Do Vibrations Make Sound?  

R. Sanford, ​Grade 1: Lesson 1 of 6 
I expect this lesson to take one session. The students will investigate four different stations that 
all demonstrate vibrations making sound. They will move, in groups, throughout each station 
observing and performing the task to create sound through the vibrating material. Then, they will 
draw conclusions based on their investigations.  

 
 
NGSS targets:  
DCI: Plan and conduct investigations to provide evidence that vibrating materials can
1-PS4-1 make sound and that sound can make materials vibrate. ​[Clarification Statement:
Examples of vibrating materials that make sound could include tuning forks and plucking a
stretched string. Examples of how sound can make matter vibrate could include holding a
piece of paper near a speaker making sound and holding an object near a vibrating tuning
fork.]
 
CCC: Cause and Effect
● Simple tests can be designed to gather evidence to support or refute student
ideas about causes. (1-PS4-1),(1-PS4-2),(1-PS4-3)
 
SEP: Planning and Carrying Out Investigations

Student Learning Objectives 

1. In group of three, students will demonstrate vibrations creating sounds through using 
materials in the four different station such as spatulas, drums, tuning forks, and tissue box 
guitar.  
2. Students will write one cause and effect statement showing that vibrations do create 
sounds.  

Engage 
To engage the students, I am going to use the classroom phone to call my cell phone. I will set 
my phone to vibration, and place it on the desk.  

1 
 

I will ask the students to watch what happens when my phone begins ringing. I will repeat the 
process a few time, moving the phone around the room so all students will be able to see and 
observe.  

Afterwards, I will ask the students what they observed, and why they think the noise was so loud. 
This will lead into the question of do vibrations make sound? Then, they will begin to explore 
each station in their groups.  

Explore 
The students will be working in groups of three, each having a worksheet to complete 
observations (see attached). Adjust sets of materials in each station to meet the needs of the 
amount of students.  

Station #1 will include a tuning fork and a cup of water. In groups, the students will read the 
instructions for the station. Each group member will hit the tuning fork on the palm of the hand 
and the group members will observe and record what they hear. Then, they will hit the tuning fork 
once more, and place it in a cup of water and observe and record what happens on their 
worksheet.  

Station #2 will include the tissue box guitar already made at the station. The group will read the 
instructions. Each group member will take turns to strum the tissue box guitar. While they are 
doing this, they will observe what is happening to the rubber bands when they strum them and if 
they are hearing sound come from the rubber bands on their worksheet.  

Station #3 will include a metal spatula. The group will read the instructions for this station, and 
take turns holding the spatula on a desk with the handle over the side of the desk. Then, they will 
pull the handle down and release it. They will observe and record what they heard, felt, and saw 
on their worksheet.  

Station #4 will include a drum. The students will take turns investigating what they hear, see, and 
feel when they hit the drum and record it on their worksheet.  

Explain 
After each station is completed, the students will find another group to share their findings with. 
Then, we will come together as a class and the groups will discuss their observations from each 
investigation and how the different materials created vibrations that caused sound. Other groups 

2 
 

will also be given the opportunity to add to the discussion, agree, and disagree. The teacher will 
serve as a guide towards understanding that vibrations make sounds.  

Elaborate 
The book ​Sounds All Around ​by Wendy Pfeffer will be read to the class. This book touches on the 
fact that our vocal cords vibrate which produces sound. The students will be asked to think of 
their favorite song. Then, they will place their hand over their throat as they hum the tune. After 
they have hummed the tune, they will discuss with a partner what they felt and what they heard. 
We will finish the discussion as a class, coming to the realization that the vibrations in our vocal 
cords make sounds! 

Evaluate 
Formative: Student observation sheets are continually being filled out by each student as they 
travel from station to station in their groups. Upon completing all four stations, each group will 
show their completed worksheets and have them stamped by the teacher.  

Summative: Students will write one cause and effect statement based on the investigation of one 
of the four different stations, determining the cause and effect of the vibrations and sound.  

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Name: __________________ 

Do Vibrations Make Sound? 

Station #1: Tuning Fork 
Draw and write what happened when you hit the tuning fork on your palm.  
 
 
 
 
 
 
 
 
 
Draw and write what happened when you hit the tuning fork and placed it in the water 
cup. 
 
 
 
 
 
 
Station #2: Tissue Box Guitar 
Draw and write what happened when you strum the rubber bands on the guitar. 
 
 
 
 
 
 
 
 

4 
 

Station #3: Metal Spatula 

Draw and write what happened when you let go on the spatula. 

Station #4: Drum  

Draw and write what happened when you hit the drum. 

5 
 

Station #1: Tuning Fork 

 
1. Pick up the tuning fork and gently hit it against the 
palm of your hand.  
2. Take turns with your group members so you can all 
observe.  
3. Write and draw what you observe on your worksheet. 
4. Now, do the same thing, but place the tuning fork in 
the cup of water.  
5. Write and draw what you observe on your worksheet. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

6 
 

Station #2: Tissue Box Guitar 

 
1. Take turns to strum the tissue box guitar. 
2. Observe what is happening to the rubber bands. 
3. Discuss with each other if you hear sound or not. 
4. Write and draw your observations on your worksheet. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

7 
 

Station #3: Metal Spatula 

 
1. Place the spatula on the desk, with the handle of the 
spatula hanging over the desk. 
2. Hold onto the flat part of the spatula. 
3. Another group member will pull the handle down and 
then release. 
4. Observe what happens and record it on your 
worksheet. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

8 
 

Station #4: Drum 

 
1. As a group, take turns hitting the drum. 
2. Observe what is happening, what you are hearing, and 
feeling. 
3. Write and draw your observations on your worksheet. 

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