This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Sofia hummed, which made voice sounds, and the sound vibrations traveled to the paper and made it shake. This shows sound can make materials vibrate. The correct answer says "Sofia’s voice sound made the paper vibrate." which identifies sound as the cause of the paper's vibration. This is correct - the voice made the paper vibrate, as sound vibrations transfer to nearby materials. A distractor like "The paper shaking made Sofia start humming." is wrong because it reverses cause-effect. Students might choose this if they don't understand sound is vibrations. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the paper move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, a truck passed by Marcus, which made loud truck sounds, and the sound vibrations traveled to the window glass and made it shake. This shows sound can make materials vibrate. The correct answer says "The loud truck sound made the window glass shake." which identifies sound as the cause of the window's vibration. This is correct - the truck sound made the window shake, as sound vibrations transfer to nearby materials. A distractor like "The window shaking made the truck sound loud." is wrong because it reverses cause-effect. Students might choose this if they focus on visible action not invisible sound waves. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the window move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Chen tapped a drum, which made boom sounds, and the sound vibrations traveled to the rice and made it bounce. This shows sound can make materials vibrate. The correct answer says "The drum’s boom sound made the rice bounce." which identifies sound as the cause of the rice's vibration. This is correct - the boom made the rice bounce, as sound vibrations transfer to nearby materials. A distractor like "The rice bouncing made the drum boom loudly." is wrong because it reverses cause-effect. Students might choose this if they see two events but don't connect cause-effect. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the rice move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Maya played music, which made music sounds from the speaker, and the sound vibrations traveled to the paper and made it shake. This shows sound can make materials vibrate. The correct answer says "The music sound from the speaker made paper shake." which identifies sound as the cause of the paper's vibration. This is correct - the music made the paper shake, as sound vibrations transfer to nearby materials. A distractor like "Maya’s hand touching the paper made it shake." is wrong because it claims touching not sound caused the movement. Students might choose this if they focus on visible action (touching) not invisible sound waves. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the paper move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Emma played loud music from a speaker, which made music sounds, and the sound vibrations traveled to the cup water and made it ripple. This shows sound can make materials vibrate. The correct answer says "The music sound from the speaker made ripples." which identifies sound as the cause of the water's vibration. This is correct - the music made the ripples, as sound vibrations transfer to nearby materials. A distractor like "The cup water ripples made the music sound louder." is wrong because it reverses cause-effect. Students might choose this if they focus on visible action not invisible sound waves. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the water move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Emma played music from a speaker, which made music sounds, and the sound vibrations traveled to the cup water and made it ripple. This shows sound can make materials vibrate. The correct answer says "The music sound made the water surface ripple." which identifies sound as the cause of the water's vibration. This is correct - the music made the water ripple, as sound vibrations transfer to nearby materials. A distractor like "The water ripples made the speaker play music." is wrong because it reverses cause-effect. Students might choose this if they see two events but don't connect cause-effect. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the water move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Chen tapped a drum quietly, which made soft sounds with little rice movement, showing how sound affects the rice. This shows sound can make materials vibrate. The correct answer says "The drum sound made the rice move and bounce." which identifies sound as the cause of the rice's vibration. This is correct - the drum sound made the rice move, as sound vibrations transfer to nearby materials. A distractor like "The rice bouncing caused the drum to make sound." is wrong because it reverses cause-effect. Students might choose this if they don't understand sound is vibrations. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the rice move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Maya played music from a speaker, which made music sounds, and the sound vibrations traveled to the paper and made it vibrate, but when music stopped, the paper stopped shaking. This shows sound can make materials vibrate. The correct answer says "The speaker’s music sound made the paper vibrate." which identifies sound as the cause of the paper's vibration. This is correct - the music made the paper vibrate, as sound vibrations transfer to nearby materials. A distractor like "The paper shaking made the music turn on." is wrong because it reverses cause-effect. Students might choose this if they see two events but don't connect cause-effect. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the paper move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Jamal shook a tambourine, which made jingling sounds, and the sound vibrations traveled to the sand and made it bounce and move. This shows sound can make materials vibrate. The correct answer says "The jingling sound made the sand bounce and move." which identifies sound as the cause of the sand's vibration. This is correct - the jingling made the sand bounce, as sound vibrations transfer to nearby materials. A distractor like "The sand bouncing made the tambourine jingle loudly." is wrong because it reverses cause-effect. Students might choose this if they don't understand sound is vibrations. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the sand move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.

This question assesses the skill 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate - specifically the part where sound makes materials vibrate. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can see this when lightweight materials like paper, rice, sand, or water shake, bounce, or move because of sound, and loud sounds make bigger vibrations we can see more easily. In this story, Sofia hummed loudly, which made voice sounds, and the sound vibrations traveled to the paper and made it move. This shows sound can make materials vibrate. The correct answer says "The paper vibrated because Sofia’s voice made sound." which identifies sound as the cause of the paper's vibration. This is correct - the voice made the paper vibrate, as sound vibrations transfer to nearby materials. A distractor like "The paper moving made Sofia start humming loudly." is wrong because it reverses cause-effect. Students might choose this if they see two events but don't connect cause-effect. Do demonstrations students can see: put rice on drum and tap it, hold paper near speaker, watch water ripples near loud sound. Ask "What made the paper move?" Connect sound to movement. Try loud vs soft sounds - which makes more movement? Let students gently touch vibrating surface (table when drum plays on it) to feel sound vibrations. Explain: sound is invisible shaking air, when sound reaches other objects it can make them shake too. Watch for: students who only notice visible actions (tapping, touching) without connecting to sound's effect.