Science
SCI.IV.4.2
Grade: 2
Strand:
Using Scientific Knowledge in Earth Science
- Waves and Vibrations
Standard:
All students will describe sounds and sound waves; explain shadows, color,
and other light phenomena; measure and describe vibrations and waves; and
explain how waves and vibrations transfer energy. (Waves and Vibrations)
Benchmark:
Explain how sounds are made.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.II.1.1 - Develop an awareness of the need for evidence in making decisions scientifically.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and fine
arts.
Vocabulary
Context
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•
•
•
•
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Sounds from common sources:
• musical instruments
• radio
• television
• animal sounds
• thunder
• human voices
Vibration
Fast
Slow
Large
Small
Sound wave
Knowledge and Skills
Resources
Benchmark Clarification:
Coloma Resources:
Sound is caused by vibrating objects or
substances.
Sound and Music Kit – (activities)
Day Light, Night Light – book
For example:
Prism Set – (activities & teachers guide)
Color Paddles – (activities & teachers guide)
•
Tapping a pencil on a desk top
•
Feeling vocal cords while speaking
•
Striking a ruler held over the edge of a
desktop
•
Tapping a tuning fork and putting it in a pan
of water
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Stretching a rubber band and plucking it to
show vibrations
Students will:
•
Explain that sound is caused by vibrating
objects or substances
Other Resources:
SCoPE Unit – Adventures in Sound –
Complete 10 lesson unit on sound with lots of
activities and assessments. NICE. (pull down
page to lessons)
http://www.michigan.gov/scope/0,1607,7-15510710_13476_13479---,00.html
Exploratorium – Science Snacks about Sound
– Excellent Resource!
http://www.exploratorium.com/snacks/iconsoun
d.html
Teacher’s Domain – Sound – 9 video clips on
aspects of sound – EXCELLENT!
http://www.teachersdomain.org/K2/sci/phys/howmove/subtopic_sound.html
ThinkQuest – The Soundry – Wonderful and
interactive! http://library.thinkquest.org/19537/
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.IV.4.E.2.html
Gibson, Gary. Hearing Sounds. Copper Beach,
1995.
Hewitt, Sally. Hearing Sounds. Children’s
Press, 1999
Instruction
Benchmark Question: How are sounds made?
Focus Question: What causes sound?
The teacher will instruct students to place their
hands on their throats and make sounds. The
class will describe what they hear and feel. The
teacher will record the students’ observations on
the board. Students will discuss what causes
sound vibrations. Students will use common
instruments to observe different sound vibrations:
•
Tambourine
•
Guitar
•
Drum
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Kazoo
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Rattles
Using a ruler, each student will write a prediction
about the relationship between the length of the
ruler and the pitch of the sound it will produce.
Students will hold the ruler over the edge of the
desk. They will tap it lightly. They will listen and
observe. They will lengthen or shorten the amount
of ruler hanging over the desk and tap the desk
lightly again. They will listen and observe again.
They will explain what the differences and the
similarities in the sounds are. Students will repeat
this activity several times with varying lengths and
will record their data in a table. Each student will
write a paragraph explaining the relationship
between the length of the ruler and the pitch of the
sound.
Assessment
Note: It is recommended that the assessment
for this Benchmark and Benchmark SCI.IV.4.E.1
be used as a culminating assessment for a
sound unit.
Students in groups will be part of a band. They
will each construct an instrument. They will play
a recognizable tune to an invited audience.
Each student will identify their instrument and
explain what it can do, demonstrating volume
and pitch. In the explanation, they will explain
how and where vibrations are made by their
instrument After each student has described
their instrument, the group will play their song.
Presentations must include an explanation for:
•
How is sound made?
•
What is making the sound?
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Is it a fast or slow vibration? Why?
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Is it a big or small vibration? Why?
Scoring Rubric
Criteria: Effectiveness of construction
Apprentice - Produce a musical sound without
constructing an instrument
Basic - Construct an instrument that produces a
sound
Meets - Construct an instrument that is capable of 2
different pitches
Exceeds - Construct an instrument that is capable 3
or more pitches
Criteria: Accuracy of explanation
Apprentice - Attempt to explain with misconceptions
Basic - Explain how the instrument works using the
concept of pitch or loudness
Meets - Explain how instrument works using the
concepts of pitch and loudness
Exceeds - Explain how instrument works using the
concepts of pitch and loudness plus explains sounds
are produced through vibrations.
Teacher notes:
Describe sounds and sound waves.
During the elementary grades, children should begin to describe and analyze their rich experiences with
sounds. In particular, they should be able to distinguish sounds from the objects that make them. They need to
understand that sounds exist in the air, and that they are separate from the objects that make them.
Elementary students should learn that all sounds originate with some kind of vibrating object or substance.
As middle school students experience sound traveling through different media; they should identify other ways
that matter can affect sound. Many students think of echoes only as sounds that repeat themselves in open
spaces. They do not relate them to the movement of sound waves, nor do they understand that echoes are
produced whenever sound waves bounce back (reflect) off large surfaces.