© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Lesson Plans
Chapter 7: Sound
Total number of periods: 14 periods

Overview of Lesson Plans

What Is Sound? (6 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
7.1 Pupils should: Collect evidence in a variety of Analysing Communicate clearly 6
- know that sound is produced by vibration contexts to answer questions and test Observing Think creatively
- know that the volume of sound can be ideas. (Ep1) Communicating Be self-directed learners
measured Inferring Collaborate with others
Suggest questions that can be tested Predicting
and make predictions to communicate
these questions. (Ep3)

How Do We Hear? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
7.2 Pupils should: Collect evidence in a variety of Comparing Reason effectively 4
- know that sound can travel through solids, contexts to answer questions and test Inferring Solve problems
liquids and gases ideas. (Ep1) Observing
- know that sound can be absorbed by materials
Suggest questions that can be tested
and make predictions to communicate
these questions. (Ep3)

What Is Pitch of Sound? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
7.3 Pupils should: Collect evidence in a variety of Comparing Be self-directed learners 4
- know that sound can be high or low contexts to answer questions and test Observing Reason effectively
- understand how pitch can be changed in musical ideas. (Ep1) Organising
instruments
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Suggest questions that can be tested

and make predictions to communicate
these questions. (Ep3)

Explain what the evidence shows and

whether it supports predictions. (Eo6)
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Main Lesson Plans

Lesson 7.1
BSCS 5E Lesson Notes Resources
Background: Sound is all around us, and plays an inherent role in our daily life. Many times, sound acts as a cue for us,
warning of any potential dangers and causing our body to react. For example, we become instantly alert when hearing a car
sounding a horn when we cross the road. Sound is also used to communicate our speech with one another. In this chapter,
pupils will learn that sounds are produced by vibrations. The characteristics of sounds are determined by its loudness and
pitch. Pupils will learn how to measure sound, understand how sounds travel, and how to change the pitch of sounds. Pupils
are required to use the skills of observing and comparing in their learning to examine the properties of sound.

Chapter opener Textbook page 115

Teaching Tip: Show pupils a video that gives a simple introduction of sounds. URL 7.1

Engage: Activity: Ask pupils to imagine that they are in the scene in the chapter opener.
Questions are
raised to generate Ask pupils:
pupils’ interest in  What can you hear in the room? Try to describe these sounds as much as you can. (Answer: Accept all possible answers.)
the topic  Why are there sounds in the room? How are they produced? (Answer: There are sounds in the room because Smarty, Min,
Ari, Rita and Tom are playing musical instruments. Smarty is hitting the drum, Rita is blowing into the flute, Tom is
strumming the strings on the guitar, Ari is blowing into the saxophone and Min is singing and clapping.)
 Why do you think there are different kinds of sounds? (Answer: Accept all possible answers.)

Explain that:
 We can make sounds in many different ways, for example, playing musical instruments, singing and clapping our hands.
 We are able to hear sounds.
 There are different kinds of sounds. They can be loud or soft, high or low pitch.

Process Skill: Analysing

21st Century Skill: Communicate clearly

Tell pupils that they will learn how sounds are produced and what properties sounds have.

What’s In This Chapter?, What Will I Learn? Textbook page 116

Emphasise to pupils what their learning journey will be like for this chapter.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

• Sound is produced by vibrations.

• Sound can travel through different materials.
• Sound can be high-pitched or low-pitched.
• Pitch can be changed in musical instruments.

Teaching Tip: Trace the path of the mind map by reading out loud.

What Is Sound? Textbook page 117

Explore: Activity: You can use the Internet to play sounds that can be heard in everyday life, such as traffic noises, people walking or
Pupils identify the animals making noises. Ask pupils to guess how these sounds are made from. Then, have pupils discuss the following
importance of new questions:
idea  What is the importance of sound in our lives? (Answer: Accept all possible answers.)
 What would the world be like without sound? (Answer: Accept all possible answers.)

Explain that:
 Sounds are everywhere around us and play an important role in our lives. They can let you sense the world or
communicate with others.

Process Skills: Observing, Predicting

21st Century Skill: Think creatively

Sound is produced by vibrations Textbook page 118

Background: Sound is a form of energy and is produced by vibrations. When an object vibrates, it in turn causes the vibration
of adjacent air particles. These vibrations continue until the particles run out of energy. We hear sound when the vibrations Workbook page 93
reach our ear. Activity 1: My Sugar
Drum
Activity: Have pupils experience the vibrations of different objects. Use string instruments, drums, elastic bands or twanging
rulers to demonstrate these observable vibrations to pupils. Ask pupils to compare what they can hear when the object is
stationary and when it is vibrating. Pupils should be able to observe that sound is only produced when the object is vibrating.

Some vibrations are also hard to see. Strike a tuning fork and ask pupils to observe it clearly. Ask pupils whether the tuning
fork is vibrating. To show pupils that it is actually vibrating, strike the tuning fork again and place it into a glass of water. Then,
ask pupils to describe what happens to the water. The splashing and rippling of the water indicate that the tuning fork is
vibrating. Pupils can also feel vibrations by touching a clanging cymbal, a speaker from a sound system or by placing their
fingers on their throat when they are talking.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Explain that:
 Sounds are a result of vibrations.

Process Skill: Observing

Explain: Common Misconception: Some vibrations cannot be seen clearly, such as the vibration of a tuning fork. Pupils may thus think
An explanation is that vibrations are not present. This is untrue. The tuning fork is vibrating at a very high frequency, and while the naked eye
given to correct cannot see the vibrations, we are still able to feel the vibrations or observe its effects.
any wrong
misconceptions

Elaborate: Activity: Carry out Experiment Time! to make a vibration amplifier and describe the effects on the candle flame.
Pupils have a
clearer Background: The above experiment is called the resonance effect. The hollow cardboard tube helps to create additional
understanding of amplifying vibrations. This effect can also be seen in the playing of a guitar. The hollow body and the hole below the strings of
the concept by a guitar make use of the same phenomenon to amplify the vibrations, as well as the sounds.
carrying out the
experiment Process Skills: Observing, Communicating

Project Idea: There are many musical instruments that produce beautiful sounds, but do pupils know which part of each
instrument vibrates to make that particular sound? You can ask pupils to do some research on this.

Process Skill: Observing

21st Century Skill: Be self-directed learners

Sound can be measured Textbook page 121

Evaluate: Activity: As introduced in Discover More!, arrange pupils in groups to measure the decibel level of sounds in different parts of
Pupils demonstrate the school. Make sure pupils understand how to use the sound level meter before they carry out the activity. After taking the URL 7.2
an understanding readings, arrange the data in descending order according to the loudness. Then, ask pupils:
of the concept  Where are the noisiest and quietest places in the school?
taught by applying  Do the results match your expectations/predictions?
it to solve  Where do the sounds in each place come from?
problems
Process Skills: Analysing, Inferring
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

21st Century Skill: Collaborate with others

Common Misconception: Loudness and pitch of sounds are not the same thing. The unit decibels only represents the loudness
of sounds.

Project Idea: People working in sound-heavy environments such as construction sites, airports or nightclubs may regularly be
exposed to excessive noise levels for long periods of time. How do they prevent ear damage from loud noises? What can be
done to reduce these noises? Ask pupils to find out the answers and give a short presentation on their findings.

21st Century Skill: Communicate clearly

Teaching Tip: Pupils can experience simulated hearing loss in the website provided. Have pupils discuss how a reduction in URL 7.3
hearing can have drastic impacts on a person’s everyday life. Explain that we should always take good care of our ears and
hearing. Consolidation
Worksheet 1
Process Skill: Communicating

Internet links for Lesson 7.1

URL 7.1: Sounds

http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/sound/read1.shtml

URL 7.2: Studying sounds (corresponds with Internet Link 7.2 in Textbook)
http://pbskids.org/dragonflytv/show/extremesounds.html

URL 7.3 Hearing loss simulation

http://www.youtube.com/watch?v=g_NbqGVWsqI
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Lesson 7.2
BSCS 5E Lesson Notes Resources
How Do We Hear? Textbook page 122
Sound travels through materials
Background: Particles are needed for sound to travel because sound travels through the vibration of particles. Therefore,
sound can travel through any medium except a vacuum.

Explain: Ask pupils:

New concept is  How does sound travel from the sound source to our ear? (Answer: When something makes a sound, it vibrates. The URL 7.4
introduced vibration is then transmitted to the surrounding medium particles. The particles in turn vibrate against other medium
through particles and the vibration finally passes along to our ear.)
explanation and
asking inquiry Explain that:
questions  Sound can travel as long as there are particles present for it to travel through. The medium can be gases, liquids or
solids.

Engage: Activity: Carry out Experiment Time! to investigate how sound travels through a solid. It is important to keep the string Textbook page 123
Pupils familiarise taut between the cups and ensure nothing is touching the string. Ask pupils:
themselves with  What is the use of the string? (Answer: It is used to pass on the vibrations from one cup to another.)
new concept  What will happen if the string between the two cups is touched or disturbed during the experiment? Why? (Answer:
through an activity No sound will be heard from the other end of the cup. The vibrations would have stopped when the string is touched.)

Explain that:
 Sound does not travel only through air. It can travel through other materials such as the string in this experiment.

Pupils can try making the string telephone using different lengths of string or types of cup to see which will give better
results.

Process Skills: Observing, Inferring

21st Century Skill: Reason effectively

Some materials absorb sound Textbook page 124

Elaborate: Background: When sound comes into contact with the surface of a material, it may be transmitted through the material,
Supplementary be absorbed by the material or it can be reflected by the material. All materials have some sound absorbing properties, Workbook page 95
information is with some having stronger absorption properties, such as carpet and foam. Activity 2: Muffle That
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

provided on the Sound!

topic Ask pupils:
 How do loud sounds affect people? (Answer: Exposure to loud sounds can cause hearing loss, stress, annoyance Workbook page 97
and sleep disturbance.) Activity 3: Keeping It
 Some materials absorb sound well. How are they used? (Answer: Some are used as building materials to reduce Quiet
the loudness of sound. Some are used as ear defenders to prevent ear damage in noisy environments.)
Workbook page 101
Evaluate: Activity: Carry out Build Your Skills! and have pupils predict the outcome. Ask pupils: Worksheet 1: Travelling
Pupils develop a  What is the difference between the particles of air and the particles of liquid? (Answer: The particles of air are loosely sound
deeper packed whereas the particles of liquid are packed closely together.)
understanding and  What is the difference when sound travels through air and water? (Answer: Sound travels faster through water than Workbook page 102
demonstrate their air, because the closely packed particles in water allow better transmission of sound vibrations.) Worksheet 2: Noise at
knowledge  Based on your answers to the questions above, is sound louder in water? Why? (Answer: Yes, because water is a Work
through an activity better conductor of sound.)
Consolidation
Remind pupils to pay attention to variables that may influence the results, e.g. any background noise, distance from the Worksheet 2
source of sound, etc.

Process Skills: Observing, Comparing

21st Century Skill: Solve problems

Internet link for Lesson 7.2

URL 7.4: How Do We Hear? (corresponds with Internet Link 7.2 in Textbook)
http://www.youtube.com/watch?v=wgKpWxTIJas&feature=related
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Lesson 7.3
BSCS 5E Lesson Notes Resources
What Is Pitch of Sound? Textbook page 126
Background: Pitch of sound is determined by the frequency of vibration. High frequency vibration gives a high-pitched sound
while low frequency vibration gives a low-pitched sound.

Ask pupils:
 Why can musical instruments produce sounds? (Answer: They have parts that can vibrate to produce sound.)
 Which part is responsible for producing sounds in string instruments? (Answer: The strings vibrate to produce sounds.)
 Which part is responsible for producing sound in wind instruments? (Answer: The air inside the column of the instruments
vibrates to produce sounds.)

Explain: Common Misconception: For wind instruments, the sounds are not produced by vibrating the instruments. Sounds are
Pupils learn the produced by vibrating the air within the column of the instrument.
correct concept by
clearing any Teaching Tip: Bring different kinds of instruments to class to let pupils experience how different instruments produce sounds.
misconceptions
Changing pitch in musical instruments Textbook page 128
Engage: Explain that:
Pupils are able to  The pitch of string instruments is determined by the length, thickness and tension of the strings. URL 7.5
learn more and  The pitch of wind instruments is determined by the length of the column of air.
understand this Workbook page 99
new concept Common Misconception: Not all musical instruments can change their pitch, e.g. drums, gong, etc. Activity 4: Blow, Hollow,
through Low!
participating in an Ask pupils:
engaging activity  The violin and cello are similar string instruments. They have similar shapes and are played in a similar style. What are
their differences? How does this affect the sounds they produce? (Answer: A cello is much bigger than a violin and the
strings are longer than the violin. The pitch of a cello is much lower than that of a violin.)

Elaborate: Project Idea: Besides the instruments mentioned above, there are many other musical instruments that can produce different
Pupils develop a pitch sounds, such as the piano. Ask pupils to research on this and find out how these instruments change their pitch.
broader
understanding of Process Skill: Organising
the concept from
doing research 21st Century Skill: Be self-directed learners
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

Explore: Activity: Carry out Build Your Skills! to find out how the pitch of sound can be changed in different musical instruments. Invite
Pupils develop pupils who can play musical instruments to play a short piece of music to the class with their instruments. They should show
greater how to make high and low-pitched sounds. Both string and wind instruments should be included in the demonstration. Ask
understanding on pupils:
how the concept is  How do they change the pitch of the music when they are playing the instrument? (Answer: For string instruments, the Consolidation
applied by pitch is changed by playing on different strings or changing the length of the strings. For wind instruments, the pitch is Worksheet 3
watching a changed by changing the length of the column of air.)
demonstration
Process Skills: Observing, Comparing

21st Century Skill: Reason effectively

Wrap up the chapter with the following:

Talk It Out Textbook page 131

Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.

Map It Out Textbook page 132

Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out
loud. You may wish to draw the map as you speak.
 Sound is produced by vibrations in objects and in the air.
 Sound can travel through different materials.
 Sound can be absorbed by some materials.
 Sound can be measured in Decibels using a sound level meter.
 Sound can either have a high pitch or low pitch.
 The pitch of a sound can be changed in musical instruments such as wind instruments or string instruments.
 In string instruments, the pitch can be changed by changing the length of the string or the tension of the string.
 In wind instruments, the pitch can be changed by changing the length of the column of air.

Work It Out Textbook page 133

Go through the worked example with pupils. Read the hint when answering part ‘b’.

Process Skills: Analysing, Inferring

Teaching Tip: Remind pupils that this experiment is going to test for the volume of sound in each set-up. Therefore, pupils
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 7 Lesson Plans

should think of variables that may affect the volume of sound.

Science @ Work Textbook page 134

Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion. URL 7.6

Evaluate: Activity: Pupils can find out more about how the fire ball extinguisher works. They can also list out some of the other uses of Workbook page 103
The use of an sound and share their information with the class. Worksheet 3: Let’s Make
activity is given to Music!
assess pupils’ 21st Century Skill: Apply technology effectively
understanding Fun and Games

Exam Practice

Internet links for Lesson 7.3

URL 7.5: Changing sounds (corresponds with Internet Link 7.3 in Textbook)
http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/sound/play.shtml

URL 7.6: Fire ball extinguisher (corresponds to Internet Link 7.4 in Textbook)
http://www.youtube.com/watch?v=cHc00Ty8cn4&feature=related