Pupils needing extra support

Could explore the shaky pots more freely, commenting on whether they are loud or quiet; could compare and match only two shaky pots with the sample items at a time; could have cones at ten-step intervals to indicate where to stand in the sound investigation; could gather data at fewer stages, specifically at the beginning, middle and end.

Pupils working at greater depth

Should be encouraged to think about why the sound became quieter as they moved further away (e.g. it spreads out as it moves away from the person making the sound); could draw and label a simple diagram to demonstrate their understanding (see Teacher knowledge and slide 1 of the Presentation: What happens to sound when you move further away?).