Unit Plan 2 (Grade 1 Science): Vibrations Make Sound

Focus: Investigate how vibrating tools, surfaces, and materials produce sound, and how sound can make materials vibrate.

Grade Level: 1

Subject Area: Science (Physical Science • Waves • Inquiry Skills)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this unit, students discover that sound comes from vibrations. They explore how plucking, tapping, shaking, and blowing can make objects vibrate and create different sounds (loud/soft, high/low). Students also test the idea that sound can make other materials vibrate by using simple setups like rice on a drum, plastic wrap over a cup, or a balloon near a sound source.

Throughout the week, students practice safe investigation routines, make careful observations, and record evidence using labeled drawings and simple charts. The unit ends with a “Sound & Vibration Demonstration” where students show evidence that vibrations make sound and that sound can make materials vibrate.

Essential Questions

• What is sound, and where does it come from?
• How can we tell when something is vibrating?
• How do different materials and actions change the sounds we hear (loud/soft, high/low)?
• How can sound make other materials vibrate?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Plan and conduct simple investigations to test whether vibrating materials can make sound (1-PS4-1).
2. Observe and describe vibrations using sight and touch (when safe) and use evidence to connect vibrations to sound.
3. Compare sounds made by different materials and actions using student-friendly terms (loud/soft, high/low, fast/slow vibrations).
4. Collect and record investigation results using labeled drawings and simple tables/charts.
5. Plan and conduct an investigation to show that sound can make materials vibrate (1-PS4-1).

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: Test a rubber band “guitar” to see vibrations, then test rice on a drum to see sound causing vibration.

Success Criteria — Student Language

• I can show that when something vibrates, it can make sound.
• I can use investigations to find evidence and record what I notice.
• I can describe sounds as loud/soft and high/low and explain what changed.
• I can show that sound can make another material vibrate.
• I can explain my results using a picture, labels, and a short sentence.