Whitney R.

Langley
Intro to distance education
Project 2: Distance Education Instructional Design plan
Lesson Title: Did you hear that? An investigation of sound
Grade Level / Target Audience: 4th Grade Science Students

Purpose: The purpose of this unit is to allow students to investigate and communicate
information about sound including how it is produced and changed. Through a series of modules,
students will be able to understand concepts of frequency, volume, pitch, and vibration.

Instructional design model: ADDIE

1. Analysis (audience, learning style, instructional objectives)

2. Design (planning phase, assessment method, media usage)
3. Development (create tasks and course material based on design)
4. Implementation (learner directed)
5. Evaluation (assessment provided, feedback from students)

Initially developed as a military development model, ADDIE is a widely used five step
instructional design model used in the classroom. The acronym describes the five steps: analysis,
design, development, implementation, evaluation. ADDIE is aiding in my development of this
module by ensuring that the materials that I create and select are appropriate for fourth grade
students in my school setting. The Science Georgia Standards of Excellence are based on the
Common Core Standards and are designed to provide foundational knowledge for all students to
develop proficiency in science. I am designing tasks that are standard oriented and engaging to
my students. This is the most effective instructional design model for science unit planning that
considers the unique learner needs and continues through the summative assessment phase.

Standard addressed (Physical Science): S4P2. Obtain, evaluate, and communicate information
about how sound is produced and changed and how sound and/or light can be used to
communicate. a. Plan and carry out an investigation utilizing everyday objects to produce sound
and predict the effects of changing the strength or speed of vibrations. b. Design and construct a
device to communicate across a distance using sound.

ISTE standards addressed: https://www.iste.org/standards/for-students

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others
6. Creative Communicator: Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to
their goals.

Objectives: At the completion of this course, with at least 80% accuracy, students will be able to:

 Explain what sound is and how it is produced

 Identify the properties of sound
 Explain how sound travels

Module Design

This course is divided into 3 modules each lasting one week. The science period lasts 30 minutes
each day allowing students to complete assignments every two days. Each module asks students
to complete a practice activity and collaborative tasks to interact with peers. There is also a quiz
for the first two modules and a culminating project for the third module. Quizzes will take place
on the fifth day of each week. Listed below you will find information on the three modules,
activities/assignments, assessments, resources, and a course schedule.

Suggested Activities in reference to instructional design model:

Module 1. Sonic Boom! 1 week (33 points)

I can explain how sound travels.

Module 1 will last for 1week. Students will learn what sound is and how it travels.

Activities/Assignments:
1. Lesson KWL chart how does sound travel? (3pts)
2. Sound Lab 1 (5 pts)
3. Sound Lab 2 (5 pts)
4. Traveling Sound Discussion (10 pts, 5 original post+5 response)
Resources:

- Introduction: What's That Sound

- how sound travels

Assessments:
- Quiz 1 (10 pts)

Event of Instruction Lesson Example Rationale/ discussion

 Introduction: What's That This activity engages
Sound learners and builds on
their background by
Students will view a clip on using familiar sounds. It
Lesson 1 What do I Know YouTube that plays familiar also allows students to
About Sound? sounds. After a few moments, be metacognitive by
students will complete a KWL considering what they
chart to chart what they already already know, and what
know and what they hope to they hope to learn
(two days) learn about how these sounds throughout this module.
get from the source to the
receiver.

Sound Lab 1

Work through this lab to

develop ideas about sound.

Lesson 2: How does sound how sound travels Discussion 1

travel?
Students will view the Bill Review the know and
Nye Video and complete the wonder columns of your
KWL chart from lesson 1. KWL chart. Explain
(two days) what you have learned
about sound waves in
the third column.
Students will also participate Review at least two
in the class discussion to share peers’ responses and
their notices and wonderings. respond in the following
way.

Did they make changes

in what they initially
knew about waves?
Which of their questions
were answered?
Sound Lab 2 Which ones remain?

Quiz on day five (See assessment below)

Module 2: Properties of sound (33 points)
I can explain how sound travels through matter.
I can distinguish pitch from volume

Module 2 will last for 1 week. Students learned that sound travels in waves. They will
further this knowledge to explore what sound travels through.

Activities/Assignments:
1 Hum investigation and observation (3 pts)
2 Sound lab 6 (5pts)
3 Study Jam (5 pts)
4 Discussion (10 pts, 5 original post+5 response)
Resources:
- Sound energy for kids
- https://www.scienceforkidsclub.com/sound.html
- sound lab 6
- Scholastic Sound Study Jam
Assessments:
- Quiz 2 (10 pts)

Event of Instruction Lesson Example Rationale

Lesson 1 What can sound Activator: Hum with your
travel through? mouth and nose open.
Hum with your mouth open
and nose closed.
Hum with your mouth closed
and nose open.
Hum with your mouth and
(2 days) nose closed.
Students are activation
their prior knowledge of
phases of matter by
investigating solid lips
and gases through their
open and closed mouths.
Discussion 2

Think about different

forms of communications.
Do you think sound
travels most often through
solids, liquids or gases?
sound lab 6 Why?

Complete your initial post

before competing sound
lab 6.
Lesson 2: Pump Up the Scholastic Sound Study Jam
Volume!
Students will view the
(two days) Scholastic Study Jam to review
 sound concepts and to learn
about pitch and volume.
Username: Libertypointes
Brainpop Jr Sounds
View this lesson and complete
Password: Brainpop
the Draw About It task

Take a screenshot of your

assessment score from
Scholastic and your picture
from Brainpop Jr. and send
upload it to the classroom
dropbox.
Quiz on day 5 (see assessments below)

Module 3: Mix Master Me! (35 points)

I can use everyday objects to create an instrument predict the pitch and volume

Module 3 serves as the culminating module for the sound unit. At this point, students have
learned all of the prerequisites and are able to construct a musical instrument capable of
modifying (changing) the loudness and/or pitch of the sound it produces.

Activities/Assignments:
1. Instrument Creation (30 points)
Resources:
- Designing a Musical instrument with every Day Items
Assessments:
- Video upload (5 points)
- Feedback survey (0 points)
- On time submission (see rubric below)
Event of Instruction Lesson Example Rationale
Performance task 1 Students will spend
this week designing
(1 week) Designing a Musical instrument with every their musical
Day Items instruments. They
will record a video of
Here are some useful sites to help students themselves playing
research ideas surrounding sound for their the instrument for at
instruments. least 2 minutes and
demonstrate how they
1. http://www.cyh.com/HealthTopics/H are able to adjust the
ealthTopicDetailsKids.aspx?p=335&i
 d=1442&np=152 volume and pitch of
2. http://www.sciencekids.co.nz/science the instrument. The
facts/sound.html video will be
3. http://www.scienceforkidsclub.com/s uploaded to YouTube
ound.html and a link will be sent
to the classroom
dropbox.

Assessments

Throughout this course, students will be assessed both formally and informally. The assignments
in the modules have rubrics that are attached below. Assessments are provided through
discussion posts, practice assignments, 2 quizzes, and the culminating project based task. Student
mastery will be determined by performance on each of these assessments which receive
numerical scores as outlined by applicable rubrics.

Module 1= total of 33 points

Discussion 1 (10 points)

Review the “know and wonder” columns of your KWL chart for lesson 1. Explain what you
have learned about sound waves in the third column. Review at least two peers’ responses and
respond in the following way.

 Did they make changes in what they initially knew about waves?
 Which of their questions were answered?
 Which ones remain?

Quiz #1: Sound Phenomena (10 points, 2pts each)

1. A(n) is caused by sound waves bouncing off an object.

a. Echo
b. Vibration
c. Sound
d. Crest
2. Your vibrates to make the sound of your voice.
a. Brain
b. Eardrum
c. vocal chords
d. heart
3. What must happen in order for sound waves to form?
a. An electric current must flow.
b. A certain frequency must be reached.
c. Matter must vibrate.
d. Volume must be absorbed.
4. is a form of energy produced by vibrating objects.
a. Light
b. Sound
c. Gravity
d. Friction
5. How does sound travel when you have a conversation with your friends?
________________________________________________________________________
________________________________________________________________________
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Module 2 = total of 33 points

Quiz#2 – (10 points, 2 points each)

1. Loudness is measured in .
a. waves
b. spectrum
c. frequency
d. decibels

2. What does the highness or lowness of a sound represent?

a. volume
b. pitch
c. wavelength
d. amplitude

3. is the loudness or softness of a sound.

a. Volume
b. Pitch
c. Noise
d. Sound
4. A bullfrog makes a high pitch sound.
a. True
b. False

5. Select an instrument and describe its pitch and volume while being played.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Discussion Post Rubric
Your instructor uses this rubric to assign points for your discussion board participation. Each
discussion board post is worth 5 points. You will receive 2.5 additional points for posting a
response to two peers by the due date. Additional points will be based on your contribution to the
discussion.

Requires further effort

Category Excellent (1) Satisfactory (.5)
(.25)
Information clearly relates to the Information clearly Information has little or
Quality of main topic. Contributions are relates to the main topic. nothing to do with the main
Information thoughtful and relevant to the topic or simply restates the
discussion. main concepts.
Responds to the instructors and Responds to other Responds to the instructor
other members of the online members of the online only.
Participation community. Encourages and community.
facilitates interaction among
members of the online community.
Professional vocabulary and Professional vocabulary Professional vocabulary and
Professional writing style are used consistently and writing style are used writing style are
Language throughout the discussion. frequently throughout the occasionally used.
discussion.
Total Possible 3 points 1.5 points .75 points
Points

Discussion total ____ / 10 points

Making Music Rubric

Grade: ______ Name: ______________________________ Teacher: Langley
Due Date: ______________________________________

1. Brainstorming (2 points)
II. Sketch of Instrument (up to 15 points)
Drawing
5: All components of the instrument are drawn
3 Most components of the instrument are drawn
1 Few components of the instrument are drawn
0 No components of the instrument are drawn
Labeling
5: All components of the instrument are labeled
3: Most components of the instrument are labeled
1: Few components of the instrument are labeled
0: No components of the instrument are labeled
Accuracy & Neatness
5: Drawing is neat and accurate
3: Drawing is either neat or accurate
1: Drawing is neither neat nor accurate
0: Drawing was not attempted
III. Construction (up to 10 points)
Pitch
2: Pitch can be controlled by student; multiple pitches can be produced by instrument
1: Pitch cannot be controlled by student; only one pitch can be produced by instrument
0: No sound was produced
Volume
2: Volume can be controlled by student; multiple volumes can be produced by instrument
1: Volume cannot be controlled by student: only one volume can be produced by instrument
0: No sound was produced
Materials
2: Everyday, inexpensive household materials were used; no store bought or specialty
kits/items were used
1: Everyday, inexpensive household materials were used; some store bought specialty items
were used
0: No instrument was constructed
Appearance
2: Instrument is neat and accurate
1: Instrument is either neat or accurate
0: No instrument was not constructed
Creativity
2: An original instrument was constructed; instrument contained some special accessory
1: An original instrument was constructed
0: No instrument was constructed
IV. Materials List (up to 3 points)
3: All materials used are listed
2: Most materials used are listed
1: Few materials used are listed
0 No materials are listed
V. Video submitted to proper dropbox (5 points)
Making Music total _______ / 35 points

Interactivity and Collaboration

It is imperative that in any online course that students are provided the opportunity to interact
with their peers. Within this course students are expected to participate and offer meaningful
feedback to classmates. Each module has designated discussion posts where students are to
respond to question stems related to concepts of sound and react to two classmates noting their
notices and discoveries. This activity allows students to create community in which they feel
comfortable sharing their knowledge and receiving constructive feedback from their peers.

Use of Technology

Technology will be incorporated within this course through a variety of formats

 Hardware – Students will use the school issued laptop for this course. Modules 1 and 2
require reliable internet connection for students to access videos and lessons online.
 Students need headphones to hear instructional videos.
 Disucussion posts
 Filming equipment: camera, video camera, or smart phone
 YouTube-Students will upload their handmade instruments and volume/pitch exemplars
to the online video platform
 Google Classroom/ Google forms to complete tasks
 Scholastic Jams website
 Brainpop Jr

Per the official Canvas forum, the following computer and cellular operating systems are best
suitable with the platform

General Operating Systems

 Windows 7 and newer (users on Windows 10 need to download the Windows 10

Anniversary Update to submit Canvas assignments)
 Mac OSX 10.6 and newer
 Linux - chromeOS
Learner Support

Throughout this course, students will have access to the instructor as well as Canvas support to
aid students with the successful completion of their assignments.

 Contact instructor (email)

 Questions, concerns, informal conversation (discussion posts)
 Additional feedback from instructor available upon request
 Previous examples of student work provided

Troubleshooting – The learner will be given technological support for assistance in maneuvering
the Canvas platform, and other embedded multimedia.

 Information on how to access the Canvas support / help team will be provided