Unit Plan 4 (Grade 1 Science): Exploring Loud & Soft Sounds
Grade 1 science unit explores loud and soft sounds as students measure, compare, and explain how vibration strength affects sound using fair tests.
Focus: Plan and conduct investigations to measure and compare loud and soft sounds, connecting changes in volume to the strength of vibrations and using evidence from simple classroom tests.
Grade Level: 1
Subject Area: Science (Physical Science • Waves • Investigation Skills)
Total Unit Duration: 5 sessions (one week), 30–45 minutes per session
I. Introduction
In this unit, students investigate how loud and soft sounds can be compared and measured in kid-friendly ways. They explore how changing what they do (tap, shake, pluck, or speak) changes the sound level, and they connect louder sounds to stronger vibrations. Students practice safe sound norms, plan simple tests, and record evidence using a classroom sound scale (quiet → medium → loud) and consistent procedures.
By the end of the week, students create a “Loud & Soft Sound Report” that includes results from repeated trials and a clear claim supported by observations.
Essential Questions
- What makes a sound loud or soft?
- How can we compare sound levels in a fair way?
- How are vibrations connected to louder and softer sounds?
- How can we use evidence to explain our results?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Plan and conduct investigations to compare loud and soft sounds made by vibrating objects (1-PS4-1).
- Use a simple classroom tool (sound meter chart, rating scale, or app used by the teacher) to measure and compare sound intensity.
- Keep a test fair by changing only one thing (force, distance, or material) while keeping other conditions the same.
- Record results in a simple table across 2–3 trials and describe patterns (louder/softer).
- Make a claim about what caused a sound to be louder or softer and support it with evidence from investigations.
Standards Alignment — Grade 1 (NGSS-Aligned)
- 1-PS4-1 — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
- Example: Compare sound levels by plucking a rubber band gently vs. strongly and recording results using a consistent rating scale.
Success Criteria — Student Language
- I can compare loud and soft sounds using a sound scale.
- I can do a fair test by changing only one thing at a time.
- I can record my results and look for patterns.
- I can explain that louder sounds often come from stronger vibrations.
- I can make a claim and support it with evidence from my tests.