Physical+Science-+Sound+Energy+(pg.231-256)

Physical Science- Sound Energy (pg.231-256) 10/26

p.237-243 **How Sound Travels** (Whitney) p.244-249 **Reflected and Absorbed Sounds** (Angela) p.249-254 **How Pitch Changes** (Rachel) p.254-256 **Hearing and Sounds** (Rachel) GLE 0307.11.3 Investigate how the pitch and volume of a sound can be changed. 0307.11.2 Use a variety of materials to produce sounds of different pitch and volume. SPI 0307.11.4 Identify how sounds with different pitch and volume are produced. GLE 0407.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation. Check-0407.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice. GLE 0407.Inq.5 Recognize that people may interpret the same results in different ways. Check-0407.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion. SPI 0407.11.2 Identify factors that influence the motion of an object. GLE 0307.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. SPI 0307.Inq.1 Select an investigation that could be used to answer a specific question. GLE 307.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems. SPI 0307.T/E.1 Select a tool, technology, or invention that was used to solve a human problem. GLE 0407.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation. GLE 0407.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. GLE 0407.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems. GLE 0407.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem. SPI 0407.T/E.1 Select a tool, technology, or invention that was used to solve a human problem. GLE 0207.11.1 Investigate how vibrating objects produce sound. GLE 0207.11.2 Classify sounds according to their loudness and pitch. SPI 0207.11.1 Use a variety of objects that vibrate to demonstrate how sounds are produced. SPI 0207.11.2 Describe the sounds produced by different types of vibrating objects. || This site is where students can learn through interactive play. In goes through different instruments and let the student push buttons to make the pitch and volume change. The studnets can also put the sounds in order form least to greatest. There is also a quiz for them to take. In this game, students must first read a story about a mermaid, Mel Scale. She is the sea king's daughter. She got tired of the sea life, and she wanted to be a human. She talked to the evil sea serpent about becoming human. He said he would give her legs if she gave him his voice. Now, the students is the only hope for Mel Scale. First, the student goes through facts about sounds. They have a helper that is a sea creature, in case they forget a fact about sounds. They go through series of steps, regarding sound, until they get Mel Scale's voice back. This website shows pictures of speakers and when you click on the speaker, it produces sound waves. What they do depends on the surface that they are going towards like reflect back, continue, and so on. It doesn't have a game or anything fun to it but is neat to be able to see how different surfaces affect what happens to sound. In this game, kids interact with the game to manipulate the instruments to match the instructions to change pitch and tone. They first work with a guitar and progress to working with a drum then a bottle. At the end they play a game arranging the sounds of a recorder in a chart by pitch and loudness. @http://www.sciencekids.co.nz/gamesactivities/changingsounds.html || **The Phenomenon of Sound (Gretchen)** This lesson demonstrates how sound is produced. There are lab stations around the room to discover how sound is created through vibrating objects. Each station has a different source such as tuning forks, rubber bands, serving forks, and rulers for the students to explore how sound is made. Hands on lesson are good for students to learn while experiments for themselves. This lesson will help students realize how sound travels at different rates. It starts with a basic introduction about sound. Students must understand that sound has to travel through a solid, liquid, or a gas. In this lesson, students will observe different animals that live in different environments. Based on their environment, we will see how quickly their sound travels. I think this will engage the students, and also help them to think about environmental factors effecting sound. http://www.education.com/science-fair/article/sound-wave-echoes/ This lesson plan discusses how sound waves are reflected and absorbed through echoes. It is important for students to know that sound travels in waves that is similar to light. Sound waves reflect off of surfaces reflecting the waves which causes echoes. In this lesson plan, kids are introduced to vibration and how it produces sound. They start with various objects that can be made to vibrate like a rubber band. They are then asked to help Mr. Jitterbug add to his music by playing the various objects to make sound. Then at the end they answer questions about the vibrations of the objects. @http://www.mcrel.org/compendium/activityDetail.asp?activityID=134 || (Angela and Whitney) || "Making Sound" Volume 1 Pages 43-47. This will be done at the beginning of the lesson to act as a pre-assessment || || **The Remarkable Farkle McBride** (Rachel) Time 8 minutes This is a great book to introduce different types of instruments like brass, woodwinds, and percussion. The teacher can then introduce pitch and tone and how these concepts apply to the different type of instruments. The story also shows how the various instruments can come together to make beautiful music. || Sound Vibrations Inquiry Pg. 233-234 Mystery Sounds (Gretchen) Time 10 minutes This lesson will be done exactly how it says in the book. We will go through and do all of the rolling objects first to discover those mystery sounds. If time is left we will then move on to the sliding pieces and repeat the activity. I will also repeat the first experiment but instead of the guessing what's inside the box I will have the one who knows what is inside to tip the box for their partner. This will answer the question if it was easier for them to guess what was in the box by them holding and tipping it or was it easier when their partner was the one who tipped the box. The materials will be a little different. Instead of table tennis balls, BBs, and small pill vials I will have three other objects that roll. Formative assessment #6 Chain Notes page 62-64 Time 5 minutes Pg. 214- A String Telephone (Whitney) __Time: 12 Minutes__ There will be an extension, that I feel is necessary, to this activity. We will have a phone conversation with the whole class on our string telephones. We will start with the teacher's phrase. Then, go around the classroom until we have reached the end of the string telephone line. I will also do my formative assessment Sticky Bars. I will write a multiple choice question on the board. Then, I will pass out post it notes and have the students write their answer down. We will post the answers on the board in a bar graph. Engage, Explore, Explain, and Elaborate Formative Assessment #55 Sticky Bars pg. 178-179 Time 3 minutes Pg 244-245 Sounds and Megaphones (Angela) Time: 10 Minutes I have rolled up pieces of paper into a small megaphone. I will have one on each table so each group member will have to take turns. One person should move away from the person and whisper in the megaphone as it is pointed in the direction of the other group members. The object is to see if a megaphone amplifies the voice so that it is easier to hear from a distance. This experiment should continue until everybody in the group has had a turn to speak in the megaphone. Sometimes voices are so low that it is hard to hear them even with a megaphone. Formative Assessment #2 Agreement Circles page 51-53 Time: 5 Minutes __Time: 12 minutes__ This is a totally different activity than what is provided in the book. The students will make a cardboard flute to represent a woodwind instrument like a flute or clarinet. Once the flute is made the students can discover the different pitches the instrument makes by affecting the vibrating air column within the instrument. Formative assessment: Card sorts At the beginning the students will separate a list of instruments with pictures into two piles of which can be affected by pitch and which can not be affected by pitch. ||
 * Content || p.232-237 Sound Vibrations (Gretchen)
 * Sounds are waves of compressed molecules pulsating outward in all directions and planes from a vibrating source.
 * The wave of energy travels a great distance.
 * When a molecule is moved it bumps the next and this continues causing vibrations which produce sounds.
 * A sound fades away when energy behind the original vibration is used in the transmitting process.
 * The sound stops when energy of the randomly moving molecules exceed the wave's energy.
 * Decibel is a unit of measurement in sound.
 * Intensity fades as the distance between any sound source and the listener increases.
 * Transverse waves are water waves that go up and down and travel at right angles to the line of waves.
 * Longitudinal waves are the sound waves that come from back and forth motions.
 * A sound consists of regularity pulsating vibrations.
 * Noise is heard when irregular vibrations are passed on.
 * A forced vibration is when one object is struck to another object causing it to vibrate and produce sound.
 * A sympathetic vibration is when one loud sound causes another object to vibrate and since the two vibrating objects have a different pitch then two different sound are heard.
 * Every solid object has a natural frequency of vibration.
 * Sound waves move about 330 meters per second in the air, only as fast as a low-power rifle bullet.
 * Sound travels five times faster in water than it does in air; in steel, sound may travel fifteen times faster than it does in air.
 * Sound travels faster when the temperature goes up. Air next to the ground is often colder than the air far above the ground. Instead of a sound wave spreading out uniformly and then rapidly dying out, the temperature difference causes parts of the wave to ravel at different speeds.
 * A sonic boom occurs when an airplane "breaks the sound barrier". A sound producing object send out waves in all directions. As it goes faster, it is more difficult to travel outward in front of it.
 * The tremendous energy, from a shock wave, is passed on from molecule to molecule until it hits the earth as a booming shock wave. The shock wave continues on the ground in a wide strip that tracks the airplane's flight path.
 * An explosion forms similar shock waves, except they may move out equidistantly in all directions.
 * The angle of reflection equals the angle of incidence.
 * The combination of a loud sound and many distant reflecting surfaces produces multiple echoes, or reverberations. ex. thunder
 * An interesting application of echo detection is found in the U. S. Navy device called sonar. This apparatus sends a sound wave through the water and detects reflections from any direction.
 * In a room, sound waves slowly lose a small amount of energy that is absorbed with each reflection until the waves gradually diminish and become inaudible.
 * Reverberation time is the number of seconds that a sound's average loudness can be heard, before it becomes completely inaudible under quiet conditions.
 * Pitch is the loudness of a vibration of an object so when the speed increases, the pitch does as well. The opposite happens when the the speed of vibration is decreased, so does the pitch.
 * Stringed instruments affect pitch by the length, tightness, and thickness of the strings. Shortening the strings raises the pitch and lengthening decreases pitch. Tightening the strings also have the same reaction.
 * A violin and cello have different tones or timbre. Tones are produced by the combinations of the fundamental vibration and the other faster vibrations that produce tones of distinctly recognizable qualities.
 * Wind instruments vibrate a column of air to make sound. The vibrations could be from the player's lips like with a tuba or by the blowing past a reed like a clarinet.
 * Pitch is regulated by changing the length of the air column within the instrument by opening or closing values in a saxophone or pulling or pushing a slide in a trombone. Tone is also present in wind instruments and is caused by additional air vibrations.
 * The quality of human voices are produced the same way by the regulation of air in the air cavities in the mouth and nose.
 * Young children can learn about pitch and tone through making their own homemade instruments like a rubber band guitar.
 * The mass of a vibrating object also affects pitch by how the noise sounds like a large block of wood dropped sounds lower than a smaller one dropped.
 * The ear is one of the most important organ for hearing.
 * For hearing, sound waves are channeled into the ear canal which acts as a megaphone reverse.
 * As the sound waves collide with the eardrum, the membrane vibrated to match the frequency of the waves.
 * In the eardrum, three bones: hammer, anvil, and stirrup shake with the eardrum sending it to the inner ear or cochlea.
 * The cochlea is a snail-shaped apparatus filled with fluid and lined with nerve endings that transmit the vibrations as electrical impulses to the brain.
 * Human ears have a wide range for pitches but with age that range decreases.
 * Animals have hearing ranges that exceed the range of human hearing like bats.
 * Sounds inaudible to humans are called //infrasonic// when they vibrate too slowly and //ultrasonic//when they vibrate too quickly.
 * Most people can locate sound from the brains interpretation of information even a person with only one functioning ear can as well but may have difficulty if the sound is too short. ||
 * TN State Standards || **3rd Grade Motion - for whole group**
 * 4th Grade Embedded Inquiry (Gretchen)**
 * 3rd Grade Embedded Inquiry**(Whitney)
 * 3rd Grade Embedded Technology and Engineering**
 * Reflected and Absorbed Sounds** (Angela)
 * How Pitch Changes (**Rachel)
 * Websites || **Sound and Hearing** (Gretchen) @http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing_fs.shtml
 * Ocean Odyssey** (Whitney) Odyssey Website
 * Reflection of Sound** (Angela) @http://www.ndt-ed.org/EducationResources/HighSchool/Sound/reflection.htm
 * Changing Sounds** (Rachel)
 * Lesson Plans ||
 * @http://www.discoveryeducation.com/teachers/free-lesson-plans/the-phenomenon-of-sound-waves.cfm**
 * How Does Sound Travel in Different Environments** (Whitney) Sound Travel
 * Echoes: How Sound Waves are Reflected and Absorbed** (Angela)
 * Jitterbug and Shake, Rattle, and Vibrate** (Rachel)
 * Videos || media type="custom" key="10992250"
 * Assessment Probe || Physical Science Assessment Probe (Gretchen)
 * Children's Book
 * Activities From Text ||
 * Cardboard Flute (Rachel)**