Sound

Transcription

Sound

Sound
Primary Subject
Integrated Subjects
Grade Level(s)
Length of Unit
Research Sources
Science
Math, Reading, Writing, Social Studies
Second Grade
1 week
See attached lesson plans below for sound websites.
Unit Summary
Students will explore how sound is produced. Students will identify the
relationship between sound and the objects of the body that vibrate
such as the eardrum and vocal chords.
Key Vocabulary
sound, vibrations, columns of air, eardrums, vocal chords,
waves, energy, pitch
NC Essential Standards For
Science
Commor Core Standards for
Mathematics
Common Core Standards for
ELA & Literacy
Essential Questions
See attached Lesson Plans below
Materials & Resources
Houghtin Mufflin Basal Reader (Moses Goes to a Concert)
A junior high/high school band to come and visit school.
Rice on aluminum foil on speaker/Slinky on a surface/Tuning Fork to
show sound vibrations
Orff instruments
Noise Makers ( empty plastic pop bottle along with ingredients:
popcorn kernels, dried peas, coins, etc.)
Garage Band to allow students to compose music.
Play Rock Band on Wii or Playstation game console.
Sound Flipcharts
MSP Sound Probes with Verniers
How is sound produced?
How do our ears allow us to hear sounds?
How can we produce different sounds?
Why is sound important?
Activities/Procedures
• Essential Question
• Explore/Engage
• Explain
• Elaborate (Inquiry)
• Evaluate
Accommodations for
Differentiated Instruction
Computer use will be available to reduce the amount of writing.
Students will be paired with a buddy to assist with writing activities.
Students will be paired in varying ability groups to allow students to
work together to share knowledge.
Cross Curricular
Integration
Math: Students will use measurement tools to measure how far away
you can hear a sound. Tools include a ruler, yard stick, and meter stick.
Using the sound level meter graph students will draw a graph to show
the sound patterns they made.
Reading: Students will read Moses Goes to a Concert. Teacher will
read aloud Horton Hears a Who (watch Horton Hears a Who if allowed).
Students will read Magic School Bus: The Haunted Mansion. Students
will discuss the stories.
Writing: Students go on a listening walk. Students write or
draw the sounds they hear. Students will write a poem
about sounds.
Social Studies - Students listen and identify various animal
sounds. Students identify sounds in the immediate school
envirnoment. In a learning center activity students will
match the sound they hear to an animal. Students will play
an interactive game on the computer matching sounds to
pictures. Historical figures: Benjamin Franklin. The
teacher will show pictures of Franklin’s musical invention.
Students will compare this instrument to the Orff
instruments. Optional: Teacher will read aloud a short
biography of Helen Keller. Teacher will teach a few simple
words of sign language.
Music - Students will play high and low pitches on an orff
instrument. Students will show different sounds for each
season of the year. Students will create music sounds for
each season based on using different instruments.
Media: use studyjams.com, Bill Nye Science Guy Videos
on Sound, Magic School Bus: The Haunted Mansion
Created by
Email
Supporting Documents
[email protected] and [email protected]
Lesson Plan Unit (see below), Sound Flipcharts from http://
www.prometheanplanet.com/en-us/, Horton Hears A Who trailor
(trailers.apple.com/trailers/fox/hortonhearsawho/ )
Teacherʼs Name: ____________________
Subject: Science: Sound
LESSON PLANS FOR WEEK OF:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Big Ideas
• ELA/Science: Sound:
Vibrating objects and
columns of air,
eardrums and vocal
chords
•ELA/Science: Sound:
columns of air,
eardrums and vocal
chords
columns of air, eardrums
and vocal chords
columns of air,
eardrums and vocal
chords
columns of air,
eardrums and vocal
chords
Background
Knowledge
Vocabulary
SCIENCE: sound, pitch,
vibrations, columns of
air, eardrums, vocal
chords
SCIENCE: sound,
pitch, vibrations,
columns of air,
eardrums, vocal
chords
chords
chords
chords
Science:
2.P.1.1
2.P.1.2
Science:
2.P.1.1
2.P.1.2
Science:
2.P.1.1
2.P.1.2
Science:
2.P.1.1
2.P.1.2
Science:
2.P.1.1
2.P.1.2
ELA: RL 2.10
W.3.2
ELA: RL 2.10
W.3.2
ELA: RL 2.10
W.3.2
ELA: RL 2.10
W.3.2
ELA: RL 2.10
W.3.2
Technology:
2 TT.1.2
2 TT.1.3
Technology:
2 TT.1.2
2 TT.1.3
Technology:
2 TT.1.2
2 TT.1.3
Technology:
2 TT.1.2
2 TT.1.3
Technology:
2 TT.1.2
2 TT.1.3
I can explain how sound
is produced.
I can identify the parts
of the ear that help me
hear sounds.
I can explain how
sound is produced.
hear sounds.
I can explain how sound
is produced.
I can identify the parts of
the ear that help me hear
sounds.
I can explain how sound I can explain how sound
is produced.
is produced.
hear sounds.
hear sounds.
Common Core
“I Can
Statement”
Teacherʼs Name: ____________________
PrybulaNicholas
Saturday, September 7, 2013 10:31:39 AM ET
“I Will
Statement”
PrybulaNicholas
I will illustrate and
describe how sound is
produced.
I will explain which
parts of the body
produce and receive
sound waves.
produced.
parts of the body
produce and receive
sound waves.
produced.
parts of the body
produce and receive
sound waves.
produced.
parts of the body
produce and receive
sound waves.
produced.
parts of the body
produce and receive
sound waves.
Teacherʼs Name: ____________________
Materials/Tools
Websites: http://
resources.woodlandsjunior.kent.sch.uk/
revision/science/
sounds.html
http://
www.exploratorium.edu/
listen/online_try.php
http://dingo.care2.com/
cards/new/0422/Do-arain-deer.swf
http://
www.nyphilkids.org/
games/main.phtml?
http://
www.scholastic.com/
magicschoolbus/games/
sound/#
http://
www.sciencekids.co.nz/
gamesactivities/
changingsounds.html
http://www.bbc.co.uk/
schools/magickey/
adventures/
soundmonster_game.shtml
Teacherʼs Name: ____________________
PrybulaNicholas
Introduction/
Hook/
Connections
PrybulaNicholas
PBL: Your friend is
taking you to a music
concert. You are
excited to attend the
concert; however you
are deaf. How will you
hear the sounds?
PBL: Help the
creatures of
Whoville. Horton
needs your help to
save Whoville. What
can you do to make
a high pitch that will
save Whoville?
Teacherʼs Name: ____________________
Activities
Pre-KWL: student will
write what they Know,
Want to know, and
Learned about Sound
before you teach it.
Teacher Demo: Rice on
aluminum foil on speaker/
Slinky on a surface/
Tuning Fork to show
sound vibrations
Read Moses Goes To A
Concert from Houghton
Mifflin Baal Reader.
Show movie trailer of
Horton Hears a Who then
read Horton Hears a Who
(watch Horton Hears a
Who if allowed) Use
MSP Sound Probe:
Vernier with Sound Level
Meter to show graphing of
pitches.
Writing: Students go on
a listening walk.
Students write or
draw the sounds they
hear and classify
them into groups.
Compare/contrast
Helen Keller with
Moses Goes To A
Concert using a Venn
Diagram
Science Investigation
(from bottom of lesson
plan)
Students listen and
identify various
animal sounds. In a
learning center
activity students can
match the sound
they hear to an
animal.
A junior high/high school
band to come and visit
school.
Math: Measure how far
away you can hear a wood
block being dropped using
a ruler, yard stick, and
meter stick.
read Magic School Bus:
The Haunted Mansion
Use Garage Band to allow
students to compose
music that depicts
themselves.
Students will create their
own poetry sound
notebook; use
Kidspiration rhyming
words (under Reading
tab) as a way to give ideas
for poetry sound notebook.
Students will go to the
Sound Review Flipchart
computer lab and play
sound games (websites are Science Investigation
listed in materials and tools) (from bottom of lesson
plan)
Use Sound Flipchart that
explains more in-depth
terminology.
plan)
Post KWL: Pass back
the pre-KWL for
students to add onto
their existing knowledge
when the unit is over.
Students create noise
makers (empty plastic
pop bottle and fill with one
or more ingredients:
popcorn kernels, dried
peas, coins, etc.)
Play Rock Band on Wii or
Playstation game console.
*For extensions,
students create a way
to show sound
waves*
Sound Energy Flipchart
that focuses on the ears.
plan)
Teacherʼs Name: ____________________
PrybulaNicholas
Closure/Review
Science
Investigations are
included at the
bottom of this
document: pick and
choose what you
feel comfortable
teaching. These are
to be done by
students. Teacher
model if applicable.
Pre-Assessment
Pre-KWL
Students will turn this
into the teacher.
PostAssessment
Students turn and talk
to their neighbor
about what they
learned in class.
List Differentiated
Strategies: (groups)
PrybulaNicholas
Groups based on
teacher grouping.
Science
Investigations are
included at the
bottom of this
document: pick and
choose what you
feel comfortable
teaching. These are
to be done by
students. Teacher
Science
Investigations are
included at the
bottom of this
document: pick and
choose what you feel
comfortable
teaching. These are
to be done by
students. Teacher
Science
Investigations are
included at the
bottom of this
document: pick and
choose what you
feel comfortable
teaching. These are
to be done by
students. Teacher
Students will draw
three ideas of how
they can save
Whoville. Students
will explain to a
partner how their
ideas will help
Whoville.
Students will write in
their Science Journal
about what they
observed/learned
during the
investigation.
Students will evaluate
themselves based on
matching sounds to
the season in which
they occur.
Post KWL
Pass back their
papers and have
students add to their
KWL after this week.
Compare knowledge
from Pre to Post
KWL.
Teacherʼs Name: ____________________
Higher Level
Thinking
Questions:
How can we
communicate with
someone who is
(analysis, evaluating deaf?
How do we hear
different sounds?
and creating levels)
What affects how far a
sound is heard?
What sounds do you
associate to each
season? How do the
seasonʼs differ in the
sounds you hear?
Sound Experiments
Do plastic and glass bottles make the same sound when you blow across the top and when you hit their sides?
Materials Needed
•
different sized empty glass and plastic bottles
•
water
•
spoon
Instructions
1.
2.
3.
4.
Begin with empty bottles. Try hitting them with the spoon.
Blow across the tops of the empty bottles, like you're playing a flute, to see if they sound different.
Now put different amounts of water in the bottles. Try hitting them and blowing across them again.
What makes the bottles make different sounds?
http://pbskids.org/zoom/activities/sci/bottlehitandblow.html
Teacherʼs Name: ____________________
PrybulaNicholas
Use a drinking straw and your noodle to make a musical kazoo-dle.
Materials Needed
•
drinking straws
•
scissors
Instructions
1.
2.
3.
4.
5.
First, flatten out one end of a straw. The easiest way to do this is to bite on it.
With a pair of scissors, cut the flattened end of the straw in an upside-down "V" shape. This will act as a reed just like in a clarinet.
Place the "V" end of the straw in your mouth so that the "V" end is just past the inside of you lips.
Press on the "V" with your lips while blowing. This might take some practice. You may have to separate the "V" a bit.
Here's another cool thing that you can do. Cut the straw and then blow on it. Hear how the pitch is higher?
http://pbskids.org/zoom/activities/sci/strawkazoo.html
PrybulaNicholas
Teacherʼs Name: ____________________
Making Sounds With Rulers
Materials:
•
1 plastic ruler
•
1 heavy book
Find Out For Yourself
Explore ways to make sound with the ruler. Now try extending one end of the ruler over the edge of a table and plucking it. Listen carefully to what you
hear. Which sounds come from the ruler hitting the table. Which comes from the ruler making the air move?
Try making the ruler vibrate so it does not hit the table. Hold the ruler down firmly with a book.
Think about the sounds the ruler might make when a long piece of it extends over the edge of the table and you pluck it. Do you think it might make high or
low sounds? Write your predictions about the sound that will be produced by a long, medium and short piece of the ruler. Also write the reasons why you
think this will happen.
Now think about how a long, medium, and short piece of the ruler will look when it extends over the edge of the table and you pluck it. How will each
different length of the ruler vibrate when plucked? Write your predictions and reasons.
Work alone or with a partner to test your predictions.
What did you hear when you compared the sound produced by a long piece of the ruler with the sound of a short piece.
What did you see when you compared the vibrations of a long piece and a short piece of the ruler.
Ideas to Explore
Find object other than rulers that can be extended over the edge of the table and plucked to make sounds. Can you get the sound made by two different
vibrating objects to match?
http://www.smm.org/sound/activity/ssl4.htm
PrybulaNicholas
Teacherʼs Name: ____________________
Sound Site: Activities: Vibrations Through Compacted Air
Materials
•
6 balloons
•
a partner
Activity
Ask your partner to stand half the distance across the room from you and whisper a sentence to you.
Blow up a balloon and tie the end. The air in the balloon is squeezed or compacted. Hold the balloon against your ear. Ask your partner to whisper a sentence
to you again.
Trade places and repeat the experiment.
Did the balloon change the sound of your partner's whisper? How and why?
Does air or compacted air transmit sound better?
Science Notes
The air in the balloon is under greater pressure than the surrounding air. Since the air in the balloon is denser than the surrounding air, sound travels better
through the balloon.
http://www.smm.org/sound/nocss/activity/3b.htm

Sound

Transcription

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