Michelle Wegener

Describe your anchoring Phenomena: Objects make noise when they come into contact with another object

What is the How or Why Driving Question Students will work to answer about the anchoring phenomena? How is sound made?




P E
E P
WHAT STUDENTS DO:
WHAT STUDENTS LEARN
WHAT STUDENTS LEARN

Experiences

DATA COLLECTION
Opportunities to collect
observations, examples or
measurable data about
phenomena in the world
through shared classroom
experiences

WHAT STUDENTS DO:

DATA REPRESENTATION
AND ANALYSIS
Discussions/Activities to
Support Student Sense-
making for patterns
Sharing, organizing,
representing and
analyzing data and/or
observations to find
patterns

Observe how sugar

moves/doesnt move
when placed on top of
plastic as their voices
get louder/softer
Observe how oobleck
moves when placed
on top of a speaker
Explore tuning forks

and how they create

sound through
vibration
Use plastic cups and
strings to

Create a drawing to
show how the sand
moved when there
was loud sound and
when there was soft
or no sound display
and
compare/contrast
Create a drawing to
show how you saw
the oobleck move
display to compare
and contrast
Discuss what

Patterns

Explanations

FROM EXPERIENCES AND E-

>P: EXPECTED RESULTS OF
DATA ANALYSIS
Patterns, laws, categories,
relationships and
generalizations across lesson
experiences which clarify and
represent what happened

FROM PATTERNS AND P -

>E: EXPLANATIONS
Grade-level appropriate
explanations, scientific
models, scientific theories
which generalize beyond
specific objects/experiences
described in the patterns to
answer questions about
how or why phenomena
occur in the natural world

Sound is made when objects

vibrate. Objects can vibrate
in different ways, creating
different sounds. Sound can
also make other objects
vibrate.

WHAT STUDENTS DO:

ARGUMENTATION/EVIDENCE-
BASED REASONING
Discussions/Activities to
Support Student Sense-making
for explanations
Making generalizations from
patterns about the specific
phenomena in the experience
to explaining how and/or why
this happens across other
contexts in the world
When an object vibrates, Create homemade
it makes a sound
instruments using rubber
bands, balloons, paper,
Sound made the materials
rulers, foil pans, etc.
move
The louder the sound, the Discuss how the
instruments make sound.
more the materials moved
Compare/contrast how
When something hits an
each one makes sound.
object, the object vibrates

and makes noise

Michelle Wegener
communicate

happened with the

tuning forks hit the
desk. Did the sound
stop at any point?

Draw how you think

the cup telephones
work. How does the
sound travel? Display
and discuss
drawings.

APPLY EXPLANATION TO NEW PHENOMENA: After completing the planned experiences, students will be able to apply the patterns they
learned to help explain how one object vibrating can cause another object to vibrate, creating another new sound.