Unit: Sound
10 Days
Phenomenon: Listening Walk to observe sounds at Lilly Cornett Woods
Students who demonstrate understanding can:
Performance Expectations
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
| Science and Engineering Practices
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Disciplinary Core Ideas | Crosscutting Concepts |
| Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomenon and designing solutions. Use tools and materials provided to design a device that solves a specific problem. (1-PS4-4) Connections to Nature of Science Scientific Investigations Use a Variety of Methods |
PS4.A: Wave Properties
Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1) PS4.C: Information Technologies and Instrumentation |
Cause and Effect
Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World |
Common Core State Standards Connections
ELA/Literacy
- 1.1 – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1), (1-PS4-2), (1-PS4-3)
- 1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1-PS4-2)
- 1.7 – Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-1), (1-PS4-2), (1-PS4-3), (1-PS4-4)
- 1.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1), (1-PS4-2), (1-PS4-3)
- Mathematics 5 – Use appropriate tools strategically. (1-PS4-4
Causal Story:
Sound is a form of energy that travels as sound waves. We can make and hear sounds. Sound energy is related to mechanical energy or energy of motion. When an object vibrates, such as leaves under your feet or a bird singing, the vibrations push the surrounding molecules in every direction. A medium is composed of molecules. The medium may be solid, liquid, or gas. The wave medium is not the wave and it doesn’t make the wave; it just carries or transports the wave from its source to other locations. Waves involve the transport of energy without the transport of matter. Sound energy travels most efficiently through solids and least quickly through gases because of how the particles are arranged in each material.
Sound energy is all about vibrating air, water, wood, whatever material the vibration or mechanical motion is near. If the human ear is within the range of the vibrations, a sound can be heard. The ear is not the only detector people and animals have. Sound waves can even be felt by different parts of the body. For example, sometimes you can feel the vibrations thunder makes while you are actually hearing it. The human ear that is attached to the side of the head acts as a funnel to catch sounds. The inner ears, eardrums and tiny bones inside the ear called the hammer, anvil and stirrup all begin to vibrate. Sound vibrations then move through an oval opening called the cochlea. In the cochlea–a snail shell-like, fluid-filled chamber–the sound waves stimulate tiny hairs that are connected to the auditory nerve. The auditory nerve receives signals from the nerve cells and transmits them to the auditory center in the brain. The brain receives these messages from the auditory nerve. The messages come in fast, in a jumble of confusion, but the brain has the ability to sort them into an organized pattern. This way we can understand the sounds we hear.
Sound has specific properties, like pitch and volume. Higher pitch sounds have higher frequency. This means that the vibration goes back-and-forth faster and therefore is pushing surrounding molecules in pulses at a high rate over time. If the sound also has high volume, then the vibration pushes the molecules harder. For low pitch, the sound wave has lower frequency. This means that the vibration is moving molecules at a slower rate (more time between pushes). Again, more volume is a push with more energy and the amplitude of the wave (vibration) will be larger but the rate of vibration will stay the same if it is the same pitch.
Waves can be combined with other waves of the same type to produce complex information-containing patterns that can be decoded at the receiving end. Some waves can travel unchanged over long distances, and can be detected and decoded far away from where they were produced.
Resources:
http://www.physicsclassroom.com/class/sound/
http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm
http://ambitiousscienceteaching.org/
In first grade students can plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrates. Students will make observations to construct an evidence-based account for the phenomena, sounds that they hear on a listening walk at Lilly Cornett Woods. Next, students will identify patterns by classifying sounds that they heard on their listening walk. Students will ask questions and carry out investigations to find out what causes sound and the effects sounds may have on an object. After investigating sound, students will construct explanations about vibrating materials can make sound and that sound can make materials vibrate. Finally, students will use tools and materials to design and build a device that uses sound to communicate over a distance.
After making observations of sounds in nature, analyze data to recognize patterns in the sounds you hear.
After analyzing data about the sounds they hear in nature, ask questions about the cause and effect of vibration and sounds.
After carrying out investigations about the cause and effect of vibrations and sounds, communicate information about the cause and effect of vibrations and sounds.
After asking questions about sounds in nature and obtaining information about the cause and effect of vibrations and sounds, construct an explanation about the cause and effect of sounds in nature.
After planning and conducting an investigation to determine if sound can make materials vibrate, engage in argument with evidence to support their claim that sound makes materials vibrate (cause and effect.)
After constructing explanations for the cause and effect of sounds students will design a solution for using sound to communicate over a distance.
After designing a solution for using sound to communicate over a distance, engage in argument from evidence to evaluate and critique design solutions.
Unit: Sound Lesson 1 What Sounds Are All Around?
3 days
1-PS4 Waves and their Applications
SL.1.1 SL.1.2 RI.2.1 1-PS4-1 SP1 SP3
After making observations of sounds in nature, analyze data to recognize patterns in the sounds you hear.
Big Question: What sounds do I hear on a listening walk at our school and Lilly Cornett Woods?
Students will investigate sounds in their environment and record their observations and evidence in their sound journals.
Prior Knowledge Needed:
Students will need to know that our 5 Senses are tools that help us gather information and learn about the world around us. We will be utilizing our senses for observation throughout the lesson.
Materials:
- The Listening Walk
- Post-it Notes
- Anchor Chart (Complete with students)
- Science Journal
- Sound Scavenger Hunt Sheets
Activities:
Day 1
- Read aloud The Listening Walk. Class discussion about rules for a listening walk. Students will work with partners to discover sounds together. Record the sounds you hear in your sound journal and on School Sounds Scavenger Hunt Sheet. On the listening walk I ask my students questions like, “How does it make that sound?” or “What did you notice about that sound?” Student responses will vary but try to guide them to wonder about how sounds are made.
- Students will work collaboratively to analyze their data to identify patterns by classifying sounds that they heard. Complete anchor chart labelled from student classifications (possible examples: loud, soft, short/quick and long). Students will quickly draw a picture of one of the sounds from their walk on their Post-it. We use those pictures to fill in our anchor chart. As we are filling in our anchor chart I want the students to notice that sounds can have more than one property.
Day 2 Go on a Nature Sound Scavenger Hunt. Students will work with partners to discover sounds together. Record the sounds you hear on Scavenger Hunt Sheet.
- Return to class and student partners will report findings. As the children are reporting I will record any misconceptions or new learning.
- Students will work collaboratively to analyze their data to identify patterns by classifying sounds that they heard. Complete anchor chart labelled from student classifications (possible examples: loud, soft, short/quick and long). Students will quickly draw a picture of one of the sounds from their walk on their Post-it. We use those pictures to fill in our anchor chart. As we are filling in our anchor chart I want the students to notice that sounds can have more than one property.
- Participate in Listening/Sound games at Lilly Cornett Woods.
- Review activities. Ask students “What is sound?” Allow students time to “Say Something” with their partner and will write or draw explanations related to question and phenomenon.
- Add Science Vocabulary to our pocket chart.
Unit: Sound Lesson: 2 Good Vibrations!!
1 Day
1-PS4 Waves and their Applications
SL.1.1 SL.1.2 RI.2.1 1-PS4-1 SP1 SP3
After analyzing data about the sounds they hear in nature, ask questions about the cause and effect of vibration and sounds.
After carrying out investigations about the cause and effect of vibrations and sounds, communicate information about the cause and effect of vibrations and sounds.
After asking questions about sounds in nature and obtaining information about the cause and effect of vibrations and sounds, construct an explanation about the cause and effect of sounds in nature.
Big Question: What makes sound? Can sound make an object vibrate?
Students will explore sound waves using inquiry and their sense of hearing, sight, and touch.
Students will conduct an investigation on sound and sound vibrations. Students will gather evidence on how sounds are made with a rubber band. Using cause and effect, the students will demonstrate an understanding of vibrations and how they are responsible for the sounds we hear. Students will record their observations and evidence in their sound journals.
Prior Knowledge Needed:
Students will use their sense of sight, hearing, and touch to make observations throughout the lesson.
Materials:
- Anchor chart labeled, “Sound Wonderings“
- Class set of rubber bands
- Class set of shoe boxes or empty tissue boxes
- science vocabulary
- Science Journal
- IPhone camera- slow motion setting
Activities:
- Review Sound Anchor Chart from “Sounds All Around”. Allow students to share information from sound journal with partner. Make a list of student questions.
- Narrow investigation to one of the questions on our chart: How are sounds made? It is important to emphasize the question we are trying to solve.
- Students will use sense of sight (seeing), feeling (touch) and hearing to investigate the answer to What makes sound? Students will use one rubber band and one shoe box to make sound. Students will use a magnifying glass and slow motion setting on I-phone camera to look even closer at the sound vibration. (Teacher observations/anecdotal notes/conferences)
- Allow time for student partners to view evidence and report findings. Use student examples to show the movement of the rubber band. Explain that the movement is called a sound wave or vibration. Vibrations and waves are what make sound happen. Sound comes from vibrations and vibrations (or waves) travel to the nerves in our ears. When the vibrations hit the nerves it sends signals to our brains to tell us what we are hearing.
Listen: (whistle) The sound waves or vibrations traveled to your brain and your brain told you that I was whistling. Model touching throat and humming, discuss vibrations.
- Review Science Vocabulary: vibrations, sound waves and sound travel.
- Students will draw, label and write observations about what makes sound.
Unit: Sound Lesson: 3 You’ve Got to Move It, Move It!
1 Day
SL.1.1 SL.1.2 1-PS4-1 SP1 SP3
After planning and conducting an investigation to determine if sound can make materials vibrate, engage in argument with evidence to support their claim that sound makes materials vibrate (cause and effect.)
Big question: Can sound make matter vibrate?
Students will listen to a read aloud about matter and explore the vocabulary matter, solid, liquid and gas. Then after being asked to discover ways that sound can make matter move they will investigate, observe and answer this question. Using cause and effect the students will demonstrate an understanding of the sound waves ability to move various materials. Students will record their observations and evidence in their science journals.
Prior Knowledge Needed:
Students should have a basic understanding of sound waves or vibrations. This lesson will deepen their understanding of how sound can make different materials move.
Materials:
- 2 Bowls covered with plastic wrap: water and coffee
- Tuning forks and instruments
- Bubbles
- Sound Journal
Activities:
- Activate student prior knowledge by reminding the students what they learned in our previous sound lessons. Remind students when they hear loud sounds, soft sounds, high sounds, and low sounds it is because they are hearing different vibration (or waves) that are sending signals to their brain telling it what they are hearing. When the sound goes high the waves are moving fast but when the sound is low the vibrations are moving slow. That is called pitch. When the vibrations are very large, the sound becomes louder. When the waves are small, the sound becomes quiet. That is called changing the volume. When the vibrations stop so does the sound.
- Big question: Can sound make materials vibrate? Three different stations for the students to explore and record finding in their sound journals. If the weather is nice we will take these stations outdoors to the picnic tables or sidewalk.
Solids and Sound Waves: At this station, I will need a bowl with plastic wrap tightly secured to the bowl. On top of the bowls will be coffee. The students will use tuning forks and different instruments, pots and spoons as well as their voices to see what sound (pitch, volume) makes the sugar bounce.
Water and Sound Waves: At this station have a tub of water and four tuning forks. The students will hit the tuning fork on the table and then hold it above the water to observe what happens. They must explore what vibrations caused movement to the liquid.
Air and Sound Waves: At this station students will blow bubbles and then will use their voice or clapping to make the bubbles move.
- Students will be recording information, thoughts and ideas in their sound journals. After exploring each station.
- Ask the students a question, “Can sound make materials vibrate?” Allow students a few minutes to share their thinking with their Say Something Partner. Teacher will listen for both new understandings and misconceptions.
- Review – Sound can make matter vibrate! Review sound vocabulary. Allow time for students to write and draw about what they learned in their sound journal.
Unit: Sound Lesson 4: More Vibrations!!
2 Days
1-PS4 Waves and their Applications
SL.1.1 SL.1.2 RI.2.1 1-PS4-1 SP1 SP3
I can describe how different vibrations can change sound.
Big Question: Why do sounds sound so different?
Students will create instruments that will allow them to observe, explore and investigate the patterns of sound waves (pitch and volume).
Students will watch a video about the patterns of sound waves (vibrations), pitch and volume and then investigation these concepts further by creating a device that can use sound vibrations to communicate over a distance. Through this investigation and observations, they will gather evidence on the pattern of sound and how a sound’s pitch and volume can change. Using cause and effect the students will demonstrate an understanding of pitch and volume through trial and error and experimentation using a variety of tools. Students will record their observations and evidence in their Sound Journals.
Prior Knowledge Needed:
It is helpful if students understand that vibrations are responsible for the sounds we hear before exploring the pitch and volume of sound waves.
Materials:
- Anchor charts from previous sound lessons.
- Magic School Bus: In the Haunted House – Sound is Vibration
- Variety of instruments
- Tin cans, different size boxes, cups, spoons, straws, string, rubber bands, empty paper towel rolls, construction paper, etc.
- Science vocabulary
- Science Journal
Activities:
- Review sound anchor charts and questions about sound. “Why do sounds sound so different?” is the big question.
- Before starting the investigation watch “The Magic School Bus: In the Haunted House – Sound is Vibration” video. Share with “Say Something” partner. Listen for vocabulary: pitch, volume, sound waves.
- Students work with partner or teams to create instruments. Students will try to answer the question: Why do sounds sound so different? Encourage students to try to change the pitch and volume of the instrument.
- Show students a variety of different instruments and discuss how each makes sounds.
- Students will draw out a plan in sound journal of what they will make. Use materials to create design.
- “Why do sounds sound so different?” Students will share instruments and their findings. Record student findings using science vocabulary.
- Add new science vocabulary to pocket chart.
- Students will record information, thoughts and ideas about: Why do sounds sound so different? I will be looking for answers like, “The sound waves can go slow or fast and that makes the sound sound different.” or “I learned that slow sound waves sound low and fast sound waves sound high.” This formative assessment will give insight on the learning that has taken place.
Unit: Sound Lesson 5 Mr. Watson, Come here…
3 Days
1-PS4 Waves and their Applications
SL.1.1 SL.1.2 RI.2.1 1-PS4-1 SP1 SP3
After constructing explanations for the cause and effect of sounds students will design a solution for using sound to communicate over a distance.
After designing a solution for using sound to communicate over a distance, engage in argument from evidence to evaluate and critique design solutions.
Big Question: How can I use what I know about sound to design and build a device that uses sound to communicate over a distance?
I can design and build a device that uses sound to communicate over a distance.
Students will apply the information and data that they have collected about sound to build a device that uses sound vibrations to communicate over a distance.
Materials:
- Anchor charts from previous sound lessons.
- Tin cans, different size boxes, cups, spoons, straws, rubber bands, empty paper towel rolls, construction paper, etc.
- Science vocabulary
- Science Journal
- Engineering Design Process Posters
- Timeline of communication devices
Activities:
- Review sound anchor charts and vocabulary
- Show picture of Alexander Graham Bell and his design for the first telephone (www.americaslibrary.gov)
- Introduce task and develop student-generated rubric (science understanding cause and effect, making claims, communicating information, and design of communication device).
- Students work with partner to design and build a device that uses sound to communicate over a distance.
- Students will draw out a design in sound journal of communication device.
- Use materials to create design, test, and make improvements.
- Students will present models with explanations of how their device works using sound.
- Students will self-reflect and score themselves using scoring rubric in the areas of communication device design and build. Class will use rubric to score student devices and explanation of sound understanding.
Sound Assessment Task
Create a communication device that makes sound.
Explain how your device makes sound using vocabulary from the unit.
Scoring Rubric
| 1 | 2 | 3 | |
| Designing communication device | I needed a lot of help designing device. | I needed a little bit of help with designing my communication device. | I designed my communication device all by myself. |
| Building communication device | I needed a lot of help building device. | I needed a little bit of help building my communication device. | I built my communication device all by myself. |
| Device | Device does not make a sound. | Device makes an audible sound. | Device makes an audible sound and student can change the volume or pitch of the sound. |
| Explanation of sound | Response partially
demonstrates an understanding that sound is caused by vibrations |
Response demonstrates an understanding that sound is caused by vibrations with a direct link to their device and using vocabulary from the unit | Response demonstrates an understanding that sound is caused by vibrations and may explain how the volume or pitch is changed (changing the length of the string) |
