Note for teachers using this lesson plan
Before this lesson, gather various objects that can produce distinct soft and loud sounds, such as a whistle, a small drum or plastic container, a bell, cotton wool, or a sheet of paper. The central idea is for pupils to understand that sound is what they hear and to clearly differentiate between sounds that are soft and those that are loud. Observe pupils as they demonstrate making and identifying these sounds to confirm their understanding.
Class: Pre-School Level 3
Term: Second Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Basic Science and Technology
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Not specifically stated, but likely related to senses or common objects.
Topic: SOUND
Subject Matter: Meaning and types of sound with soft and loud sounds.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Define sound in simple terms.
- Identify examples of soft sounds.
- Identify examples of loud sounds.
- Differentiate between soft and loud sounds.
Affective Domain
- Listen attentively to different sounds.
- Show curiosity about how sounds are made.
Psychomotor Domain
- Make soft sounds using their voices or objects.
- Make loud sounds using their voices or objects.
- Demonstrate the difference between soft and loud sounds through actions.
Social Domain
- Participate in group activities involving sound exploration.
- Take turns making different sounds.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education curriculum resources.
Instructional Materials
- Posters showing sources of soft and loud sounds (e.g., whispering child, sleeping cat, car horn, drum).
- Real objects: a whistle, a small drum/plastic container, a bell, a speaker, an earphone, a feather, a sheet of paper, cotton wool.
- Picture cards of items that make soft and loud sounds.
- Teacher’s voice for demonstration.
Rationale for the Lesson
This lesson helps 4-year-olds understand the world around them by focusing on one of their five senses: hearing. Learning about different types of sound, especially soft and loud, helps them develop auditory discrimination skills, communicate better, and understand safety cues in their environment. It connects directly to their daily experiences at home and school.Prerequisite/Previous Knowledge
Pupils can already hear and respond to sounds in their environment. They may have heard different sounds at home and school, such as their parents’ voices, music, or the sound of a car.Lesson Content/Board Summary
Meaning and Types of Sound with Soft and Loud Sounds
What is Sound?
Sound is what we hear with our ears. Everything around us makes some kind of sound. We hear sounds when we talk, when music plays, when a car passes, or when a bell rings.
Types of Sound
Sounds can be different. Some sounds are soft, and some sounds are loud.
Soft Sounds
Soft sounds are gentle and quiet. They do not hurt our ears. We have to listen carefully to hear soft sounds.
- Examples of Soft Sounds:
- Whispering
- A cat purring
- Rustling leaves
- Gentle rain falling
- A baby sleeping
- Dropping a feather
Loud Sounds
Loud sounds are strong and noisy. They can sometimes be too much for our ears. We can hear loud sounds from far away.
- Examples of Loud Sounds:
- A car horn beeping
- A drum beating loudly
- Someone shouting
- Thunder during a storm
- A whistle blowing
- Loud music from a speaker
Key Words
- Sound – What we hear with our ears.
- Soft – Gentle and quiet.
- Loud – Strong and noisy.
Sound Rhyme
Tune: Twinkle, Twinkle Little Star
Sounds we hear, everywhere,
In the air, here and there.
Some are soft, like a breeze,
Rustling through the green trees.
Some are loud, like a drum,
Here they come, here they come!
Sounds we hear, everywhere,
In the air, here and there.
Actions:
- “Sounds we hear, everywhere” – Cup hands behind ears, then spread arms wide.
- “Some are soft, like a breeze” – Gently wave hands side to side.
- “Rustling through the green trees” – Wiggle fingers like leaves.
- “Some are loud, like a drum” – Clap hands loudly, then pretend to beat a drum.
- “Here they come, here they come!” – Point forward with excitement.
Watch and Listen to Sounds
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils to close their eyes and listen to sounds around them. Explain that “sound” is anything we hear. Introduce soft sounds by whispering and demonstrating with quiet objects like a feather or cotton wool. Then, introduce loud sounds by clapping loudly and using objects like a whistle or drum. Emphasize the difference by comparing the feeling of each sound.
What to show or demonstrate: Show the posters of sound sources. Demonstrate making soft sounds (whispering, gentle tapping) and loud sounds (clapping, blowing a whistle, beating a drum). Use the real objects (speaker, earphone, whistle, bell, paper) to make sounds and ask pupils to identify if they are soft or loud. Encourage pupils to make their own soft and loud sounds.
How to use the rhyme/song: Teach the “Sound Rhyme” line by line, demonstrating the actions. Sing it several times, first slowly, then at a normal pace, encouraging pupils to join in with both the lyrics and actions. Use the rhyme to reinforce the concept of different sound levels.
How to use the video: Introduce the video as a fun way to hear more soft and loud sounds. Play the video, asking pupils to listen carefully and identify the sounds. After watching, discuss some of the sounds heard in the video and ask pupils to mimic them or say if they were soft or loud.
What to watch for: Observe if pupils can correctly identify and categorize sounds as soft or loud. Watch for pupils who might be sensitive to loud sounds and ensure a comfortable learning environment. Encourage all pupils to participate in making sounds.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and starts with a simple “listening game.” “Let’s close our eyes for a moment and listen to what sounds we can hear in our classroom or outside.” After a few seconds, “Now open your eyes! What did you hear?”
Pupils’ Activity: Pupils close their eyes and listen, then share sounds they heard (e.g., birds, car, teacher’s voice, friend’s cough).
Learning Point: Pupils become aware of sounds around them.
Step 2: Meaning of Sound
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains, “What we hear with our ears is called sound. Everything makes sound! When I clap my hands (claps softly), that’s a sound. When I talk (speaks), that’s a sound.” The teacher shows pictures of various sound sources (e.g., a bell, a talking person, a car).
Pupils’ Activity: Pupils listen to the explanation and observe the pictures. They may clap their hands gently when prompted.
Learning Point: Pupils understand that sound is what they hear.
Step 3: Introducing Soft Sounds
Time: 5 minutes
Teaching Skill: Demonstration/Comparison
Teacher’s Activity: The teacher introduces soft sounds. “Some sounds are very quiet and gentle. We call them soft sounds.” The teacher whispers a word, gently taps a table, and rustles a sheet of paper. “Can you hear that? It’s a soft sound.” The teacher shows pictures of soft sound sources like a sleeping baby or a cat purring. The teacher asks pupils to make a soft sound with their voices.
Pupils’ Activity: Pupils listen carefully to the soft sounds. They try to make a soft sound with their voices (e.g., whispering).
Learning Point: Pupils identify and produce soft sounds.
Step 4: Introducing Loud Sounds
Time: 5 minutes
Teaching Skill: Demonstration/Comparison
Teacher’s Activity: The teacher introduces loud sounds. “Now, some sounds are very strong and noisy. We call them loud sounds!” The teacher claps loudly, blows a whistle (briefly and gently), and beats a small drum. “Wow! That was a loud sound!” The teacher shows pictures of loud sound sources like a car horn or a drum. The teacher asks pupils to make a loud sound (e.g., a short shout or loud clap).
Pupils’ Activity: Pupils listen to the loud sounds. They try to make a loud sound with their voices or by clapping.
Learning Point: Pupils identify and produce loud sounds.
Step 5: Differentiating Soft and Loud Sounds with Objects
Time: 5 minutes
Teaching Skill: Guided Practice/Activity
Teacher’s Activity: The teacher brings out the instructional materials (whistle, bell, cotton wool, earphone, speaker). For each object, the teacher makes a sound and asks, “Is this a soft sound or a loud sound?” The teacher guides pupils to classify each sound. For example, “A whistle makes a…?” (Loud sound). “Dropping cotton wool makes a…?” (Soft sound).
Pupils’ Activity: Pupils listen to the sounds from the objects and orally identify them as “soft” or “loud.”
Learning Point: Pupils can differentiate between soft and loud sounds using real objects.
Step 6: Reinforcement with Rhyme and Video
Time: 4 minutes
Teaching Skill: Repetition/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Sound Rhyme” with actions. Then, the teacher plays the verified YouTube video on soft and loud sounds, asking pupils to watch and listen carefully. After the video, the teacher asks pupils to name one soft sound and one loud sound they heard.
Pupils’ Activity: Pupils sing the rhyme with actions. They watch the video attentively and then name sounds they heard.
Learning Point: Pupils reinforce their understanding through song and visual examples.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- What is sound?
- Give an example of a soft sound.
- Give an example of a loud sound.
- Show me how to make a soft sound.
- Show me how to make a loud sound.
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarization/Closure
Teacher’s Activity: The teacher praises pupils for their participation and reminds them to keep listening to the different sounds around them. “Great job today! Remember, our world is full of sounds, some are soft and some are loud!”
Pupils’ Activity: Pupils respond to the teacher and prepare for the next activity.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue exploring sounds.
Lesson Keywords
- Sound – What we hear with our ears.
- Soft – Gentle and quiet.
- Loud – Strong and noisy.
- Hear – To perceive sound with the ear.
Differentiation
- Support: For pupils who struggle, the teacher can use fewer examples, provide more direct modelling, and offer hand-over-hand guidance when making sounds with objects. Focus on just two clear examples for soft and loud sounds.
- Extension: For pupils who grasp the concept quickly, the teacher can ask them to identify sounds from outside the classroom (e.g., “What’s that sound? Is it soft or loud?”). They can also be encouraged to draw pictures of things that make soft and loud sounds.
Community Join the conversation Open discussion +