March 12-14, 1998

SOUND UNIT

Grade Level: Third Grade
Presented by: Deborah Welch, Danna Pyle, Oakridge Elementary, Oklahoma City, OK
Length of Unit: Nine lessons

I. ABSTRACT

This unit includes the concepts presented in the third grade Core Knowledge Sequence on sound. Through experimentation and observation, students will participate in hands-on-experiences to enrich and to enhance their understanding of basic sound concepts. This unit takes an interdisciplinary approach to the exploration of sound that includes vibrations, sound waves, qualities of sound, the human voice, how the human ear works, and hearing protection. The lessons integrate math, science, language arts, social studies, music, and fine art activities.

II. OVERVIEW

A. Concept Objectives:

1. The student will use integrated processes (observing, communicating, collecting and recording data, predicting, drawing conclusions, interpreting data, and comparing/contrasting) to discover sound.

2. The student will learn that sound is caused by an object vibrating rapidly.

3. The student will write in a daily sound journal.

4. The student will observe how sound travels through solids, liquids, and gases.

5. The student will observe and listen to sound waves.

6. The student will demonstrate how sound moves in waves.

7. The student will determine the speed of sound.

8. The student will discover and demonstrate how to make sounds higher and lower.

9. The student will develop music appreciation by listening to Core Knowledge selections.

10. The student will explain that sound is produced by the vocal cords of the body.

11. The student will identify the parts of the ear and learn how the human ear works.

12. The student will learn the importance of protecting his hearing.

B. Specific Content from the Core Knowledge sequence to be covered:

1. Science: Grade 3; IV. Sound

  1. Music 3; I. Elements of Music and II. Listening and Understanding
  1. Skills to be taught are science (integrated processes), math (addition, subtraction, problem solving, graphing, measurement), language arts (spelling, vocabulary, reading, writing), listening, social studies (maps), music, and fine arts. While students are doing sound worksheets, reading a book, or performing experiments, the teacher can identify the following concepts and skills: synonyms, antonyms, story characterization, nouns, verbs, subjects, predicates, adjectives, adverbs, prefixes, suffixes, context clues, contractions, possessive nouns, word meaning, main idea, details, capitalization, punctuation, plurals, alphabetical order and comprehension questions. These strategies will be used to reinforce standardized tests.

III. BACKGROUND KNOWLEDGE

A. Teachers

1. Hirsch, E.D. What Your Third Grader Needs to Know. NY: Dell Publishing, 1992. ISBN 1-881431-46-0.

2. Glover, David. Sound and Light: Science Facts and Experiments. NY: Kingston Books, 1993, ISBN 1-85697-839-7.

3. Hoover, Evalyn and Mercier, Sheryl. Primarily Physics: Investigations in Sound, Light, and Heat Energy. CA: AIMS Education Foundation, 1994.

B. Students

The following topics are introduced in previous grade levels: recognize short and long sounds, discriminate between fast and slow, discriminate obvious differences in pitch (high and low), and discriminate between loud and soft.

IV. RESOURCES

A. Teacher Resources

  1. Bats Incredible, Science Experiments: Volume 2, Science Experiments: Volume 3, My Third Grade Super Workbook, Science Through Children's Literature: An Integrated Approach, Heat, Light , and Sound: Activities, Experiments, and Demonstrations, Magic School Bus Activity Guide, Magic School Bus Science Explorations: Level C, Big Fearon Book of Doing Science: Explorations and Adventures in Life, Earth, and Physical Science, Reading Comprehension, 202 Science Investigations, Exploring Science, Science Notes: Sound Energy, What Your Third Grader Needs to Know, Primarily Physics: Investigations in Sound, Light, and Heat Energy, Light and Sound, Light and Sound Energy, Research Pleasers, The Body Book, Sound: Properties and Transmission, Focus on Sound, Fascinating Facts About the Human Body, The Human Body, Science Enrichment, Everything You Need to Know About Science

B. Student Books

1. The Science Book of Sound, Magic School Bus in the Haunted Museum: A Book About Sound, Bats, Wonderful Ears, Young Helen Keller, Sound and Light: Science Facts and Experiments, Ears, All About Sound, Castle of Sand, On the Horizon, I Have A Sister, My Sister Is Deaf, The Courage of Helen Keller, Helen Keller, Science Weekly, Science: Grade 2-3.

C. Educational Models and Kits

    1. The Stethoscope Book and Kit, Science Quests Sound Kit, Magic Science: Light, Sound, and The Senses Kit, Magic School Bus: Body Safari Ear Works Kit, human ear models

D. Web Sites

1. Newton's Apple http://ericir.syr.edu/Projects/Newton/13/lessons/hear.html

2. National Institutes of Hearing http://www.hei.org/hip.htm

3. Get Real: Sound Waves http://www.wpt.org/getreal!/400/411/SOUND/SOUND.HTM

E. Cassettes (Core Knowledge Musical Selections)

1. Greatest Hits: Gershwin, Greatest Hits: Mozart, Greatest Hits: Tchaikovsky, Greatest Hits: Beethoven, Greatest Hits: Copland, America's Greatest Marches: A Tribute to John Phillip Sousa

F. Materials

1. sound journal, chart paper, markers, wooden rulers, tuning forks, popsicle sticks, ping pong balls, thread, tape, rubberbands, pencils, plastic straws, scissors, triangle, bell, clicker, stopwatch or clock, paper towel tubes, waxed paper, shoe box with lid, rhythm sticks, wood blocks, stainless steel fork, spoon, empty soup can, plastic wrap, rice, radio or cassette player, jars, pebbles, beans, paper clips, plastic mixing bowl, funnel, hose, large ziploc bag, empty metal coffee can, paper bag, glass jar, newspaper, paper cups, 6 meters string, wire, heavy rope, yarn, toy metal slinky, hanger, classroom graph, scientific method sheet, five marbles, cloth, coated paper plate, string, dominoes, candle, saucer, corn, shallow baking dish, noisemaker, kitchen pan lid, tape measure, calculator, eight identical glass bottles, food coloring, glue, toy xylophone, 12 plastic eggs, egg carton, marshmallows, beans, pins, cotton, dice, paper clips, key, macaroni, plastic pipe, whistle, tennis ball, unpopped popcorn, metal pail, sandpaper, salt box, broomstick, balloon, flashlight, modeling clay, stethoscope, ear poster, ear models, meter stick, masking tape, blindfolds, red rubber ball, empty soup can, poster board, sheet of cardboard, meter stick

V. LESSONS

A. Lesson One: Sound Vibrations

1. Objective/Goal

    1. The student will develop a KWL chart about what he already knows about sound and what he wants to find out. (K=What I KNOW about, W=WHAT I would like to find out, and L=What I Have LEARNED.)
    2. The student will learn that vibrating objects produce sounds and cause vibrations.
    3. The student will use integrated processes (observing, communicating, collecting/ recording data, predicting, drawing conclusions, interpreting data, and comparing/contrasting) to discover sound.
    4. The student will learn that sound is caused by an object vibrating rapidly.
    5. The student will create a sound poem.
    6. The student will write in a daily sound journal.

2. Materials

a. chart paper, markers, wooden rulers, tuning forks, popsicle sticks, ping pong ball, thread, tape, rubberbands, pencils, plastic straw, scissors, triangle, bell, clicker, plastic tubes, blocks, whistle, stopwatch or clock, paper towels tubes, waxed paper, shoebox, two rhythm sticks, stainless steel fork, spoon, soup can, plastic wrap, rice, cassette player, jars, pebbles, beans, paper clips, plastic mixing bowl, funnel, hose, sound journal

3. Prior Knowledge for Students: N/A

4. Key Vocabulary: sound, vibration, vibrates, rapidly

5. Procedures/Activities

    1. Create a K-W-L Chart by reviewing what students already know or they want to know

      2. about sound. Make a class chart and a personal chart.

    2. To observe that sound is vibration, have the students hold one hand in front of their faces with their fingers extended. Now tell them to shake the hand faster and faster until it is moving vigorously. Ask the children if they can easily see all their fingers. (They can't because their fingers are blurred.) Sound vibrations are too fast to be seen by our eyes. An object must vibrate extremely rapidly to create sound. Hit your shoe heel with a prong of the tuning fork. As the prongs vibrate, a sound is heard. Observe how the prongs appear fuzzy because they are vibrating rapidly.
    3. Place rice on a desktop. Tap the tuning fork and gently touch the prongs to the rice. Notice how the kernels jump because of the vibrating prongs.
    4. Use Primarily Physics, pages 2-6. Have the students close their eyes and listen to the sounds around them. Describe the sounds. Record the observations on a chart. Discuss the questions on page 4. Create a sound poem.
    5. Read and discuss Sound and Light, pages 8-12. Feel vibrations made by a ringing telephone, a radio playing loud music, your throat when you are singing or talking, and a purring cat.
    6. Discuss page 2 in Sound by Evan-Moor. Do the student record sheet on page 3. Use a tuning fork to clarify the concept of sound resulting from vibration.
    7. Sound Science Quest Kit. Do the following Sound Quest Cards: #1 Sound Hunt, #2 Silent Listening, #4 The Great Sound Race, #6 What's Kazoo with You, #7 Pluck, Pluck, and #13 Good Vibrations.
    8. Do Worksheet #15 in Light and Sound. Make things vibrate and produce sound.
    9. Light and Sound Energy: Use transparency 8 and worksheet 8a to demonstrate that sound waves are the result of vibration.
    10. To check comprehension skills, do the sound worksheet on page 72 in Reading Comprehension.
    11. Do the "Vibrations Make Sounds" experiment in Frank Schaffer's Sound Energy. Compare what you hear, see, and feel.
    12. Heat, Light, and Sound: Use page 21 to experiment with blowing air, striking something, and plucking things. Use page 24 to make a book about sound.
    13. Read and discuss All About Sound. After reading the book, have students close their eyes and listen. Ask them: "What do you hear? Write about it."
    14. To check reading comprehension, do "Vibrations" worksheet on page 448 in Third Grade Super Workbook.
    15. Do the Sound Ideas on page 148-149 in 202 Science Investigations. Try the following ideas: Flapping Ruler, Shaking Rubberbands, Quivering Ball, Wobbling Throat, Wiggling Drum, and Shivering Lid.
    16. Do page 72 in Science Grade 2-3 on "Hearing Vibrations" to draw conclusions.

6. Evaluation/Assessment

    1. K-W-L Chart
    2. Sound sound worksheets, sound poem, discussions, observations
    3. Write in daily sound journal: "What causes vibrations?"

      4. B. Lesson 2: How Sound Travels

      1. Objective/Goal

      a. The student will use integrated processes to discover how sound travels.

      b. The student will observe how sound travels through solids, liquids, and gases.

      c. The student will create a paper cup telephone.

      d. The student will conclude that sound travels in waves.

    4. The student will discover that sound vibrations travel through some mediums better than others.

      5. 2. Materials

      wind up clock, large ziploc bags, water, tabletop, empty metal coffee can, paper bag, glass jar, show box, newspaper, paper cups, 6 meters of string, sharp pencil, paper clips, wire, heavy rope, yarn, slinky, hanger, fork, spoon, classroom graph, scientific method sheet, yogurt container, five marbles, metal triangle, cloth, clickers, large glass container, 8 feet string, coated paper plate, sound journal

      3. Prior Knowledge for Students: N/A

      4. Key Vocabulary: solids, liquids, gases, conduct, travel

      5. Procedures/Activities

      a. Primarily Physics: Do "Traveling Sounds" activity on pages 7-10 to discover that sounds travel through solids, liquids, and gases.

      b. Primarily Physics: Do "Paper Cup Telephone" activity on pages 11-15 to demonstrate that sound travels through solids. Lead class discussion about how our lives would be different if we did not have telephones for communication. Use a touch-tone pad as a code for making and solving math problems.

      c. Science Experiments Volume 3: Do "Sharp Experiment" on pages 9-11. Use the scientific method sheet. Put predictions on a class graph. Conduct the experiment and write results.

      d. Sound: Properties and Transmissions. Discuss and do pages 7-10 to demonstrate how sound travels.

    5. Read about moving sounds in Sound and Light on pages 13-15. Hear sounds travel.
    6. Do the following activity cards in the Quest Sound Kit: #3 Traveling Sound, #10 A Liquid Pass, #11 A Solid Pass, #22 Sound Bouncing, and #23 Telephone.
    7. Do worksheet 16 in Light and Sound to find out how a sound wave travels.
    8. In Light and Sound Energy use transparency #9 to learn about sound waves. Do worksheet.

i. Use transparency #10 to learn about the characteristics of sound. Do worksheet 10a and 10b.

j. To check comprehension skills, do worksheet 72 in Reading Comprehension.

k. Do the Traveling Sound experiment in Frank Schaffer's Sound Energy Science Notes. Record the distance measurements you made.

l. Use Heat, Light, and Sound on pages 22-23. Do the experiment on how sound travels through the air. Write conclusions. Do the inference sheet. Find something in the classroom that sound travels through and illustrate.

l. Use 202 Science Investigations to do the sound ideas on page 150-151. Try the following ideas: singing spoons, talking string, hearing teeth, and clanging rocks.

m. Discuss, write, and illustrate the following questions: What makes sounds at home, in the city, in the country, and in the ocean? What sounds does nature make? (thunder, tornado, rain, snow, hail, wind...) Draw a picture of something that makes a sound you like to hear or a sound you do not like to hear.

n. Create a sound collage. Give each child a sheet of paper. Have the child fill the paper with pictures of things that make sound. Challenge students to find as many different kinds of things that make sound. Classify the sounds on the back of the paper.

6. Evaluation/Assessment

    1. sound worksheets, discussions, observations, experiments.
    2. Write in daily sound journal: "How Does Sound Travel?"

C. Lesson Three: Sound Waves

1. Objective/Goal

a. The student will demonstrate how sound moves in waves.

b. The student will use integrated processes to discover sound waves.

c. The student will observe and listen to sound waves.

2. Materials

dominoes, candle, saucer, cardboard tube, plastic bag, sand, 10 feet rope, corn, pebbles, plastic dish, tuning fork, shallow baking dish, sound journal

3. Prior Knowledge for Students: N/A

4. Key Vocabulary: sound waves

5. Procedures/Activities

a. "See the Waves." Use a tuning fork and a pan of water to "see" the waves. Fill a shallow baking dish about 3/4 full of water. Observe the water's surface movement. When the water appears to be still, strike tuning fork and observe. Did you see the vibrations or hear the sound it creates? Place the tuning fork in the water. What happens? What happens if you strike the tuning fork and put the forked end in the water? What causes the movements?

b. Discuss page 6 in Sound and Light: Science Facts and Experiments. Set up a row of dominoes. Knock the first one over and watch how the wave travels down the line. Do the activity on page 7.

c. Use the Magic School Bus: Science Explorations to do the "Make Waves" experiment on pages 44-45. Write observations.

d. Do the following Sound Quest Kit activity card to discover if sound creates energy: #16 Making Waves.

e. Use Get Real: "Sound Waves" web site: http://www.wpt.org/getreal!/400/411/SOUND/SOUND.HTM

Read "Sound Waves" story on the web site. Observe and listen to sound waves.

f. To check comprehension skills, do the comprehension sheets on pages 440 and 456 in the Third Grade Super Workbook.

D. Lesson Four: Sound Waves Are Slower Than Light Waves

1. Objective/Goal

a. The student will determine the speed of sound.

b. The student will learn that sound travels through air at approximately 1,129 feet/second.

2. Materials

noisemaker, kitchen pan lid, big spoon, tape measure, calculator, sound journal

3. Prior Knowledge for Students: N/A

4. Key Vocabulary: sound waves, light waves

5. Procedures/Activities

    1. Use pages 2, 7, and 40 in Primarily Physics. Sound travels through solids, liquids, and

gases at different speeds. Most sounds we hear are transmitted through the air. Sound waves travel much faster through solids and liquids than through gases because the molecules of solids and liquids are closer together. The speed of sound through the following mediums if approximately:

air

330 meters/sec

1,129 feet/sec

water

1500 meters/sec

4,794 feet/sec

wood

4500 meters/sec

14,850 feet/sec

metal

5000 meters/sec

16,500 feet/sec

Light travels at enormous speeds (186,000 miles/second). Do the following activities using the speeds: Find the differences. Order the speeds from smallest to largest. Graph each speed and compare. Write problem solving stories about them. Write the speeds in words.

b. Use page 11 in Sound: Properties and Transmission to do the playground experiments to determine the speed of sound.

c. Read and discuss pages 4-5 in Sound and Light: Science Facts and Experiments. Determine: How far is the storm?

d. Do the worksheet on page 17 in Light and Sound.

6. Evaluation/Assessment

a. Sound worksheets, graph, discussions, observations

b. Write in sound journal: "What is the speed of sound?" and "How can the speed of sound be termined?"

E. Lesson Five: Qualities of Sound

1. Objective/Goal

a. The student will hear a difference in sound when glass bottles filled with different levels of water are tapped

b. The student will use simple graphs to help demonstrate observations.

c. The student will use integrated processes to demonstrate the qualities of sound.

d. The student will identify objects by the sounds they make.

e. The student will discover and demonstrate how to make sounds higher and lower.

f. The student will develop music appreciation by listening to Core Knowledge selections.

g. The student will explore sounds made by instruments (drums, chimes, tubes).

2. Materials

musical cassettes (Resources), eight identical glass bottles, food coloring, glue, toy xylophone, twelve plastic eggs, egg carton, marshmallows, rice, beans, pins, dice, paper clips, key, marbles, bottle cap, pennies, toothpicks, macaroni, spool of thread, plastic cup, rubberbands, ruler, tuning fork, open box or pan, drinking straw, metal spoon, metal fork, shoebox, cookie sheet, rhythm stick, stopwatch, plastic pipe (one 4" section, one 6" section, and one 8" section), whistle, cotton balls, waxed paper, any size can, dominoes, tennis ball, slinky, lid, unpopped popcorn, metal pail, wooden blocks, sandpaper, salt box, broomstick, string, sound journal, Appendix A

3. Prior Knowledge for Students

a. In the Core Knowledge Scope and Sequence, the following topics are introduced in previous grade levels: recognize short and long sounds, discriminate between fast and slow, discriminate obvious differences in pitch (high and low), and discriminate between loud and soft.

4. Key Vocabulary

pitch, high, low, faster, slower, vibrations, intensity, loudness, softness

5.Procedures/Activities

a. "Catch A Wave" with a slinky toy. Place the slinky on the floor. Have a friend take one end and pull it fairly tight while you hold the other end. Gently slide your end of the spring back and forth across the floor. Explain to the children that you have created a model of a sound wave. It is a model of a low sound. Then slide it back and forth very quickly to see a model of a high sound wave.

b. Primarily Physics: Do "Musical Xylophone" activity on pages 16-20. Discover how different amounts of water affect the sound made by tapping the bottles. Graph and predict which bottle will make the highest sound and the lowest sound.

c. Primarily Physics: Do "Eggs-Full of Sound" activity on pages 24-26. Use integrated

processes to identify objects by the various sounds they make.

d. Sound: Properties and Transmission: Do the pitch experiment on pages 4-5 and the volume experiment on page 6.

e. Sound Science Quest Kit. To teach pitch do the following sound cards: #8 What's the Pitch, #12 Sound Quality, #17 Blow A Note, #18 Bottle Notes, #19 Wind Chimes, #20

Pencilphone, and #21 Ear Harp. Do Activity Guide page 23: Hi Low and Domino Wave.

To teach intensity do the following sound cards: #5 Soft or Loud, #9 Softly Loud, #14

Boom, Boom, and #15 What's A Decibel.

f. Light and Sound: Do pitch activities on pages 21-22. Do intensity activities on pages 23- 25.

g. Do Transparency 10-11 in Light and Sound Energy. Do worksheets 10a and 11a to enhance the lesson on pitch.

h. Use Frank Schaffer's Sound Energy (Science Notes). Do the math connection activity and create a graph.

i. Science Enrichment: Do worksheet 18 called "Sounds Around Us."

j. Exploring Science: Do the "Pop Bottle Pitch" experiment on page 81. Record the results and write conclusions.

k. Discover loud/soft and high/low sounds by doing the experiments on page 18-20 in Heat, Light, and Sound.

l. Science Experiments Volume 2: Do the "Crazy Kernels" experiment about vibration on pages 24-26. Use the scientific methods and predict what will happen. Make a classroom graph of the predictions. Do the experiment and write the results.

m. The Big Fearon Book of Doing Science: Students will observe, compare, and draw conclusions, as they do the following activities: "Playing with Pitch" (pages 12, 24),

"Sequencing Sounds" (pages 13, 35), "Making Music" (pages 14, 36), and "Turning Up the Volume" (pages 15, 37).

n. To find our what makes the pitch and how to create music makers, do pages 152-155 in 202 Science Investigations.

o. Brainstorm loud and soft noises. Create a chart on sounds.

p. Make a collage of city noises and country noises.

q. Play Core Knowledge musical selections (Core Knowledge Sequence, Music 3, II and III. Look in the bibliography section for a complete list of cassettes. Compare and contrast. Graph the class favorites. Make a Venn diagram. Write about your favorite composer and illustrate. Which selection makes you feel happy, said, gloomy, etc. Which selections are fast, slow, loud, or soft?

6. Evaluation/Assessment

a. sound worksheets, observation, discussions

b. Write in sound journal: "How can sounds be made higher or lower?"

c. Exploring Sounds Worksheet (Appendix A)

F. Lesson Six: Human Voice

1. Objective/Goal

a. The student will explain that sound is produced by the vocal cords of the body.

b. The student will learn that our vocal cords, located in the larynx, vibrate and produce sound.

c. The student will use integrated processes to discover the human voice.

2. Materials

balloon, large plastic cup or show box, rubberbands (different widths), sound journal

3. Prior Knowledge for Students: N/A

4. Key Vocabulary: voice, larynx, vibrating, vocal cords, voice box, sign language, speech

5. Procedures/Activities

a. Primarily Physics: Do "Sounds of Voices" experiment and activities on pages 21-23. Have students make a list of words to describe sounds people make (talking, yelling, coughing, whispering, giggling). Perform "Voice Box Reader's Theater" on page 22.

b. Light and Sound Energy: Discuss the parts of the voice box and vocal cords. Do Worksheet 11b.

c. Read and discuss Science Weekly: "Speech." Read the background information in the teacher's guide. Do the Weekly Lab activity. Do the vocabulary, addition/subtraction, and context clues activities.

d. Sound Science Quest Kit: Do "Striking the Cord" on page 22. Have the students place their hands on their throats and hum. Ask them to tell you what they feel. Say the consonant and vowel letters. Compare the sounds and vibrations.

e. Discover how people make sounds and words on pages 12-13 in Sound: Properties and Transmission.

6. Evaluation/Assessment

a. sound worksheets, observation, experiments

b. Write in sound journal: "What have you learned about how speech happens?"

G. Lesson Seven: Sound and the Human Ear

1. Objective/Goal

Note: The Core Knowledge Scope and Sequence includes the following topics in the third Grade: how the ear works, sound as vibration, the outer ear, ear canal, eardrum, auditory Nerve, and the three tiny bones (hammer, anvil, and stirrup) that pass vibrations to the Cochlea.

The student will:

a. explain that the ear is the organ of the body that receives sound.

b. test to see if two ears are better than one for locating sound.

c. use integrated processes to learn about sound and how the human ear works.

d. identify the parts of the ear.

e. discover how the parts work together.

f. discover how to use sound to determine distance.

    1. Materials

      2. paper, pencils, paper towel tubes, plastic wrap, rubberband, tape, flashlight, sheet of cardboard, modeling clay, stethoscope, ear poster, ear models, glue, empty soup can, rice, cassette player, jars, pebbles, beans, paper clips, red rubber ball, masking tape, meter stick, blindfolds, sound journal

    2. Key Vocabulary

outer ear, ear canal, eardrum, hammer, anvil, stirrup, cochlea, auditory nerve, hearing impaired, hearing loss, communication

4. Procedures/Activities

a. Do the "Big Ears" experiment on pages 27-20 in Primarily Physics. Take a listening walk. Have the students apply the "big ears" technique to help them hear. Tape record the sounds heard and replay it. Categorize the sounds as high, low, loud, soft, people, animals, etc.

b. Do the "Which Way?" activity on pages 31-33 in Primarily Physics. Invite the school nurse to speak to the class about ear care and how to test hearing.

c. Read and discuss Ears. Compare the different kinds of ears in the story.

d. Read and discuss "Ear Hear! (The Ear)" in Science Weekly. Do the ear activities (vocabulary, weekly lab, math problems, creative writing and challenge ).

e. Read and discuss pages 16-17 in Sound and Light. Do the blindfold activity .

f. Do Sound Science Quest Card # 24 to discover how your ear works.

g. Use The Body Book on pages 31-38. Use pages 35-38 to make an ear model. Create a chart of sounds (dogs barking, jets roaring, bells ringing). Learn sign language. Do a report on how bats and dolphins use sounds to navigate and hunt. Take turns making soft or loud sounds. Prepare a skit in which a group of students make sounds that are clues to a place such as an airport or a jungle.

h. Read and discuss Wonderful Ears.

i. Discuss the parts of the ear. Do Worksheet #27 in Light and Sound. Do worksheet 17 in Science Enrichment.

j. Read The Courage of Helen Keller and Young Helen Keller. Discuss the books. Do

Research Pleaser on page 2 about Helen Keller. Make inferences regarding the character's thoughts, feelings, and characteristics. Make a Venn diagram comparing Helen Keller to yourself.

k. Read and discuss pages 14-15 in Sound: Properties and Transmission. Write the names of the parts of the ear on the chalkboard. Explain the function of each part.

l. The Human Body: Do "Your Ear" worksheet on page 49.

m. Read and discuss The Magic School Bus in the Haunted Museum: A Book About Sound. Do the "See Sound" activity on pages 20-21 in the Magic School Bus Activity Guide. Display the Magic School Bus Ear Works Model. Take a wild ride into the human ear with Arnold. Write a haunted house story using sound words.

n. Use the Stethoscope Book and Kit. Listen to your heart. Check your pulse and measure how it speeds up when you exercise. Do a sound survey. How many different sounds can you hear right now? How many more sounds with the stethoscope? Predict and find out. There are more than 60 activities in the book to do.

o. To check comprehension, do pages 143, 151, and 432 in Third Grade Super Workbook.

p. Read and discuss "Words in Our Hands" on pages 266-275 in Castle of Sand. What did you learn about deafness. Tell one thing you will remember if you speak with a person who is hearing impaired. Research sign language. Learn the signs for several simple words, such as ball, helicopter, caterpillar. Do Language Arts Connection on pages 520- 527.

q. Read and discuss "Ludwig van Beethoven: Master of a Silent World" on pages 214-221 in

On the Horizon. Do Language Arts Connection activities on pages 426-433. Have students pretend to interview Beethoven. Listen to Beethoven's Fifth Symphony.

r. Read and discuss I Have A Sister, My Sister is Deaf. Do the activities on pages 112-115 in Science Through Children's Literature: An Integrated Approach. Watch a TV program with the sound off. Write down what you think the story was. Compare your story with someone who watched and heard the same show. Have groups of children wear ear plugs during the day. Write about the emotions you felt. Play charades using book titles, TV shows, and famous sayings.

s. Check sequencing skills to page 71 ("How We Hear") in Science Grade 2-3.

t. Scientists would like to know more about how bats use echolocation so they can help blind people detect objects with sound. Read Bats by Ron Cole. Do the Bats Incredible activities on pages 68-83. Discuss the migration of bats for a geography connection.

u. Do worksheet pages 75, 97, and 102 in Science Grade 2-3 to check for details, main idea, and comprehension skills.

5. Evaluation/Assessment

a. observation, sound worksheets

b. Write in sound journal: "What are the parts of the ear and their function?" "Are two ears

better than one?"

H. Lesson Eight: Protecting Your Hearing

1. Objective/Goal

    1. The student will learn the importance of protecting his hearing.
    2. The student will learn that sounds over 101 dB (decibels) can damage your ears.

2. Materials: poster board, paper, sound journal

3. Prior Knowledge for Students: N/A

4. Key Vocabulary: hearing, protection, damage, decibel, noise pollution

5. Procedures/Activities

a. Focus on Sound: Read and discuss "Noise Pollution" on pages 28-29. Do a noise survey of your friends and family. Ask them: "Is the road where you live very noisy? Does noise keep you awake at night? What noise do you dislike most? What causes most noise in your local town?" Graph and compare the results.

b. Read and discuss page 16 in Sound and Light. Graph the decibel measurements. The loudness of a sound is measured in decibels (dB). Sounds over 100 dB can damage your ears. Compare the following sounds: airplane 100-150 dB, Jackhammer 100 dB, loud music 90-95 dB, talking 40-60 dB, whispering 20 dB, and falling leaves 10 dB.

c. Read and discuss pages 28-29 in Ears ("What Can Go Wrong with Ears?") Brainstorm ways to protect your hearing.

d. Use the following web sites for Protecting Your Hearing information:

Newton's Apple http://ericir.syr.edu/Projects/Newton/13/lessons/hear.html

National Institutes of Hearing http://www.hei.org/hip.htm

e. Write a letter to a friend telling him how to protect his hearing.

f. Have a poster contest called "Protect Your Hearing."

g. Geography Connection: Consider where you would build an airport so that people from a

city would have access, but would not be disturbed by the noise. What if there was a nature reserve near the city? Map out your plan on a piece of paper. Make a map key to explain your symbols.

6. Evaluation/Assessment

a. poster contest, map activity, writing a letter

b. Write in sound journal: "How can you protect your hearing?" "What can damage your ears?"

VI. CULMINATING ACTIVITY

1. Play a game called "Sound Wave" in Sound (Evan-Moor) on pages 16-17.

2. Take a Sound Test, from Light and Sound (Milliken) on page 20.

3. Complete the K-W-L Chart.

4. Create and perform a Sound Skit.

5. Have a Kazoo Band. Make or buy kazoos for each student.

6. Prepare a Magic Sound Show. Use the Magic Science: Light, Sound, and Senses Kit. Have students perform a Magic Sound Trick.

7. Write in sound journal: "What I Learned About Sound" and "My favorite sound activity."

8. "Let the Band Play," from Primarily Physics pages 34-39. Do the "Musical Instruments" activity to create a class band. Have a parade and "Let the Band Play."

9. Write a Sound Haiku Poem. Use Science Grade 2-3 on page 76. This activity tells about the haiku poem, gives an example of a Haiku poem , and gives sound words for students to create a poem of their own.

VII. HANDOUTS/STUDENT WORKSHEETS: See Appendix A

  

Exploring Sounds (Appendix A)

Circle in yellow things that make loud sounds. Circle in blue things that make soft sounds.

rocket jet lion's roar bird mouse

buzzing bee thunder racecar leaf gentle breeze

cat purring butterfly helicopter snow playing drums

  Circle the things through which sound waves travel.

Wood

air

metal

glass

cardboard

water
 

VIII. BIBLIOGRAPHY

A. Teacher Resources

1. Baucher, Carolyn. Bats Incredible. CA: AIMS Foundation, 1993, ISBN 1-881431-41-X.

2. Bentley, Joan and Hobbs, Linda. Science Experiments: Volume 2. CA: Evan-Moor Corp., 1991, ISBN 1-55799-200-2

3. Bentley, Joan and Hobbs, Linda. Science Experiments: Volume 3. CA: Evan-Moor Corp., 1991, ISBN 1-55700-201-0

4. Brooks, Pearl. My Third Grade Super Workbook. FL: ESP Publishers, Inc., 1994.

5. Butzow, Carol and John. Science Through Children's Literature: An Integrated Approach. CO: Teacher Ideas Press, 1989, ISBN 0-87287-667-5

6. Cohen, Laura. Heat, Light, and Sound: Activities, Experiments, and Demonstrations. CA: Frank Schaffer Publications, 1991, ISBN 0-86734-143-2

7. Cole, Joanna. Magic School Bus Activity Guide. NY: Scholastic, Inc., 1994, ISBN 0-590-22474-7

8. Cole, Joanna. The Magic School Bus: Science Explorations, Level C. NY: Scholastic, 1994, ISBN 0-590-48770-1

9. Fearon. Big Fearon Book of Doing Science: Explorations and Adventures is Life, Earth, and Physical Science. IL: Fearon Teacher Aids, 1988, ISBN 0-8224-2838-0

10. Fitzgerald, Holly. Reading Comprehension. MI: Instructional Fair, Inc., 1990, ISBN 0-88012-808-9

11. Frank, Marjorie. 202 Science Investigations. TN: Incentive Publications, Inc., 1990, ISBN 0-86530-173-5.

12. Forte, Imogene and Schurr, Sandra Exploring Science. TN: Incentive Publications, 1988.

13. Freeman, Sara. Science Notes: Sound Energy. CA: Frank Schaffer Publication, Inc., 1996, ISBN 0-86734-894-1

14. Hirsch, Jr. E.D. What Your Third Grader Needs to Know. NY: Doubleday, Publishing, 1992, ISBN 0-385-41117-0

15. Hoover, Evalyn and Mercier, Sheryl. Primarily Physics: Investigations in Sound, Light, and Heat Energy. CA: AIMS Foundation, 1994, ISBN 1-881-431-46-0

16. McGinley, Avalyn. Light and Sound. MO: Milliken, 1990, ISBN 0-88335-337-7

17. Ortleb, Edward and Cadice, Richard. Light and Sound Energy. MO: Milliken, 1993, ISBN 1-55863-061-9

18. Petreshene, Susan. Research Pleasers. CA: The Monkey Sisters, Inc., 1982, ISBN 0-933606-19-2.

19. Silver, Donald. The Body Book. NY: Scholastic, 1993, ISBN 0-590-49239-X.

20. Spiero, Daniel. Sound: Properties and Transmission. CA: Evan-Moor, 1994, ISBN 1-55799-295-9

21. Taylor, Barbara. Focus on Sound. NY: Shooting Star, 1993, ISBN 1-56924-03-8

22. Thompson, Andrew. Fascinating Facts About the Human Body. NC: Education Center, Inc., 1995, ISBN 1-56234-114-6.

23. Vriesenga, Daryl. The Human Body. MI: Instructional Fair, Inc., 1994, ISBN 1-56822-071-5

24. Vriesenga, Daryl. Science Enrichment. MI: Instructional Fair, Inc., 1994, ISBN 1-56822-075-8

25. Zeman, Anne. Everything You Need to Know About Science. NY: Scholastic, Inc., 1994, ISBN 0-5090-49357-4.

B. Student Books

1. Ardley, Neil. The Science Book of Sound. NY: Harcourt Brace, and Co., 1991.

2. Cole, Joanna. Magic School Bus in the Haunted House: A Book About Sound. NY: Scholastic, 1995, ISBN 0-590-48412-5

3. Cole, Ron and Trumbauer, Lisa. Bats. NY: Newbridge Communications, 1996.

4. Cutting, Brian and Jillian. Wonderful Ears. WA: Applecross, 1993. ISBN 0-7802-1417-X.

5. Drexler, Carol Joan. Young Helen Keller. NJ: Educational Reading Service, 1970.

6. Glover, David, Sound and Light: Science Facts and Experiments. NY: Kingston Books, 1993, ISBN 1-85697-839-7

7. Mathers, Douglas. Ears. NJ: Troll, 1992, ISBN 0-817-2093-2

8. Knight, David. All About Sound. NJ: Troll, 1983. ISBN 0-89375-878-5

9. Pearson, P. David, et. al. Castle of Sand. MA: Silver Burdett and Ginn, 1991, ISBN 0-663-52156-4

10. Pearson, P. David, et.al. On the Horizon. MA: Silver Burdett and Ginn, 1991, ISBN 0-663-52186-6

11. Peterson, Jeanne Whitehouse. I Have A Sister, My Sister Is Deaf. NY: Harper and Row, 1984, ISBN 0-06443059-6

12. Sabin, Francene. The Courage of Helen Keller. NJ: Troll, 1982, ISBN 0-8375755-1

13. Santrey, Lawrence. Helen Keller. NY: Troll, 1985, ISBN 0-8167-0157-1

14. Science Weekly, Level C. Volume 13, No.10. "Ear Hear!" Science Weekly, Inc., January 22, 1997, ISSN 8756-1788

15. Science Weekly, Level C. Volume 11., No. 7. "Speech". MD: Science Weekly, Inc., November 23, 1997, ISSN 8756-1788.

16. Science Grade 2-3. CA: Frank Schaffer, 1994, ISBN 0-86734-450-4

C. Educational Models and Kits

1. Allison, Linda and Fergusen, Tom. The Stethoscope Book and Kit. NY: Addison-Wesley, 1991, ISBN 0-201-57096- 3

2. Burdick, Katherine. Science Quests Sound Kit. NJ: Judy/Instructo, 1996.

3. Friedhoffer, Bob. Magic Science: Light, Sound , and Senses Kit. NY: Educational Design, Inc., 1996.

4. Ear Model #SB19254M. CA: Nasco, 1997.

5. Human Ear Model. Kit#71337. OH: Craft House Corp, 1991.

D. Web Sites

1. Newton's Apple http://ericir.syr.edu/Projects/Newton/13/lessons/hear.html

2. National Institutes of Hearing http://www.hei.org/hip.htm

3. Get Real: Sound Waves http://www/wpt.org/getreal!/400/411/SOUND/SOUND.HTM

E. Cassettes (Core Knowledge Musical Selections)

1. Fierro, Art and Kertsman, Miguel. Greatest Hits: Gershwin. Cassette. NY: Sony Music Entertainment Inc., 1994, ISBN 0-7464-64060

2. Fierro, Art and Kertsman, Miguel Greatest: Hits Mozart. Cassette. NY: Sony Music Entertainment Inc., 1994, ISBN 0-7464-64053-4

3. Fierro, Art and Kertsman, Miguel. Greatest Hits: Tchaikovsky. Cassette. NY: Sony Music Entertainment Inc., 1994. ISBN 0-7464-64055-4

4. Mehta, Bejun. Greatest Hits: Beethoven. Cassette. NY: Sony Music Entertainment Inc., 1994, ISBN 0-7464-64052-4

5. Mehta, Bejun and Bryanton, Shane. Greatest Hits: Copland. Cassette. NY: Sony Music Entertainment Inc., 1994, ISBN 0-7464-64059-4

6. America's Favorite Marches: A Tribute to John Phillip Sousa. Cassette. Canada: LDMI


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