The Sensation of Sound 

4-Day Unit Plan 

Subject​:​ Science 
Grade Level:​ Kindergarten 
Date(s) of Implementation:​ ​____ / ______ / ______  

Education Standard 
1. SC.K.P.10.1 ​- Observe that things that make sound vibrate. 

2. SC.K.N.1.2​ - Make observations of the natural world and know that they are 
descriptors collected using the five senses. 

3. SC.K.L.14.1​ - Recognize the five senses and related body parts. 

4. SC.K.N.1.3 -​ Keep records as appropriate -- such as pictorial records -- of 

investigations conducted. 

Objective(s) 
1. Students will be able to accurately explain that there must be movement, 
vibrations, in order for sound to be made. 

2. Students will have the opportunity to observe and make inferences of things that 
create sound.  

3. Students will be able to connect the implications of sound energy to the sense of 
hearing, knowing we hear sound through our ears.  

4. Students will be able to create their own instruments that create sound and 
create a blueprint with labels of their instrument.  

 
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Materials Needed 
1. Literature - ​Sound: Loud, Soft, High, and Low (Amazing Science)​ by Natalie 
Rosinsky 

2. Chart Paper 

3. Markers, Pencils  

4. Sound Powerpoint  

5. Computer & Projector 

6. Student Science Notebooks 

7. Recycled Materials (Water bottles, shoe boxes, cans, plastic containers, etc.) 

8. Tape, Twine, Rubber bands 

 

Source 
● This lesson plan was largely inspired by the lesson plan provided by cpalms, 
which can be found at 
https://www.cpalms.org/Public/PreviewResourceLesson/Preview/30646  

Action Plan 
Day One -  

1. Intro - ​Begin by calling students to the carpet, and stating the learning objective 
with them. ​Say: Mirror / my learning objective is / to explain how / sound energy / 
is created.  

2. Probe - ​Ask students what they believe sound is, record their answers on the 
board. S
​ ay: What is sound? What do you know about sound? What are some 
examples of sound? Can you see sound? How can we sense sound? What body 
part do you use to sense sound energy? 

 
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3. Sound Game - I​ ntroduce students to the sound game. Have the singsong chat 
pre-written on chart paper, large enough and display for students to see. Press 
play on the Guess the Song video found on the PowerPoint and pause between 
sounds in order to do the chant with the students. Here is the chant: 

a. Hey what's that sound, what's that sound? 

Is it loud or soft, loud or soft? 

Is the sound high or low, high or low? 

Let's use our ears to find out 

What's that sound? 

4. Begin Read Aloud - ​Repeat step 2 multiple times with the students until you are 
satisfied that they are thinking about the sounds. Then, read the first two pages 
of ​Loud, Soft, High, and Low (Amazing Science)​ by Natalie Rosinsky.  

5. Listing ‘Sound’ Words -​ Using a piece of chart paper, lead students in listing 
“sound words” for example, ‘loud, soft, jingly, clanking, squeaky. Note: clapping or 
speaking are not 'sound' words. They are ways to make sound but what is the 
sound they are making? Sharp, loud, soft, etc.’* This chart can be referenced later 
in the unit.  

6. Investigation - ​Move on to demonstrating sound energy. ​Say: “Now friends, I 

would like to show you some examples of sound energy and like our objective 
states I would like you to pay very close attention to how you think these sounds 
are made. Pay close attention to when the sound starts and stops.”​ Play the guitar 
strings video, the bell video, demonstrate using rubber bands, and having 
students feel their neck neck while humming, to show sound energy. Help 
students to draw conclusions between the four examples. ​Ask questions such as: 
“What did the examples have in common? When did the sounds begin? What 
words can you use to describe how the sound was made?” 

7. Conclusion - H ​ elp guide students to the conclusion that sound is caused by 
vibrations, from movement. Finish the remainder of L ​ oud, Soft, High, and Low ​by 
Natalie Rosinsky. Afterwards, if time allows, ask students to help you draw a 
diagram that shows sound waves traveling to an ear and then to the brain.  

 
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Day Two -  

1. Intro - ​After bringing the students to the carpet (consider having them sit in a 
circle for a change), start with the objective. ​Say: Mirror / my learning objective is 
/ to show that / I know how / sound energy / is created.  

2. Lesson Hook - H​ ook the students in on the lesson by first playing the sound 
game (Step 3 from Day 1) again and then by activating background knowledge 
from the day before. Play the game by using the video provided on the 
PowerPoint. Next, ask some probing questions to initiate conversation between 
the students: 

a. What did we learn about sound yesterday? 

b. How is sound created? Provide an example.  

c. What is a non-example of sound? 

d. What part of our body do we use to sense sound? 

3. Mini-Projects - R​ eturn students to their table groups and task them with creating 
a project of their choice with their groups that showcases their understanding of 
sound energy and the part of our body we use to sense it. Allow 5-8 minutes of 
group work, use the timer and learning menu on the PowerPoint to provide 
options and structure.  

4. Gallery Walk -​ After having students create their mini-projects, allow students to 
do a gallery walk (have time for those who may have chosen a play or speech to 
have time to do so) around the different groups. Give each student a sticky note 
and ask them to write a happy face for a group they believe met the objective of 
show that they know how sound energy is created and sensed, if they did not, a 
sad face should be drawn and explained. Allow students to circulate for about 
2-3 minutes. Follow up with some quick questions. ​Say: “What were some things 
all the groups did that showcased our learning?” “What did a group need to be 
successful in meeting the objective?” 

5. Introduction of Engineering Task -​ Use the PowerPoint slide to introduce the 

engineering project. Set expectations for the remainder of science time. It should 

 
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be spent making a blueprint in their science journals with a drawing and labels of 
their instrument.  

a. Expectations include: 

i. Working quietly, the teacher should be able to hear the music 

playing in the background.  

ii. Staying in their seats. 

iii. Raised hands for questions & conferencing when blueprints are 
completed. 

6. Work Time -​ Students will work on their blueprints under supervision of the 
teacher. Students will be expected to draw out their idea of an instrument and 
present it to the teacher before being construction.  

Day Three -  

1. Work Time -​ Students will work on their blueprints under supervision of the 
teacher. Students will be expected to draw out their idea of an instrument and 
present it to the teacher before being construction.  

a. Teacher will walk around and monitor progress. 5 minutes into science 
time, students need to be finished with their blueprints and begin 
construction.  

2. Completed Projects - O​ nce a student finishes their instrument, they will present it 
to the teacher and show the two sounds it can make as well as explain their 
understanding of sound energy. These statements will be video recorded for the 
purpose of showing on Day Four, during the presentation.  

a. Differentiation​ - ELL students may use hand gestures to show their 

instrument’s sounds.  

3. Early Finisher -​ Students will go back into their science journals to draw and label 
their finished project. Perhaps they may want to circle how their final product 
was different from the original blueprint.  

 
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Day Four -  

1. Presentations - ​Bring students to the carpet to watch the presentations of their 

classmates. Ask questions to the students as the presentations go along.  
 

a. What words can you use to describe (student)’s instrument? 

b. Where does the sound energy come from in this instrument? 

c. Do you agree or disagree with (student)’s explanation of sound energy? 

d. How is your instrument similar or different from (student)’s? 

2. Nature Walk -​ ​If there is extra time​, take the students outside to find a quiet place 
where they can listen to and try to identify sounds. 
 

*This section came directly from 

https://www.cpalms.org/Public/PreviewResourceLesson/Preview/30646  

Assessment 
For this lesson, students will be assessed based on their presentation of their 
musical instrument and their verbal explanation of how sound is made and received. 
They will be assessed using the rubric below: 
 

0 points  1 point  2 points  3 points 

Student does not  Student creates an  Student creates an  Student creates an 
create an  instrument that  instrument that  instrument that 
instrument and is  makes two sounds  makes two sounds  makes two sounds 
unable to explain  but is unable to  and is able to  and is able to 
their understanding  explain their  partially​ explain  accurately​ explain 
of sound.   understanding of  their understanding  their understanding 
sound.   of sound.  of sound.