LTM 612

NAME: Lilly Lo ***Unit Title: What is sound? Grade level: 3rd grade Length of unit: 15 days (60 minute sessions) Stage 1 Desired Results ***Standards: Science Standard A: Science Connections A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now Science Standard B: Nature of Science B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer sciencerelated questions and plan investigations Science Standard C: Science Inquiry C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations. C.4.8 Ask additional questions that might help focus or further an investigation ***Essential questions: Topical questions: What is sound? Why is sound important?
What types of sound can be made? What is sound discrimination?

What What What What What

makes sound? is volume? is pitch? is frequency? is tension

How does sound travel?

Student objectives (outcomes): Students will be able to: Demonstrate scientific thinking processes to carry out investigations and build explanations: Question, research, hypothesis, analyze data, conclude, and share/present results Describe that sound originates from a source that is vibrating and is detected at a receiver such as a human ear. Define key vocabulary: pitch, frequency, vibrations, tension Observe and compare how sound travels through solids, liquids, and air. Identify the relationships between the pitch of a sound and the physical properties of sound source (ex: length of vibrating object, frequency of vibrations, and tension of vibrating string.) Compare high and low pitched sounds Determine what an object is by using sound discrimination

Stage 2 Assessment Evidence Formative assessment ***Summative assessment Pre-test: Sound Students will take a pretest to see how much they know about sound Students will be doing in class experiments that have response worksheets to go along with them. Teacher will review these worksheets and assess their work Homework packets - Students will have homework packets sent home weekly that will include science worksheets pertaining to what was learned in class Students will have to communicate with others using a drop code to figure out a secret message. Quiz there will be a quiz on vocabulary Around the world: We will be playing this game 2 times a week Students will create a unique instrument
o Make a sketch of their drawing that will have to be approved by the teacher Instrument has to be able to play different pitches and volume levels. Gather/organize materials needed to make the instrument Use designated class time to make instrument and if they are not finished, it will need to be taken home to finish

o o o

Students will make a poster board showcasing their instrument

o Poster board highlights instruments features ex: this instrument can play a variety of pitches. (Somewhat like advertising their instrument).

Creative Instrument Fair:

Ex: How does tension affect a vibrating string?

Students will present their instruments to their class with poster board displayed behind them. Vocabulary Relationships between pitch, frequency, vibrations, tension, volume

Written test
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Stage 3 Learning Plan ***Learning Activities/Procedure: Sound Day 1 B.4.1, C.4.8 After taking pretest, students will explore the answers that were wrong on their pretest. They will use resources, such as the internet or encyclopedia, to help them find out the correct answers to their test. Students will also receive a note home to parents which will inform them about the start of our new unit. The bottom of this form will need to be signed and returned so I know that parents have read the letter. The letter will also explain about the Creative Instrument Fair and that students will need to start collecting possible materials for their instrument (ex: boxes, aluminum foil, plates, etc). (1 day) Day 2 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 Dropping In: In this activity, students will learn about sound discrimination. In groups of four, students will observe sounds made by objects when dropped in a chamber. Such objects that will be used are aluminum foil ball, cardboard piece of paper, clothespin, paper cup, plastic spoon, plastic chip, craft stick, washer, bottle cap, large paper clip, nail, pencil, and penny. They will have to compare sounds to develop sound discrimination. Students will repeatedly drop items until they feel comfortable to the sounds made by the items being dropped. They will have a worksheet to go along with this experiment. Once they are familiar with the sounds made by the objects, in their groups, students will have to break up into teams of two. Each team should have their own set of objects to drop that are identical. One team will select an object to drop and drop it in the drop chamber. The second team identifies the object by its sound. They will find that object in their set and respond by dropping it into the chamber. Then repeat this alternating between the two teams. (1 day for explanation, 1 day to review and play the game) Day 3 A.4.1, A.4.2, B.4.1, C.4.2, C.4.8 Breaking the Code: Students will use the Dropping In activity for this activity. With the same groups from the Dropping In activity, students will use sound discrimination skills to develop a code to send messages from one group to another. The group of four must split into teams of twos. Back and forth the teams will drop items that associate with a letter. When an item drops, they will have to look at what item was dropped and look at what letter it corresponds with and try to break the secret code. Students will also play a quick game of around the world with the Dropping In activity (Student vs student). (1 day)

Day 4 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 Sound Vibrations: Students will observe a door fiddle made by the teacher. Students will be able to feel the vibrations by gently touching the string. The higher the pitch, the faster the vibrations. The louder the volume, the more intense the vibrations. Students will also work in stations that will involve listening to tuning fork and listening to cups attached by a string. They will spend 15-20 minutes at each station. Students will play a quick game of around the world relating to content learned previously up until today. (1 day) Day 5 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 Vibration and Pitch: Students will explore high and low pitched sounds using tongue depressors. Then students will share their results with the class on how they were able to make high and low pitched sounds with their tongue depressors. Students will also demonstrate how they were able to do this. Also, going back to the door fiddle, students will help to suggest how to make high and low pitches. Students will have a chance one by one to experiment with the door fiddle. In this activity students will be exposed to the words pitch and frequency. Lastly, students will review the vocabulary words learned up until now: Sound, Vibration, Pitch, and Frequency. (1 day) Day 6 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 Length and Pitch: Students will explore four new instruments: the water-phone (bottle filled with water), the xylophone, the kalimba (African thumb piano), and the ruler string (yard stick with a string attached to it). These instruments will be explored with in stations. Students will work in groups of five and have about 10 minutes to explore each station. Students will have worksheets associated with each station. The frequency of the sound determines the pitch: If a sound has high frequency, then it should result in a high pitch. Go back to door fiddle and have students make predictions on frequency and pitch. Students will play a quick game of around the world relating to content learned previously up until today. (1 day) Day 7 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 Tension and Pitch: Students will experiment to see how tension affects pitch sounds. There will be two stations and each group will have a chance to be at each station. At each station, students will explore tension and how it affects pitch. Students will then read a story titled, Scoping out sound. Students will play a quick game of around the world relating to content learned previously up until today. (1 day) Day 8 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 How does sound Travel (air & water)? Students will work in stations to investigate how sound travels through air and water. There will be two stations: Air and water. At the air station, students will hold a tube up to their ear and explore sounds through air. At the second station, students will explore sound traveling through water using stethoscopes. At each station, there are worksheets to be done while exploring. After the stations, there will be a class discussion on student findings. (1 day)

Day 9 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.4, C.4.8 How does sound travel (solids)? Students will be working in stations to explore how sounds travel through solids. At station 1, students will be listening to sounds made by tapping on a desk and sounds made by tapping the end of a ruler. At station 2 students will be listening to sounds traveling through strings. The strings are attached to cups at both ends. Each station will have a corresponding worksheet. After students have been to both stations, as a class, students will discuss their findings of how sounds travel through solids. (1 day) Day 10 A.4.2, B.4.1, C.4.1, C.4.2, C.4.8 Review Day: In groups of four, students will play the game jeopardy to review for written test. Students will play a quick game of around the world relating to content learned previously up until today. (1 day) Day 11 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.8 Students will be given the creative instrument project and students will be shown how it will be graded (rubric). There will be a Creative Instrument Fair and students are required to make a unique instrument. The instrument has to play a variety of pitches, different volume levels, and must be unique (one of a kind). Students are first required to sketch out their instrument which has to be approved by the teacher before any construction can begin. Sketch must also include materials needed. Once approved, students may gather need materials from around the classroom and construct instrument. Students will also visit New York Philharmonic Kids website (http://www.nyphilkids.org/lockerroom/main.phtml?) to investigate instruments and develop ideas to help them design their instruments. An invitation flyer will be sent home to remind/invite parents of the Creative Instrument Fair. Letter will go home to parents about Creative Instrument Fair and parents should have students bring in needed materials to school tomorrow. (1 day) Day 12 A.4.1, A.4.2, B.4.1, C.4.1, C.4.2, C.4.8 Students are to work on the construction of their instruments. (Poster board will be assigned as homework) Students will play a quick game of around the world relating to content learned previously up until today. (2 days) Day 14 C.4.1, C.4.2 Students will present instruments to class (1 day) Day 15 Creative Instrument Fair: Students will present instruments at the fair. (1 day)

Materials:

Worksheet handouts Experiment materials -aluminum foil ball, cardboard piece of paper, clothespin, paper cup, plastic spoon, chip, craft stick, washer, bottle cap, large paper clip, nail, pencil, and penny -drop chamber (cardboard and paper-fasteners) -cups (plastic and paper) -strings -various wood pieces -tuning forks -tongue depressors -water-phone, xylophone, kalimba, ruler-string -mallet -water -paperclips -tape -table -cardboard paper -stethoscope -kleenex/papertowel Constructive materials for instruments -construction/cardboard paper -paper plates/bowls -beans, rice -various types of string -tape, glue -boxes

plastic

Motivation/hook: Students will be motivated to learn how sound works and how sound travels. At the end of the unit, students will excited to have a Creative Instrument fair where they get to make a one of a kind instrument. _____________________________________________________________ Differentiation: Although most of the in class activities are designed for everyone there will be extra help provided for those who need extra help. Particularly for ELL (English Language Learners) students, whenever possible, directions will be provided in their choice of language. Since I can speak Hmong and basic spanish, I can also translate.