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Where do sounds come from?
Lights & Sounds Unit | Lesson 2 of 6

Where do sounds come from?

Lights & Sounds Unit | Lesson 2 of 6
Lesson narration:
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Hello. I’m Lin.

This is my big sister, Sato.

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Sato is in a band with her friends.

They keep their instruments in our garage.

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I wondered, “How is it making that sound?”

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I reached out to touch the strings as Sato played.

I wanted to see how they felt.

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stop & talk

Stop & Talk

Lin is about to touch the guitar strings.

What do you think will happen to the music?

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Sato said, “Don’t touch the strings. It makes the sound stop.”

“Let me try again,” I said. “I’ll be so gentle!”

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Sato strummed her guitar.

I put my hand on the strings so softly…but the same thing happened. No music!

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“Why did the sound stop?” I asked.

“Did you feel the strings wiggling?” Sato asked.

“Yes,” I said. “Then they stopped.”

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“The strings were wiggling really fast,” she said.

“Those wiggles are called vibrations. You need vibrations to make sounds.”

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get up & move

Get Up & Move!

Stand up, hold a sheet of paper between your hands, and keep very still.
Does the paper make any sound?
Now wiggle the paper really fast.
Do you hear anything now?

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Sato picked up Ben's bongo drum.

"Do you want to try again with Ben's drum?" she asked.

"Yes!" I said.

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Sato played a rhythm on the bongos.

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After a minute, I put my hand on top of the drum.

Sato kept playing, but the drum made a new sound.

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“If you change the vibrations,” Sato said, “you change the sound.”

“But drums don’t have strings,” I said. “What’s vibrating?”

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Sato smiled and tapped the top of the drum. I could see it was stretched tight.

“The top of the drum vibrates when you hit it,” she said.

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stop & talk

Stop & Talk

Where does the sound come from when you talk?
Gently put your hand on your throat and quietly hum a low note.
Do you feel any vibrations?

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“Let’s do Emmie’s cymbals,” I said.

“There are no strings. Nothing is stretched tight. Maybe I’ll be able to feel them better.”

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Sato picked up Emmie’s cymbals.

“Ready?” she asked.

Then she banged the cymbals together.

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I put out my hands and gently touched the edges of the cymbals.

“I can feel the vibrations!” I cried.

The sound slowly died away.

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Just then, Ben and Emmie came in.

“What are you guys doing?” they asked.

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“Playing with vibrations,” I answered.

“That’s what music is all about!”

THE END

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# Optional Activity: Head Harp

This simple sound experiment from San Francisco's Exploratorium lets your students experiment with sound—without making a lot of noise. Each student will need a piece of string or yarn that’s at least 3 feet (1 meter) long. Students can work on their own, but we suggest students work in pairs so they can discuss their ideas with one another.

Follow the instructions here. Encourage students to experiment to figure out how to change the sound. (They can make it higher by pulling the string tighter and lower by loosening the string.)

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Anchor Connection In the past lesson, you read a story. One person in the story played guitar. Look closely at this picture. Discuss. Which guitar string is making sound? How can you tell which string is making sound if you can’t hear it?
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This string is making sound. We don’t need to hear it because we can see it vibrating. The other strings are not making sound because they are not vibrating.
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We heard an alligator in the Everglades making a sound. Its neck vibrated when it made the sound. Click play to see this alligator’s neck vibrate.
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This alligator is about to make sound. You can see that the entire alligator vibrates when it makes sound. Watch the water closely—you will see the vibrating alligator make the water vibrate, too! This video is silent and in slow motion.
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Let’s watch again. Watch the water. Watch the alligator’s eyes. There are so many things vibrating.
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The ruler and the alligator and the guitar string all make sound when they vibrate. They are all silent when they stop vibrating. Whenever anything makes a sound, it is vibrating!
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To make the sound, the alligator takes a big, deep breath in. It lifts up when it breathes in. Then it blows the air out. When it blows the air out, it vibrates. That is how it makes a sound. Watch it breathe and then vibrate.
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Look at the "Wonder" column of your class See-Think-Wonder chart. Have any questions been answered? Do you have any new questions? Save this chart. You won’t use it after the next lesson, but you will at the end of the unit.
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vibration


1 of 2

a quick movement back and forth
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sound


2 of 2

vibrations that you can usually hear with your ears
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🎉 That’s it for this lesson! How did it go?
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Lesson narration:

Grade 1

Light, Sound, & Communication

Sounds & Vibrations

1-PS4-1

6284 reviews

Activity Prep

Print Prep
In this Read-Along lesson, Lin explores the sounds made by different kinds of instruments, and discovers what happens when vibrations start—and when they stop. The lesson includes a short exercise where students experiment with a piece of paper to make the connection between vibrations and sound. You can extend the lesson with the optional activity, Head Harp, where students make simple musical instruments using only their heads and string.
Preview optional activity

Grade 1

Light, Sound, & Communication

Sounds & Vibrations

1-PS4-1

6284 reviews
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