SOUND - Professional Portfolio of Jordana Etkin...TABLE OF CONTENTS MATERIAL PAGE Concept Map 1...

SOUND

Grade 4 | Cluster 3 By: Jordana Etkin

2013

TABLE OF CONTENTS

MATERIAL PAGE Concept Map 1 Cluster Chart 2 Unit Overview 3 Lesson 1 – Identifying Objects by Sound 4 Lesson 2 – Sound as a Form of Energy 5 Lesson 3 – Sound Vibrations 6 Lesson 4 – Pitch 7 Lesson 5 – Sound Waves 8 Lesson 6 – The Ear 9 Lesson 7 – Making Music 10 Lesson 8 – Amplifying Sound 11 Lesson 9 – Harmful Effects & Protecting your Ears 12 Lesson 10 – Sound Stations 13 Sound Learning Centres (1) 14 Science Journal 15 Sound Learning Centres (2) 16 Reflection Page 17

Lesson Time Content Materials

Identifying Objects by Sound

1 Class How sounds are made Recording of different sounds, recording devices for students to make sounds, “what’s that sound worksheet”

Sound as a Form of Energy

1 Class & throughout the unit

Sound as a form of energy, brief vibration explanation,

Pebbles, water, trays, construction paper

Sound Vibrations

1 Class Vibrations continued – vocal chords, using objects in nature

Materials in the classroom, “making vibrations worksheet”

Pitch

1 – 2 Classes Pitch, frequency & loudness Piano, xylophone, straws, tape, rulers, markers, scissors

Sound Waves

1 – 2 Classes & throughout the unit

Sound waves travel in all directions, conductors, insulators

Combs, desk, trays, water, white board

The Ear

1 Class Parts of the ear, transmitting signals to the brain, different types of animal hearing

Ear diagram, internet & print resources, Bill Nye video on sound, gym/large space

Making Music

1 Class, throughout the unit, and working on it at home.

Observe instruments (string, wind, percussion), good instruments, design process.

Household items, blueprint, whiteboard, parental help

Amplifying Sound

1 Class Sound waves bounce back or dissipate, review conductors and insulators

A recorded story, different types of sound amplifiers

Harmful Sounds and Protecting Your Ears

1 Class Harmful materials for ears, devices that can help

Chart paper, markers, recording devices, materials to build headphones, guest speaker

Sound Stations 12 Classes Review of all sound outcomes Materials will vary for each

CLUSTER CHART

PROPERTIES OF

SOUND

SOURCES AND USES

OF SOUND

SOUND IN SOCIETY

4301: Use appropriate vocabulary related to their investigations of sound. 4302: Recognize that sound is a form of energy. 4303: Recognize that energy makes things happen and can be found all around us. 4308: Observe and describe properties of sound. 4310: Recognize that there is a range of sounds that humans can and cannot hear. 4313: Investigate to compare how vibrations travel differently through solids, liquids, and gases.

4304: Identify and classify various sounds using studentgenerated criteria. 4305: Recognize that sounds are caused by vibrations. 4307: Demonstrate how the pitch and loudness of sounds can be modified. 4309: Describe how the human ear is designed to detect sound vibrations. 4314: Explore to determine the ability of materials to transmit or absorb sound. 4315: Describe how materials that absorb or reflect sound are used in different situations.

4306: Use the design process to create a musical instrument. 4311: Describe practices that help ensure protection of the ears and hearing 4312: Describe harmful effects of high or sustained sound levels and identify potential sound hazards at home or in the community. 4316: Describe devices that extend our ability to produce, transmit, and detect sound. 4317: Investigate to identify inventions related to sound, and describe their impacts on society. 4318: Describe the role of sound in different jobs and hobbies.

UNIT: Sound TOPIC: Lesson 1 – Identifying Objects by Sound GRADE: 4 GENERAL LEARNING OUTCOME:

B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.

C2: Demonstrate appropriate scientific inquiry skills when seeking answers to questions.

C6: Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data.

D4: Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts.

E4: Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them.

SPECIFIC LEARNING OUTCOMES:

4301: Use appropriate vocabulary related to their investigations of sound. 4303: Recognize that energy makes things happen and can be found all around us. 4304: Identify and classify various sounds using studentgenerated criteria.

CLUSTER 0: OVERALL SKILLS AND ATTITUDES:

Researching, planning, and analyzing and interpreting. ASSESSMENT:

Students will be assessed in majority by teacher observation. The teacher will also assess students answers through discussion. The teacher will also assess the “What’s That Sound” worksheet.

CONNECTION TO LAST LESSON:

This will be the first lesson of the sound unit. This lesson will take place after the introductory activities.

FLEXIBLE GROUPINGS:

Students will work as a class, in groups and then individually.

MULTIPLE INTELLIGENCES: Verbal/Linguistic: Communicate and share ideas. Logical/Mathematical: Brainstorm and listing. Visual/Spatial: Visualize what is making the sounds and how the sounds are being made.

Musical/Rhythmic: Interpreting the sounds being played and creating own sounds.

Bodily/Kinesthetic: Exploring sound within the classroom and school. Interpersonal: Working as a class and with partners or groups. Intrapersonal: Working independently on questions and when thinking about sounds.

ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Ask students to brainstorm all of the ways sounds can be made. Examples may include (but are not limited to) using hands, from the mouth, different objects, animals, vehicles, etc.

Write down student responses on white board or chart paper. ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:

Teacher will create a recording with many different sounds (minimum of 10). Examples may include people clapping, animal sounds, whistling, honking horn, talking, etc.

Students will work independently while listening to the sounds being played. Teacher will remind students to think about the unique features of the sounds (e.g: a guitar sound is made by strumming of the strings).

Once a sound is played the students will record their prediction of what the object is that is making the sound and also how the sound is made. Students will record responses in their “What’s That Sound” worksheet.

APPLYING STRATEGIES: CONSILIDATING LEARNING:

Students will work in pairs or small groups (depending on the number of students) to create their own sound activity.

Students will be using a recording device to record sounds within the classroom or school, or by using their own voices and bodies.

Students will need to generate an answer key for their sounds. Once all of the groups are finished their recordings, they will trade with another group and that group will try to guess their sounds. (Can be done as a class instead of swapping group recordings).

Predictions of other students recordings can be done in science journals or on the white board.

MATERIALS/ LEARNING RESOURCES: Tape Recorders Pre recorded sounds “What’s That Sound” worksheet

SOURCES:

Hands on Science Level 4 Manitoba Education, Foundation for Implementation: Grade 4

Did you know: Thomas Edison invented the phonograph, the first recording music player, more than 110 years ago.

What’s That Sound?

Inference: (name of the object that makes the

sound)

Description: (how the sound is made)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

UNIT: Sound TOPIC: Lesson 2 – Sound as a Form of Energy GRADE: 4 GENERAL LEARNING OUTCOME:


D3: Understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter.


E4: Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them.


4301: Use appropriate vocabulary related to their investigations of sound.

4302: Recognize that sound is a form of energy. 4303: Recognize that energy makes things happen and can be found all around us.

4305: Recognize that sounds are caused by vibrations. CLUSTER 0: OVERALL SKILLS AND ATTITUDES:

Observing, measuring, recording, analyzing and interpreting, reflecting on science and technology.

ASSESSMENT:

Students will be assessed by observation and participation. The teacher will also assess students by their journal responses and diagram.

MULTIPLE INTELLIGENCES:

Verbal/Linguistic: communicate and share ideas with a partner and the class, writing in their science journal.

Logical/Mathematical: analyze data and brainstorm. Visual/Spatial: drawing a diagram of the experiment. Bodily/Kinesthetic: hands on learning experiment (pebble and paper). Naturalist: recording observations, using their science journal. Interpersonal: working with a partner and as part of a class. Intrapersonal: reflecting on learning in their science journal.

CONNECTION TO LAST LESSON: This is the second lesson of the unit on sound. It follows a lesson on identifying sound.

FLEXIBLE GROUPINGS:

Class discussion, group work and individual work. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Brainstorm with students the different ways we use energy and record them on the board.

Discuss that sound (like light) is a form of energy and that it is caused by vibrations [explain vibrations].

Ask students to visualize and then describe what they think would happen to the surface of water if they dropped a pebble into a perfectly still pond of water? Record their answers for them to reflect on after the lesson.

ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:

Have students work in pairs or small groups. Students will fill a tray of water half way. When the water is still, students will carefully scatter scraps of paper into the tray so that they are floating on top of the water.

Wait until the water is still again. Now have the students drop a pebble into the water and record their observations.


Have students reflect on the experiment and answer the following questions in their journal.

o Q1: You used energy to move the pebble. Where did that energy go when you dropped it into the water?

o Q2: The dropped pebble made the water move up and down. Is this similar to a vibration? Why or why not?

o Q3: When the water moved, what happened to the paper? o Q4: If the water made the paper move, the movement of the water is a form of energy. If sound vibrations can make things move, is sound a form of energy?

o A1: The energy went into the pebble, which caused the water and paper to move.

o A2: Yes, any movement up and down, or back and forth, is a vibration.

o A3: The paper moved too. The paper was floating on the water so it followed the path of the waves. Sound energy makes the water and paper move.

o A4: Yes, sound is a form of energy. Have students draw a diagram of what happened during the experiment.

MATERIALS/ LEARNING RESOURCES: Trays for each group Water Pebbles Scraps of construction paper Science journal

SOURCES:

Manitoba Education, Foundation of Implementation: Grade 4 Pan Canadian Science: Sounds Good.

Vibration Observation Sheet

1. What do you think will happen when you drop the pebble onto the scrap paper in the water?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. What did you observe happening while you were doing the experiment?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3. Draw a picture of what happened during the pebble experiment.

UNIT: Sound TOPIC: Lesson 3 – Sound Vibration GRADE: 4 GENERAL LEARNING OUTCOME:






4305: Recognize that sounds are caused by vibrations. CLUSTER 0: OVERALL SKILLS AND ATTITUDES:

Observing, recording, demonstrating scientific and technological attitudes. ASSESSMENT:

Students will mainly be observed during this lesson. Students will also be assessed on their “Making Vibrations” Chart. The teacher will also assess students on their reflection piece “What I have learned about Sound”.


Verbal/Linguistic: communicate and share ideas with a partner and explain a concept.

Logical/Mathematical: Brainstorming Visual/Spatial: Using the chart to show how different objects make sounds Musical/Rhythmic: Creating sounds with classroom objects. Bodily/Kinesthetic: hands on learning – exploring the classroom for objects that make sounds.

Naturalist: Using natural, every day materials to create sounds. Interpersonal: working in small groups or with a partner, recording observations.

Intrapersonal: reflecting on sound knowledge.

CONNECTION TO LAST LESSON: This is the third lesson in this unit, and a continuation to lesson 2 on vibrations. The students will have already learned how sounds are made, so this lesson will focus on the vibrations that make sounds.

FLEXIBLE GROUPINGS:

Class discussion, group work and individual reflection. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Ask the students where they think the sound comes from when they speak.

Students may believe that only their mouth and tongues make the noise. Have them put their hand on their throat while they speak so they can feel the vibrations.

Discuss what types of things in the classroom could make sounds and how the sounds would be made.


Students will work in pairs. One student will be the listener and one will be the soundmaker. Find things in the classroom that could make sounds and discuss with your partner how these sounds are made.

How can you make the objects vibrate to produce sounds? How can you make different sounds with objects made of the same material (e.g. a plastic cup and a plastic bottle).


In the same pairs, use the chart provided to show how different objects made different sounds and what you did to make the sound.

Include a description of the sound. MATERIALS/ LEARNING RESOURCES:

Classroom materials. Plastic cups Plastic bottles Tin cans Coffee tins

SOURCES:

Manitoba Education, A foundation for Implementation: Grade 4. Pan Canadian Science: Sounds Good.

Glass Bowl Vibration Experiment Another experiment students could do is making vibrations by using a bowl and rice. Materials Needed: Glass bowl Plastic wrap to cover bowl Elastic band to hold plastic wrap on bowl A handful of rice Medium sized metal pot Wooden spoon Directions: 1. Place plastic wrap around the top of the glass bowl so it is completely covered.

2. Place elastic band over the plastic wrap to hold it in place. 3. Place handful of rice on top of the plastic wrap. 4. Bang the pot with the spoon

The vibrations should cause the rice to bounce up and down. In comparing it to the ear, the air moves to vibrate the ear drum which sends a message to the brain.

Making Vibrations

Object

How I made a sound

What I heard (describe)

UNIT: Sound TOPIC: Lesson 4 Pitch GRADE: 4 GENERAL LEARNING OUTCOME:





E3: Recognize that characteristics of materials and systems can remain constant or change over time, and describe the conditions and processes involved.



4305: Recognize that sounds are caused by vibrations. 4306: Use the design process to create a musical instrument. 4307: Demonstrate how the pitch and loudness of sounds can be modified.


Observing, analyzing, reflecting on science and technologies. ASSESSMENT:

Students will be assessed on their ability to participate in group discussions during all of the experiments occurring in this lesson.

Students will be observed on their participation and discussion abilities during this lesson.

Students will be observed while creating pan flutes. Students will be assessed on their understanding of how a pan flute works, as well as their understanding of pitch and frequency.


Verbal/Linguistic: conferencing with teacher and classmates, reading directions.

Logical/Mathematical: observing and interpreting, analyzing.

Musical/Rhythmic: using various types of instruments for understanding musical concepts.

Bodily/Kinesthetic: hands on learning during xylophone experiment and creating pan flute.

Naturalist: understanding how pitch works in nature Interpersonal: working together as a class during experiments. Intrapersonal: working individually on pan flutes and grasping an understanding of pitch and frequency.


This is the fourth lesson in the unit. Students will be learning about pitch and frequency.

FLEXIBLE GROUPINGS:

Class discussion and learning, group work and individual work. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Teacher and students will go to music room and use the piano for this learning experience.

Teacher and students will group around piano with the top part open. The teacher will strike a key and have the students observe the hammer as it hits the wire string.

Teacher will ask the students “why is a sound made when you strike a piano key?” and “what part of the piano vibrates?”


Have students observe the teacher as they strike the corresponding keys. Ask the students whether they think the notes are high or low? Ask students why do you think the string made a high or low note?

The teacher will use the term pitch to describe high or low notes. Teacher should also discuss loud and quiet notes. The teacher will ask the students why they think long strings make lowpitched notes, and short strings make high pitched notes.


Have students examine and experiment with a xylophone and ask “what do you notice about the length and size of the bars on the xylophone?”, “what kind of pitch do you think you will hear if you strike a short bar? A long bar? Why do the short bars make highpitched notes? Why do the long bars make lowpitched notes.

Reiterate how pitch is related to length and size of bars, frequency and vibrations.

Students will make a pan flute out of straws. By blowing air into the different lengths of the straws, they will create different sounds.

MATERIALS/ LEARNING RESOURCES: Packages of straws (8 per person) Rulers Markers (for measuring and marking) Tape (masking tape or clear packing tape) Piano Xylophone Scissors

SOURCES:

Manitoba Education, Foundation for Implementation: Grade 4 Hands on Science Level 4 Video: http://www.youtube.com/watch?v=vRs4hKAJ59I Science Off Centre: http://www.scienceoffcenter.org/science/430strawpanpipes

Stephanie Bessant (pan flute) Laura Chartrand (pan flute)

http://www.youtube.com/watch?v=vRs4hKAJ59I

QuickTime™ and a decompressor

are needed to see this picture.

MAKING PAN FLUTES Activating: 1. Play the video from the start to 38 seconds. 2. Tell the class “I want you to continue watching this video and predict how this instrument works.

3. Have the class watch the rest of the video until the end of the next phase (approximately 1:15)

4. Have the students write their answer down. It would be best to do this activity using the fish bowl strategy. Video: http://www.youtube.com/watch?v=vRs4hKAJ59I Straw Pan Flute Instructions: One of the most fun places to find science is in music! With eight straws and a few other materials, you can make an octave of pan pipes to start playing music on. To start, use a ruler to measure and cut the straws to these lengths: · #1: 19.5 cm · #2: 17.0 cm · #3: 15.5 cm · #4: 14.5 cm · #5: 13.0 cm · #6: 11.5 cm · #7: 10.0 cm · #8: 9.5 cm ** Save the ends you snip off, as these will be used for spacers.

1. Arrange all the straws in order, longest to shortest, with the tops of them at the same level.

2. Place the straw scraps in between them, slightly lower. These will space out the musical straws, making it easier to blow into just one at a time.

3. Tape the straws together. Number the straws 1 to 8 with 1 being the longest.

The pitch of a music note is determined by its wavelength, and the maximum wavelength that can be played depends on the length of the instrument. A note with half the frequency (and twice the wavelength) of another note is said to be one octave lower.

http://www.youtube.com/watch?v=vRs4hKAJ59I

Pan Flutes 1. How do you think this instrument works? _______________________________________________________________________________________________________________________________________________________________________________

2. How does a pan flute make sound? ________________________________________________________________________________________________________________________________________________________________________________

3. Draw a picture of your pan flute.

UNIT: Sound TOPIC: Lesson 5 – Sound Waves GRADE: 4 GENERAL LEARNING OUTCOME:





E1: Describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world.



4305: Recognize that sounds are caused by vibrations. 4308: Observe and describe properties of sound. 4313: Investigate to compare how vibrations travel differently through solids, liquids, and gases.

4314: Explore to determine the ability of materials to transmit or absorb sound.


Observing, recording, analyzing and interpreting, reflecting on science, demonstrating scientific and technological attitudes.

ASSESSMENT:

Observation will be used an assessment of student knowledge and involvement.

Student’s “Sound Waves on the Move” sheet will also be assessed. MULTIPLE INTELLIGENCES:

Verbal/Linguistic: communicate and share ideas with the class and with a partner, compare and contrast.

Logical/Mathematical: students will brainstorm ideas about sound waves. Visual/Spatial: students will need to be aware of space when listening for classmates to make sounds.

Musical/Rhythmic: listening to sound waves through objects. Bodily/Kinesthetic: hands on experiment of how sound waves travel through gases and liquids.

Naturalist: using objects found in the environment to listen with. Interpersonal: working as a class and in pairs. Intrapersonal: working independently.


This is the fourth lesson in the unit on sound. Students have been learning about how sound is produced and this will explain how they are able to interpret it.

FLEXIBLE GROUPINGS:

Class experiment, pairs and individual work. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Ask students, “How does sound reach your ear?” o “The sound of a bell ringing near you easily reaches your ears. o But suppose at night you heard a car alarm. The next day people who live 2 blocks away from you also said they heard the alarm.

o How did so many people hear the same sound?”

Discuss how people in different areas can hear the same sound. o “What does this tell us about how sound waves travel?”

Students will learn that sound does not only travel in one direction. Student responses will be recorded on the board.


One student will stand in the middle of the room with their eyes closed. All students will move about the room. Students will take turns making a sound. The person in the middle will point to the area where the sound came from.

While this is occurring, discuss why the person in the middle could identify where the sound was coming from.

Try to see if there is a location in the room in which the person in the middle could not hear them.

Students may think that sounds stop when they hit solids or liquids. Students will discuss how/why you can still hear sounds when you’re in another room or even under water.

As a class, they will make a list on the board of all the things they believe sound can/cannot travel through.

Quick discussion/explanation of conductors and insulators. (Can compare to unit on light, some materials let sound through well others muffle it).

APPLYING STRATEGIES: CONSILIDATING LEARNING: Students will work in pairs and predict, test, and record using the sheet provided.

They will predict what the comb will sound like when it is strummed by their ear.

Then they strum the teeth of a comb next to their ear and record their observations.

They will repeat this with one ear on the desk and strumming the comb on the desk.

They will then do this while strumming the comb under water. MATERIALS/ LEARNING RESOURCES:

White board Combs Desk Trays or containers Water

SOURCES:

Manitoba Education, Foundation for Implementation: Grade 4 Pan Canadian Science: Sounds Good

Sound Waves on the Move!

1. What do you think you will hear when you strum the teeth of the comb

with your thumb?

2. Strum the teeth of the comb with your thumb. What did you hear?

3. What did the sound waves have to travel through to get to your ear?

____________________________________________________________

4. What do you think you will hear if you strum the teeth of the comb on a

table, while you have your ear resting on that table?

5. Strum the comb on the table. Which ear did you hear the sound with first?

___________________________________________________________

6. Why do you think that is?

__________

7. What do you think you will hear when you strum the comb underwater

with your ear against the container?

8. Strum the comb underwater. What did you hear? ____________________

____________________________________________________________

9. What did the sound waves have to travel through to get to your ear?

Sound Waves

Draw a diagram of an object making sound. Draw lines to show how

the sound waves travel from that object. Do you need to be directly in front of the object making sound to hear it? Explain your answer. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What happens to the sound waves as they move farther away from the object? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

UNIT: Sound (ELA) TOPIC: Onomatopoeia GRADE: 4 GENERAL LEARNING OUTCOME:

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.

General Outcome 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.


1.1.3: Experiment with Language and Form: Explore a variety of forms of expression for particular personal purposes.

2.3.3: Vocabulary: Expand knowledge of words and word relationships [including homonyms, antonyms, and synonyms] using a variety of sources [such as print and electronic dictionaries, thesauri, people...].

3.1.3: Contribute to Group Inquiry: Identify relevant personal knowledge of a topic and possible categories of questions and purposes

ASSESSMENT:

The students will be observed during the activating activity. Students will be assessed on their participation during the group activity and class discussion.

Students will be assessed on their understanding and ability to create a 5 line poem on onomatopoeia.

The teacher will be looking for onomatopoeia words, correct spelling and correct punctuation (final).


Verbal/Linguistic: students will discussing, listening, communicating and sharing ideas.

Logical/Mathematical: students will need to brainstorm ideas regarding onomatopoeia words.

Visual/Spatial: students will need to visualize images of the sounds being described.

Musical/Rhythmic: students will hear a recording of the word onomatopoeia and will be asked to repeat it a few times.

Bodily/Kinesthetic: hands on learning activity students will be working in groups to discuss different words.

Naturalist: students will be using words to describe actions that occur in every day life.

Interpersonal: students will work as a class and as part of a group. Intrapersonal: students will work independently on their own 5 line onomatopoeia poem.


We are learning about different types of sounds. We have previously listened to types of sounds, discussed sound waves and vibrations.

FLEXIBLE GROUPINGS:

Class, group and individual work. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Students will be separated into groups. Each group will be provided with an envelope full of onomatopoeia words. Students will be asked to look through the words in the envelope and try to find out what they have in common.

Students should be able to picture the actions of the sounds. Students will be given approximately 35 minutes, as this activity is just being used as an activator.


The teacher will ask what the students thought were similar with the words in their envelope and briefly discuss it as a class.

Students will gather around on the carpet and the teacher will read “Mr. Brown Can Moo, Can you?” by Dr. Seuss.

The teacher will ask the students if they have any other ideas about the sounds.

Once the predictions are complete, the teacher will write the word Onomatopoeia on the board.

The teacher will ask the students how they think we say the word. After a few guesses, the teacher will play the correct way from a you tube video and have the students repeat the word a couple of times.

Teacher will provide a definition for the word onomatopoeia and discuss the sounds again with the students.

Teacher must also make reference to the silent ‘o’ (after the p). APPLYING STRATEGIES: CONSILIDATING LEARNING:

The class assignment is to write a 5 line poem using onomatopoeia words. The teacher will write an example on the board for the class to see what is expected.

The teacher and students will then write an onomatopoeia poem (23 lines) together.

The students will then get out their writing journals and start their own 5 line poem.

If the students complete their 5 line poem (rough draft) during this period, they will begin their final copy.

ADAPTATION STUDENTS:

There are 3 students in the class who will have a different final assignment for the onomatopoeia poem. The 3 students will write one line of a poem and draw a picture of what their line describes.

The students will begin their writing assignments like any other, with the help of the teacher and then they can proceed as normal.

If there is an EA in the classroom at the time, the EA will help get the IEP students set up.

MATERIALS/ LEARNING RESOURCES:

Mr. Brown Can Moo, Can You?, Dr Seuss. ELA writing journals Envelopes full of onomatopoeia words You tube clip of the word Onomatopoeia Previously written onomatopoeia poem as an example

SOURCES:

Mr. Brown Can Moo, Can You? – Dr. Seuss Youtube link pronouncing the word: http://www.youtube.com/watch?v=YNnyzAhD1tk

Onomatopoeia Poem Water plops into a pond Splishsplash downhill Whoosh, a passing breeze Flags flutter and flap Frogs croak and birds whistle Babbling bubbles from a tap. Plop plop, fizz fizz, Oh what a relief it is. (Alka Seltzer) It’s sort of a whack, whir, wheeze, whine of a wind, With a sputter, splat, squeak and splash, Pop, plop, pow, kerplunk.

Onomatopoeia

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

By: __________________________________

Onomatopoeia

________________________________________________________

________________________________________________________

By: __________________________________

UNIT: Sound TOPIC: Lesson 6 – The Ear GRADE: 4 GENERAL LEARNING OUTCOME:


D1: Understand essential life structures and processes pertaining to a wide variety of organisms, including humans.



4301: Use appropriate vocabulary related to their investigations of sound. 4309: Describe how the human ear is designed to detect sound vibrations. 4310: Recognize that there is a range of sound that humans can and cannot hear.


Initiating, researching, planning, implementing a plan, reflecting on science and technology, demonstrating scientific and technological attitudes.

ASSESSMENT:

Students will be assessed by teacher observation during the ‘ear’ labeling activity.

Students will be assessed on their participation and ability to hear sound in the Marco Polo game.

Students will be assessed on their animal assignment. A rubric has been created to assess the students’ animal research assignment.


Verbal/Linguistic: class discussion and writing a research report. Logical/Mathematical: Brainstorming ideas, researching information for animal assignment/presentation.

Visual/Spatial: Visual aids in research project, watching the Bill Nye Video. Musical/Rhythmic: Making animal sounds from their research projects. Bodily/Kinesthetic: Hands on experiment – Marco Polo Naturalist: Using examples in the environment to further learning (e.g: dig whistle).

Interpersonal: class discussions and group work, taking turns during Marco Polo.

Intrapersonal: individual work on research assignment. CONNECTION TO LAST LESSON:

This is the fifth lesson in this unit, and is based on how the ear works. FLEXIBLE GROUPINGS:

Class work, group work and individual work. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Students will watch a quick video from Bill Nye The Science Guy on how the ear works.

Students will be shown a human ear diagram, and asked what it is. The teacher will briefly go over the parts of the ear.


Students will engage of a game of Marco Polo (use the gym if possible). Remind the students that sound waves travel in all directions.

After playing the game, ask the students “how accurately could you point to the location of the person?” “Do you improve with practice?” “Is it easier if the sound is behind you or in front of you?” “Can you tell if the sound is coming from the left or right side of you?”. Discuss “When could you not hear Polo? And why were you unable to hear it?”

Explain to students that sometimes waves are so weak that they cannot be heard by the human ear, however, other times the sounds are too high or low to be heard by the human ear.

Show the students a dog whistle and have them examine it. Ask them if they could hear anything. Ask why they couldn’t hear anything. Do you think a dog could hear the whistle? A dog can hear pitches that are much higher than humans can.


Students will be given a diagram of a human ear and will label it as a class. (The teacher will have a large copy on the board at the front and it will be done as a class).

As the students are labeling the ear the teacher will explain what each part is/does.

Once the students have completed labeling the diagram, students will do a research assignment on dogs’ ability to hear (or another type of animal by teacher approval, such as a rabbit, elephant, cricket, etc.). Students will research how the animal hears and why humans cannot hear some of the sounds that the animal may be able to hear.

[Depending on the amount of students or the time allotted, the teacher may choose to do this as group work, or an individual project].

Students will briefly present their assignments to the class. A rubric will be provided for this assignment.


Internet (computers) & Print Resources (magazines, articles, books, etc). Ear Diagram, pencil crayons, pencils, etc.

SOURCES:

Manitoba Education, Foundation for Implementation: Grade 4 Hands on Science Level 4 Bill Nye The Science Guy Video on Sound http://www.teachertube.com/viewVideo.php?video_id=174577

Ask the students why they think the ear is cupshaped. The ear is cupshaped because it helps us focus on sounds better

UNIT: Sound TOPIC: Lesson 6 – The Ear GRADE: 4 GENERAL LEARNING OUTCOME:


D1: Understand essential life structures and processes pertaining to a wide variety of organisms, including humans.



4301: Use appropriate vocabulary related to their investigations of sound. 4309: Describe how the human ear is designed to detect sound vibrations. 4310: Recognize that there is a range of sound that humans can and cannot hear.


Initiating, researching, planning, implementing a plan, reflecting on science and technology, demonstrating scientific and technological attitudes.

ASSESSMENT:

Students will be assessed by teacher observation during the ‘ear’ labeling activity.

Students will be assessed on their participation and ability to hear sound in the Marco Polo game.

Students will be assessed on their responses to the discussion after playing Marco Polo and throughout the rest of the lesson.


Verbal/Linguistic: class discussion and labeling an ear diagram. Logical/Mathematical: Brainstorming ideas/thoughts on the game. Visual/Spatial: Watching the Bill Nye Video and spatial awareness in Marco Polo

Bodily/Kinesthetic: Hands on activity – Marco Polo Interpersonal: class discussions and group work, taking turns during Marco Polo.

Intrapersonal: individual work in duotang.

CONNECTION TO LAST LESSON: This is the sixth lesson in this unit, and is based on how the ear works.

FLEXIBLE GROUPINGS:

Class work, group work and individual work. ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Students and teacher will play Marco Polo (in the gym if possible). Students should have a brief discussion/reminder that sound waves travel in all directions.

Teacher will go over game rules. While playing Marco Polo, have the students think about which direction they heard the sound coming from – could they tell if the sound was coming from in front of them, behind them or beside them?

Were there any times students could not hear their classmates respond with ‘polo’?

Why do you think you were unable to hear it? Discuss with the students what they learned from the game.

Ask students if they thought they could accurately pinpoint the location of the sound. ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:

Explain to the students that sometimes sound waves are so weak, that they cannot be heard by the human ear (in this example we will use a whisper).

Some times sound waves are too low or too high to be heard by the human ear. – ask students if they think there are sounds we cannot hear.

Teacher will talk about dog whistles Revisit the game of Marco Polo and briefly discuss how they could hear the sounds (motivate students toward answering with the ear)

We will watch a quick video from Bill Nye The Science Guy on how sound is detected by the ear.


Students will be asked to get their science duotangs because they will be given a diagram to label. (Students need to put their diagrams into the duotang).

Teacher will review with the students the difference between a diagram and a picture (diagram labels the picture)

Teacher will enlarge the diagram so all students can see it when it is on the whiteboard at the front of the class.

On the back of the ear diagram are fill in the blanks about the parts of the ear.

When the students and teacher are labeling the diagram, students will also fill in the blanks on the back side.

The fill in the blank questions describe the parts of the ear. MATERIALS/ LEARNING RESOURCES:

Gym/classroom for Marco Polo Ear Diagram Fill in the blanks Bill Nye Science Video

SOURCES:

Manitoba Education, Foundation for Implementation: Grade 4 Hands on Science Level 4 Bill Nye The Science Guy Video on Sound http://www.teachertube.com/viewVideo.php?video_id=174577

Ask the students why they think the ear is cupshaped. The ear is cupshaped because it helps us focus on sounds better

Research Report Criteria:

Choose an animal that you are interested in learning about how they hear.

Use the Internet and print resources (books, magazines, encyclopedias, etc…) to research how the animal hears, and what they can/cannot hear.

Can the animal you chose hear better than humans?

Can the animal you chose hear pitches higher or lower than humans?

Why does this animal hear so well or so poorly?

List 3 interesting facts about your animal.

Research Report Rubric

Exceeding expectations

Meeting expectations

Approaching expectations

Expectations not yet met

Appropriate animal chosen for research assignment

A wide variety of research provided

At least 3 interesting facts included

A good explanation of animals hearing included

The Ear The outside part of the ear is called the _______________________. The ______________________ is funnel shaped to direct sound vibrations toward the eardrum through the ear canal. The middle part of the ear is called the _______________________. The ______________________ vibrates when the sound waves hit it. This causes movement in 3 tiny bones. The 3 tiny bones in your ear are called the _____________________. The ______________________ pick up the vibrations and send them to the cochlea. The _____________________ is part of the inner ear. The ______________________ is a spiral tube in the inner ear and it is filled with liquid. The liquid detects movement from sound vibrations. A hertz (hz) is a __________________________________________________ for the frequency in pitch. Humans can hear sounds that are between ____________ and ___________ hz. Dolphins can hear sounds that are between ____________ and ___________ hz.

How humans hear:

________________________________________________________

________________________________________________________

________________________________________________________

UNIT: Sound TOPIC: Lesson 7 – Making Music GRADE: 4 GENERAL LEARNING OUTCOME:



C3: Demonstrate appropriate problemsolving skills while seeking solutions to technological challenges.

C5: Demonstrate curiosity, skepticism, creativity, openmindedness, accuracy, precision, honesty, and persistence, and appreciate their importance as scientific and technological habits of mind.



E2: Describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems.



4305: Recognize that sounds are caused by vibrations. 4306: Use the design process to create a musical instrument. 4308: Observe and describe the properties of sound.

CLUSTER 0: OVERALL SKILLS AND ATTITUDES: Planning, implementing a plan, observing, reflecting on science and technology, concluding and applying

ASSESSMENT:

Students will be assessed on the question sheet provided (My Musical Instrument).

Students will be assessed on their journal entries responding to the questions/statements provided.

They will also be assessed on their final instrument and the demonstration to the class.

MULTIPLE INTELLIGENCES: Verbal/Linguistic: communicate and share ideas, write in science journal. Logical/Mathematical: Solve problems, brainstorm, test out instruments, plan for instruments.

Visual/Spatial: drawing a blueprint. Musical/Rhythmic: learning about instruments, creating an instrument that makes sound, exploring with instruments and techniques related to music.

Bodily/Kinesthetic: hands on learning with exploration of instruments and creating an instrument.

Naturalist: Using objects from the environment/surroundings to create a musical instrument.

Interpersonal: working as a team with parents to create an instrument. Intrapersonal: working individually on blueprints and brainstorming ideas for instrument.


This lesson will occur after students have learned about how sound is produced.

Students will also be familiar with the fact that vibrations cause sounds. By being aware of this information, students should be comfortable in making an effective instrument.

FLEXIBLE GROUPINGS:

Students will brainstorm/discuss as a class and work individually to create a blueprint for their instrument.

Students will work with a parent/guardian to build the instrument at home.


Show students examples of different manmade instruments (pan flute, Kleenex box guitar, maracas, rain stick, etc).

Allow students to go into the music room to observe the instruments and think about how their sounds are made (wind, string, percussion).

Encourage students to explore the instruments and determine how each one makes a sound.


As a whole class, we will discuss and record on the board what we observed in the music room, and we will talk about and record the types of instruments (string, percussion, wind) and the different ways the make sounds.

We will discuss and record what makes a good instrument. Answers may include (but are not limited to): produces many different sounds, sturdy, more than 2 materials, pitch and loudness can be modified, looks nice.


Students will follow the design process to create their own instrument. Students will be required to create a blueprint of their instrument in class. Once it has teacher approval, students may take their blueprints home and have parents/guardians assist them in creating their instrument.

After approximately one week, students will present and demonstrate their instruments to the class.


A variety of musical instruments White board Science journals/ blue print worksheet Parental help and supervision at home (make sure to send home a note).

SOURCES:

Manitoba Education, Foundation for Implementation: Grade 4. Hands on Science Level 4 Megan Lobreau

Instrument Blueprint

Draw and label your instrument you plan on creating.

Teacher Approved:

My Musical Instrument

My instrument is called a(n) _____

I chose to make this because:

________________

_________________________________________________________________

My instrument makes sound by:

_____

_________________________________________________________________

Are there other ways to make my instrument produce sound? How?

________________

One problem I had while making this was:

_____

_________________________________________________________________

One thing I did well while making this was:

_____

_________________________________________________________________

If I could change anything on my instrument it would be:

__________

_________________________________________________________________

Who helped me build my instrument: _____

_________________________________________________________________

_________________________________________________________________

My favorite part about making my own instrument was:

__________

_________________________________________________________________

Task: Build a Musical Instrument Respond to these in your science journal:

Brainstorm ideas for your instrument.

You must have a blueprint/drawing.

Name your instrument.

Distinguish if it is it a wind, percussion or string instrument.

You may use any materials you can find (but you must have at least 3 different materials).

List all of the materials you used for your instrument.

Your instrument must produce at least 3 different sounds. How can this be done?

Your instrument must be able to modify pitch and loudness. How can this be done?

Your instrument must be sturdy (won’t fall apart easily). How did you ensure it was sturdy?

UNIT: Sound TOPIC: Lesson 8 – Amplifying Sound GRADE: 4 GENERAL LEARNING OUTCOME:

A4: Identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations.


B2: Recognize that scientific and technological endeavors have been and continue to be influenced by human needs and the societal context of time.


4316: Describe devices that extend our ability to produce, transmit, and detect sound.

4317: Investigate to identify inventions related to sound, and describe their impacts on society.


Analyzing and interpreting, concluding and applying, reflecting on science and technology, demonstrating scientific and technological attitudes.

ASSESSMENT:

Students will be assessed on their participation in class discussions regarding the topic of amplifying sound.


Verbal/Linguistic: class discussion, communication and sharing ideas. Logical/Mathematical: brainstorming. Musical/Rhythmic: listening to a recorded story. Naturalist: using the environment to show how sound waves dissipate. Interpersonal: class discussions.


This is the eighth lesson in the unit and will focus on amplifying sound. FLEXIBLE GROUPINGS:

This is done as a class.

ACTIVIATING STRATEGIES: PREPARING FOR LEARNING: Play a recorded story inside the classroom. Stop halfway through the story and go outside. Ask students if they can hear the story as well outside. Ask students why they think they cannot hear as well outside.


Discuss that sound waves bounce back in a classroom because of the walls and they dissipate more outside. This is why it is more difficult to hear outside.

Ask the students how they could have heard better. (Turning up the volume amplifying sound).

Review conductors and insulators. APPLYING STRATEGIES: CONSILIDATING LEARNING:

Ask students what types of objects they have seen or heard of the amplify sound (megaphone, microphone, headphones, speakers, hearing aids, etc).

Why would we use these in a large room and not a small room? Sound waves dissipate more in a large room than in a small room and there is usually more noise in the audience of a bigger room.

How do hearing aids help people? Talk about how carpet absorbs the sound and hardwood floor reflects it.


Recorded story. Different types of sound amplifiers if possible.

SOURCES:

Manitoba Education, Foundation for Implementation: Grade 4. Hands on Science Level 4

UNIT: Sound TOPIC: Lesson 9 – Harmful Sounds and Protecting Your Ears GRADE: 4 GENERAL LEARNING OUTCOME:


B3: Identify the factors that affect health, and explain the relationship among personal habits, lifestyle choices, and human health, both individual and social.

C1: Recognize safety symbols and practices related to scientific and technological activities and to their daily lives, and apply this knowledge in appropriate situations.


4311: Describe practices that help ensure protection of the ears and hearing.

4312: Describe harmful effects of high or sustained sound levels and identify potential sound hazards at home or in the community.


Planning, implementing a plan, reflecting on science and technology, concluding and applying, demonstrating scientific and technological attitudes.

ASSESSMENT:

Students will be assessed by teacher observation on their brainstorming ideas and what they present to the class.

They will also be assessed by a rubric for their headphones/hearing protection apparatus and their sheet where they will draw their device and list supplies.


Verbal/Linguistic: communicate and share ideas, class discussion, writing for blueprint and commercial.

Logical/Mathematical: brainstorm and test ideas. Visual/Spatial: record a commercial and make visual aids. Musical/Rhythmic: add music/background sounds into commercial. Bodily/Kinesthetic: hands on acting of commercial and assembling a device.

Interpersonal: work as a group, do a team presentation, record a team video, take roles, roleplay, plan together.

CONNECTION TO LAST LESSON: This is the ninth lesson of the unit. Students now know how sound travels and how it is produced. They also know about the parts of the ear and how it works. They will be encouraged to think about these things while working on this lesson.

FLEXIBLE GROUPINGS:

Students will be split into 2 groups. They will work in small groups to create their headphones/hearing protection devices. They will work in these same groups to create their commercials.


Divide the class into 2 separate groups. One group will use a large piece of paper and a marker to brainstorm and list all of the things that they can think of that would be harmful to your ears and to your hearing. The second group will brainstorm ways to protect your ears and hearing from harm and record their ideas.

Once completed, they will present their findings to the rest of the class. From here, there will be a class discussion on things that may be harmful and what we can do to protect our ears and hearing. Any new ideas/suggestions will be added to the papers.

Students will then be told that we will be having a guest speaker come in the next class to talk to them about potential hearing loss and injury and how to protect your ears and hearing. Students will spend time generating questions to ask the guest speaker.


Invite a guest speaker from the workplace and safety department of a local heavy industry.

Have the guest speaker talk to the students about hearing loss and injuries and how they can protect their ears from harm.

If bringing in a guest speaker is not possible, consider Skyping a guest speaker into the class.


Have students work in small groups and design and construct an apparatus (headphones/hearing protection) that would protect the ears from harmful noise.

Students will be required to make a blueprint of their design and list all of the materials they used.

Once creating these devices, students will create and record a commercial to try and sell their invention.

Students will be provided with a student criteria sheet and a rubric.

MATERIALS/ LEARNING RESOURCES: Guest speaker (or Skype) Large pieces of chart paper Markers Materials from home to build headphones/hearing protection Recording devices

SOURCES:

Manitoba Education, A Foundation for Implementation: Grade 4 Hands on Science Level 4 Guest Speaker from Department of Workplace Health and Safety.

Student Names: ___________

What our hearing protection device will look like:

The supplies we will need are (list):

Hearing Protection Device Rubric

Students: ______________________________________

Exceeding expectations

Meeting expectations

Approaching expectations

Expectations not yet met

Blueprint provided and labeled

Device is creative and appealing

Device effectively protects ears

Commercial is creative and interesting

The commercial would make people want the device

UNIT: Sound TOPIC: Sound Stations GRADE: 4 GENERAL LEARNING OUTCOME:

All of the GLO’s for the cluster on sound will be covered in one of the many stations the students will be participating in.


All of the SLO’s in the cluster on sound will be covered in one of the many stations the students will be participating in.

ASSESSMENT:

Teacher will assess students’ knowledge by observation and responses to the stations on the given pieces of paper.


All 8 multiple intelligences will be covered throughout the stations. CONNECTION TO LAST LESSON:

This is an activity day to conclude the unit on sound. The students will participate in stations related to all of the things they have learned in the unit.

FLEXIBLE GROUPINGS:

Group work ACTIVIATING STRATEGIES: PREPARING FOR LEARNING:

Teacher will briefly explain all of the stations on a given day. ACQUIRING STRATEGIES: INTEGRATING & PROCESSING LEARNING:

Students will participate in a variety of stations in regards to the unit on sound. The stations will be determined based on the materials covered.


Students will fill out papers related to the stations in which they can explain what they have learned.


Materials vary depending on which stations the teacher chooses to use. Stations are attached at the back of the lesson.

SOURCES: Manitoba Education, A Foundation for Implementation: Grade 4

Reflection What I Have Learned About Sound

1.

2. 3. 4.

5. 6.

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