Sensational Sound

Grade 2

Sensational Sound

Goal 4

Unit 4

Writers:

Kim Newman

Jill White

I. Grade Level:Second Grade/Unit 4

II. Unit Title:Sound Concepts

III. Unit Length:9 Weeks

IV. Major Unit Goal/Learning Objectives:

The learner will be able to

Observe and conduct investigations in the projection of sound including how sound is made and the frequency of the sound changed
Demonstrate how to change the frequency of a sound including changing the shape of the instrument
Explain how the human ear detects sound
Compare and explain how sound is produced by a variety of instruments

V. Objective Chart

Unit Title: Sound Concepts / Number of Weeks: 9
Number / Competency or Objective / RBT Tag
4.01 / Demonstrate how sound is produced by vibrating objects and vibrating columns of air. / C 6
4.02 / Show how the frequency can be changed by altering the rate of the vibration. / C 5
4.03 / Show how the frequency can be changed by altering the size and shape of a variety of instruments. / C 6
4.04 / Show how the human ear detects sound by having a membrane that vibrates when sound reaches it. / C 4
4.05 / Observe and describe how sounds are made by using a variety of instruments and other “sound makers” including the human vocal cords. / C 6

ELD/EC:

English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

VII. Materials and Equipment

This is a list of all the materials necessary for the activities in this unit. How many you need of each item is also listed at the beginning of each lesson plan.

Aluminum foil
Baby wipe containers, empty
Balloons
Beans, dried
Cardboard
Chalk
Chart paper
Combs
Crayons
Dangling jewelry of some kind
Different things that make noise by blowing or with your voice
Door with a handle
Dowel rods, small
Ear diagram/model (ask speech and/or music teacher, contact ear/nose/throat doctor)
Glue
Flat desk top
Food coloring
Hard, flat wall surface like the end of the school building outside
Hole puncher, single
Index cards
Large container for water
Markers
Metal coat hangers
Metal coffee cans, large and small
Metal pot lids
Metal spoons
Music CD or Cassette Tape
Music teacher
Nails
Notebook paper
Oatmeal containers
Paper plates
Paved space coming out from an outside wall about 75 feet
Pencils
Pictures, plastic, and/or stuffed animals with ears
Pie tins
Plastic cups, sturdy
Player for music
Rice
Rubber bands
Rulers
Salt
Scissors
Shoe boxes
Staplers
Straws
String/Twine/Yarn
Tagboard/poster board, large
Tape
Toilet paper rolls, empty
Tuning forks
Two wood blocks
Various size glasses or bottles
Various sized pieces of construction paper
Water
Wax paper
Yardsticks or tape measure
Yarn

VIII. Big Ideas

a. Systems, order, and organization

b. Evidence, models, and explanation.

c. Constancy, change, and measurement

IX. Unit Notes

This unit is designed to take 9 weeks. Some lessons and experiments may take several days to complete. Pace it as you need to depending on your classroom and children. All experiments need to be set up ahead of time. All examples need to be tried by the teacher before doing them with the students. Depending on your student population and access to materials, you may want to make a finished product ahead of time to show them. Materials can be modified and changed as necessary. Be sure you have all rules in place before an experiment begins. Each lesson contains all or some of the process skills which are predict, observe, infer, communicate, classify and measure. Notebooking is an option in several of the activities and experiments. This unit is designed to be interactive and fun.The vocabulary in this unit is intended to introduce the students to new science related terminology. It is mainly for exposure and does not need to be taught in isolation. Vocabulary will be in bold face print throughout the unit. Help your children incorporate the words in their daily studies in verbal, pictorial and written form.

X. Global Content

NCSCOS Grade / 21st Century Skill / Activity
Communication Skills
4.01, 4.02, 4.03, 4.04, 4.05 / Conveying thought or opinions effectively / All
4.01, 4.02, 4.03, 4.04, 4.05 / When presenting information, distinguishing between relevant and irrelevant information / All
4.01, 4.02, 4.03, 4.04, 4.05 / Explaining a concept to others / All
4.05 / Interviewing others or being interviewed / I
Computer Knowledge
NA / Using word-processing and database programs / NA
4.01, 4.02, 4.03, 4.04, 4.05 / Developing visual aides for presentations / All
NA / Using a computer for communication / NA
NA / Learning new software programs / NA
Employability Skills
4.01, 4.02, 4.03, 4.04, 4.05 / Assuming responsibility for own learning / All
4.01, 4.02, 4.03, 4.04, 4.05 / Persisting until job is completed / All
4.01, 4.02, 4.03, 4.04, 4.05 / Working independently / All
4.01, 4.02, 4.03, 4.04, 4.05 / Developing career interest/goals / All
4.01, 4.02, 4.03, 4.04, 4.05 / Responding to criticism or questions / All
Information-retrieval Skills
4.01, 4.02, 4.03, 4.04, 4.05 / Searching for information via the computer / All
4.01, 4.02, 4.03, 4.04, 4.05 / Searching for print information / All
4.05 / Searching for information using community members / I
Language Skills - Reading
4.01, 4.02, 4.03, 4.04, 4.05 / Following written directions / All
4.01, 4.02, 4.03, 4.04, 4.05 / Identifying cause and effect relationships / All
4.01, 4.02, 4.03, 4.04, 4.05 / Summarizing main points after reading / all – anytime reading is done
4.01, 4.02, 4.03, 4.04, 4.05 / Locating and choosing appropriate reference materials / All
4.01, 4.02, 4.03, 4.04, 4.05 / Reading for personal learning / All
Language Skill - Writing
4.01, 4.02, 4.03, 4.04, 4.05 / Using language accurately / All
4.01, 4.02, 4.03, 4.05 / Organizing and relating ideas when writing / A,C,E
4.01, 4.02, 4.03, 4.05 / Proofing and Editing / A,C,E
NA / Synthesizing information from several sources / NA
4.01, 4.02, 4.03, 4.05 / Documenting sources / A,C,E
4.01, 4.02, 40.3, 4.05 / Developing an outline / A,C,E – anytime notebooking is done
NA / Writing to persuade or justify a position / NA
NA / Creating memos, letters, other forms of correspondence / NA
Teamwork
4.01, 4.02, 4.03, 4.04, 4.05 / Taking initiative / all
4.01, 4.02, 4.03, 4.04, 4.05 / Working on a team / All
Thinking/Problem-Solving Skills
4.01, 4.02, 4.03, 4.04, 4.05 / Identifying key problems or questions / All
4.01, 4.02, 4.03, 4.04, 4.05 / Evaluating results / All
4.01, 4.02, 4.03, 4.04, 4.05 / Developing strategies to address problems / All
4.01, 4.02, 4.03, 4.04, 4.05 / Developing an action plan or timeline / All, anytime notebooking is done

Sound Unit Content Overview

This sound unit allows teachers to guide students in understanding the concept of sound. Hands-on activities will give students the opportunity to investigate vibrations and sound.

Students will have the opportunity to investigate using a variety of tools and instruments. These activities will explore vibrations how the human ear detects sound, how different frequencies and different sizes affect sound.

Below are some suggestions of books and resources you can use to help implement this unit.

Children’s Books

The Remarkable Farkle McBride John Lithgow

Bunny’s Noise BookMargaret Wise Brown

The Very Quiet CricketEric Carle

The Very Clumsy Click BeetleEric Carle

La Cucaracha MartinaDaniel Moreton

All About Sound Lisa Trumbauer

Moses Goes to a ConcertIsaac Millman

Sounds All Around Wendy Pfeffer

Sound: from Whisper to Rock Band Christopher Cooper

The Best Ears in the World: a first look at sound and hearing

Claire Llewellyn

Magic School Bus Videos

Magic School Bus Haunted House

Websites

Table of Contents

Lesson A – What’s That Tingle? – notebooking

Introduction to vibrations

NCSCOS 4.01 & 4.05 RBT Tag – C6

Lesson B – Can You Kazoo?

Making a Kazoo

NCSCOS 4.01 RBT Tag – C6

Lesson C – Watch It Wiggle – notebooking

Introduction to frequency

NCSCOS4.02 RBT Tag – C5

Lesson D –Sound Can Travel?
Activities showing sound travels

NCSCOS4.01 RBT Tag – C6

Lesson E – Does Size Make A Difference? – notebooking

Experiment with sound in relation to size

NCSCOS 4.03 RBT Tag –C6

Lesson F – Up and Down, Where’s The Sound?

Introduction to the ear

NCSCOS 4.04 RBT Tag –C4

Lesson G –Can You Hear Me Now?

Activity to enhance hearing

NCSCOS 4.04 RBT Tag –C4

Lesson H –Music Maker

Make own instrument

NCSCOS 4.05 RBT Tag –C6

Lesson I - What’s That Sound All Around?

Sounds in their environment

NCSCOS 4.05 RBT Tag –C6

Sound Unit Lessons

A-Lesson1:What’s That Tingle?

Objective:

4.01Demonstrate how sound is produced by vibrating objects and vibrating columns of air. RBT Tag – C6

4.05 Observe and describe how sounds are made by using a variety of instruments and other “sound makers” including the human

vocal cords. RBT Tag - C6

Content Blast: Sounds surround us and move in waves. Sound waves are produced by vibrating some form of matter. They can travel through solids, liquids and gases. The length of the wave is dependent upon how fast or slow the vibration is. Slowvibrations make longwavelengths and fastvibrations make shortwavelengths.

Materials:

Students and their fingers
Balloons
Chart paper
*2 nails about the size of your index finger
*Rubber bands
*per pair of students

Engage: Bring in things that make sound like a kazoo, baby rattle, New Years’ noise makers, etc. Ask the students how these things make sounds. Have some come up and make them make sound. Then ask what things make sound? Make a list on chart paper. How do they make sound? Do they sound the same or different?Ask the children how they can make sounds. Record their answers in a list.

Explore:

Have the children put two fingers on their throat and do nothing. Ask them to shake their head yes if they feelmovement where their fingers are and shake their heads no if they do not. Explain to them that swallowing does not count asmovement for this activity. (They should not feel any movement). Giving directions in a whispervoice, ask them to whisper “lalalalala”. Ask them “What do you feel on your fingers”? Now in a regular voice, ask them to do this again, but this time actually say/sing “lalalalala”. What do they feel on their fingers now? (They should say movement of some sort – tingling, vibrating, etc.)

Explain: What you feel are vibrations. In order to have vibrations there has to be movement. No movement equals no vibrations. You have vocal cords in your body and when you talk, the air coming from your lungs passes over them causing them to move or vibrate. With that, you get sound which is your voice. When your vocalcordsare tight, your voice is high. When they are loose, your voice is low.

Elaborate: Blow up a balloon. (Do not allow students to do this unless you have the balloon pumps that are supplied in some science kits.)After the balloon is blown up, hold each side of the mouth of the balloon and pull. The tighter you pull, the higher the sound will be as the air is released from the balloon. Just as air passes through the vocalcords to make sound, so does theair coming out of the balloon. The mouth of the balloon represents the vocalcords and the air coming out of the balloon represents the lungs. Another activity is to give each pair of children 2 nails and a rubber band. One child holds open the rubber band. The other child puts the nails at each end so that the rubber band is an oval and the nails are on each end holding the rubber band tight. As one child holds the nails apart so the rubber band is stretched tighttheother child “plucks” the rubber band. It should have a highpitchedsound. Then they switch jobs, but this time the child holding the nails holds them a little closer so the rubber band is just a little slack. They will need to hold the rubber band against the nails or it will fall off. Have that child “pluck” the loose rubber band. It should have alowersound than when it was held tightly. Discuss why that is.

Evaluate:

Observation, discussion, vocabulary, participation, demonstration

B-Lesson2: Can You Kazoo?

Objective:

4.01 Demonstrate how sound is produced by vibrating objects and vibrating columns of air.

Materials:

Empty toilet paper rolls
Single hole puncher
Wax paper (cut to fit over one end of the toilet paper roll)
Scissors
Markers/crayons
Glue
Rubber bands
Different things that make noise by blowing or with your voice (ask your music teacher for some things and/or ideas)

* Each child will need a toilet paper roll, piece of wax paper, and rubber band.

Engage: Bring in different things that make noise by blowing or using your voice. If you can’t find any, use pictures. Show the children the items/pictures you have. Ask “How do these things make noise? What do you have to do? Is it the same of different? What do we do to use our voice?” Tell them today they are going to make an instrument that they have to use their voice to make work.

Explore: If you are going to let the children decorate a cover for their toilet paper roll, figure out how large a piece of paper they need and make a pattern. Then make copies of the pattern and let them decorate it first. When done, have them put glue on their toilet paper roll and then roll the toilet paper roll on the paper. After that is complete, punch a hole in one end of the toilet paper roll. At the other end, put the piece of wax paper on and secure it with a rubber band. When working the kazoo, be sure no one has their finger over the hole you punched. That is the outlet for the vibrations and if it is covered, the wax paper will pop off (If this happens, it is easy enough to fix and also a good time to show the children that vibrations move. The vibrations have to get out of the toilet paper roll and the hole was covered, so they “busted” the wax paper off.). To make the kazoo work, they have to use their voice. If they just blow, it will not vibrate. Have them gently place a finger on the bottom where the wax paper is and feel the vibrations they are making.

Explain: The sound waves they are making with their voice are bouncing off the wax paper, causing it to vibrate and thus make sound.

Elaborate: Have the children sing a song with the kazoo. Sing a song in a low pitched voice and one in a high pitched voice and see if the can feel the difference in vibrations.

Evaluate: Demonstration, participation, vocabulary, discussion

C –LESSON 3: Watch It Wiggle

Objective:

4.02 Show how the frequency can be changed by altering the rate of the vibration

Content Blast: Frequency is the number of wavesproducedpersecond which is the same as the number of vibrationsproducedpersecond. High pitches and low pitches are affected by soundwavefrequencies. With more vibrations, you have a higherfrequency which means you have a higherpitch. The opposite is true for slowervibrations. The lessvibration you have the lower the frequency is which means you have a lowerpitch. Larger things make largervibrations and have a lowerpitch. Smaller things make smallervibrations and have a higherpitch.

Materials:

Chart paper
Large container to put water in
Door with a handle or something to tie it to
Different size objects, small and big (One per child would be ideal. You need a small and large one for yourself.)
String/Twine/Yarn (Any of these should work. You’ll need 24 feet per 2 children. They can measure this out to work on their math skills.)

Engage: Refer to the activity you did with the rubber band and nails. When the rubber band was tight, it had a higherpitch than when it was loose. (You can have them revisit this experiment to refresh their memory.) What things have a highpitch? Make a list of these items. What about those with a lowpitch? List these as well.

Explore: Tie one end of the string to a door handle, desk leg, back of a chair, etc.Holding the other end, quickly move the string up and down once in a big motion. Observe/discuss what happened (should have seen one wave). Now move it up and down several times quickly. Observe/discuss what happened (should have seen several waves). It should be a bit more difficult when it is done rapidly.

Explain: Ask students, “What is the movementproducing”? The up and downmovement is producing waves. Ask students, “What happens as you move the string faster”? The faster you move the string up and down, the more waves it creates and the closer together they are. When you move it up and downquickly, it becomes difficult because the waves you sent down are coming back to you. Ask students, “What happens if you move the stringslower”? The smaller the wave, the more it occurs which means the frequencyincreases. The larger the wave, the less it occurs which means the frequencydecreases.

Elaborate: Fill the large container with water. Show the children the objects you have collected. Ask “If I toss these in water, how big a splash will they make? Will some make a bigger splash than others? Why? Toss your small object in the water to show the children how you want it done. Do the same with your large object. One at a time, have the children toss an object in the water. Record the name of the object and whether it made large or smallwaves. Hopefully they will see a pattern with the smaller objects making smallerwaves and the larger ones making larger waves.

Evaluate: Discussion, observation, notebooking, participation, demonstration