Sound

Primary Subject

Integrated Subjects

Grade Level(s)

Length of Unit

Research Sources

Unit Summary

Key Vocabulary

Sound

Science

Math, Reading, Writing, Social Studies

Second Grade

1 week

See attached lesson plans below for sound websites.

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. 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

Materials & Resources

See attached Lesson Plans below



How is sound produced?

How do our ears allow us to hear sounds?

How can we produce different sounds?

Why is sound important?

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

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

Created by

Email

Supporting Documents

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 prybulann@rss.k12.nc.us

and knadeau@northhillschristian.com

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/ )

Teacher ʼ s Name: ____________________ Subject: Science: Sound

LESSON PLANS FOR WEEK OF:

Big Ideas

Background

Knowledge

Vocabulary

Common Core

“I Can

Statement”

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

• ELA/Science: Sound:

Vibrating objects and columns of air, eardrums and vocal chords









SCIENCE: sound, pitch, vibrations, columns of air, eardrums, vocal 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

I can explain how sound is produced.

I can identify the parts of the ear that help me hear sounds.

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






PrybulaNicholas Saturday, September 7, 2013 10:31:39 AM ET

“I Will

Statement”

I will illustrate and describe how sound is produced.

I will explain which parts of the body produce and receive sound waves.













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



Introduction/ PBL: Your friend is

Hook/

Connections 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?



Activities Pre-KWL: student will write what they Know,

Want to know, and

Learned about Sound before you teach it.

Read Moses Goes To A

Concert from Houghton

Mifflin Baal Reader.

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)


Teacher Demo: Rice on aluminum foil on speaker/

Slinky on a surface/

Tuning Fork to show sound vibrations

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.

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

Students will go to the computer lab and play sound games (websites are listed in materials and tools)

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.

Sound Review Flipchart



Students listen and identify various animal sounds. In a learning center activity students can match the sound they hear to an animal.

Use Sound Flipchart that explains more in-depth terminology.



Sound Energy Flipchart that focuses on the ears.

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*





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.


Science


Science


Science


Post-

Assessment

Students turn and talk to their neighbor about what they learned in class.

Students will draw three ideas of how they can save

Whoville. Students will explain to a partner how their ideas will help

Whoville.

List Differentiated

Strategies: (groups)

Groups based on teacher grouping.

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.



Higher Level

Thinking

Questions:

(analysis, evaluating and creating levels)

How can we communicate with someone who is deaf?


How do we hear different sounds?

What affects how far a sound is heard?

What sounds do you associate to each season? How do the season ʼ s 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.

Begin with empty bottles. Try hitting them with the spoon.

2.

Blow across the tops of the empty bottles, like you're playing a flute, to see if they sound different.

3.

Now put different amounts of water in the bottles. Try hitting them and blowing across them again.

4.

What makes the bottles make different sounds?

http://pbskids.org/zoom/activities/sci/bottlehitandblow.html




Use a drinking straw and your noodle to make a musical kazoo-dle.

Materials Needed

• drinking straws

• scissors

Instructions

1.

First, flatten out one end of a straw. The easiest way to do this is to bite on it.

2.

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.

3.

Place the "V" end of the straw in your mouth so that the "V" end is just past the inside of you lips.

4.

Press on the "V" with your lips while blowing. This might take some practice. You may have to separate the "V" a bit.

5.

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




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




Materials

• 6 balloons

• a partner

Activity

Sound Site: Activities: Vibrations Through Compacted Air

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

Sound

Related documents

Products

Support

Sound

Sound

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib