Subject: Science Topic: Sound Grade: Fifth Grade Period: 1:45pm-2:20pm 2:20pm-2:55pm 2:55pm-3:30pm Lesson Date: Thursday, February

6th 2014 Standard of Learning: Force, Motion, and Energy 5.2 The student will investigate and understand how sound is created and transmitted, and how it is used. Key concepts include: A) Compression waves; B) Vibration, compression, wavelength, frequency, amplitude; C) The ability of different media (solids, liquids, and gases) to transmit sound; and D) Uses and applications of sound waves Content Outline: The sounds produced by the human voice are also the result of vibration. This vibration occurs inside the larynx, or the voice box. The larynx is located just behind the raised lump on your throat called the Adams Apple, and it moves as you speak. When you speak, you breathe out and push air through two vocal cords in the larynx. Each vocal cord is a thin layer of flesh, which vibrates as air is blown through it. When the vocal cords vibrate, the energy is passed on to the air in your throat and mouth, and it begins to vibrate as well. The specific sounds you make are shaped by the way you move your mouth and lips as this vibrating air moves through and out of your mouth. You can also control the pitch of sounds you make. If you sing a high note, your larynx moves up, making the vocal cords become stretched, tight, and stiff. The air moving past them makes the vocal cords vibrate very rapidly and the sound you produce has a high pitch. If you sing a low note, your larynx moves down, making the vocal cords loose and flabby. The air moving past them now makes them vibrate more slowly, which produces a note with a lower pitch. Rationale: To completely understand the importance of sound and the sounds we hear everyday, students must first understand how we ourselves produce sound. Objectives of the Lesson: The student will be able to produce a model of the larynx. The student will be able to explain pitch in relation to the vocal cords.

Lesson Opening (5 minutes): I will open the lesson by reviewing the major concepts learned in the previous lesson and then transition into a fun activity that will Segway into our topic about the vocal cords. Think about what happens when you pluck a stretched rubber band. How does the rubber band move? (vibrates, back and forth) What causes a sound to be produced? (the vibration of the rubber band) Describe the experiment we did yesterday with the cup and pepper. What happened to the salt on the plastic wrap? (it jumped when we clapped our hands) How did the experiment prove that sound waves carry energy? (our hands were not touching the pepper; therefore, the energy to move the grains must have traveled from the location of the clap to the pepper) Remind students that the key to an object producing sound is that the object must be vibrating. Think about the sounds YOU produce when you talk. Do you know any part of your body that vibrates when you talk? Have students put one hand to the Adams Apple on their throats and hum. What do you feel? The vibration you feel is caused by two small layers of flesh, called your vocal cords, which are moving! What do you think is moving inside of your body that would make your vocal cords vibrate? (air) Connection: I am connecting this lessons content to prior knowledge of vibration and movement. I am also connecting this lesson content to things they already know about their bodyvocal cords. Instructional Strategies/Practices: 1. Direct Instruction through vocal cords video (1 minute): Relate the information about vocal cords through a video. The vocal cords in their voice boxes are two straight elastic lke strings, kind of like rubber bands, that are located inside of their voice boxes. When they are not speaking or singing, the vocal cords are relaxed against the sides of the voice box. When they start to talk or sing, air coming up from the lungs makes the vocal cords vibrate very quickly back and forth. When the vocal cords vibrate, sound is produced. http://www.youtube.com/watch?v=R17yH0GSDvA 2. Whole class activity (5 minutes): Power Point for visual Have students put one hand back on the Adams Apple and hum again. Now, have them switch to a lower note. What

happened to your Adams Apple when you hummed a lower note? Talk with students about what happened: the Adams Apple moved down. Their vocal cords became loose and flabby, like a rubber band NOT STRETCHED TIGHTLY. When air was blown through them, they vibrated more slowly and the vocal cords produced a lower note. Have students put one hand back on the Adams Apple and hum again. Now, have them switch to a higher note. What happened to your Adams Apple when you hummed a higher note? Did your throat feel tighter when you hummed a higher note? Talk with students about what happened: the Adams Apple moved up. Their vocal cords became stiff and tight like a rubber band stretched tightly. When air was blown through them, they vibrated more quickly, and the vocal cords produced a higher note. With one hand on their throats, lead the whole class in Im a Little Tea Pot and have them notices the changes in pitch and the way their voice boxes move as a result. 3. Pairs/Small Groups for experiment (12 minutes): Power Point for visual Tell students that they will experiment today with a model of the larynx, or voice box. Demonstrate the experiment. Remember that this is a model. What do you think the air in the balloon represents inside of your body? (air) Give each pair of students a balloon. Have students blow up their balloons then hold the balloon closed with their fingers. Remind students that it is the air from the lungs passing through the vocal cords that makes them vibrate. Have students grasp each side of the balloon with the thumb and forefinger of each hand just below the balloons opening. Have them pull both sides and let some of the air out. What kind of sound did you hear? What part of the human throat does the mouth of the balloon represent? (the vocal cords) Ask students to experiment with the balloon to try and produce different sounds. If they pull hard on the neck of the balloon and open the gap, a higher note will be produced. If they

loosen the neck of the balloon and open the gap, the note that comes out will be lower. While students are experimenting, ask them to watch the end of the balloon to see if they can observe it vibrating. What makes the balloon produce a sound? (air moving past the mouth makes it vibrate) Can you see the end of the balloon vibrating as the air moves past it? What happens to the pitch of the sound when you stretch the balloon tightly? (higher note) What happens to the pitch when you loosen up on the balloon? (lower note) Put all materials DOWN! 4. Whole class instruction through lecture and Power Point: Review with students what the parts of the model represent about the human body. The air in the balloon represents the___(air in your lungs) The mouth of the balloon represents the____(vocal cords) Ask students what other parts of our bodies might help shape the sounds we make so that they become vowels, consonants, and words. Have students join in singing an ah sound. Now without stopping for breath between sounds, make each of the vowel sounds in turn, a, e, i, o, u. What happened to the shape of your mouth and lips while you made each of the different vowel sounds? Products: Exit Sheet Assessment: I will use questioning, probing, observation, and the exit sheet as my assessment. Closure: Pose the question, why do you think womens voices, in general, are higher pitched than mens voices? Think about the balloon experiment we just did! Answer: men generally tend to have vocal cords which are longer and thicker than womens. They are therefore not stretched as tightly by speech as the vocal cords of women. Womens vocal cords tend to be shorter and thinner than those of men, and they are stretched more tightly by speech. Remember that tighter, thinner strings vibrate faster than looser, thicker strings. The faster the vibration, the higher the pitch! Homework: No homework. Differentiation: This lesson is fairly varied in the way it is presented. Along with my oral presentation and lecture for auditory learners, there is also an accompanying slide show for my visual learners. These slides also

contain videos/sound that will enhance the learning of the auditory and visual learners. This lesson will also benefit the kinesthetic learner because the students are able to stand up and move around a little bit as well as use manipulatives (balloons, our own voice boxes, etc.) Materials/Equipment: 11 balloons Smart Board for the Power Point Internet for the video