Science - Block 1

Based on Kent Scheme

Topic 1 - Sound

Working Scientifically Skills

During year 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

asking relevant questions and using different types of scientific enquiries to answer them,
setting up simple practical enquiries, comparative and fair tests,
making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers,
gathering, recording, classifying and presenting data in a variety of ways to help in answering questions,
recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables,
reporting on findings from enquiries, including oral/written explanations, displays or presentations of results and conclusions,
using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions,
identifying differences, similarities or changes related to simple scientific ideas and processes,
using straightforward scientific evidence to answer questions or to support their findings.

Big Ideas & Core Questions

Energy makes things happen and can be seen by its effects (light, sound, electricity).
Energy can be transferred but is not used up.

Examples of Core Component Questions:

How do we hear sounds?

What patterns can you find between the strength of vibrations and volume of a sound?

What happens to sound as the distance from the sound source increases?

What material provides the best insulation against sound?

How do the features of an object affect the pitch of the sound it makes?

National Curriculum Objectives

Children 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.

Vocabulary

Key Vocabulary

sound

vibrate/ vibrations

medium

volume

distance

decrease

insulation

energy

sound wave

sound source

insulator

pitch

Disciplinary:

analyse

classify

compare

comparative test

chart

diagram

equipment

enquiry

explain

fair test

findings

gather

group

identify

measure

observe

pattern

predict

present

process

practical activity

question

record

relationship

results

secondary source

test

data

thermometer

conclusion

Tier 3 / Disciplinary

Overview of Intended Learning

Enquiry 1: How do we Hear Sounds?

Children to know that sounds are caused by vibrations which travel as waves through solids, liquids or gases. They will make careful observations about how we see, hear and feel sound (vibrations).

Enquiry 2: What Patterns Can You Find Between the Strength of Vibrations and Volume of a Sound?

Pupils to learn that the volume of sound depends on the strength (size) of vibrations. Stronger vibrations make louder sounds. Weak vibrations make quieter sounds

Children to set up a comparative test to identify how the strength of vibrations affect the volume of a sound. They will use data loggers with teacher support to measure the sound, then use these results to draw simple conclusions, make links and identify patterns. Understand that there are science museums around the world which provide us with valuable learning opportunities and conduct research too.

Enquiry 3: How does Sound Change over Distance?

Children to know that sounds decrease in volume as they get further from the sound source because vibrations decrease as they travel through the medium.

Children to make systematic and careful measurements with a data logger. Children to conduct a fair test with control variables. repeating the experiment three times altogether to increase reliability.

Enquiry 4: What Materials Provide the Best Insulation Against Sound?

Pupils will know that some materials absorb sound well, e.g. materials with air/space in them as sound vibrations cannot move as quickly or easily through .

Children will independently plan the method and create a results table for a comparative test. They will create models of headphones to identify materials which act as the best insulators for sound. Pupils will understand that scientists may create prototypes like these before creating a final product.

Enquiry 5: What Affects Pitch?

Know that different objects produce sounds of different pitches – some objects make higher sounds, and some objects make lower sounds. When vibrations are quick, they produce high sounds and when vibrations are slow, they produce low sound.

Children will use scientific language about pitch and sound waves to explain how to change the pitch of a sound. They will draw conclusions about what affects the pitch of a sound. They will find patterns between the pitch of a sound and the features of the object that produced it.

Enquiry 6: Children to recap their learning: identifying how sounds are made, associating some of them with something vibrating, recognising that vibrations from sounds travel through a medium to the ear. Pupils will find patterns between the pitch of a sound and features of the object that produced it; between the volume of a sound and the strength of the vibrations that produced it and recognise that sounds get fainter as the distance from the sound source increases.

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