Sensational Sound Key Words: pitch, sound, vibration, volume Desired Outcomes Goals: S1P1. Students will investigate light and sound. c. Investigate how vibrations produce sound. d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft. e. Identify emergency sounds and sounds that help us stay safe. (S1L1) S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out. S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer. d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring. S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change. S1CS5. Students will communicate scientific ideas and activities clearly. b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described. S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. When a science investigation is done the way it was done before, we expect to get a similar result. b. Science involves collecting data and testing hypotheses. c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests. d. All different kinds of people can be and are scientists. 25
S1CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other. b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus. c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help. d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets. M1M2. Students will develop an understanding of the measurement of time. a. Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand. b. Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year. c. Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after). M1N3. Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship between addition and subtraction. a. Identify one more than, one less than, 10 more than, and 10 less than a given number. b. Skip-count by 2 s, 5 s, and 10 s forward and backwards to and from numbers up to 100. c. Compose/decompose numbers up to 10 --"break numbers apart", e.g., 8 is represented as 4 + 4, 3 + 5, 5 + 2 + 1, and 10-2). d. Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less. e. Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles, and making tens. f. Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) g. Apply addition and subtraction to 2-digit numbers without regrouping (e.g., 15 + 4, 80-60, 56 + 10, 100-30, 52 + 5). h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures, and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction. M1P1. Students will solve problems (using appropriate technology). a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. 26
M1P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. ELA1R4. The student demonstrates the ability to read orally with speed, accuracy, and expression. The student c. Reads grade-level text with appropriate expression. ELA1R5. The student acquires and uses grade-level words to communicate effectively. The student a. Reads and listens to a variety of texts and uses new words in oral and written language ELA1R6. The student uses a variety of strategies to understand and gain meaning from grade-level text. The student a. Reads and listens to a variety of texts for information and pleasure. b. Makes predictions using prior knowledge. d. Re-tells stories read independently or with a partner. f. Makes connections between texts and/or personal experiences.. Understandings: Students will understand that Sounds are caused by vibrations. Students will know what produces sound; how to differentiate between sounds in terms of pitch and volume; and the sounds made to warn citizens of an emergency. Essential Questions: How is sound produced? Can sound travel? Students will be able to investigate how vibrations produce sound; differentiate between various sounds in terms of pitch and volume; and identify emergency sounds and sounds that help us stay safe. Lesson Hook: Have students place their hands over their voice box as they hum a tune. What do they feel? Place some salt on the top of a play drum. Beat the drum and have the students observe. Using a tuning fork, hit the sole of a shoe (do not strike it against a hard surface-a rubber sole works well). Then place the tuning fork near the surface of a tub of water - observe the waves/vibrations. Hit the tuning fork and place it to the child s ear. Explain to students that things that make a sound vibrate/move. 27
Assessment Performance Tasks: G.R.A.S.P. Goal: Create an instrument the produces sound. You must be able to change either the pitch or volume or both. Role: An instrument designer/inventor Audience: Musicians Scenario: You are an inventor of musical instruments and you are looking for a job. You have an interview with a very big company. It would be the job of your dreams! For your interview, you must bring one of your inventions. It should be inexpensive to make. It should be an instrument in which you can change either the pitch or the volume (or both, but at least one of the two). Product: The instrument Other Evidence: Teacher Observations Student responses Plan of Action Tasks: The Very Quiet Cricket, by Eric Carle (compliment with Chirping Crickets), by Melvin Berger) Connect to S1L1. 1. Before Reading: Describe the sound a cricket makes. Would they say it makes a quiet sound? Show the cover of the book and ask why they think the cricket in this story is very quiet. 2. During Reading: Read to find out why this cricket is quiet. 3. After Reading: Reflect on why the cricket was quiet. Discuss how crickets rub their wings together to produce a sound. Listen to some taped recording of crickets if possible. Discuss volume in terms of loud and soft. 4. Crickets are quite amazing. They make species specific songs when their wings are rubbed together. The males make these sounds to attract females. Crickets tend to be more active at night. Do an experiment to see if they prefer light or dark. Place a cricket in a plastic box with half the bottom covered in black paper and the other half in white paper. Place the cricket in the middle of the box. Place the lid on the box. Watch for five minutes and record what side the cricket was on. Keep a tally (observe every minute or every 30 seconds, or watch continuously and record). Repeat the experiment multiple times. 28
5. Have the students determine the temperature by counting the number of chirps a cricket makes in 15 seconds. Add 38 to that number. The answer should be close to the actual temperature in Fahrenheit. 6. Screaming Balloons Activity (see attached). Describe the noise heard. The Bremen Town Musicians (multiple authors and editions available) 1. Before Reading: Ask students whether sound travels through air. What about through solids? Liquids? Can they hear under water? Can they hear a siren passing by? If someone knocks on the door, can they hear it? Discuss the idea of vibrations. 2. Read the story. Discuss how we use sound and how sound affects us. Spend time talking about the sound emergency vehicles make. If you have a public siren to warn your community of severe weather, inform students about this service. This is a good time to review the sounds your school uses for fire alarms, etc. 3. Give students a plastic cup with string through it. Hold the cup down on the floor gently using their foot. Pull the string up to their ear and pluck it. Put the cup to their ear and stand on the string and repeat. Make sure they pay attention to the string and see it moving. 4. Place a ruler on the end of the desk and pluck it. They can see it vibrate and hear the sound. Change the length of the ruler hanging off the desk and pluck it-notice how the pitch changes. 5. Make instruments and adapt the Bremen Town Musician story so that you can include many instruments and students to act it out. Differentiate between various sounds produced in terms of pitch (high or low) and volume (loud or soft). 6. Home Grown Xylophone Activity (see attached). Discuss changes in pitch. 7. Computer Center Visit this animated and interactive site on sound http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtml Additional Resources: Boomwhackers- several vendors sell them do a Google search and compare prices. Play them online http://www.musick8kids.com/html/play_bw.tpl AIMS Education Foundation. (1994) Primarily Physics. Fresno, CA: Author. Instructions for making instruments and a lesson for designing an instrument. 29
SCREAMING BALLOONS S1P1 Students will investigate light and sound. c. Investigate how vibrations produce sound. d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft. Materials: Balloons Hexagonal nut Procedures: Place a hexagonal nut into the balloon. Blow up the balloon, and tie the end. Place your hand around the tied end of the balloon, with the large part of the balloon facing downward. Swirl the balloon in a circular motion until the nut begins to move in a circle inside the balloon. Observe the outside of the balloon as you spin it in a circle. As the path of the hex nut becomes regular, you should hear a screaming sound. Questions: What did the outside of the balloon begin to do as you swirled it around? Spin the balloon at a slower speed. What happens? Spin the balloon more quickly. What happens? The Science Behind It: The screaming sound is made by vibrations of the sides of the hexagonal nut as it rubs against the inside of the wall of the balloon. Notice that the faster you twirl the balloon, the higher the pitch of the sound. Faster vibrations make higher pitched sounds, and slower vibrations make lower pitched sounds. HOME GROWN XYLOPHONE 30
S1P1 Students will investigate light and sound. c. Investigate how vibrations produce sound. d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft. MATERIALS: Glass bottles with different levels of water. Metal Spoons PROCEDURE: Gently tap on the side of each bottle with the spoon. Are the sounds you hear alike or different? Play the tunes below or make up your own? Mary Had a Little Lamb 3212333 222 355 3212333 322 321 Frere Jacques (Are You Sleeping?) 1231 1231 345 345 565431 565431 121 121 THE SCIENCE BEHIND IT: We hear sounds because of vibrations in the air. Longer objects vibrate more slowly and make lower-pitched sounds. Shorter objects vibrate faster and make higher-pitched sounds. When you strike the bottles with a metal spoon, it causes the bottles and the water inside them to vibrate. The bottle with the most water makes the lowest-pitched sound. The bottle with the least water makes the highest-pitched sound. 31