CONCEPT: Sound travels in all directions and through various media.
CONTENT OBJECTIVE: 1C1.00 To understand the transmission of sound through different kinds of matter
INSTRUCTIONAL OBJECTIVE: The learner will:
1.01 list the different causes of sound.
1.02 match different kinds of sounds with their sources.
1.03 experiment with sound traveling through a variety of matter.
OUTLINE OF CONTENT:
I. Identify different causes of sound.
II. Match sounds with their sources.
III. Sound travels through matter.
TN COMPONENT OF SCIENCE: Habits of Mind
To enable students to demonstrate ways of thinking and acting inherent on the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.
3.1 HISTORICAL AND CULTURAL PERSPECTIVE - The knowledge and processes of science have evolved over time as an approximation of truth within cultural contexts.
TN STANDARD(S): The learner will understand that:
3.1a Although some scientific knowledge is very old, it is still applicable today.
BENCHMARK When established scientific investigations are repeated, predictable results are expected.
3.1b Individual initiative and vision create changes in science
BENCHMARK Motivation, creativity, and talent of individuals contribute to the progression of science.
3.1c The desire to understand the natural environment and to predict the course of natural events is universal.
BENCHMARK It is natural and desirable to seek an understanding of natural events.
Two 30 minute periods (Could possibly be combined into one, 45 minute period.)
Prerecorded tape of some classroom sounds and other familiar sounds, 2 bells, guitar, other musical instruments, a paper towel tube for each child and a piece of cloth to cover one end
(play sound tape) Were you able to recognize these sounds? (response) How were these sounds made? response) Which sounds would you hear outside? (response) Which of these sounds have you heard today? response) Sounds are very important to our world. Today we are going to tell how sounds are made and how they travel. (A variation of this set would be to open the lesson with a game such as Who Am I or Which Noise Maker Am I. Either game children are trying to guess whose voice they hear or what the child is acting out.)
I have some musical instruments here. When I play the instrument, I want you to think about how the sound is produced. (response) I am going to take this bell and tape the clapper to the side of the bell. Will the bell make a noise? (response) Why not? (The bell and striker don't come in contact with each other.) Today we are going to talk about how sound travels through different things.
I would like for each of you to pick a partner. In a whisper voice, say, "What's up Doc?" to your partner. Could you hear what your partner said? (response) Now, I want you to do the same thing. Only this time, one of you hold up a book between your heads. Give me thumbs up if you could hear what was said. (response) Give me thumbs down if you could not hear. (response) Let's try something else. I will pick someone to leave the room and knock on the door. (Someone may open the door or shout "Come in.") Raise your hand if you knew someone was outside the door. (response) How did you know? (response) Could you hear the knock on the door? (Yes Show me thumbs up if you heard the sound inside the room. (response) Show me thumbs up if you heard the sound outside the room. (response) The sound you heard traveled through the door. Would you expect it to be the same if I knocked on the wall? (response)
Let's go outside for a few minutes and take a "hearing walk." When we get outside, you will form a circle, close your eyes and think of all the sounds you are able to hear. (Complete activity, return to classroom and discuss the experience.)
Have on hand a paper towel tube. Each child will talk through the tube. Talk again with end covered with paper. Talk once more with end covered with cloth. Discuss results.
Think about all the activities we have done on sounds. Can sound travel through objects? (Yes)
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