Piano

Overview

In this Science lesson, Year 4 students explore how light and sound can be changed and how changes can be observed and described. The class uses simple investigations to notice patterns and explain what they find.

Learning intentions

• WALT observe and describe observable changes in sound and light.
• WALT plan a simple investigation by choosing what to change, what to keep the same, and what to measure.
• WALT use everyday science language to explain observations and compare results.
• WALT follow safe practices while investigating.

Success criteria

• I can describe what I notice about a sound or light change using clear words (e.g., louder/quieter, brighter/dimmer).
• I can name the one thing I changed and the things I kept the same in my test.
• I can share my findings and say what pattern I saw (or did not see).

Curriculum links

• Scientific inquiry: planning and carrying out simple investigations, including fair testing and describing what happens.
• Developing thinking: making predictions, using observations to form simple explanations.
• Using evidence: comparing results and communicating findings in age-appropriate ways.
• Participation and safety: taking responsibility in a learning environment while exploring.

Lesson structure (30 minutes)

1. 0–5 min — Hook and connect (whole class, discussion)

• Start by showing the introduction slides and ask: “What makes a sound change—do you think it’s the way we hit it, the strength of the sound, or something else?”
• Students share quick ideas while the teacher records key words (e.g., louder, softer, faster, slower).

2. 5–10 min — Mini lesson with modelling

• Using the introduction slides, model a simple sound investigation: vary one factor at a time (e.g., harder/softer tapping or plucking a sound-maker) and keep other parts the same.
• Ask students to predict what will happen and to describe the evidence they will look for (e.g., “I will notice the sound is louder/softer”).

3. 10–18 min — Investigation: sound changes

• Hand out the sound investigation worksheet and set the task.
• Students do a short, teacher-guided sequence:
• Try Sound A and record what it sounds like (using a simple 3-point scale on the worksheet such as quiet/medium/loud).
• Change only one factor (the teacher helps the student choose the factor) and record the difference.
• Repeat once to confirm.
• Use prompts from the introduction slides during the middle of the task (e.g., “What did you change?” “What stayed the same?”).

4. 18–23 min — Quick check: fair test thinking

• Students complete the “Fair test” part of the sound investigation worksheet:
• What I changed (independent factor)
• What I kept the same (controlled factors)
• What I observed/recorded (dependent evidence)
• Teacher circulates and helps tighten language so the student links observations to the chosen change.

5. 23–27 min — Share and compare patterns (student-led)

• Return to the introduction slides for a discussion prompt: “What pattern did you see between the change and the sound?”
• Student shares their evidence sentence: “When I changed ___, the sound became ___.”

6. 27–30 min — Plenary reflection

• Finish with one reflective prompt from the introduction slides: “One thing I learned is… One thing I would test next time is…”
• Collect the sound investigation worksheet for review.

Resources

• the introduction slides
• the sound investigation worksheet
• A simple sound-maker suitable for safe classroom use (e.g., rubber band instrument, chime bar, or drum/tapping surface)
• Optional: paper for quick notes (scrap is fine)
• Timer (for consistent test duration)
• Class chart paper or board space for recording key words
• Student access to listening position guidance (e.g., “sit/stand the same distance”)
• Safety reminders (no throwing objects; keep hands away from sharp edges)

Assessment

• Formative observation during the investigation: whether the student can identify the single change and describe evidence.
• Worksheet review: entries for predictions, evidence (quiet/medium/loud), and fair-test variables.
• Oral check in the plenary: student can explain a simple cause-and-effect relationship using science words.

Differentiation

• Support: provide sentence starters on the sound investigation worksheet (e.g., “I changed…, so I noticed…”), and model one trial before asking for independent recording.
• Support: use a simple scale (quiet/medium/loud) rather than precise measurements.
• Extension: ask the student to test a second factor (e.g., faster vs slower tapping) and compare which change made the biggest difference.
• EAL/SEN: allow pointing to choices on the worksheet and using single-word answers that the teacher records into a full sentence for the student to repeat.