Sound Unit: Lesson 1

1. AssessmentObservations during vocabulary workTicket to leaveObservations during student work

2. Teacher Content Knowledge The teacher must have an understanding that sound is caused by an object vibration back and forth. The teacher must have an understanding that humans use their vocal chords to create sound. The teacher must have an understanding that as you change the pitch in your voice, the vibration of your vocal chords changes. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. MaterialsTeacher Materials

24 Vocabulary Worksheets24 Ticket to LeavesPencilScience JournalProjector

Student MaterialsVocabulary WorksheetScience JournalTicket to LeavePencil

4. ProcedureLead-in

1. The students will be asked what they already know about sound. 2. The students will respond.3. The teacher will tell the students that there are important vocabulary words to

know when learning about sound. Step-by-Step

4. The teacher will pass out vocabulary worksheets and science journals to the students.

5. The teacher will read the first vocabulary word.6. The students will repeat the vocabulary word chorally.7. The teacher will read the definition of the vocabulary word. 8. The students will chorally repeat the definition of the vocabulary word.9. The teacher and students will repeat this process for the remaining 9 vocabulary

words.10. The teacher will ask the students if they know what makes sound.11. The teacher will have the students write their predictions in their science journals.12. The students will read their responses orally.13. The teacher will explain to the students that sound is caused by an object vibrating

back and forth.14. The teacher will have the students write that “Sound is caused by an object

vibration back and forth” in their science journals.15. The teacher will ask the students if they know what part of our body makes sound.16. The students will write their predictions in their science journals.17. The students will read their responses orally. 18. The teacher will explain to the students that our vocal chords (located in our

throat) vibrate back and forth and create sound.19. The teacher will tell the students that there is a way to feel the vibrations that your

vocal chords make. 20. The teacher will demonstrate how to feel the vibrations in your vocal chords.21. The teacher will have students put 2 fingers gently on the middle of their throats.22. The teacher will explain to the students that now they need to open their mouths

and say “ahhh”, like at the doctors.23. The students will say “ahh” and feel the vibrations of the vocal chords. 24. The teacher will then have the students try to change the pitch of their voice and

feel how the vocal chords change. 25. The teacher will ask the students what happened to their vocal chords as they

changed the pitch of their voice.26. The students will respond.

Closure27. The teacher will ask the students if they have any questions about what they went

over today.28. The teacher will pass out a ticket to leave.29. The teacher will ask the students to write down the answer to the question “what

part of the body makes sound” on their ticket to leave.30. The teacher will collect the ticket to leaves. 31. The teacher will ask the students to put their science journals in their desks and

clear any extra papers off of their desks.

Sound Unit: Lesson 2

1. AssessmentObservations during reviewTicket to leaveObservations during engineering taskScience Journals

2. Teacher Content Knowledge The teacher must have an understanding that sound is caused by an object vibration back and forth. The teacher must have an understanding that humans use their vocal chords to create sound. The teacher must have an understanding that as you change the pitch in your voice, the vibration of your vocal chords changes. The teacher must have an understanding on how to create a kazoo using straws and scissors. The teacher must have an understanding that pitch depends on how fast the object is vibrating. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. MaterialsTeacher Materials

24 Ticket to LeavesPencilScience JournalStrawsScissors

Student MaterialsStrawsScissorsScience JournalTicket to LeavePencil

4. ProcedureLead-in

1. The students will be asked what they remember about sound from the previous lesson.

2. The students will respond.3. The teacher will explain that some instruments help will help us understanding

sound more. Step-by-Step

4. The teacher will pass out science journals to the students. 5. The teacher will explain that today they are going to create kazoos. 6. The teacher will demonstrate the use of the pre-made kazoo. 7. The teacher will pass out straws to all of the students.8. The teacher will ask the students to take out their scissors.9. The students will take out their scissors. 10. The teacher will explain to the students that they need to flatten out one end of the

straw. 11. The teacher will draw a picture straw on the board and show students where they

need to flatten. 12. The teacher will encourage students to bite on the end of the straw to flatten it.13. The students will flatten their straws.14. The teacher will explain that next you need to cut the flattened end of the straw in

an up-side down “V” shape.15. The teacher will explain that this will act as the reed, just like a clarinet.16. The teacher will show the students on the picture where they need to cut.17. The students will cut the “V” shape into their straws.18. The teacher will explain that now the students can place the “V” end of the straw

into their mouth, so that the “V” end is just past the inside of their lips.19. The teacher and students will place the straws in their mouth the correct way.20. The teacher will explain that now they need to hum into the “V” shape. (may take

practice)21. The students will hum into their kazoos.22. The teacher will have all students put down their kazoos.23. The teacher will ask the students what they think is causing the sound.24. The students will respond.25. The teacher will explain that the straw is vibrating back and forth and is causing

the sound.26. The teacher will have the students hum into the straw faster.27. The teacher will ask the students to write their observations in their science

journals.28. The students will write in their science journals.29. The teacher will have the students hum into the straw slower. 30. The teacher will ask the students to write their observations in their science

journals.31. The students will write in their science journals.32. The teacher will ask the students what they think is causing the change in the

sound.33. The students will respond.

34. The teacher will explain that the pitch of the sound depends on how fast the object is vibrating.

35. The teacher will ask the students what sound it makes when you hum faster.36. The students will respond.37. The teacher will ask the students what sound it makes when you hum slower.38. The students will respond.

Closure39. The teacher will ask the students if they have any questions about what they went

over today.40. The teacher will pass out a ticket to leave.41. The teacher will ask the students to write down the answer to the question “what

makes sound” on their ticket to leave.42. The teacher will collect the ticket to leaves. 43. The teacher will ask the students to put their science journals and their kazoos in

their desks and clear any extra papers off of their desks.

Sound Unit: Lesson 3

1. AssessmentObservations during reviewTicket to leaveObservations during tuning fork experimentScience Journals

2. Teacher Content Knowledge The teacher must have an understanding that sound is caused by an object vibration back and forth. The teacher must have an understanding that sound can moves through all matter. The teacher must have an understanding that if you hit a tuning fork and place the tip of the tuning fork directly into water, the water will vibrate and splash out of the container. The teacher must have an understanding that sound can not travel in space because outer space is a vacuum. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. Materials

Teacher Materials24 Vocabulary Worksheets24 Ticket to LeavesPencilScience JournalProjector

Student MaterialsVocabulary WorksheetScience JournalTicket to LeavePencil

4. ProcedureLead-in

1. The students will be asked what they remember about sound from the previous lesson.

2. The students will respond.3. The teacher will ask students what they think sound can travel through.4. The students will write their ideas in their science journals.

Step-by-Step5. The teacher will ask the students what they wrote in their science journals.6. The students will respond.7. The teacher will explain that sound can move through matter.8. The teacher will ask if the students know what matter is.9. The students will respond.10. The teacher will explain that matter is anything you can see, touch or feel.11. The teacher will ask the students if they think sound can travel through water.12. The students will respond.13. The teacher will ask all of the students to gather on the front rug.14. The teacher will hold up the tuning fork and ask the students if they know what it

is.15. The students will respond.16. The teacher will ask the students if they think the water will vibrate if the tuning

fork is just placed in the water.17. The students will respond.18. The teacher will place the tuning fork into the water. 19. The teacher will ask the students what they think they could do to the tuning fork

to make the water splash.20. The students will respond.21. The teacher will explain that if we hit the tuning fork and make it vibrate before

we put it in the water, the water should splash22. The teacher will demonstrate.23. The teacher will ask the students why they think the water splashed.24. The students will respond.25. The teacher will explain that the vibrations of the tuning fork make the water

vibrate outward and the result is the splashing of the water.

26. The teacher will ask the students to think about what animals use sound vibrations in the water.

27. The students will respond.28. The teacher will explain that many water mammals use sound vibrations to

communicate in the water.29. The teacher will ask the students to go back to their seats.

Closure30. The teacher will ask the students if they have any questions about what they went

over today.31. The teacher will pass out a ticket to leave.32. The teacher will ask the students to write down the answer to the question “what

does sound travel through?” on their ticket to leave.33. The teacher will collect the ticket to leaves. 34. The teacher will ask the students to put their science journals in their desks clear

any extra papers off of their desks.

Sound Unit: Lesson 4

1. AssessmentObservations during reviewTicket to leaveObservations during tuning fork experimentScience Journals

2. Teacher Content Knowledge The teacher must have an understanding that sound is caused by an object vibration back and forth. The teacher must have an understanding that sound can moves through all matter. The teacher must have an understanding that when sound bounces it echoes. The teacher must have an understanding that sound can travel through most types of matter, but it travels through some matter better than others. The teacher must have an understanding that the tighter the sound waves are packed, the more forcefully they move from molecule to molecule. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. Materials

Teacher Materials24 Ticket to LeavesPencilScience JournalProjectorTin canBath towel

Student MaterialsScience JournalTicket to LeavePencil

4. ProcedureLead-in

1. The students will be asked what they remember about sound from the previous lesson.

2. The students will respond.3. The teacher will ask students what they think happens when sound bounces. 4. The students will write their ideas in their science journals.

Step-by-Step5. The teacher will ask the students what they wrote in their science journals.6. The teacher will have the students gather on the rug.7. The teacher will place the tin can on the ground.8. The teacher will ask the students what they think will happen if the tin can is

“banged” on.9. The students will respond.10. The teacher will hit the tin can with a stick.11. The teacher will ask the students what they hear.12. The students will respond.13. The teacher will ask if the sound is strong.14. The students will respond.15. The teacher will put a towel inside the can and beat it again.16. The teacher will ask the students what they hear this time.17. The students will respond.18. The teacher will ask the students if the sound is duller.19. The teacher will take the towel out of the can and put the towel on top of the can

and beat it again.20. The teacher will ask how this changed the sound.21. The students will respond.22. The teacher will ask the students what the difference was between the 3 sounds.23. The students will respond.24. The teacher will explain that when there was no towel, the sound was able to

bounce off of the walls of the tin can and echo. 25. The teacher will explain that when the towel was in the can, the towel was able to

absorb the sound and stop the echo.26. The teacher will explain that animals use echoes to communicate.

27. The teacher will explain that animals create a sound and the sound is echoed throughout that land the other animals can hear it.

28. The teacher will ask the students to name animals that use echolocation to communicate.

29. The students will respond. 30. The teacher will ask the students to go back to their seats.

Closure31. The teacher will ask the students if they have any questions about what they went

over today.32. The teacher will pass out a ticket to leave.33. The teacher will ask the students to write down the answer to the question “Name

2 animals who use echolocation to communicate” on their ticket to leave.34. The teacher will collect the ticket to leaves. 35. The teacher will ask the students to put their science journals in their desks clear

any extra papers off of their desks.

Sound Unit: Lesson 5

1. AssessmentObservations during reviewTicket to leaveObservations during oral responses from students Science Journals

2. Teacher Content KnowledgeThe teacher must have an understanding that sound is caused by an object vibrating back and forth. The teacher must have an understanding that humans use their vocal chords to create sound. The teacher must have an understanding that sound can travel in all directions. The teacher must have an understanding that we have 2 ears in order for us to hear from all directions. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. MaterialsTeacher Materials

24 Ticket to Leaves

PencilScience Journal24 “The Ears Have It” Worksheet

Student MaterialsScience JournalTicket to LeavePencil“The Ears Have It” Worksheet

4. ProcedureLead-in

1. The students will be asked what they remember about sound from the previous lesson.

2. The students will respond.3. The teacher will ask students if they know why we have 2 ears.

Step-by-Step4. The teacher will have the students record their ideas in their science journals. 5. The teacher will ask the students what they wrote in their science journals.6. The students will respond orally. 7. The students will respond. The teacher will have the students gather on the front

rug and sit in a circle. 8. The teacher will have one students sit in the middle. 9. This student will close their eyes.10. The teacher will point to a student. 11. This student will make a sound.12. The student in the middle will try to guess who made the sound. 13. After 5 tries, the activity will be repeated with the student in the middle covering

one ear.14. This activity will be repeated for 5 students to sit in the middle.15. The teacher will ask the students if they now know why we have 2 ears.16. The students will orally explain their idea. 17. The teacher will explain that we have 2 ears so we can hear all around us.18. The teacher will ask the students if they know what direction sound travels in.19. The students will respond.20. The teacher will explain that sound travels in all directions.21. The teacher will ask the students if they remember what part of the ear helps us

hear sound.22. The students will respond.23. The teacher will explain that the ear drum helps us hear sounds.24. The teacher will have the students go back to their desks.

Closure25. The teacher will ask the students if they have any questions about what they went

over today.26. The teacher will pass out a ticket to leave.27. The teacher will ask the students to write down the answer to the question “Why

do we have 2 ears?” on their ticket to leave.28. The teacher will collect the ticket to leaves.

29. The teacher will ask the students to put their science journals in their desks clear any extra papers off of their desks.

30. The next morning for morning work, the students will complete, “the Ears Have It!” worksheet and it will be gone over.

Sound Unit: Lesson 6

1. AssessmentObservations during reviewTicket to leaveObservations during engineering taskScience Journals

2. Teacher Content Knowledge The teacher must have an understanding that sound is caused by an object vibration back and forth. The teacher must have an understanding of how to create a xylophone using mason jars, water and a stick. The teacher must have an understanding that a high pitch sound will come from a jar with less water and a low pitch sound will come from a jar with more water. The teacher must have an understanding that pitch depends on how fast the object is vibrating. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. MaterialsTeacher Materials

24 Ticket to LeavesPencilScience JournalMason jarsWaterDrum stick

Student MaterialsScience JournalTicket to LeavePencil

4. ProcedureLead-in

1. The students will be asked what they remember about sound from the previous lesson.

2. The students will respond.3. The teacher will explain that some instruments help will help us understanding

sound more. Step-by-Step

4. The teacher will pass out science journals to the students. 5. The teacher will explain that today they are going to create a xylophone. 6. The teacher will ask the students if they know what a xylophone is.7. The students will respond.8. The teacher will have the students gather on the rug.9. The teacher will place the mason jars on the rug.10. The teacher will pour different amounts of water into each jar.11. The teacher will ask the students which jar they think will make the highest pitch

sound.12. The students will write their hypothesis in their science journals.13. The students will orally say their answers.14. The teacher will ask the students which jar they think will make the lowest pitch

sound.15. The students will write their hypothesis in their science journals.16. The students will orally say their answers.17. The teacher will hit each jar with the stick.18. The teacher will ask the students what they observed from each jar.19. The students will respond.20. The teacher will ask the students if their hypothesis was correctly. 21. The teacher will ask the students how to put the jars in order from lowest to

highest pitch.22. The teacher will rearrange the jars.23. The teacher will check to see if the students arranged them correctly.24. The teacher will have the students go back to their seats.

Closure25. The teacher will ask the students if they have any questions about what they went

over today.26. The teacher will pass out a ticket to leave.27. The teacher will ask the students to write down the answer “A high pitch sound

will come from a jar with ______________ water. A low pitch sound will come from a jar with _____________ water.” on their ticket to leave.

28. The teacher will collect the ticket to leaves. 29. The teacher will ask the students to put their science journals and their kazoos in

their desks and clear any extra papers off of their desks.

Sound Unit: Lesson 7

1. AssessmentObservations during reviewTicket to leaveObservations during engineering taskScience Journals

2. Teacher Content Knowledge The teacher must have an understanding that sound is caused by an object vibration back and forth. The teacher must have an understanding on how to make a pan flute out of straws and tape. The teacher must have an understanding that the farther the sound has to travel the weaker or duller the sound gets. The teacher must have an understanding that pitch depends on how fast the object is vibrating. The teacher must have an understanding of the following vocabulary words:

Frequency- how fast or slow a sound wave passesPitch- the high and low frequency of a soundAmplitude- equal to volume or loudnessWavelength- the distance between the top of a wave, to the top of the next waveEcho- a sound that is heard again after sound waves hit a hard surface and bounce

backSound Waves- caused by something vibrating back and forthEcholocation- sound waves that bats use at night to find foodEardrum- the part of the ear that vibrates in order to hear soundsIntensity- how much power is in the soundHertz- what sound frequency is measured in

3. MaterialsTeacher Materials

24 Ticket to LeavesPencilScience JournalStrawsScissorsRulerTape

Student MaterialsStrawsScissorsScience JournalTicket to LeavePencilTape

4. ProcedureLead-in

1. The students will be asked what they remember about sound from the previous lesson.

2. The students will respond.3. The teacher will explain that some instruments help will help us understanding

sound more like the kazoos. Step-by-Step

4. The teacher will pass out science journals to the students. 5. The teacher will explain that today they are going to pan flutes.6. The teacher will pass out the pre-cut straws. 7. The teacher will have the students arrange the straws from longest to shortest.8. The students will arrange the straws. 9. The teacher will pass out tape to all of the students.10. The teacher will explain to the students that they need to place the tape gently on

top of the straws, across the middle of the straws.11. The students will place their tape in the correct location.12. The teacher will explain to the students that they need to wrap the tape around the

other side of the straws.13. The teacher will demonstrate.14. The students will wrap the tape around the straws correctly.15. The teacher will ask the students which straws they think will make a high pitch

sound.16. The students will respond.17. The teacher will ask the students which straws they think will make a low pitch

sound.18. The students will respond.19. The teacher will have the students blow into the straws and pay attention to how

the pitch changes.20. The teacher will ask the students what they observed.21. The students will respond.22. The teacher will ask the students why the sounds change.23. The students will respond.24. The teacher will explain that the father the sound has to travel, the weaker or

duller the sound gets.Closure

25. The teacher will ask the students if they have any questions about what they went over today.

26. The teacher will pass out a ticket to leave.27. The teacher will ask the students to write down the answer “the farther the sound

waves travel, the __________________ the sound gets” on their ticket to leave.28. The teacher will collect the ticket to leaves. 29. The teacher will ask the students to put their science journals and their pan flutes

in their desks and clear any extra papers off of their desks.