Lesson Plan of Sound

Lesson Plan of Sound

General Science Grade IV

Students’ Learning Outcomes

·         Investigate that sound is produced by vibrating objects.
·         Differentiate between low and high sounds.

Information for Teachers

·         When a boy vibrates, sound is produced.
·         Vibration means to move quickly backwards and forwards.
·         We hear different sounds around us. Some sounds are soft and some are loud.


Material / Resources

Ruler, old empty tissue box, rubber bands of different sizes, hammer, bell, stiff card, tuning fork, stick, drum, textbook

Worm up activity

·         Ask the students to bring a toy guitar and a toy beating drum with them the next day.
·         Place the drum on the table and put some rice grains on its membrane (skin). Ask the student to beat the drum gently, repeat this activity twice.
·         Now ask the students following questions:
1.       What happened when the drum was beaten?
(Expected answer: The rice grains started to jump up and down)
2.       Do they hear any sound?
(Expected answer: Yes)
·         Place guitar on the table and put a paper rider piece on one of its strings. Ask other students to pluck the string gently.
·         Now ask the following questions:
1.       What happened when the string was plucked?
(Expected answer: The paper rider started jumping)
2.       Do they hear any sound?
(Expected answer: Yes)
·         Now tell the students that when the bodies move up and down they are called vibrating bodies.
·         When drum surface vibrates, rice grains also start vibrating along with. It similarly when the string of the guitar vibrates the piece of paper also starts vibrating along with it. The vibrating membrane of drum and the vibrating string of guitar both produce sound which we hear. We can say that the vibrating bodies produce sound.


Activity 1

·         Show the students an empty tissue box. Stretch some rubber bands of different sizes over it.
·         Ask a student to pluck the rubber bands with his fingers. Now ask, does he feel any vibration in the rubber bands? Do all the rubber bands produce different sounds? Expected answer: yes they produce different sounds.
·         Now tell the students that all the rubber bands produce different sounds because some vibrate more vigorously as compared to the others. String which vibrates more vigorously produces loud sound as compared to the other strings.
·         After this activity explain the students that the objects vibrating vigorously produce loud sound and the object vibrating slowly produce low sounds.

Activity 2

·         Bring a school bell to your class if available or take the students where it is hanged.
·         Ask a student to strike the bell gently with a hammer. Ask student to touch the ringing bell with fingers. Does he feel vibrations?
·         Now repeated the activity by hitting the hammer hard on the bell. How is the sound different? Are the vibrations also different?
·         Let other students try this activity.
(Loud sound is produced when hitting hard on the bell)
·         Now tell the students that hitting hard on the bell produces loud sound and hitting softly produces low sound.

Activity 3

·         Ask the students about some different sounds they often hear.
·         Make a list of those sounds on board in order to distinguish low and high sounds.

Sum up / Conclusion

Ask the students, what they have learned today and conclude by writing on the board that:
v  A vibrating body produces sound.
v  Loud sound is produced when the vibration is vigorous.
v  Low sound is produced when the vibrations are not vigorous.


Write this assessment quiz on the chart or board and ask these questions verbally.
v  When you clap your hands softly, you hear a
a)      Low sound
b)      Loud sound
v  When you strike the tuning fork on the rubber pad, it
a)      Vibrates
b)      Remain still
v  As you bang a drum harder, the sound:
a)      Gets louder
b)      Gets quieter
c)       Remain the same
v  Which of these is a loud sound?
a)       A dripping tap
b)      Whispering
c)       A police siren van
v  What happens to a guitar string when you pluck it?
a)      It gets shorter
b)      It gets longer
c)       It vibrates

Follow up

·         Make a simple musical instrument at home using a wooden board, nails and steel wires.
·         List the following in order of loudness:
A beating drum
A vibrating steel ruler,
A plucked elastic band,
A vibrating tuning fork and Stereo speakers
·         Ask the students to make a list of some musical instrument using library, internet or other sources.

Work sheet

·         Show this worksheet drawn on the chart to the students and ask them to identify low and loud sounds.



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