GRADE: Kindergarten

CONTENT STANDARD: Physical Science

CONTENT TOPIC: Energy/Light/Heat/Sound

CONCEPT: Vibrating objects produce sound.

CONTENT OBJECTIVE: 0C2.00 To understand the pitch of the sound can be varied by changing rate of vibration

INSTRUCTIONAL OBJECTIVES: The learner will:

2.01 recognize sounds as loud or soft.
2.02 classify sounds as pleasant or unpleasant.
2.03 recognize sound as high or low pitched.

I. Sound quality
A. Pleasant
B. Unpleasant
II. Pitch
A. High
B. Low

TN COMPONENT OF SCIENCE: Process Of Science

TN GOAL:

To enable students to demonstrate the process of science by posing questions and investigating phenomena through language, methods and instruments of science

1.1 OBSERVING - The senses are used to develop an awareness of an event or object and the properties thereof.

1.1a Observing is a process used to develop an awareness of the surrounding environment.

BENCHMARK: Students can learn about things around them by careful observation.

1.1b The human senses and technological instruments are used to gather information from the environment.

BENCHMARK: Students experience and learn about the world through their senses.

This classroom connector addresses Instructional Objective 2.01.

TIME REQUIRED:

15 minutes

Variety of materials on hand to experiment with making sounds, record player, record, one cigar box for each child or one for each group of four, rubber bands

(Have record player playing softly.) For our lesson today, you need to be very quiet. Why am I asking for quiet? (To hear the record) I have the record player turned down very low. That means the music is playing very what? (Softly) If I turn the record player up then the music on the record will be very what? (Loud) Today we will listen for differences in loud and soft sounds.

(Have a variety of materials on hand to experiment with making sounds, record and record player.) While the record is playing softly, I want you to very quietly walk up to it and place your hand on the speaker. Now, I am going to turn the volume up so the record is playing loudly. Now come and place your hand on the speaker. What differences did you feel? (response) The louder the sound, the stronger the vibration. We have listened as I turned the volume on the record player up and down. Now we are going to listen for soft and loud sounds with other things. If I make a loud sound, I want you to put your hands over your ears. If I make a soft sound, put your fingers to your lips. (Use other items to make loud and soft sounds using the student participation mentioned above.)

Put your hand on your throat. Say your name loudly. Could you feel the vibration? (response) Now say your name softly. Was the vibration as strong? (response)

(Stretch a rubber band over a cigar box. Experiment by tightening rubber band and plucking it, then loosening it and plucking.)

Today we have talked about loud and soft sounds. Put one hand on your throat and repeat what I say. (You may want to use words with initial sounds you are working on in reading. Say the word loudly once - then softly.) What did you feel? (More vibration with loud sounds) Raise your hand and tell me a soft sound. (response) Raise your hand and tell me a loud sound. (response) Very good!

TIME REQUIRED:

30 minutes

I. Pleasant sounds
II. Unpleasant sounds

Harry And The Lady Next Door, by Gene Zion, published by Harper & Row, teacher-made graphs for pleasant and unpleasant sounds, record player or tape player, one green and one red crayon for each child.

Today we are going to talk about pleasant and unpleasant sounds we hear. If I stand in front of the room and scream as loud as I can, you wouldn't like that sound. You would say, "Teacher, that is an unpleasant sound." Raise your hand if you can tell me a sound you would like to hear or a "pleasant" sound. (response) We are going to talk more about "pleasant" and "unpleasant" sounds.

I have a book in my hand titled Harry And The Lady Next Door. In this book, we will read about some pleasant and some unpleasant sounds. After I read this book to you, we will talk about it, so listen closely. (read book) Did Harry like the way the lady sang? (response) Why? (response) What were some sounds that Harry liked? (response) Why do you think he liked those sounds? (response)

I am going to play a record for you now. But I will play it at different speeds and I want you to put thumbs up if you like the sound or think it is a pleasant sound. If you do not like the sound, put thumbs down. (response) If I played the song at the right speed it was pleasant wasn't it? (response) Sometimes we call very pleasant sounds music. But if the sound is so loud that it bothers us, we would call it noise.

(Have students divided into groups of four and have two graphs drawn for each group. Show pictures of items which make sounds in the first row of the graph. If the object makes a pleasant sound to the child, he colors one box beside the object green on graph number one. If the sound is unpleasant, he colors the box beside the object red on graph number two. You might want to tabulate the results at the end of the day to see which sounds were voted most pleasant and unpleasant.)

Think of one pleasant sound and tell your neighbor. (pause) Think of one unpleasant sound and tell your neighbor. (pause)

(Make a class chart having four columns high, low, loud, soft. The students can cut out pictures from magazines of things that make sounds and paste them under appropriate column. For a ready made duplicating work sheet see Holt Science Kindergarten Work Sheets Evaluation, page 5.)

TIME REQUIRED:

15 minutes

I. High Pitch
II. Low Pitch

Empty pop bottle, whistle, pitch pipe, xylophone, whistle, glasses with different amounts of water

I want you to put your heads on your desks and close your eyes. Be very quiet. (While heads are down and eyes are closed, blow the whistle - then blow into the bottle.) Raise your heads. Today we are going to talk about "high pitched" sounds and "low pitched" sounds. Which object made the high pitched sound? (Whistle) Which object made the low pitched sound? (Bottle)

What does the word "vibrate" mean? (Moving back and forth) When you hear a noise sound waves that we cannot see are moving back and forth. The whistle I blew was high pitched. That means that when I blew the whistle, the sound waves vibrated very fast. When I blew into the bottle, we heard a low sound or pitch. That means the sound waves were moving very slowly.

I am going to use some of these objects to make a sound. If the sound you hear is high pitched, I want you to stand up quietly. If the sound you hear is low pitched, you will sit down.

(Demonstrate blowing up a balloon and stretching the neck and allowing air to escape. Stretch neck tighter for higher pitched sounds and loosen the neck for lower pitched sounds. Give each child a balloon and have him practice blowing it up and making high and low pitched sounds.)

What objects made high pitched sounds? (response) Which objects made the low pitched sounds? (response) Good job!

This is the time this file has been accessed since 03/01/97.

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