet 5.1 in their books. To conclude, discuss thescientific reasoning behind what we have found, e.g. short strings= higher pitch because of more vibrations. Complete the quiz fromthe BBC website.

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Use the virtual experiments activity section todemonstrate pitch in a wind instrument http://content.lgfl.org.uk/secure/ve56/Identify how this bottle makes sounds (air vibrating). Conduct amilk bottle experiment as a class and complete resource sheet 6.1.After, allow chd to experiment with recorders to alter the pitchand complete the rest of resource sheet 6.1. Summarise what we havelearnt over the course of the entire topic.

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Chdunderstand the terms pitch and volume.

Chdcan explain how pitch can be changed in a string and a druminstrument.

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Chdunderstand the terms pitch and volume.

Chdcan explain how pitch can be changed in a wind instrument.

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