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Matter of Sound

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Lesson Plan

Matter of Sound Lesson Plan

Students will explore how sound travels through solids, liquids, and gases by rotating through three inquiry-based stations, investigating pitch and volume, and recording observations to deepen understanding of matter states and sound.

This cross-curricular lesson connects NGSS PS1.A (States of Matter) with MU:Rhythmic and Sound Exploration, engaging students in hands-on science inquiry and musical awareness to foster curiosity, reinforce core concepts, and build observational skills.

Audience

2nd Grade

Time

30 minutes

Approach

Station rotations with hands-on experiments and reflection.

Materials

Prep

Prepare Stations

10 minutes

Step 1

Warm-Up

5 minutes

  • Gather students in a circle and introduce the question: “How does sound travel through different materials?”
  • Demonstrate sound in a solid (tap metal bar), liquid (tap water in a cup), and gas (tap balloon) and invite predictions.
  • Ask students to share observations about loudness and pitch before beginning centers.

Step 2

Independent Center Rotations

20 minutes

  • Divide students into three groups; assign each group to a starting station.
  • Students rotate every 6–7 minutes, using clipboards and pencils to record findings.
  • Station 1 (Solids): Use Solids Station Activity Cards to guide listening to bells/metal bars and note pitch/volume observations.
  • Station 2 (Liquids): Follow Liquids Station Activity Cards to create water glass xylophones and compare sounds.
  • Station 3 (Gases): Use Gases Station Activity Cards to experiment with balloons and straws, exploring sound production.

Step 3

Cool-Down

5 minutes

  • Reconvene as a whole class and distribute the Sound Reflection Worksheet.
  • Students draw or write one key observation from each state of matter and answer: “Which station taught me most about how sound travels?”
  • Invite volunteers to share reflections and recap concepts of sound travel through solids, liquids, and gases.
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Slide Deck

Matter of Sound

An Independent Learning Center Activity
2nd Grade | 30 Minutes | Tier 1 Lesson

Welcome students and introduce the slide deck. Explain that today they will explore how sound travels through different materials in a fun, hands-on way.

Learning Objectives

• Investigate how sound travels through solids, liquids, and gases
• Compare pitch and volume at each station
• Record observations and reflect on findings

Read each objective aloud. Emphasize that they will both learn about states of matter and practice listening skills related to pitch and volume.

States of Matter & Sound

• Solids: Particles packed tightly—sound travels quickly (e.g., tapping a metal bar)
• Liquids: Particles move more freely—sound travels at medium speed (e.g., water glass xylophone)
• Gases: Particles far apart—sound travels more slowly (e.g., tapping a balloon)

Briefly review solids, liquids, and gases. Ask students to raise their hand if they can give an example of each. Then explain why sound moves differently through each state.

Station Rotations

Station 1 (Solids): Solids Station Activity Cards with bells/metal bars

Station 2 (Liquids): Liquids Station Activity Cards with water-filled cups

Station 3 (Gases): Gases Station Activity Cards with balloons and straws

Introduce the three stations. Show physical examples of materials at each station before students begin.

Independent Center Rotations

  1. Divide into three groups and go to your starting station.
  2. Use clipboards, pencils, and station timers to record observations.
  3. Rotate every 6–7 minutes until you visit all stations.

Explain group organization and timing. Remind students to record details about loudness and pitch at each stop.

Reflection & Share

• Complete the Sound Reflection Worksheet.
– Draw or write one key observation for each state of matter
– Answer: “Which station taught me most about how sound travels?”
• Share your reflections with the class

Guide students back together. Distribute reflection worksheets and circulate to support drawing and writing. Invite volunteers to share responses.

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Worksheet

Sound Reflection Worksheet

Name: ____________________________ Date: _______________

1. Solids Station Observation

Describe or draw one key observation you made when sound traveled through a solid (bells or metal bars):






2. Liquids Station Observation

Describe or draw one key observation you made when sound traveled through a liquid (water-filled cups):






3. Gases Station Observation

Describe or draw one key observation you made when sound traveled through a gas (balloons and straws):






4. Reflection Question

Which station taught you the most about how sound travels? Explain your answer:











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Activity

Solids Station Activity Cards

Materials: Bells or metal bars, mallets, clipboard, pencil

Card 1: Listen & Observe

  1. Pick up a bell or metal bar and strike gently with the mallet.
  2. Listen carefully and record:
    • Pitch (High or Low): ____________


    • Volume (Loud or Soft): ____________


Card 2: Test & Record

  1. Strike the same instrument harder this time.
  2. Compare to your first strike and record:
    • Did the pitch change? How? ____________


    • Did the volume change? How? ____________


Card 3: Compare & Discuss

  1. If available, pick a second bell or metal bar and strike it once.
  2. Record your comparison:
    • Which bell has the higher pitch? Why? ____________


    • Which bell is louder? Why? ____________


  3. Talk with a partner and write one sentence about how sound travels through the metal (solid):





When the timer rings, get ready to rotate to the next station!

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Activity

Liquids Station Activity Cards

Materials: Water-filled cups, pitcher or droppers, spoons or mallets, clipboard, pencil

Card 1: Listen & Observe

  1. Choose a water-filled cup and tap it gently with your spoon or mallet.
  2. Record what you hear:
    • Pitch (High or Low): ____________


    • Volume (Loud or Soft): ____________


Card 2: Test & Record

  1. Add or remove a little water using your dropper or spoon.
  2. Tap the same cup again and compare:
    • Did the pitch change? How? ____________


    • Did the volume change? How? ____________


Card 3: Compare & Discuss

  1. Select two cups with different water levels.
  2. Tap each cup and record:
    • Which cup has the higher pitch? Why? ____________


    • Which cup sounds louder? Why? ____________


  3. Talk with a partner and write one sentence about how sound travels through water:





When the timer rings, get ready to rotate to the next station!

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Activity

Gases Station Activity Cards

Materials: Balloons, straws, clipboard, pencil

Card 1: Listen & Observe

  1. Inflate a balloon until it feels firm and pinch the end.
  2. Gently tap the side of the balloon with your finger.
  3. Record:
    • Pitch (High or Low): ____________


    • Volume (Loud or Soft): ____________


Card 2: Test & Record

  1. Add a little more air or let some out of the balloon.
  2. Tap the same spot on the balloon again.
  3. Record:
    • Did the pitch change? How? ____________


    • Did the volume change? How? ____________


Card 3: Explore & Discuss

  1. Place one end of a straw at the balloon’s opening and release air slowly to make a sound.
  2. Listen and record:
    • Pitch (High or Low): ____________


    • Volume (Loud or Soft): ____________


  3. Talk with a partner and write one sentence about how sound travels through the air (gas):





When the timer rings, get ready to rotate to the next station!

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Cool Down

Sound Reflection Discussion

Materials: Sound Reflection Worksheet, chart paper or whiteboard

  1. Gather students in a circle and review the worksheet prompts.
  2. Invite a volunteer to share one key observation from the Solids Station. Record their response on chart paper.
  3. Ask another student to share from the Liquids Station. Add to the chart.
  4. Invite a third student to share from the Gases Station. Chart their idea.
  5. Pose the reflection question: “Which station taught you the most about how sound travels?” Have students explain their reasons aloud and chart ideas.
  6. Facilitate discussion:
    • How did pitch change across solids, liquids, and gases?
    • How did volume change in each material?
    • Why does sound travel fastest in solids and slowest in gases?
  7. Summarize key concepts on the board:
    • Sound travels by vibrating particles.
    • In solids, particles are tightly packed—sound moves quickly.
    • In liquids, particles are more spread out—sound moves at medium speed.
    • In gases, particles are far apart—sound moves slowly.

Thank students for their observations and reinforce how exploring sound connects science and music learning.

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Matter of Sound • Lenny Learning