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Science - Sound

After our sound walk last week, this weeks sound lesson is called 'Good Vibrations'.


We aim to explore sound further and investigate sound vibrations and how sound travels.


Science Objectives
i) Identify how sounds are made, associating some of them with something vibrating.

ii) Recognise that vibrations from sounds travel through a medium to the ear.

iii) Recognise that sounds get fainter as the distance from the sound source increases.



  • Explain that sounds are made when an object vibrates and begin to understand that we hear sounds when the vibrations travel from a source through a medium to our ears. Use the weblink and video to help explain.
  • Ask the question about why sounds get fainter when you are further from the source of the sound, we will return to this later. 
  • Vocabulary to introduce: Sound, transmit, medium, air, water, solid, vibrations, source, sound waves, particles, travel


Investigation - exploring/problem solving
Explore sound further and investigate vibrations and how sound travels using the attached resource. Starting with making a string telephone, if you can. Follow the numbered instructions and then the steps in bold to change the investigation. Can the children record their findings and write a brief explanation of how it works? 


Then using the notes for guided task can you using what you have at home to visually demonstate sound vibrations?


Additional suggested resources:

  • Drum and beater
  • Bowl of water and tuning fork 
  • Paper or plastic cups (with a small hole punched in the bottom)
  • Long lengths of string
  • Dry rice


Demonstrate sound vibrations using some visible evidence, e.g. a drum skin with rice grains scattered on it, a plucked elastic band, the tip of a vibrating tuning fork placed in water, a ruler clamped to a table and tapped at one end. What do all these sources of sounds have in common? They are visibly vibrating. Explain that all sounds are made when objects vibrate. Ask children to use their fingers to feel some vibrations that they cannot see, e.g. their larynx as they talk, a speaker for a stereo system, a cymbal or triangle that has been hit.


Can you send some pictures of this?


In school we would have then used the final plenary on the final page of the resource to recap our learning. Any questions let me know.