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Learning Resource Type

Classroom Resource

Vibration Causes Sound




Students will experiment to identify how vibrations cause sound.  A student worksheet is provided. 

    Science (2015) Grade(s): 1

    Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

    Unpacked Content

    Unpacked Content



    • vibrations/vibrate
    • matter
    • sound
    • evidence
    • experiments
    • conduct
    • create


    Students know:
    • Sound can cause matter to vibrate.
    • Vibrating matter can cause sound.


    Students are able to:
    • Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
    • Make observations that can be used as evidence about sound.


    Students understand that:
    • Sound can cause matter to vibrate.
    • Vibrating matter can cause sound.
    • There is a cause/effect relationship between vibrating materials and sound.

    Scientific and Engineering Practices

    Planning and Carrying out Investigations

    Crosscutting Concepts

    Cause and Effect
    Arts Education (2017) Grade(s): 1 - Music

    Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

    Unpacked Content

    Unpacked Content



    • Quarter note, quarter rest, paired eighth notes
    • Strong/ weak beat
    • Steady beat/ rhythm
    • Allegro/ adagio
    • Pitch set: Mi, So, La
    • Steps/ skips/ repeated notes
    • Melodic direction
    • Modified staff
    • Line notes and space notes
    Harmony/ texture
    • Rhythmic ostinati
    • Simple bordun
    • AB, ABA
    • Legato, staccato
    • Piano (p), forte (f)
    • Classroom instrument classifications
    • Clarinet, trombone, cello, drum
    • Orchestral music: ballet
    • Non-Western music celebrations
    • Proper singing posture
    • Age-appropriate pitch matching (C4 - C5)1
    • Mallet/ drumming technique — hands together

    Essential Questions

    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?

    Skills Examples

    • Sing or play music with attention to expressive elements such as dynamics and articulation
    • Perform music from a variety of cultural traditions, focusing on holidays and special days.
    • Create new verses for familiar songs.
    • Use manipulatives or movement to inform melodic contour.
    Reading/ Writing
    • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
    • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
    • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
    • Identify expressive markings in printed music.
    Responding/ Evaluating
    • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider


    Resource Provider other

    San Francisco Symphony


    Text Resources: Content is organized under headings and subheadings

    License Type