AUGUSTA COUNTY SCHOOLS

CURRICULUM MAP

Submitted by Clymore Elementary School 2013

CONTENT: 5.2 The student will investigate and understand how sound is created and transmitted, and how it is used.
TOPIC: Force, Motion, and Energy
CONTENT
What do your students need to KNOW? / DEMONSTRATORS
What do your students need to be able to DO?
/ indicate essential knowledge covered in this lesson / ASSESSMENT
How will you assess what your students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? / ACTIVITIES
HOW will you teach it?
All students will know:
  • Compression waves
  • Vibration, compression, frequency.
  • The ability of different media ( solid, liquid, gas) to transmit sounds
  • Uses and applications of sound waves
/ Students will:
  • Use the basic terminology of sound to describe what sound is (vibrations), how it is formed (molecules moving back and forth), and how it travels (energy is transferred from one molecule to the next)
  • Create and interpret a model or diagram of a compression wave
  • Explain why sound waves travel only where there is matter to transmit them.
  • Explain the relationship between frequency and pitch.
  • Design an investigation to determine what factors affect the pitch of a vibrating object.
  • compare and contrast how different kinds of musical instruments make sounds
/
  • Pre/Post assessment attached
  • Listen to student conversations for the correct use of the terms pitch, compression, frequency, and vibration.
  • Students will be able to explain both orally and in writing:
  • How is sound made?
  • What is sound?
  • How does sound travel?
  • How does a stringed, wind, and percussion instrument produce sound?
  • How did you produce high and low pitches?
  • Do the vibrations differ in a low pitch verses a high pitch?
  • How are pitch and frequency related?
Draw a compression wave and label its parts.
Compare the compression and rarefaction parts on a sound wave. / Introduction lesson:
  1. Ask students if they have ever felt a sound wave?
  2. Discuss experiences at a concert, an amphitheater, a movie, or any other place near a vibrating speaker.
  3. Show the students the loud speaker with the cover removed.
  4. Explain the two parts of the speaker: the tweeter makes the high pitched sounds and the woofer makes the low pitched sounds.
  5. Connect the speaker to a CD player and play music. Let the students see the membranes move.
  6. Have the students feel the speaker and explain what they feel.
Activity 1: Modeling a compression wave
  1. Model a sound wave by stretching a slinky on a desk. Hold one end and have a student hold the other. Give your end of the slinky a pulse by pushing it forward a little very quickly and immediately pulling it back to the starting position.
  2. Ask students to identify where the compressed coils are, and identify those areas as the compression wave.
  3. Ask students to locate the areas where the slinky is stretched, and identify those as areas of rarefaction.
  4. Have students draw this model in their science journals and label the parts of a compression wave.Explain that this is the way a sound wave moves.
Activity 2: Classroom musical group
  1. Divide the class into three groups
  2. Assign each group to one of the three instrument families: winds, percussion, or strings.
  3. Give each group pictures, books, and or internet sites to help them research how that family of instruments produces sound (vibrations).
  4. Have each group report about their instrument family to the whole class.
  5. Now have the groups divide into pairs and explain that they are going to create a musical instrument. You may assign each group their particular instrument in a variety of ways. It could be the one the group researched, one that they choose as a team, or a random drawing from a stack of three cards.
  6. Once each group knows which kind of instrument their teams are going to make, give them the activity sheet for their instrument and have them follow the instructions on the activity sheet. (Attached is the Lesson from the Enhanced Scope and Sequence called Making Waves. The children’s activity sheets for making each instrument are on page 6-11. They are much better if reproduced in color)
Conclusion:
  1. Have each pair display their instrument, demonstrate how it works, and explain how it makes sound. Make sure students are able to explain how they got their instrument to produce high and low frequencies. Were they able to see the vibrations that made their instrument work? What was vibrating to create the sound(the instrument itself or the air)?
  2. Have all the pairs play the song “Mary Had A Little Lamb” with their instruments as a group.
  3. Hold a class discussion on what the students have seen in the demonstrations and with their instruments. Make certain that students understand that when a sound wave travels through a medium, individual molecules of the medium (air, water, solid) do not change location; they just vibrate back and forth, transferring the vibration form one molecule to the next; energy not matter, is transferred. Put another way, sound waves are energy moving from one place to another through a medium, but the molecules of the medium (e.g., the air or water molecules) do not move with the wave but merely vibrate to transfer the energy along.

DIFFERENTIATION
How will you meet the needs of all students? / RESOURCES / TEACHER NOTES:
  • Pair different abilities together to enhance the learning of lower students and the communication skills of higher students.
  • When drawing and labeling the compression wave for activity #1 part 4, students could use mini cotton balls and construction paper to model a compression wave and then label it. Glue the cotton balls close together to represent the compression and a few farther apart to show the rarefaction part.
  • Students who play musical instruments could be allowed to bring those in and share their abilities with the class and share what they know about a sound’s pitch and amplitude(volume).
  • Have the music Specialist show the different musical families and how the lower pitched instruments are longer/bigger than the higher pitched instrument.
/
  • See teacher notes for web sites
.Materials:
  • Speaker with removable cover
  • Slinky toy
  • Pictures, books, and web sites of various musical instruments including string, wind, and percussion instruments.
A variety of supplies for the construction of musical instruments by each team (ex., shoe boxes with lids, string, rubber bands, paper clips, pipe cleaners, straws, fishing line, plastic bottles and water, paper plates, empty oatmeal or cornstarch containers, sticks made from small dowels, old hose, funnels, ect.)
  • Student journals
/
  • If a speaker is not available, tuning forks in a tray of water will also show the vibrations and waves and students can feel the vibrations. The different size forks can lead to a discussion about why they are different lengths or thicknesses and how this effects pitch.
Web sites: