Lesson 3: What Makes Sound

2^nd Grade Sound Systems Unit Blueprint

Lesson 3: What Makes Sound

Pacing Suggestions:

Day 1—Session 1 on pages 68-71 in Teacher's Guide
Day 2—Session 2 on pages 71 & 72 in Teacher's Guide
Day 3—Session 3 on pages 72 & 73 in Teacher's Guide

Teacher Resources:
Tips		Lesson 3 Record Sheet (Microsoft^® Word^®) Lesson 3 Record Sheet (Adobe^® Reader^® PDF)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

What causes sound?

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

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

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.

Testing Ideas about Sound Record Sheet

(Copy teacher-generated sheet, available under "Teacher Resources," on the back of BLM 3-1)

Class discussion & class charts about what makes sound (See Step #6 on page 71 in Teacher's Guide.)

Testing Ideas about Sound Record Sheet

The Record Page provides the teacher at-a-glance information about students' current understanding about sound. If students agree with CQ, they are most likely confusing what initiates sound with what makes sound (vibrations). Question #2 should provide a "window" into students' current thinking and level of understanding.

Class discussion & Charts

Do the students understand that vibrations produce sound? (This is developmental—some students will understand sound production and others will be focused on the force needed to initiate the sound.)

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