Pupils should be taught to:
• identify how sounds are made, associating some of them with something vibrating;
• recognise that vibrations from sounds travel through a medium to the ear;
• 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 produced it;
• recognise that sounds get fainter as the distance from the sound source increases.
Pupils design an investigation to see which material would be the most suitable for soundproofing a ticking clock.
View ResourcePupils design an investigation to see which material would be the most suitable for soundproofing a ticking clock.
View ResourceA PowerPoint presentation used to introduce pupils to sound, how sound is produced and how it travels and the variety of ways that sound can be produced. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourcePupils plan an investigation to find out which materials are the most effective at sound proofing. They make predictions, investigate, record observations, present results and draw conclusions.
Pupils plan an investigation to find out which materials are the most effective at sound proofing. They make predictions, investigate, record observations, present results and draw conclusions.
Pupils make their own sound cannons to help the demonstrate the presence of sounds waves and how they travel from a source, through the air and to our ears.
Pupils use a sound cannon to help them investigate and demonstrate the presence and effects of sounds waves.
Pupils learn that sounds are produced by vibrations and that these vibrations travel through the air and into our ears. They complete an investigation to help demonstrate how sound waves travel from their source, through the air and into our ears.
Pupils learn that sound is produced by vibrations an that these vibrations produce sound waves and that these sound waves travel through the air and enter our ears. When these sound waves enter our ears we can hear the sound.
Pupils explore how sound is made with the aid of a tuning fork. They learn that a tuning fork vibrates and it is these vibrations that produce sound.
Pupils think about how instruments make their sounds and plan their own investigation to explore and record how sounds can be made e.g. hitting, blowing, strumming etc.
Pupils explore a range of instruments and investigate how vibrations, and therefore sound is being made.
Pupils learn that sound can be made in a number of ways, for example hitting, blowing, plucking,
shaking and/or strumming and that each of these sounds are made via vibrations. Pupils explore a number of different instruments to investigate which parts vibrate and make sound.
Pupils produce a pictograph of their results from 'Testing Sound and Distance' investigation.
Pupils place a ticking clock (or similar item) on a table at one end of the classroom (or school hall). They stand next to, but facing away from, the table. When everything is quiet pupil raise their hand if they can hear the ticking clock? Pupils take one step forwards and raise their hand again if they can hear the clock. They repeat this process until they can no longer hear the clock. Pupils record their findings and place their results into a pictograph.
Pupils investigate a range of instruments to find out the main way that they are played to make their sound, strumming, striking, shaking or blowing.
Pupils look at a selection of pictures of everyday things that make sounds. They have to discuss which of the sounds they think can be heard from long distances? They cut out the pictures and place them in order, loudest sound to quietest. They compare their order with the other children in the class and discuss whose order they think is correct and why?
Pupils look at a range of instruments placed on a resource table. Each instrument should have a label on it naming it. Pupils explore these instruments one at a time to find out what sounds they can make with them. They record their investigation in a booklet.
Pupils investigate the various ways that their bodies can make sounds. They record in pictures and words the ways they made these sounds.
Pupils learn about the five senses and how they help us make sense of the world. They then think about how the world may be if they lost one of their senses - the sense of hearing!
Pupils cut out a number of 'listening' cards and discuss how sound is being used to warn people about everyday dangers. They are also encouraged to think about what could happen in each of the situations if they could not hear?
Pupils learn that sound is made from a sound source and that there are many different sound sources. Pupils explore a range of instruments and record the variety of ways that they make sound e.g. hitting, strumming, shaking etc.
Pupils learn about the importance of hearing as a sense and how hearing helps us with our everyday lives. They learn about how our hearing helps us to keep safe and that there are some sounds that we find pleasant on the ear and other that we would prefer to avoid.
Pupils learn about 'pitch' and how pitch is different from volume. They learn that pitch has a range of sounds that go from low to high. They learn that deeper sounds have a lower the pitch and higher sounds have a higher pitch. Pupils complete an investigate into pitch by placing a number of containers, each filled with different amounts of water, into order according the pitch produced when struck.