Download Lesson 5 - WordPress.com

KOHUCH, KATHERINE – Unit Plan ESCI CLASS#310 – FALL 2015
Lesson 5 - Page 1 of 3
Unit Name: Sound
Lesson Number and Title: 5 – Crank it up! – Loudness
Date: n/a
Subject: Science
Grade: Four
Time: 45 mins.
Parts of the Learning Cycle Involved:
Engagement, Exploration, Explanation, Elaboration, Evaluation
Learning Objective & Purpose:
Students will be about to explain the relationship between the loudness of sound and amplitude. They
will be able to differentiate between the loudness of various sounds, as measured in decibels through the
observation of the in class experiment.
About / In / For the environment:
n/a
Outcomes & Indicators:
SO4.2 Draw conclusions about the characteristics and physical properties of sound, including pitch and
loudness, based on observation.
d. Differentiate between the loudness of various sounds, as measured in decibels.
f. Compare the ability of self and others to hear sounds of various pitch and loudness.
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.
l. State generalizations about the physical characteristics of sound, including pitch and loudness,
learned through observation.
Content Background:
Vocabulary:
Amplify – to make a sound louder.
Decibel – a unit used to measure the loudness of sound; short form is dB.
Reference: Pearson Science 4: Saskatchewan Edition, Student Text, 2013.
Background Information:
Sound is measured in decibels, (dB). Decibels describe the sound pressure. A normal conversation is
about 60 dB and sounds above 85 dB can cause hearing loss. The decibel scale works logarithmically,
meaning that when a sound increases by 10 decibels it is actually 10 times louder. On this scale 0 dB
measures the sound of total science, a sound 10 times more powerful would be 10 dB, while a sound 100
times louder than total silence is 20 dB. The firing of a gun or firecracker is roughly 140 dB, which is
about the loudest sound level your ears can handle at close range. Intensity is only one property of the
sound we hear; distance also plays a big factor. The sound of something decreases as the distance
increases. Decibel level is determined in relation to a human ear, so distance from a sound is important
when determining the decibel level of that sound. If you happen to be at a rock concert, which causes
sounds that measure 120-140 dB, you could be risking some hearing damage. When you hear a loud
sound, it’s actually little tiny hair cells in your inner ear that are being damaged by the sound. These hairs
have the main function of sending messages to the brain so you can hear voices and music, and when they
are damaged, the messages cannot be sent properly, resulting in hearing loss.
Reference: Wonderville – Science Driven by Curiosity web link
Experiment Information:
The loudness of sound, or its amplitude, is measured using the decibel. Small differences in amplitude
(short sound waves) make quiet sounds, while large differences (tall sound waves) make loud sounds.
The relationship between the loudness of sound and amplitude - The bigger the amplitude, the taller the
sound waves, and, therefore, the more rice will jump off the paper.
Reference: Scholastic web link
KOHUCH, KATHERINE – Unit Plan ESCI CLASS#310 – FALL 2015
Lesson 5 - Page 2 of 3
Processes Developed:
observation, estimating, interpreting, communicating
Adaptive Dimension:
Do to the potential loudness of this lesson, it is important to consider students with hearing sensitivity and
providing them with headphones to dual the volume. Also, when it come to a student with a hearing
deficiency, you can provide them with a balloon to hold during the speaker demonstration so they may feel
the change in vibrations when the volume is increased.
Cross Curricular Competencies (CCC’s):
Think and learn critically.
Construct knowledge related to various literacies.
Interdisciplinary Connections:
Fine Arts – sketching what they had witnessed in the experiment
Math – altering variables in experiment and recording results
Prerequisite Learnings:
- Students will know and understand the following characteristics and physical properties of sound:
o Energy, matter, vibrations, sounds waves, pitch, frequency, natural, artificial
Materials / Equipment / Safety:
o
White Board & Dry Erase Markers
o
Data Projector & Screen (internet access)
o
Handout:
o I’m Hearing Decibels
Reference: Wonderville – Science Driven by Curiosity web link
o
Science Duotang & Writing Tool
Experiment Materials:
o
Large Speaker
o
Radio/CD player (something to play music that is connected to the speaker)
o
Paper
o
½ cup of uncooked rice
o
Plastic wrap
o
Cornstarch
o
Water
o
Bowl
o
Spoon
Safety: Insure students are at a safe distance from the speaker so that rice or the polymer mixture is not
hitting them or getting in their eyes.
Advanced Preparation:
- Have data project & screen set up and the Interactive Sound Ruler ready.
- Photocopies of Handouts – pre-hole punched (enough for 1 per student)
- Have experiment materials set and ready on a table in front of the class.
Lesson
Procedure
ENGAGEMENT
7 minutes
Begin the lesson by bringing up Interactive Sound Ruler: How Loud is Too Loud? to
have students hear and see that different sounds have a different volume.
- Explain to the students that decibel is a unit used to measure the loudness of
sound; short form is dB.
Reference: National Institute on Deafness and Other Communication Disorders web link
-
KOHUCH, KATHERINE – Unit Plan ESCI CLASS#310 – FALL 2015
Lesson 5 - Page 3 of 3
EXPLORATION
8 minutes
Reference: The following experiment was adapted from the Science of Sound Lesson Plan
page on the Scholastic website web link
- Begin by laying a speaker on its back and covering it with a sheet of paper. Then
sprinkling uncooked grains of rice on top. Turn the radio on and have students
observe the rice.
- Next, crank up the music all the way — and watch out for flying rice!
- Ask the students “What relationship exists between the loudness of sound and
amplitude?”
* An additional experiment to demonstrate the relationship between the loudness of
sound and amplitude is to cover a speaker with plastic wrap and then show how a
polymer mixture of cornstarch and water can be made to dance on the speaker.
Reference: Pearson Science 4: Saskatchewan Edition, Teacher Resource Kit, 2013, [Lesson
3].
EXPLANATION
- The loudness of sound, or its amplitude, is measured using the decibel. Small
10 minutes
differences in amplitude (short sound waves) make quiet sounds, while large
differences (tall sound waves) make loud sounds.
- The relationship between the loudness of sound and amplitude - The bigger the
amplitude, the taller the sound waves, and, therefore, the more rice will jump off
the paper.
ELABORATION
- Provide the students with the I’m Hearing Decibels handout.
10 minutes
- Have the students estimate the level of sound that would be produced by the list of
sounds by writing each sounds next to the decibel level they think best fits.
- Have the students compare their estimates with a friend, explaining to each other
how they decided on their estimate.
- Have copies of the Answer Key available for the students to check their estimates.
EVALUATION
- Have the students write a reflective journal entry in their science duotangs about
10 minutes
today’s lesson entitled: “What I Learned about Decibels and Amplitude”.
Extensions /Modifications:
If students finish their handout and journal entry before the class is over, have them go to the following
website and play an interactive game entitled “How Loud is Too Loud?”. It will test their knowledge about
whether or not certain sounds are safe to listen to or if they would damage your hearing.
*Students will need access to a computer, tablet or personal technology device.
Reference: Exploring Sound web link
If further examples of common sounds on a decibel chart are needed, the following handout can be printed
and provided to the students. SO Lesson 5 Chart – Common Sounds
Reference: National Institute on Deafness and Other Communication Disorders web link
If students struggle with writing, have them give their reflective journal entry orally.
Assessment:
Collect science duotangs and check that their journal entry is complete.