Lesson 1: The Sound Museum
Read Step #8 on page 50 in the Teacher's Guide—it is imperative for setting a meaningful, scientific environment in the classroom.
Stations:
- Make sure to number the "Describe the Sound" bags and the "Name" bags for each station.
- A teacher-created Team Record Sheet is on the electronic curriculum. The two-page sheet is for use at one station. As a teacher, you will need to decide how many lab sheets students will be required to complete. You might want to assign teams to record at the "odd" or "even" numbered stations. There are a total of 10 stations. Regardless of the number of sheets the students complete, all students should attend all of the stations.
- You will most likely have some stations not assigned for poster making. Use one of the non-assigned stations for modeling a sample poster.
- Either write Step #3 on page 26 in the Student Guide (page 49 in the Teacher's Guide) on the board or make sure the students use their books.
Vocabulary: Refrain from introducing the term "vibration." The term will be formally introduced in Lesson 2.
Lesson 2: Making Sound
Clarification of Before Session 2 directions on page 56 in Teacher's Guide:
- You will need 5 pieces of chart paper—one sheet for each sound system. Write the name of each sound system at the top of each sheet: Clanger-Bangers, Rapper-Tapper, Ding-Hummer, Stretchy-Strummer, and Thumb-Plucker. The sheets will be used during Step #6 on page 62 in the Teacher's Guide.
- Tape together several sheets of construction paper and write the word "vibrate" or "vibration" on it. Do not show this sheet to the students. The sheet will be used during Step #8 on page 62 in the Teacher's Guide.
Stations:
- Teacher-created Record Sheet (one to be used per station) is available on the electronic curriculum.
- There are five stations. The teacher will need to decide whether it is manageable for students to complete a record sheet for each station.
- During the team sharing (see Step #6 on page 62 in the Teacher's Guide), the teacher and/or students are instructed to make drawings to represent the motion. During the pilot, students had such limited background experience representing motion that it is suggested that the teacher do this.
- This is a wonderful lesson for reinforcing the concept of "parts" from the Balance and Motion unit.
Lesson 3: What Makes Sound?
Refer back to the Balance and Motion unit and the idea that force (a push or pull) is needed to initiate motion.
The language on pages 43-46 may be difficult for some students. To simplify the conversation and remind students of the two opposing thoughts of CQ and IO, write the following on the board:
| CQ |
IO |
| Thinks he makes the sound by hitting the objects |
Thinks vibrations cause sound |
A teacher-created sheet (in place of BLM 3-1) is available on the electronic curriculum.
For Session 2, Step #8, make sure students' predictions are recorded. This could be completed as a class list or individually. The students will revisit their predictions during Session 3.
For Session 3 (pages 72 and 73 in the Teacher's Guide), the testing of the predictions can be completed by individual teams, which is the way it is designed in the Teacher's Guide, or as a class demonstration. Time and student ability may dictate the direction taken with this activity.
Lesson 4: Matching Ideas About Sound
It is critical that individual students complete their own record sheets. The "Evidence that the System Vibrates" should reveal students' understanding of the concept that things that make sound vibrate.
Stations:
- Per the directions in the Teacher's Guide, students are not required to visit every station. However, to facilitate a meaningful class discussion, every station should be attended by at least one team of students.
- There are two types of stations: ones with easily discernable vibrations (2, 3, 4, 6, and 8), and ones in which the vibrations are not easily discernable (1, 5, 7, 9, and 10). It is suggested that students be required to visit a couple of stations of each type. One suggestion for managing this is to "code" these two types of stations on BLM 4-1. For example, a star could be placed next to the pictures for station 2 (plastic cup and rubberband), 3 (clothes hanger), 4 (bell), 6 (ruler), and 8 (tuning fork). Students could be instructed to visit at least three "starred" and three "non-starred" stations. If some students are having tremendous difficulty with the concept, it may be advisable to have them attend only the stations with visible vibrations.
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