This question tests understanding of 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 sound makes materials vibrate part. 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 sand bounce because of sound. In this story, Jamal shook a tambourine. This made a jingling sound. The sound vibrations traveled to the sand and made it bounce around. This shows sound can make materials vibrate. The correct answer says "The jingling sound made the sand bounce around" which identifies sound as the cause of the sand's vibration. This is correct - the jingling made the sand bounce. Sound vibrations transfer to nearby materials. Answer B "The sand jumping made the tambourine jingle" is wrong because it reverses cause-effect. Students might choose this if they see two events but don't understand which causes which. Do demonstrations students can see: put sand on a table near a tambourine, shake it and watch sand jump. Ask "What made the sand move?" Connect the jingling sound to sand movement. Try shaking harder for louder sounds - does sand jump more? This helps students see sound as the cause.

This question aligns with the 1-PS4-1 standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate, focusing on how 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 taps a drum which makes a boom sound, and the sound vibrations travel to the rice and make it bounce, showing sound can make materials vibrate. The correct answer says 'The drum boom sound made the rice bounce' which identifies sound as the cause of the rice's vibration; this is correct because the boom sound made the rice bounce, as sound vibrations transfer to nearby materials. A distractor like 'Chen poked the rice, so it bounced' is wrong because it claims touching not sound caused the movement, and students might choose this if they focus on visible actions like poking rather than invisible sound waves. Do demonstrations students can see: put rice on a drum and tap it, hold paper near a speaker, or watch water ripples near loud sound; ask 'What made the rice move?' and connect sound to movement. Try loud vs soft sounds to see which makes more movement, and let students gently touch a vibrating surface to feel sound vibrations; explain that sound is invisible shaking air that can make other objects shake too, and watch for students who only notice visible actions 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, 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 aligns with the 1-PS4-1 standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate, focusing on how 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 taps the drum softly which makes a quieter boom sound, and the smaller sound vibrations make the rice barely move, showing sound can make materials vibrate. The correct answer says 'A quieter drum sound made the rice move less' which identifies sound as the cause of the rice's vibration; this is correct because the quieter sound made the rice move less, as sound vibrations transfer to nearby materials. A distractor like 'The rice moved less because it was glued down' is wrong because it claims something unrelated not sound caused the change, and students might choose this if they don't understand sound is vibrations and see two events without connecting cause-effect. Do demonstrations students can see: put rice on a drum and tap it, hold paper near a speaker, or watch water ripples near loud sound; ask 'What made the rice move less?' and connect sound to movement. Try loud vs soft sounds to see which makes more movement, and let students gently touch a vibrating surface to feel sound vibrations; explain that sound is invisible shaking air that can make other objects shake too, and watch for students who only notice visible actions without connecting to sound's effect.

This question aligns with the 1-PS4-1 standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate, focusing on how 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 plays music from a speaker which makes a music sound, and the sound vibrations travel to the water and make it ripple, showing sound can make materials vibrate. The correct answer says 'The music sound from the speaker made the water ripple' which identifies sound as the cause of the water's vibration; this is correct because the music sound made the water ripple, as sound vibrations transfer to nearby materials. A distractor like 'Emma stirred the water, so it rippled' is wrong because it claims touching not sound caused the movement, and students might choose this if they focus on visible actions like stirring rather than invisible sound waves. Do demonstrations students can see: put rice on a drum and tap it, hold paper near a speaker, or watch water ripples near loud sound; ask 'What made the water move?' and connect sound to movement. Try loud vs soft sounds to see which makes more movement, and let students gently touch a vibrating surface to feel sound vibrations; explain that sound is invisible shaking air that can make other objects shake too, and watch for students who only notice visible actions 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 tests understanding of 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 sound makes materials vibrate part. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can SEE and FEEL this when materials like windows shake because of loud sounds. In this story, a truck passed by Marcus. This made a loud truck sound. The sound vibrations traveled to the window glass and made it vibrate. This shows sound can make materials vibrate. The correct answer says "The truck sound made the window glass vibrate" which identifies sound as the cause of the window's vibration. This is correct - the truck sound made the window shake. Sound vibrations transfer to nearby materials. Answer C "The window shook first and made the truck sound" is wrong because it reverses cause-effect. Students might choose this if they don't understand that the truck makes sound which then affects the window. Do demonstrations students can see: have students gently touch a window when a loud vehicle passes. Ask "What made the window shake?" Connect loud sounds to window movement. Explain that very loud sounds like trucks make strong vibrations that can shake even heavy things like windows.

This question tests understanding of 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 sound makes materials vibrate part. Sound is vibrations traveling through air. When sound reaches other objects, the vibrations can make those objects vibrate too. We can SEE this when materials like water ripple because of sound. Loud sounds make bigger vibrations we can see more easily. In this story, Emma played loud music. This made music sounds. The sound vibrations traveled to the water and made it ripple in the cup. This shows sound can make materials vibrate. The correct answer says "The music sound made the water ripple in the cup" which identifies sound as the cause of the water's vibration. This is correct - the music made the water ripple. Sound vibrations transfer to nearby materials. Answer A "The water ripples made the music start playing" is wrong because it reverses cause-effect. Students might choose this if they see two events but don't connect cause-effect correctly. Do demonstrations students can see: place a cup of water near a speaker, play loud music and watch ripples form. Ask "What made the water move?" Try different volumes - louder music makes bigger ripples. This helps students see that sound causes the movement, not the other way around.

This question aligns with the 1-PS4-1 standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate, focusing on how 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 stops the music which stops the sound, and without sound vibrations, the paper stops shaking, showing sound can make materials vibrate. The correct answer says 'The sound stopped, so the paper stopped vibrating' which identifies sound as the cause of the paper's vibration; this is correct because stopping the sound made the paper stop vibrating, as sound vibrations transfer to nearby materials. A distractor like 'Maya grabbed the paper, so it stopped moving' is wrong because it claims touching not sound caused the change, and students might choose this if they focus on visible actions like grabbing rather than invisible sound waves. Do demonstrations students can see: put rice on a drum and tap it, hold paper near a speaker, or watch water ripples near loud sound; ask 'What made the paper stop?' and connect sound to movement. Try loud vs soft sounds to see which makes more movement, and let students gently touch a vibrating surface to feel sound vibrations; explain that sound is invisible shaking air that can make other objects shake too, and watch for students who only notice visible actions without connecting to sound's effect.