Physics of Sound. Grade Level(s): 4th. Unit: Physics of Sound, Investigation 1, Dropping In

Transcription

1 Name of Course: Physics of Sound Course Number: Grade Level(s): 4th Unit: Physics of Sound, Investigation 1, Dropping In Estimated Instructional Time: Part 1 - Drop Challenge minutes Part 2 - Drop Codes - 50 minutes Part 3 - Sound and Vibrations 50 minutes PA Academic Standards: S4.C.1.1 New Standards Performance Standards: S1 a Physical Science Concepts Properties of objects and materials, such as similarities and differences in the size, weight, and color of objects; the ability of materials to react with other substances; and different states of materials. S1 b Position and motion of objects, such as how the motion of an object can be described by tracing and measuring its position over time; and how sound is produced by vibrating objects. S5 Scientific Thinking S6 Scientific Tools and Technology S7 Scientific Communication S8 Scientific Investigation Unit Objectives: Observe sound made by objects when dropped. Compare sounds to develop sound discrimination. Create a code. Communicate with others using a drop code. Identify a variety of sound sources and receivers. Observe the vibrations made by various objects that produce sound. Use scientific processes to conduct investigations and build explanations: observing, communicating, comparing and organizing. Text/Resource Materials: Parts 1, 2, 3 Investigation 1, Dropping In - FOSS Kit Physics of Sound Check each part of the unit for optional teacher supplied material.

2 Teacher Sheet #1 Letter to Parents Read Science Story Seeing The World Through Sound Part 1 Drop Challenge Drop Challenge Part 2 Drop Codes Read Science Story Listen to This? Create and send a Drop Code Student Sheet #2 Sorting Mat Part 3 Sound and Vibrations Read Science Stories Animal Babble, Your Source and Receiver Make a Door Fiddle Try out the Tone Generator Use a Tuning Fork - Student Sheet #4 - The Tuning Fork Use the Long Gong - Student Sheet #5 The Long Gong Assessment: Assessment Chart for Investigation 1 - Observation Part 1 - Drop Challenge Teacher Observation Part 2 Drop Codes - Student Sheet #3 Response Sheet Dropping In Part 3 Sound and Vibrations Teacher Observation Enabling Objectives: Sounds have identifiable properties. Objects can be identified by the sound they make when dropped. The identifiable properties of sounds can convey information. Sustained sound is caused by vibrations. Sound requires a source and a receiver. The intensity of the vibration determines the volume.

3 Extensions: Part 1 - Read Science Story Seeing The World Through Sound Part 2 Read Science Story Listen to This? Part 3 Read Science Stories Animal Babble, Your Source and Receiver Language Arts TM page 30, 31 Drop Multiple Letter Objects Send Mystery Letters Create Whole-Word Codes Write Sound Stories With Feelings Explore Onomatopoeia Math TM page 31 Problem of the Week Student Sheet #29 Create a Number Drop Science TM page 32 Create a Sound-Matching Game Start a Learning Center Play Where s That Sound Home/School Connection Student Sheet #33, TM page 32 Remediation: Use the FOSS website at Name of Course: Physics of Sound Course Number: Grade Level(s): 4th Unit: Physics of Sound Investigation 2 Good Vibrations Estimated Instructional Time: Part 1 Vibration and Pitch minutes Part 2 Length and Pitch 50 minutes Part 3 Tension and Pitch minutes PA Academic Standards: S4.C.1.1

4 New Standards Performance Standards: S1 a Physical Science Concepts Properties of objects and materials, such as similarities and differences in the size, weight, and color of objects; the ability of materials to react with other substances; and different states of materials. S1 b Position and motion of objects, such as how the motion of an object can be described by tracing and measuring its position over time; and how sound is produced by vibrating objects. S5 Scientific Thinking S6 Scientific Tools and Technology S7 Scientific Communication S8 Scientific Investigation Unit Objectives: Observe that sound originates from vibrating sources. Compare high, low, and medium pitched sounds. Compare the frequency of vibrations made by various sound sources producing different pitches. Compare the pitch of a sound to the physical properties of the sound source. Record observations and comparisons of sounds. Use scientific processes to conduct investigations and build explanations: observing, communicating, comparing and organizing. Text/Resource Materials: Parts 1, 2, 3 Investigation 2, Good Vibrations - FOSS Kit Physics of Sound Check each part of the unit for optional teacher supplied material. Part 1 Vibration and Pitch Read Science Story Highs and Lows Voice the Vibrations Door Fiddle Tone Generator Add new terminology to Word Bank Part 2 Length and Pitch Read Science Stories Making Waves, Sound Off

5 Construct the Waterphone - Student Sheet # 6 The Waterphone Build the Xylophone - Student Sheet #7 The Xylophone Create the Kalimba - Student Sheet #8 The Kalimba Assemble the String Beam - Student Sheet #9 The String Beam Add new terminology to Word Bank Part 3 Tension and Pitch Read Science Story Scoping Out Sound Prepare the Minigutbucket - Student Sheet #11 Prepare the FOSS-ulele - Student Sheet #12 FOSS-ulele Add new terminology to Word Bank Assessment: Assessment Chart for Investigation 2 - Observation Part 1 Vibration and Pitch Teacher Observation Part 2 Length and Pitch Teacher Observation Part 3 Tension and Pitch Student Sheet #10 Enabling Objectives: Sound originates from vibrating sources. Pitch is how high or low a sound is. Differences in pitch are caused by differences in the rate at which objects vibrate. Pitch can be changed by changing the length or tension of the object vibrating at the sound source. Extensions: Part 1 Read Science Story Highs and Lows Part 2 Read Science Stories Making Waves, Sound Off Part 3 Read Science Story Scoping Out Sound Language: TM page 25 Research Animal Sounds Investigate the Adam s Apple Math: TM page 25 Problem of the Week Student Sheet #30 Notate String Beam Music Music: TM page 27

6 Sing Show and Tell About Musical Instruments Discuss Noise and Music Science: TM page 28 Make a Duck Flute Record Sound Effects Explore Rubber Band Guitars Home/School Connection Student Sheet #34 for Investigation 2 TM page 28 Remediation: Use the FOSS website at Name of Course: Physics of Sound Course Number: Grade Level(s): 4th Unit: Physics of Sound Investigation 3 How Sound Travels Estimated Instructional Time: Part 1 Sounds Through Air and Water minutes Part 2 Sounds Through Solids minutes PA Academic Standards: S4.C.1.1 New Standards Performance Standards: S1 a Physical Science Concepts Properties of objects and materials, such as similarities and differences in the size, weight, and color of objects; the ability of materials to react with other substances; and different states of materials. S1 b Position and motion of objects, such as how the motion of an object can be described by tracing and measuring its position over time; and how sound is produced by vibrating objects. S5 Scientific Thinking S6 Scientific Tools and Technology S7 Scientific Communication S8 Scientific Investigation

7 Unit Objectives: Observe how sound travels through three states of matter: solid, liquid, and gas. Compare and record how sound travels through different mediums. Compare that the outer ear is designed to receive sounds. Use scientific processes to conduct investigations and build explanations: observing, communicating, comparing and organizing. Text/Resource Materials: Parts 1, 2 Investigation 3, How Sound Travels - FOSS Kit Physics of Sound Check each part of the unit for optional teacher supplied material. Part 1 Sounds through Air and Water Read Science Story Moving Along? Student Sheet #13 Sounds Through Air Student Sheet #14 Sounds Through Water Create the Listening Tubes Prepare a Megaphone Part 2 Sounds Through Solids Read Science Stories Bouncing Back Student Sheet #16 Sounds Through Solids: Wood Tin Can Telephones - Student Sheet #17 Sounds Through Solids: String Assessment: Assessment Chart for Investigation 3 - Observation Part 1 Sounds Through Air and Water - Student Sheet #15 How Sound Travels Part 2 Sounds Through Solids Teacher Observation Enabling Objectives: Sound vibrations need a medium to travel. Sound travels through solids, such as wood. Sound travels through liquids, such as water. Sound travels through gases, such as air. Sound energy can be directed with reflective tubes and megaphones. Our outer ears are designed to gather sound energy.

8 Extensions: Part 1 Read Science Story Moving Along? Part 2 Read Science Stories Bouncing Back Language: TM page 20 Research Whale and Dolphin Communication Research Bat Navigation Compare Animal Ears Imagine Life in an Airless World Math: TM page 20 Problem of the Week Student Sheet #31 Art: TM page 22 Hold a Fabulous Ear Contest Science: TM page 22, 23 Observe the Speed of Sound Through Air Make a Garden Hose Listening Tube Investigate String Telephones Compare Sound Mufflers Make an Air Cannon Home/School Connection Student Sheet #35 for Investigation 3 TM page 24 Remediation: Use the FOSS website at Name of Course: Physics of Sound Course Number: Grade Level(s): 4th Unit: Physics of Sound Investigation 4 Sound Challenges Estimated Instructional Time: Part 1 Sound Challenges Two 50 minute sessions Part 2 Choosing Your Own Investigation 4 6 classes PA Academic Standards: S4.C.1.1

9 New Standards Performance Standards: S1 a Physical Science Concepts Properties of objects and materials, such as similarities and differences in the size, weight, and color of objects; the ability of materials to react with other substances; and different states of materials. S1 b Position and motion of objects, such as how the motion of an object can be described by tracing and measuring its position over time; and how sound is produced by vibrating objects. S5 Scientific Thinking S6 Scientific Tools and Technology S7 Scientific Communication S8 Scientific Investigation Unit Objectives: Compare ways for sounds to be louder, or softer, to travel farther, or to change pitch. Organize and communicate findings. Conduct their own inquiry-based investigations about sound. Use scientific processes to conduct investigations and build explanations: observing, communicating, comparing and organizing. Text/Resource Materials: Parts 1, 2 Investigation 4, Sound Challenges - FOSS Kit Physics of Sound Check each part of the unit for optional teacher supplied material. Part 1 Sound Challenges Read Science Stories Light! Camera! Action!, Grandmother s Hearing Test? Student Sheet #18 The FOSS-ulele Challenge Student Sheet #19 The Kalimba Challenge Student Sheet #20 The Long Gong Challenge Student Sheet #21 The Minigutbucket Challenge Student Sheet #22 The String Beam Challenge Student Sheet #23 The Tuning Fork Challenge Student Sheet #24 The Waterphone and Xylophone Challenge Student Sheet #25 The Whisper Challenge Prepare all the Instruments for Each of the Challenges Part 2 Choosing Your Own Investigation Plan for Presentations Create Realistic Proposals

10 Present Projects to the Class Student Sheet #26 Project Ideas Student Sheet #27 The Project Proposal Student Sheet #28 The Presentation Guidelines Assessment: Assessment Chart for Investigation 4 - Observation Part 1 Sound Challenge Teacher Observation Part 2 Choosing Your Own Investigation Teacher Observation Enabling Objectives: Several variables affect pitch, including size (length) and tension of the vibrating object at the sound source.. Sound can be directed through air, water, or solids to the sound receivers.. The medium that sound passes through affects its volume and the distance over which it can be heard. Extensions: Part 1 Read Science Stories Light! Camera! Action!, Grandmother s Hearing Test? Language: TM page 21 Research Hearing Aids Describe the Group Experience Math: TM page 22 Problem of the Week Student Sheet #32 Measuring Sound s Path Social Studies: TM page 23 Imagine Life Without Telephones and Stereos Science: TM page 23 Discuss Disability Awareness Investigate Sound-making Toys Make Animal Quackers Home/School Connection Student Sheet #28 for Investigation 4 TM page 24 Remediation: Use the FOSS website at

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