Download SO 4.1, SO 4.2, SO 4.3 Unit Plan - NESD Curriculum Corner

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?
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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
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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.