Lesson 1: The Sound Museum

2^nd Grade Sound Systems Unit Blueprint

Lesson 1: The Sound Museum

Pacing Suggestions:

Days 1 & 2—Finding Out about Sound Centers (Session 1 in Teacher's Guide)
Day 3—Setting Up the Sound Museum (Session 2 in Teacher's Guide)
Day 4—Checking Understanding (Session 3 in Teacher's Guide)

Teacher Resources:
Tips		Team Record Sheet (Adobe^® Reader^® PDF)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

12D(K-2)#1: Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

12D(K-2)#2: Draw pictures that correctly portray at least some features of the thing being described.

Use teacher-generated Team Record Sheets, which are available under "Teacher Resources" on the electronic curriculum. (See Steps 1-5 on pages 21-23 in Student Guide.)

Descriptions on Team Record Sheet

Do students select words that accurately (as possible) describe the sounds produced?

Drawings on Team Record Sheet

Do students make legible drawings?
Do the drawings include all the parts of the systems?
Do the drawings accurately portray most of the systems?

What causes sound?

How do parts work together to make sound?

Related to 4F(K-2)#3: Things that make sound vibrate.

11A(K-2)#3: When parts are put together, they can do things that they couldn't do by themselves.

12E(K-2)#1: Ask "How do you know?" in appropriate situations and attempt reasonable answers when others ask the same question.

Question #4 on page 22 in Student Guide (See page 47 in Teacher's Guide for additional information and sample questions/dialog to use when interacting with the teams.)

Poster Presentations (See Step #7 on page 50 in Teacher's Guide.)

Do students' explanations include the interaction of parts?
To what extent do students display an understanding that objects that make sound vibrate? (This will be developmental—most likely, students will not make this generalization yet.)
During the Poster Presentation, do students use evidence to support their explanations about how they think their system makes sound?

1C(K-2)#2: In doing science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean.

Class discussion about the process of sharing ideas. (See Step #8 on page 50 in Teacher's Guide.)

Do students' comments and reflections about the process reveal an understanding of the value in sharing?
Do students relate their classroom sharing to ways scientists share information?

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.

2nd Grade Sound Systems Unit Blueprint

2^nd Grade Sound Systems Unit Blueprint