Grade Level: 2nd and 3rd Grade


Anchoring Question/Phenomena for the unit: Where does sound come from?


Lesson Number: _1_


Desired Results

Driving Question for this week’s lesson:

  • How do we create sound, and how is it produced?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS4.A: Wave properties- sound can make matter vibrate and vibrating matter can make a sound.

Science and Engineering Practices Addressed in this Lesson:

  • SEP.3: Planning and Carrying Out Investigations

Crosscutting Concepts Addressed in this Lesson:

  • CC.2: Cause and Effect- Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Engineering Connections Addressed in this Lesson:

  • SEP.3: Planning and carrying out investigations to answer questions or test solutions to problems in K-2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Nature of Science Connections Addressed in this Lesson:

  • Scientific investigations begin with a question and scientists use different ways to study the world.

Other STEM Connections

  • Videotape a slow motion video of a tuning fork after it's been hit. Students will watch the video and discuss what they observe.

image

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

Timeline of Activities


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:15-9:30

Arrive, intro., groups/name tags

Introduce ourselves, ask if any kids want to share their name and 1 fact, break into groups, etc.

Introduce themselves.


9:30-10:00

Explore with tuning forks and humming

Ask engaging questions to get students thinking critically.

Walk around.

Record a slow motion video for later. Walk around to different groups.

10:00-10:15

Listen

Introducing them to activities for the day.

n/a


10:15-10:30

Listen

Explain the lesson activity, introduce materials, rules, classroom maintenance.



10:30-10:50

Explore with the jars and chopstick and write down observations.

Walk around the room to monitor the students.




10:50-10:55

Share observations. Watch the video and jot down observations on the slow- motion video.

Play video on the projector of slow-motion.

n/a


10:55-11:05

Share observations.

Lead discussion about their observations.

n/a


11:05-11:30

Listen and answer any questions when necessary.

Explain what the students experienced during the exploration phase.

Writing keywords/ideas on the whiteboard.


11:30-11:45

Break/snack

Break/snack

Break/snack

Break/snack

11:45-12:15

Observe/answer questions

Read the book: “Change” to the students

Monitoring the class.


12:15-12:30

Complete exit slip and leave.

Give students an exit slip.



image

Learning Plan


5-E Learning Cycle

Engage

Show the students what a tuning fork sounds like when we hit it on our foot and have the students listen to it ring. What do you hear, why do you think you can hear that? Next they get to have a short exploration on their own. We will place a tuning fork at each table and tell the students to explore it with their group. Emphasis not to hit it on the table or hard objects!

Explore



Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

  • The exit ticket.

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Sitting in small groups vs. sitting individually.

  • Reading the text aloud as a class.

  • Ask students if they know what a xylophone is. After some discussion, we will tell the kids that we will be making water xylophones today.

  • Students will experiment with the different jars as they tap them with their chopsticks. They will observe what they experience before and after they tap the jars, and write it down on the worksheet provided.

    • It is important to make expectations of their behavior and for the materials very clear.

  • Students will also experiment with the different tuning forks provided at the table. Students will hit the tuning forks on the bottom of their shoes (as demonstrated) and explore why/how the vibrations are made.

Explain

  • Ask students questions about the exploration with the jars, such as “Why do you think       happened?” “How do you think the sound was made when you tapped the jar?”

  • https://www.youtube.com/watch?v=ODEmeI_sAoI

  • Students will watch a video of the water xylophone, and make note of the similarities and differences that they noticed from their own exploration.

Extend

  • Read a book that associates sound/music, incorporates pauses and engagement spots.

Evaluate

  • Students will be given an exit ticket, in which they will answer “3 things I learned today, 2 things I found interesting, and 1 thing I still have a question about.” (write it on the board and students are given a paper)


  • Modeling of the activities first

  • Seeing an example of a xylophone.


Materials


Item(s)

Quantity

Glass jars (mason?)

20-25

Chopsticks

15-20 (individual)

Tuning forks

6

Xylophone (Spencer’s)

1

image

Name:                                  Date:        

Exploring Energy through Sound

  1. Tap the empty jar. What does it sound like? How do you think the sound will change when you tap the jars that have water in them?


    image


    image


    image


    image

  2. In the chart below draw what the water looks like in the jar before tapping it. After drawing your picture tap the jar filled with water. Draw how the water changes after tapping the jar below.

    Before Tapping the Jar

    After Tapping the Jar







  3. How did the sound change from the empty jar to the jar with water in it? Describe below.


image


image


Explore and Observe

(You must answer the questions below but feel free to come up with your own investigative questions and record all of your observations!)


  1. How does the sound change between the jars with different water levels?


    image


    image


    image


  2. Does tapping the sides of the jars make a different sound than tapping the tops of the jars? How does it sound different? Why do you think that is?


image


image


image


Space for personal questions & observations of the jars:

Grade Level: 2nd and 3rd Grade


Anchoring Question/Phenomena for the unit: Where does sound come from?


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:15-9:40

Arrive, get name tags and shirts, take attendance, and have




Lesson Number: _2_


Desired Results

Driving Question for this week’s lesson:

  • How does sound travel to our ears? How does sound travel through air?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS4.A: Wave properties- sound can make matter vibrate and vibrating matter can make a sound.

Science and Engineering Practices Addressed in this Lesson:

  • SEP.3: Planning and Carrying Out Investigations

Crosscutting Concepts Addressed in this Lesson:

  • CC.2: Cause and Effect- Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Engineering Connections Addressed in this Lesson:

  • SEP.3: Planning and carrying out investigations to answer questions or test solutions to problems in K-2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Nature of Science Connections Addressed in this Lesson:

  • Scientific investigations begin with a question and scientists use different ways to study the world.

Other STEM Connections

  • Students will explore sound and how it travels in air using the vacuum pump and bell jar.

Learning Objectives/Outcomes:

  • Sound is a type of energy.

  • Sound can travel through air.

Timeline of Activities




kids answer questions of the day.




9:40-

Discuss what we

Ask engaging

Walk around/observe.


10:00

learned last week and

questions to get



create concept maps.

students thinking




critically.


10:00-

10:15

Speaker and paper activity

Demonstrate with paper and speaker & ask what they observe.

One teacher is working with the speaker.





Observe/manage.

10:15-10:

Bathroom break/snack

Bathroom break/snack

Bathroom break/snack


10:25-10:

45

Listen to the introduction of the Vacuum activity.


Observe the vacuum and write down observations.

Explain the lesson activity, introduce material as well as the components of the vacuum bell kit.

Managing student attention, passing out paper for writing down observations.


10:45-

Discuss observations

Lead a discussion

Facilitate student

https://www.sciencelearn

11:00

and watch video.

about students’

responses, answer

.org.nz/videos/1904-



observations.

questions.

sound-waves-in-air-and-





water

11:00-

11:15

Bathroom / Snack

Bathroom / Snack

Bathroom / Snack

Bathroom / Snack

11:15-

11:45


(Lillian)

Create final class concept map using class-wide ideas

Discuss and create a class concept map (on whiteboard) based on students original concept maps and new information from the explore phase.

Observing and managing the class.


image


11:45-12

Students leave

Students leave

Students leave

Students leave

Learning Plan


5-E Learning Cycle

Engage

  • We will begin by asking students what they can recall about what they learned about sound energy last week. Students will begin creating a personal concept map with their ideas from last week. We will have a small discussion about the maps they created.

  • Next we will use the speaker and a piece of paper to demonstrate/explore how sound moves through air. Afterward, students will turn and talk with their group about why they think that happened. We will discuss this as a class, and then students will add ideas to their concept maps again based on the class discussion.

Explore

  • Teachers will demonstrate with the vacuum bell jar kit and show multiple ways in which the sound can be covered. Students will first observe and then begin to write down observations during the demonstration.

Explain

  • Teachers will lead a discussion about the student observations from the vacuum activity. During this, students will share their observations and talk about how these observations help them understand the relationship between sound waves and how they move through air.

  • Sound waves moving in air/water

Extend

  • Discuss and create a concept map based on students' original concept maps and new information from the explore.

Evaluate

  • Students will be given an exit ticket, in which they will answer “3 things I learned today, 2 things I found interesting, and 1 thing I still have a question about.” (write it on the board and students are given a paper)

Formative Assessment Plan & Evidence


What evidence will you gather to understand if all of your students met the learning outcomes you described above?

image

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Sitting in small groups vs. sitting individually.

  • Reading the text aloud as a class.

  • Modeling of the activities first.


Item(s)

Quantity

Large Speaker

1

Vacuum Bell Jar Kit

1

Paper/Pencils

25 each

Scotch Tape

1


Grade Level: 2nd and 3rd Grade


Anchoring Question/Phenomena for the unit: Where does sound come from?


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:15-9:40

Arrive, get name

make sure students

Remind students of

Sit in groups from

Lesson Number: _3_


Desired Results

Driving Question for this week’s lesson:

  • How does sound travel through a solid and how does that compare to how it travels through liquid and air?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS4.A: Wave properties- sound can make matter vibrate and vibrating matter can make a sound.

Science and Engineering Practices Addressed in this Lesson:

  • SEP.3: Planning and Carrying Out Investigations

Crosscutting Concepts Addressed in this Lesson:

  • CC.2: Cause and Effect- Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Engineering Connections Addressed in this Lesson:

  • SEP.3: Planning and carrying out investigations to answer questions or test solutions to problems in K-2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Nature of Science Connections Addressed in this Lesson:

  • Scientific investigations begin with a question and scientists use different ways to study the world.

Other STEM Connections

  • Students will explore sound and how it travels in air using the vacuum pump and bell jar.

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

  • Sound is a type of energy.

  • Sound can travel through solids, liquids, and gas.

Timeline of Activities




tags, (worksheet while they wait for everyone to arrive)

have name tags, etc.

our names.

last time.

9:40-9:50

Discuss what we learned last week.

Ask engaging questions to get students thinking critically.

Walk around/observe.


9:50-10:05

Tuning fork room exploration and Water bucket activity.

Teachers leading activities.

observing/assisting among both activities going on.


10:05-10:20

Create a Venn Diagram comparing what they observed about the two activities they just completed.

The Teacher will explain what a venn diagram is if they do not know.

Passing out papers.


10:20-10:30

Bathroom break/snack

Bathroom break/snack

Bathroom break/snack


10:30-10:40

Listening

Explain the lesson activity, introduce materials and any guidelines needed.

Managing student attention.


10:40-10:55

Students work on making their string cup phones in pairs.

All students are managing the class and their work ethic.

Attending to students’ needs.


10:55-11:00

Listening

Explain the activity and go over the questions/ways to explore.

Assisting


11:00-11:15

Exploring with the cup phones with

Observe and manage.

Observe and manage.


image



their partner.




11:15-11:45

Discussing and filling out the venn diagram.

Lead class discussion.


After discussion, explain the third section of the venn diagram.

Observe and manage.

https://m.youtube.co m/watch?v=gdGyvG PZ1G0

Learning Plan


5-E Learning Cycle

Engage

  • One group of students will be using tuning forks to discover how sound travels through solids such as the table, the glass wall, or their shoe. They will observe what they hear out loud.

  • The other group will be doing a different activity which involves a big bucket with water and a two liter bottle inside of it. One of the teachers will be clicking spoons at the bottom of the bucket while the child's ear is in the liter bottle that is open at the top. They will observe what they hear.

  • After each group has done both activities, they will complete a Venn Diagram with their table groups comparing the activities. (If they do not know how to make one, we will show them how)

Explore

  • String cup phone activity.

    • Students will be in pairs (and one group of three) working on building a phone out of two cups and a various amount of string to choose from (twine, yarn, and fishing line).

    • Teachers will be helping tie knots and whatever else the students may have difficulty with in their experiment.

      • Cups will have holes in them prior to the experiment.

  • Questions to ask during explanation of activity:

    • How loud do you think you need to talk into the cup?

    • What happens when the string is pulled tight between you two?

      • What happens when the string is relaxed between you two?

Explain

  • Discussion following the activity about what the students noticed and how it ties back into our previous lessons.

Extend

image

  • Students will be adding a third circle to their venn diagram and filling out their observations on sounds through solids and how it compares to sounds with air and liquid.

    Evaluate

  • Venn diagram displaying their comparison between the three activities and how sound is built within all of them in different ways.

Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

  • Venn Diagram

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Sitting in small groups vs. sitting individually.

  • Reading the text aloud as a class.

  • Modeling of the activities first.



Materials


Item(s)

Quantity

Tuning Forks

12

Two liter bottle cleaned and cut in half (need top half)

2

buckets for water

2

String at least 5 feet long (different materials: twine, nylon or fishing line, and yarn)

20 total (mix of all)

Paper cups

20

Paper

25

Sharpened pencils

25

Scotch tape

1

image

Grade Level: 2nd and 3rd Grade


Anchoring Question/Phenomena for the unit: Where does sound come from?


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

9:15-9:40

Arrive, (worksheet while they wait for

Make sure students have name tags, etc.

Remind students of our names.


Lesson Number: _4_


Desired Results

Driving Question for this week’s lesson:

  • What are the three states of matter? Why does matter matter?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS4.A: Wave properties- sound can make matter vibrate and vibrating matter can make a sound.

Science and Engineering Practices Addressed in this Lesson:

  • SEP.3: Planning and Carrying Out Investigations

Crosscutting Concepts Addressed in this Lesson:

  • CC.2: Cause and Effect- Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Engineering Connections Addressed in this Lesson:

  • SEP.3: Planning and carrying out investigations to answer questions or test solutions to problems in K-2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Nature of Science Connections Addressed in this Lesson:

  • Scientific investigations begin with a question and scientists use different ways to study the world.

Other STEM Connections

  • Knowing what particles look like in each state of matter.

Learning Objectives/Outcomes:

  • Students will understand what matter is.

  • Students will understand that there are 3 states of matter.

  • Students will understand that sound travels through matter.

Timeline of Activities




everyone to arrive)




9:40-

10:00

Watch the first 00:50 of the video.


Discuss what we learned last week and create a concept map with students.

Play the first 50 sec of video.


Ask questions regarding the video and just engaging questions to get students thinking critically about what they’ve explored the last 3 weeks.

Walk around/observe.


Pull up the video and play it.

What is Sound? | The Dr. Binocs Show | Learn Videos For Kids



Ask what is important.





Creation of concept maps on matter



10:00-

10:30

Make a representation of the three states of matter.


Bean/beads activity exploring forms of matter.

The lead teacher is drawing options for the representations of the three states of matter with the kids on the document camera.

Other teachers are monitoring the children's work.


10:30-

Bathroom

Bathroom

Bathroom

All bathroom

10:40

break/snack

break/snack

break/snack

break/snack

10:40-

10:55

Finish prior activity, coming back from the bathroom, eating snacks.


Watch Video and Discuss

Helping students finish the activity.


Leading discussion about what they explored/saw on video.

Discussion questions are provided under materials.

https://www.youtube. com/watch?v=vNvEl ea-124

image


11:00-

11:20

Wrap-up activity where the students separate the different states of matter with examples from previous lessons.

Teacher will lead the activity and select students to come up and place pictures in the correct category.

Other teachers are monitoring.


Instructions from Olivia under materials.


11:20-

11:45

Students leave.

Students leave.

Students leave.

Students leave.

Learning Plan


5-E Learning Cycle

Engage

  • https://m.youtube.com/watch?v=gdGyvGPZ1G0 Watch the first 50 seconds of this video to get a discussion going about the past three Saturday’s and how it connects to it.

  • Lead a discussion about what we have learned thus far.

  • Create a concept map as a class to bring together ideas.

Explore

  • Students will do the bean/beads activity.

  • Students will be given a worksheet that has three sections in a chart. One of the teachers will use the document camera to draw representations of a solid, liquid, and gas with the class (apple, glass of water, and a balloon).

  • The students will take the cheerios and move them into the respective places/format for each solid, liquid, and gas.

Explain

  • https://www.youtube.com/watch?v=vNvElea-124 Video explaining states of matter & their particles - can keep to the first few minutes to hit home on our main ideas.

Extend

  • Separating real life objects into their own category of states of matter (include some pictures of things we have used in the past weeks, aka the vacuum, tuning forks, etc.)

Evaluate

  • Take up their cheerio activity worksheets

image

Formative Assessment Plan & Evidence


  • The charts they made the three states of matter in.

  • Concept maps

Accommodations and Modifications

Working independently on their own worksheets, make sure students have their own set of cheerios (or put many at a table, have them share)


Items

Quantity

Beads/beans/che

Enough for each

erios (represent

student to be able

small particles)

to individually fill


in the worksheet.

Paper/Pencils

25 each


Grade Level: 2nd and 3rd Grade

Anchoring Question/Phenomena for the unit: Where does sound come from?


Time

Students Do

Lead Teacher Does

Other Teachers Do

Notes

Lesson Number: _5_


Desired Results

Driving Question for this week’s lesson:

  • How can vibrations be manipulated to create different sounds?

Connections to the Standards

Disciplinary Core Idea(s) Addressed in this Lesson:

  • PS4.A: Wave properties- sound can make matter vibrate and vibrating matter can make a sound.

Science and Engineering Practices Addressed in this Lesson:

  • SEP.3: Planning and Carrying Out Investigations

Crosscutting Concepts Addressed in this Lesson:

  • CC.2: Cause and Effect- Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Engineering Connections Addressed in this Lesson:

  • SEP.3: Planning and carrying out investigations to answer questions or test solutions to problems in K- 2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Nature of Science Connections Addressed in this Lesson:

  • Scientific investigations begin with a question and scientists use different ways to study the world.

Other STEM Connections

  • Knowing what states of matter can create sound

Learning Objectives/Outcomes:

What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

  • Students will be able to explain how they created sound with solid matter.

  • Students will be able to explain the motion of matter through the guitar they make.

Timeline of Activities



9:15-9:40

Arrive, (worksheet while they wait for everyone to arrive)

Make sure students have name tags, etc.

Maintain classroom management.

Sit in groups from last time.

9:40-10:00

Listen to the lead teacher.

Lead discussion about past lessons and recapping.

We are maintaining classroom management.




Introduce the guitar activity and safety reminder.


10:00-10:20

Working on making guitars.

Suggesting strategies and classroom management.

Helping students out with their guitars.


10:20-10:35

Bathroom break/snack

Bathroom break/snack

Bathroom break/snack

All bathroom breaks/ snack

10:35-11:00

Continuing making guitars.

Classroom management.

Maintain student behavior.




In the middle of this part, make a class list of pros and cons.


11:00-11:30

Students share their final model of their guitar.

Organize order of student sharing.

Ask students questions about how they made their guitar.

Emphasize the idea of sound through solid matter!!!

11:30-11:45

Students leave.

Students leave.

Students leave.

Students leave.

Learning Plan


5-E Learning Cycle

Engage

  • Discuss ideas from the past four Saturday’s and use this time for a recap of the whole unit. Students will specifically need to recall the cup phone activity and how that relates to making

image


Formative Assessment Plan & Evidence

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

  • The guitars they create.

Accommodations and Modifications

What needs do you anticipate students might need based on prior experiences?

  • Individual help for some students with direction on their guitar.

  • Managing behavior for a couple of students while making guitars.

guitars.

  • We will slowly be introducing the project of making their own guitars with the materials provided. The powerpoint linked will show the materials available to use and the expectations that are required when participating in this activity.

Explore

  • Creating instruments using materials.

    • Emphasize that each of them only gets ONE tissue box each.

Explain

  • Students will share their guitars that they have made with the class if they chose to.

Extend

  • Students will take a break from making their guitars and the teachers will make a chart on a post sheet of things that are working and things that are not working when making their guitars.

    • This will help students who are struggling with a sufficient model as well as make the idea of sound through solid matter clear.

Evaluate

  • The guitars they make and the ability to recognize pros and cons in relation to sound through solid matter.

Materials


Item(s)

Quantity

String (different materials: twine, nylon or fishing line, and yarn)

20 total

Paper

25

Sharpened pencils

25

Rectangle/Square Box

(Kleenex, cereal, packages, other)

20

Rubber Bands (different thickness, sizes)


*make sure they can stretch over boxes*


(Can buy if we need to)

50

Tubes (paper towel/toilet paper)

10

Duck tape and regular scotch tape

Whole roll

image