Download Sounds All Around Type of Lesson: Sound Energy Learning Goal

Melissa Collins: Page Number 6
Sounds All Around
Type of Lesson: Sound Energy
Learning Goal/Instruction Objective: Students will:
1. Use the terms: sounds, pitch, vibration, loudness, and music.
2. Use the Scientific Method and process skills to complete their lab
sheet.
3. Create an instrument that produces a sound.
4. Learn that an instrument must vibrate in order to create a sound.
Key Question: What can you create with the selected items to produce a sound?
Students’ Expectations: Students are expected to create an instrument that produces a
sound. The instruments will be: a tambourine, sand blocks, maracas, a drum, and a guitar. To
motivate students, they can bring items from home.
Process Skills: The students are expected to:
1. Demonstrate safety practices during field and laboratory investigations. 2. Make wise choices
in using the materials. 3. Plan and implement experimental procedures including asking
questions, formulating a hypothesis, and selecting equipment. 4. Communicate valid
conclusions. 5. Draw inferences based on findings.
Materials: Smart board, and a song for playing at the opening of the lesson Guitar: shoe box
and rubber bands; Sand Blocks: two rectangle boxes and cut sandpaper that fit the boxes;
Maracas: 2 water bottles and girls’ hair beads; Drum: oatmeal box; Tambourine: 20 jingle
bells, 20 short pieces of bead wire, hole puncher, and two paper plates; Art Center: crayons,
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paint, construction paper, butcher paper, scissors, hot glue gun (teacher only), paint, and
decorative stickers; Over-sized microphones (to encourage interaction)
Safety Notes: Explain safety issues, rules, and guidelines before the investigation: Students or
group members should be reminded that they must work collectively to get the task done while
considering other’s feelings. The groups should inform the teacher when they use the rubber
bands. The bead wire is pointy, so the group members must notified the teacher when ready.
Students are not to use the hot glue gun, only the teacher if it is needed for decorating.
Engagement: At the beginning of the lesson, the students will listen to a song. They can stand to
express how they feel as they listen to the song.
Facilitation Questions: 1. What did you hear as you listened to the music? 2. Why were you
able to hear the sounds? 3. How were you able to hear? 4. What kind of instruments did you
hear? How did you feel when listening to the music?
1. Look at various instruments on the smart board from the following website:
www.kidsfront.com/words/musical_instruments.0.html
a. Which ones can you strum, beat, shake, or blow?
Explore: Students should be placed in assigned groups. The items for creating the instrument
should be at a table with the groups. While completing the lab sheet, the students should ask
questions about the items, formulate their hypothesis, plan and do the test, and write their
conclusion. Facilitation Questions: 1. What can you create with the items? 2. How will you
create it? 3. Why did you form it that way? 4. Does it produce a sound? 5. How is the pitch?
Why? 6. Can you change the pitch? How?
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Explain: 1.Group members will communicate their results to the class as a group oral
presentation. 2. Each student will write a journal entry about their group experiment and
product along with drawing a picture.
Elaborate: 1. Create a graph of the pitches (high/low) that the instruments made. 2. As a
culminating activity, the students will complete an I-Search Project. In teaching a unit about
sound, they will work in groups to complete the following information on a Tri-fold board: Isearch question (What causes instruments to produce sound?), Personal Relevance (Why is the
topic important), Title (“Sound Museum”), Data Observation (A Tree Map with the word:
Sound), Research Process (Steps), and Conclusion (Answer the question). The groups’ product
from the above lesson could be placed with the tri-fold board. 3. For a home-school connection,
the students will produce an instrument that vibrates. They can select from the following: an
instrument that could make a sound by strumming it, beating it, shaking it, or blowing it. A
“Sound Museum” could be created for displaying in the hallway for evaluation from
stakeholders.
Evaluation: Yes or No Rubric
Yes or No
Did all group members participate?
Did you discuss the steps to take before creating your product?
Did you create a product that produces a sound?
Did you use the materials?
_______
Did you complete the lab sheet?
Did you make your product colorful?
End of Lesson Plan
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Student Work 1
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Student Work 2
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Student 3