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 - 30 – 40 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.
Getting Ready:
• Teacher Sheet #1 – Letter to Parents
• Read Science Story – “Seeing” The World Through Sound
Activities:
Part 1 – Drop Challenge
• Drop Challenge
• Content/Inquiry Chart
• Add New Terminology to Word Bank
Part 2 – Drop Codes
Getting Ready:
• Read Science Story – Listen to This?
Activities:
• Create and send a Drop Code
• Student Sheet #2 – Sorting Mat
• Content/Inquiry Chart
• Add New Terminology to Word Bank
Part 3 – Sound and Vibrations
Getting Ready:
• Read Science Stories – Animal Babble, Your Source and Receiver
Activities:
• 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
• Content/Inquiry Chart
• Add New Terminology to Word Bank
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.
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 www.fossweb.com
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 – 30 – 40 minutes
Part 2 – Length and Pitch – 50 minutes
Part 3 – Tension and Pitch – 30 - 40 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 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
Getting Ready:
• Read Science Story – Highs and Lows
Activities:
• Voice the Vibrations
• Door Fiddle
• Tone Generator
• Content/Inquiry Chart
• Add new terminology to Word Bank
Part 2 – Length and Pitch
Getting Ready:
• Read Science Stories – Making Waves, Sound Off
Activities:
• 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
• Content/Inquiry Chart
• Add new terminology to Word Bank
Part 3 – Tension and Pitch
Getting Ready:
• Read Science Story – Scoping Out Sound
Activities:
• Prepare the Minigutbucket - Student Sheet #11
• Prepare the FOSS-ulele - Student Sheet #12 FOSS-ulele
• Content/Inquiry Chart
• 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
• 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 www.fossweb.com
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 – 30 – 40 minutes
Part 2 – Sounds Through Solids – 40 - 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 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
Getting Ready:
• Read Science Story – Moving Along?
Activities:
• Student Sheet #13 – Sounds Through Air
• Student Sheet #14 – Sounds Through Water
• Create the Listening Tubes
• Prepare a Megaphone
• Content/Inquiry Chart
• Add New Terminology to Word Bank
Part 2 – Sounds Through Solids
Getting Ready:
• Read Science Stories – Bouncing Back
Activities:
• Student Sheet #16 – Sounds Through Solids: Wood
• Tin Can Telephones - Student Sheet #17 – Sounds Through Solids: String
• Content/Inquiry Chart
• Add New Terminology to Word Bank
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.
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 www.fossweb.com
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
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
Getting Ready:
• Read Science Stories – Light! Camera! Action!, Grandmother’s Hearing Test?
Activities:
• 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
• Content/Inquiry Chart
• Add New Terminology to Word Bank
Part 2 – Choosing Your Own Investigation
• Plan for Presentations
• Create Realistic Proposals
• 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 www.fossweb.com