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North East School Division Planning Organizer Science Grades K - 5 Stage 1 – Begin With the End in Mind Big Ideas What do we want students to remember 40 years from now? The misuses of sound technologies have repercussions for the person/society/and the environment? Goals Construct scientific knowledge Scientific Inquiry Processes of: o Designing, planning, and implementing investigations o Collecting, analyzing, and interpreting data o Proposing explanations and making new predictions o Communicating results (scientific paper, lab report, visual presentation) Understand the nature of science and Science-Technology-SocietyEnvironment (STSE) interrelationships Technological Problem Solving (TPS) uses iterative design processes: o Proposing, creating, testing prototypes o Analyzing and interpreting results o Communicating methods and results (design report) K-5 Units of Study Life science K 1 2 Needs and characteristics of living things Animal growth and changes 3 Plant growth and changes 4 Habitats and communities 5 Meeting basic needs and maintaining a healthy body Physical science Exploring the world with our senses - Properties of objects and materials - Materials and our senses - Liquids and solids - Relative position and motion - Materials and structures - Invisible forces - Light - Sound - Properties and changes of materials - Forces and simple machines Develop scientific and technological skills and attitudes that support scientific habits of mind STSE Decision Making: o Clarifying an issue, identifying stakeholders viewpoints, evaluating available research o Generating, implementing, and evaluating position statements or courses of action o Identifying results of decision / action o Communicating and/or taking action (research project, position paper, role play, deliberative dialogue, debate, case Earth and Space science study, action plan) - Daily and seasonalCultural changes and Indigenous Perspectives Indigenous ways of knowing include: - Air in water in the environment o Experiential learning – listening, observing, intuitive awareness, participating, and - Exploring soils experiencing - Rocks, minerals, and erosion o Place-based knowledge to solve practical problems - Weather o Honouring protocols for obtaining this knowledge from a knowledge keeper, and taking responsibility for knowing it. o Interrelatedness, connectedness, spirituality Outcomes Bold the verbs or skills, underline the qualifiers SO4.1 Explore natural and artificial sources of sound in the environment and how those sounds are detected by humans and animals. Explore natural sources of sound in the environment Explore how those sounds are detected by humans and animals. Explore artificial sources of sound in the environment Explore how those sounds are detected by humans and animals. SO4.2 Draw conclusions about the characteristics and physical properties of sound, including pitch and loudness, based on observation. Draw - conclusions about the characteristics of sound, including pitch and loudness, based on observation. Draw - conclusions about the physical properties of sound, including pitch and loudness, based on observation. SO4.3 Assess personal, societal, and environmental impacts of sound-related technologies. Assess - personal, impacts of sound-related technologies Assess - societal, impacts of sound-related technologies Assess - environmental impacts of sound-related technologies Understandings What do we hope students will Essential Questions Questions for deeper come to understand as a result of learning? Think: Students will understand that… understanding that invite deep thinking about the ideas and issues throughout the unit. 1. There are many kinds of sounds 2. Sound comes from vibration of the air 3. Something must vibrate for there to be sound 4. Sound helps us everyday 5. You can accommodate for lack of hearing 6. Sound happens even if you don’t hear it 7. Sound travels 1. The material an object is made from effects its sound 2. The media through which you hear a sound effects the sound 3. Absorption and reflection are opposite reactions 1. 2. 3. 4. Devices enhance the lives of humans. Devices have specific purposes Sound is used for various purposes Loudness of a sound is effected by where it is heard 5. Without the ability to hear sound, your life would be different 6. Sound can be hurtful 7. Ears can be protected Canadian have invented numerous helpful devices a. What makes sound? b. What is a vibration? c. Can you have sound if nothing vibrates? d. What can you do if you can’t hear? e. How does sound travel? a. How can I make a sound? b. How can I make a sound louder/softer? c. How can I make a sound higher/lower? a. Why do people use devices that manipulate sound? b. What problems can be solved with sound devices? c. Why do people want to manipulate sound? d. Why should people monitor their sound habits? e. How can people ensure they retain their hearing? Students need to know: What is essential knowledge And be able to do: What should they eventually be for students to have in order to demonstrate their understanding of the outcomes? able to do as a result of their learning experiences in order to achieve the outcome? Should reference the indicators. Think: verb. 1. Vocabulary (natural, artificial, source, produce, vibration) 2. Types of sounds 3. Where sounds come from 4. How sound is made/produced 5. Uses of sounds in daily life 6. Purposes of sound 7. Music mimics nature 8. Different musical instruments make different sounds 9. Sound ranges of people \ 10. Sound ranges of animals 11. Structures that enhance hearing ability 12. How sound travels a. Identify and classify examples of natural and artificial sounds in their environments (e.g., classroom, school, home, playground, and community) using student-developed criteria. b. Relate natural and artificial sources of sounds in their environment to the ways in which those sounds are produced. c. Describe examples of sounds (e.g., radio, alarm clock, fire alarm, and whistling steam kettle) people use to meet their everyday needs. d. Explain how humans and other animals use sounds for various purposes such as enjoyment, warning, navigation, annoyance, ambience, and communication. e. Examine connections between music of various cultures, including First Nations and Métis, and natural sounds (e.g. water moving, bird flying, and wind blowing). f. Differentiate among the types of sounds produced by various stringed, woodwind, brass, and percussion instruments. g. Illustrate and explain how humans create and detect sounds. h. Compare the characteristics of human and animal perceptions of sound, including the sense organs they have to detect sound and their range of hearing. i. Propose structural modifications that might improve the hearing of a specific animal. j. Predict and explore how sound travels from different sources to the human ear. 1. Vocabulary (sound energy, decibels, reflect, absorb, pitch, loudness) 2. What a question is 3. How to compare 4. How to conduct an experiment 5. Sound comes from vibrations 6. That sound travels differently in different media 7. Different materials absorb/reflect sound differently 8. Different materials vibrate differently a. Pose questions about the characteristics of sound (e.g., Why are some sounds louder than others? Why do sounds sound different? Why are some locations noisier than other locations?). b. Recognize and demonstrate that sound energy originates from vibrating objects (e.g., voice box, tuning fork, radio speaker, and musical instruments). c. Compare how sound vibrations travel differently through solids, liquids, and gases such as air. d. Differentiate between the loudness of various sounds, as measured in decibels. e. Compare the ability of different materials to absorb and reflect sounds of varying pitch and loudness. f. Compare the ability of self and others to hear sounds of various pitch and loudness. g. Compare the characteristics (e.g., construction and method of vibration) of string, woodwind, brass, and percussion instruments to determine how they make sound. h. Rephrase questions about pitch and loudness into a testable form. i. State and test a prediction about how the pitch and loudness of a sound can be altered. j. Design and construct a device such as a musical instrument which has the ability to create sounds of variable pitch and/or loudness. k. Suggest improvements to enhance the effectiveness of a device such as a musical instrument which has the ability to create sounds of variable pitch and/or loudness. l. State generalizations about the physical characteristics of sound, including pitch and loudness, learned through observation. a. Explain the purpose and effect of devices (e.g., hearing aid, sonar, amplifier, microphone, oscilloscope, and ultrasound) 1. Vocabulary (sound, transmit, detect, echo) that enhance human abilities to produce, 2. How the human ear is designed to detect transmit, and detect sound. vibrations/sounds b. Explore the use of sound in movies, 3. The purposes of devices - hearing aid, television, dance, and drama. sonar, amplifier, microphone, oscilloscope, c. Investigate the types and loudness of and ultrasound sounds heard in various locations in their 4. Devices produce, transmit, or detect environment (e.g., classroom, hallway, sound. gymnasium, music room, library, lunch room, 5. Sound has many uses in movies, television, and playground). dance, and drama d. Explore personal and social impacts for 6. Loudness scale – range of sounds that can humans who are deaf or hard of hearing, be heard including connections to speech and the 7. Use of sound in daily life role of sign language. 8. Effect on speech of no sound e. Explain how and why different materials 9. The difference between hard of hearing are used in schools and other buildings and deafness based on their ability absorb and/or reflect 10. The purpose of sign language sounds. 11. How is sound absorbed f. Demonstrate methods and technologies 12. How sound is reflected – echo used to prevent noise pollution in their 13. Past uses of sound surroundings, and work with group members 14. How sounds can harm ears to evaluate the effectiveness of those 15. Effects of sound can accumulate methods. 16. Ears need protection g. Explore the importance and uses of sound 17. Ways to protect ears in different cultures, past and present. Canadian sound researchers h. Identify positive and negative consequences, for humans and other animals, of technologies (e.g., leaf blower, stereo, car horn, motors, and fireworks) that produce sounds. i. Identify issues related to sound such as long term exposure to environmental noise, portable music players, and workplace sounds and discuss the implications of these issues for individuals, society, and the environment. j. Explain practices that help meet the need for protection from loud and sustained sounds to prevent short-term and long-term hearing loss in humans. k. Research the contributions of Canadians who contributed to the development of sound-based technologies. Stage Two – Critical Evidence of Understanding Formative Assessment Through what multiple sources of evidence will students demonstrate their understanding on a daily basis? Pre-test of vocabulary The Ear Quiz Sequence sound through the Ear – 2 options Do you Hear what I hear – 2 options Sound Quiz How Vibrations make sounds Observations and one on one Questioning during the creation of the instruments - Xylophone - Kazoo - Pan Flute - Guitar Manipulating Sound – online quiz Sound Notes Cloze Sound Waves Cloze Characteristics of Sound Cloze Musical Instruments Cloze Summative Assessment Is an assessment of what students know and can do according to the outcomes. It is a snapshot in time, used for reporting. Pulling it all together Unit test Criteria: Explore natural sources of sound in the environment Explore how those sounds are detected by humans and animals. Explore artificial sources of sound in the environment Explore how those sounds are detected by humans and animals. Draw conclusions about the characteristics and physical properties of sound, including pitch and loudness, based on observation. Assess - personal, impacts of soundrelated technologies Assess - societal, impacts of soundrelated technologies Assess environmental impacts of soundrelated technologies Stage Three – Learning Plan The Learning Plan should guide your day-to-day operations based on the natural order of learning experiences necessary to achieve the outcomes by all students. – Pre-test vocabulary in Multiple choice format All sheets have been scanned so they can be shown during the lesson Correct your test by highlighting the word and the correct definition Definition page The Ear Notebook file – ear parts and demo of sound moving through ear – simplistic intro Make an Ear - Experiment The Ear and questions Label the Ear Anatomy Diagram Colour the parts of the Ear Hearing PowerPoint – pulling it all together - - The sense of hearing – Do you hear what I hear? – story Sequence diagram of ear and sound movement Where does Sound Come From – Experiment How Vibrations Make Sound – story and questions Do you Hear what I hear – story Smart board presentation – Ears Hear Sounds – Sing Old McDonald Make a Xylophone Make a Kazoo Make a Pan Flute – Picture of the God Pan Make a Guitar Manipulating Sound http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/changi ng_sounds/play.shtml Sound Notes/Overhead – diagram/oral discussion/Questions Use the Tuning forks to show sound vibrations and sympathetic vibrations Review Sound Overhead/questions – diagram/oral discussion/Questions Hearing Related Words Sound Waves Notes/Overhead - diagram/oral discussion/Questions Review Sound Waves Overhead/questions – diagram oral discussion/Questions Sound and Materials Notes/ Questions Characteristics of Sound Notes, Overhead - diagram/oral discussion/Questions Review Characteristics of Sound Overhead/questions - diagram/oral discussion/Questions Musical Instruments Notes, Overhead - diagram/oral discussion/Questions Review Musical Instruments Overhead/questions - diagram/oral discussion/Questions Experiment – Telephone as solid (shoulder to shoulder), liquid (small space), gas (huge space between) How do Humans make Sound - Experiment The Human Voice – Questions Max the Guinea Pig – who changes your pitch Introduction of the Decibel metre to show loudness in different parts of the room – school. Frequency and Loudness Sound PowerPoint – reviews previous concepts - discussion Assessing the Ways of Sound Reflection How did each student experience the learning through the unit? How did my plan transfer to practice? The Process: In order to get my head around unpacking the outcomes I unpacked each separately on a form. In order to plan my unit, I put the three outcomes together using 3 colours so I could still see them. I went through and removed any overlap or repeat due to the combination of the 3 outcomes. I felt much better about this unit than the first one. I felt I had a better handle of the UBD process and felt more of a flow. There were still a few times when I found activities after I had covered an outcome. I presented those as a review. In this finalized plan, I have inserted them where they would be more beneficial in the future. I gave the students all their needed pages at the start of the unit as a booklet. This caused some trouble as some students would forget their duotangs at home and then would not have the material for class. The Students: As I had planned a review/formative assessment at the start of each lesson, I felt the students had a better grasp of the material as we progressed and I had a better grasp of the exact places where things broke down for certain students. I found that often a small difficulty with an understanding or a missing need to know could have large ramifications on the end outcome. The quiz at the start of every class also desensitized the students as well as their parents to the quiz process (formative assessment). In the last unit and the beginning of this, the word quiz threw fear into their hearts. With the new process of formative and summative, the students need not fear either but especially not formative. I stopped getting the comments – is this on my report card as they got used to the idea of my answer – that this mark wasn’t one I would use to determine a final grade but that if they could learn it now and show that, the less they would have to worry about the final test as they knew they knew the information. There are no surprises. A question like this will be on the final test. If you can do it now, you’ll be ready for it then Putting it into practice Having the whole booklet at once helped those students who have difficulty getting their pages into their duotang at the end of class. It also kept all the quizzes which were inserted as we went together so students (who kept their materials together and yes there were some who still experienced difficulty with this) had a good study guide of possible questions Some students found the note taking boring and I tried to vary the way we did notes – highlighting, fill in the blank, read along. I had some students talk about how much they loved Science this year so I guess that kind of balances out. We can’t all like everything. The computer assisted learning activity was difficult to complete due to some students working slower, some students being away and some students not following along. When you are a run in run out teacher it is difficult to fit these kids into other computer times in the day. Also the method we are using for booking the lab makes it essential to be planned well in advance without a chance to need to slow down or speed up the sequence of lessons due to individual class needs. If you are ready before or after your scheduled time, you are committed to a date/time well in advance. I spent too much time on the first two outcomes and not enough time on the last outcome. Future plans I would like to create a rubric for collecting my observations from the instrument creation experiments to use as part of my summative assessment. Rather than just pure observations. I have looked at some of the other rubrics like this from a Grade 6 Science teacher and think I could incorporate her premise to the hands on portions of my units.