UNITPLANTEMPLATE(adaptedfromThompsonRiversUniversity)

UnitTitle:
Sound
NumberofLessons:
6
Time:
(inweeks)1.2
Name:
CaroleBell,JohnBoudreau,CaroleCormier,andSteveHiggs
Subject(s):
Science
Grade(s):
4

Rationale:
Forelementaryschoolagedstudents,soundisapartofeverydaylife.Soundspermeateourdailyinteractionswithnature,theenvironment,society,andour
relationshipswithotherpeople.Thisunitwillhelpstudentsunderstandhowthebodyreceivesandproducessoundinordertocommunicatewithothers.
Studentswillalsodiscoverhowsoundimpactssocietyaswellhowtheycanplayaroleinusingandmanipulatingsoundtoenhancetheworldaroundthem.

OverviewandConceptMap:(SeeAttachedConceptMap)
Thisunitwillwalkstudentsthroughthebasicdefinitions,functions,andapplicationsofsoundrelatedconcepts.Eachlessonisdesignedtospecifically
addressaconceptwhichwillservetodeepenstudentsunderstandingofwhatsoundisandhowitworks,particularlyinstudentsnaturalenvironments.The
sixlessonsthatmakeupthisunitplanareasfollows:

Lesson1:SoundandNoiseDefined
Lesson2:HowtheHumanEarWorks
Lesson3:SoundStations
Lesson4:SoundsoftheEnvironment
Lesson5:VibrationsofSound
Lesson6:PitchandMakingSound

PrescribedLearningOutcomes:

1061
describeexamplesoftoolsandtechniquesthatextendoursensesandenhanceourabilitytogatherdataandinformationabouttheworld
2052
selectandusetoolstomanipulatematerialsandbuildmodels
2067
Evaluatepersonallyconstructedmusicaldeviceswithrespecttotheirabilitytovarytheirpitchandloudness
2076
workwithgroupmembers
3003
describehowthehumanearisdesignedtodetectvibrations
3039
identifyobjectsbythesoundstheymake
30310
relatevibrationstosoundproduction
30311
Comparehowvibrationstraveldifferentlythroughavarietyofsolidsandliquidsandthroughair

PrerequisiteConceptsandSkills:

Studentswillrequiretheabilitytoreadandwriteatagrade4level.
Studentswillrequirethecapacityforinquiry.

TeacherPreparationRequired:
Teacherwillmakesurerequiredlessonmaterialsareavailableandinplacethedaybeforethelesson
Teacherwillneedtoreviewthematerialfromeachlesson,makingsureheorsheunderstandstheconceptsbeingpresented

CrossCurricularConnections:

Music4.2.2:
usespecificmaterials,techniques,andformstocreate,makeandpresentmusic
MathN.8:
Demonstrateanunderstandingoffractionslessthanorequaltoonebyusingconcreteandpictorialrepresentationsto:nameandrecord
fractionsforthepartsofawholeorasetcompareandorderfractionsmodelandexplainthatfordifferentwholes,twoidenticalfractionsmaynot
representthesamequantityprovideexamplesofwherefractionsareused.
Art,3DManipulation:
useadditiveandconstructivetechniqueswithclay,e.g.,slipandscore
Art,VisualAwareness:
useavarietyofsourcesforimages,suchas,memory,fantasy,observationandrecording
LanguageArts,GCO1:
Studentswillbeexpectedtospeakandlistentoexplore,extend,clarify,andreflectontheirthoughts,ideas,feelings,and
experiences.
PhysicalEducation,SCO1:
selectandcombinelocomotorandnonlocomotorskillsintocomplexmovementsequencesindividually,withothersand
withobjects
PhysicalEducation,SCO2:
refineandpresentcomplexmovementsequences,usingelementsofbodyawareness,spatialawareness,qualityand
relationships

ExtensionstoUnit:
Forthe
SoundWalk
activity(Lesson4),studentscouldmakeobservationsintheirownenvironmentsathome,takingnoteofsoundsthehearintheir
journals.
Studentscanpracticerecognizingdifferentpitchesfromvariousinstruments(Lesson6)

UniversalDesignforLearning(UDL)andDifferentiatedInstruction(DI):
1.1
PowerpointPresentation,Handouts
1.1
Handoutswithinstructionswillbeprovidedateachactivitystation.
1.2
Demonstrationsofvibration/pitchusingeverydaysoundsandmusicalinstruments.
1.3
Instructionsatactivitystationswillbesupportedwithimages.
2.1
APKactivitywillbeusedtoclarifyrelevantscientificvocabulary.
2.5/3.1
PPT/videowillbeusedtodemonstrateconcepts.
3.3
Handoutswillguidestudentsthroughtheconstructionofvariousmusicalinstruments.Teacherwillfloatbetweengroupstooffersupportinginstruction.
4.1
StudentswillbeactivelyengagedinboththeAPKandActivitystations.
4.2
Enoughsupplieswillbeprovidedsothateachstudenthaswhathe/sheneedstoconstructinstruments.
5.1
Avideowillbeusedtopresentageneraloverviewoftheconcept.
5.2
Studentswillusevariousartsuppliesandtoolstoconstructtheirinstruments.
6.2
Themainactivityprovidesopportunitiesforstudentstoexperimentandstrategizeastheyconstructtheirinstruments.
7.1
Studentswillhavethefreedomtodesigntheirinstrumentinawaythatissuitabletotheirinterests.
8.3
Studentswillsharetheirideaswiththepeersintheirgroup,creatinganatmosphereofcollaborationandcommunity.
9.3
Theclosingdiscussionwillprovideopportunitiesforstudentstoreflectonwhattheyhavediscoveredattheirrespectiveactivitystations.

Resources:
CenterforLearningandAction:4thGradeWavesUnit
(
http://learninginaction.williams.edu/opportunities/elementaryoutreach/sciencelessons/4thgradewavesunit/
)
DiscoveryEducation:ThePhenomenonOfSound:Waves
(
http://www.discoveryeducation.com/teachers/freelessonplans/thephenomenonofsoundwaves.cfm
)

PBSLearningMedia
(
http://ca.pbslearningmedia.org/resource/tdc02.sci.life.reg.lp_hear/animalhearing/
)
YaleNewHavenTeachersInstitute
(
http://www.yale.edu/ynhti/curriculum/units/2003/4/03.04.03.x.html
)

OverviewofLessons:
Lesson#,Title,&Minutes
Lesson#1:
SoundandNoiseDefined
(40minutes)

(a) OutcomesinStudentFriendlyTerms
(a) Iwillbeabletotellmyfriendswhatthedifference
betweensoundandnoiseis.Iwillalsobeableto
identifydifferentsoundsinmyenvironment.

Materials
(SpecifictoThisLesson)

Anecdotalnotes(includewhoisspeaking
andwhatisbeingsaid)
(Formative)

Book:
AListeningWalk
byPaulShowers(also
availableonYouTube:
https://www.youtube.com/watch?v=uCs66HaouFU

Music:
8hoursofRelaxingNatureMusicwith
BirdsongMeditation,Work,Study,Sleep,Relaxation
byMiracleForest
(
https://www.youtube.com/watch?v=wGMhOTIi1wc
)

ChartPaper
Markers
computer
journal
pencil

OutcomesinLesson
3039
Identifyobjectsbythe
soundstheymake

30310
Relatevibrationstosoundproduction

AssessmentStrategies

ObservationsoftheAPKchart
(Formative)

Quickglanceatstudentsjournalsattheend
oftheday
(Formative)

LessonActivities:
APK:Takefiveminutesandhavestudentsexplainwhatsoundandnoiseisonchartpaper.
(Interpersonal)

Conducta58minutegrandconversationusingthemesfromalloftheunitslessons.Somequestionscouldinclude:1)
Whyissoundimportant?
2)
Howdowe
experiencesound?
3)
Howissoundproduced?
4)
Whereintheenvironmentdoweexperiencesound?
.
(Interpersonal,VerbalLinguistic)

Activity:Studentswilllistentothestory
AListeningWalk
byPaulShowers.Thisbookisaboutachildthattakesawalkwithherfatherandhearsmanydifferent
sounds.Whilelisteningtothestorystudentswillbeaskedtothinkofquestionsorcommentstheyhaveaboutsound.
(Intrapersonal)

Afterhearingthestory,askstudentstorespondintheirresponsejournalstothefollowingquestion:
IfIwentonaListeningWalk,whatwouldhelpmehearallthe
differentsounds,andwhydoIheardifferenttypesofsound?.
(VerbalLinguistic)


Thisquestionwillleadstudentsintothenextportionofthelesson,whichistheK.W.Lchart.Thiswillalsogetstudentsthinkingabouthowtheyhearsoundsand
whysomesoundsarehearddifferently.
(Intrapersonal)

Studentswillrespondwhilelisteningtonaturemusic.
(Musical)

Whenstudentshaverespondedintheirjournal,theywillbegiventheopportunitytosharetheirresponses,whichwillformulatetheK(whatweknow),andW(what
wewanttoknow)portionofourchart.
(VerbalLinguistic,Interpersonal)

Lesson#,Title,&Minutes
Lesson#2:
Howdoesthehumanearwork?
(40minutes)
OutcomesinLesson

AssessmentStrategies

Observestudentswhiletheyaremakingtheir
humanear
(Formative)

Discussion
(Formative)

3003
Describehowthehumanearisdesignedto
detectvibrations
(b) OutcomesinStudentFriendlyTerms
(a) Iwillbeabletodescribeanddemonstratetheparts
andfunctionofahumanear.

Materials
(SpecifictoThisLesson)

LessonActivities:
APK:Havestudentslistentomusicfrompreviousclassandnamethesounds.
(Musical)

DiscussWordWallvocabulary:Pinna,MiddleEar,Eardrum,Ossicles,InnerEar,Cochlea
(VerbalLinguistic)

ReadHearingSoundsArticle(AppendixB)

yellowplaydough
yellowyarn
2Litrebottle
Mustard
Desk
Water
toydrumstick
brownyarn
Pillow
popuptent
binforalltheseitems
computerforplayingmusic
WordWallwithterms:Pinna,MiddleEar,
Eardrum,Ossicles,InnerEar,Cochlea
ArticleHearingSounds
*optionalhandout:fillintheblankhumanear

(VerbalLinguistic)

Dramatizationofpartsoftheear:Ingroups,studentswillperformthedifferentpartsoftheear.
(Kinesthetic)

BuildanEar(AppendixA):
Usingyellowplaydough,yarn,2Litrebottle,andmustard
(VisualSpatial,Interpersonal)

Closure:ProtectingYourEar
studentswilltalkabouthowtotakecareofears
levelofmusic
cottonswabsandqtips
medicaladvice
(Interpersonal,Intrapersonal)

Extra:
EarDiagram:FillintheBlanks

Lesson#,Title,&Minutes
Lesson#3:
SoundStations
(40minutes)

AssessmentStrategies

OutcomesinLesson
2052
Selectandusetoolstomanipulatematerialsand
buildmodels

2076
Workwithgroupmembers

30310
Relatevibrationstosoundproduction
(c) OutcomesinStudentFriendlyTerms
(a) Iwillbeabletocreatesoundwiththematerial
providedtomefromtheclassroom.

(b) Iwillbeabletorecognizethesoundproduced
whenblindfolded.

Observationof
(Formative)
:
answersfrom
SoundMillionaire
game
studentinteractionsduringactivity

Journalentries
(formative)

Materials
(SpecifictoThisLesson)

bottle
balloon
pencil
table
variousarticlesintheclassroom
straw
glass
water
fabricforblindfolds
journals
pencil

LessonActivities:
APK:
SoundMillionaire
Game:Theteacherwillcreateagamewherebyhe/shewillplaythesoundofananimalorobjectandgivemultiplechoiceanswers.Eachsound
willbeprogressivelymoredifficult.Theanswerswillbeansweredasaclass.
(Musical,Interpersonal,LogicalMathematical,VerbalLinguistic)

Activity1:
Studentswillbedividedintogroupsoffour.

Studentroles:Theblindfoldedstudent(StudentA),studentmakingnoise(StudentB),Recorder,Reporter.

StudentAwilllistentoStudentBmakesoundsthroughmaterialsmadeavailabletothemontheirdesk.abottle,aballoon,drummingapencilonatableand
creatingyourownsoundwiththingsfoundintheclassroom(i.e
Stomp!
).TheRecorderwilltakenoteofwhatStudentAishearing.Attheendoftheactivity,the
Reporterwillsharewiththeclassthegroupsobservations.
(Musical,Interpersonal,
Kinesthetic,Intrapersonal,
VerbalLinguistic)

Activity2(extensionofActivity1):
Asaclass,decideon1520outofthisworldsounds.In10minutes,thesamegroupswillworkwiththematerialsattheirtabletoproducethesoundslistedonthe
board.Attheendofthe10minutes,eachgroupwillsharewiththeclasshowandwhytheyusedthematerialstheydidtoproducethesounds.
(Musical,Interpersonal,Kinesthetic,Intrapersonal,
VerbalLinguistic)

Aftertheactivity,studentswilljournaltheirexperiences.
WhatbackgroundknowledgedidtheyusetodecipherwhattheywerehearinginActivity1?Useyour
imaginationtodescribehowyouwouldcreateyourownuniquesounds,justlikewedidinActivity2(i.e.,thesoundofwalkingonthemoonthesoundofa
firebreathingdragon).
(Musical,Interpersonal,Kinesthetic,Intrapersonal,
VerbalLinguistic)

Usejournalentryisanexitticket.

Lesson#,Title,&Minutes
Lesson#4:
SoundsoftheEnvironment
(40minutes)
OutcomesinLesson

AssessmentStrategies

GraffitiWall
(Formative)

Materials
(SpecifictoThisLesson)

ObservationJournals
Outdoorshoes
Properclothing(dependingonweather
conditions)
WritingUtensils

3039
Identifyobjectsbythesoundstheymake

(d) OutcomesinStudentFriendlyTerms
(a) Iwillbeabletolisten,andrecognizemanysounds
inourenvironment.

visualcharts
markers
magazines
glue
scissors

LessonActivities:
APK:UsingaGraffitiWall,studentswillbeingroupsoffour.Eachtablewillhaveonepieceofchartpaperandwritedownwhatcomestomindwhentheyseethe
twocategories.

1stcategory:environmentalsounds

2ndcategory:
manmadesounds
(Interpersonal,
VerbalLinguistic)

Theteacherwillhavereceivedthestudent'spermissionslipallowingthemtoleavetheschoolpropertyfora
SoundHike
.Therewillbetwoparentsjoiningtheclass
forthewalk.
studentswillberesponsibletowritedownanythingtheyhear.

Whentheyreturntotheclassroomstudentswill:
discusswhattheyheard
createvisualchartstoillustrate/categorizetheirsounds.Mayusemagazinestoenrichthisactivity.
(Naturalistic,Interpersonal,Kinesthetic,VerbalLinguisticVisualSpatial)

Lesson#,Title,&Minutes
Lesson#5:
VibrationsofSound
(40minutes)
OutcomesinLesson
30310
Relatevibrationstosoundproduction
(e) OutcomesinStudentFriendlyTerms

AssessmentStrategies

Journals
(Formative)

DiscussionQuestions
(Formative)

Materials
(SpecifictoThisLesson)

TuningFork
String
Buttons
Scissors
Journals

(a) Iwillbeabletoreplicatevibrationsanddiscuss
theconnectionsithaswithsound.
LessonActivities:
APK:Theteacherwilldemonstratevibrationusingatuningfork.

Thereareseveraldifferentactivitiestodemonstratethemechanicsofsound.Studentsneedtounderstandthatthereareseveraldifferentaspectsofasoundandthat
vibrationscreateallsounds.Todemonstratethis,studentswillmakeasingingstring.
1. Looptwofeetofthreadthroughtwoholesofalargebutton.
2. Tietheendstogetherwithaknot,oneoneachsideofthebutton.
3. Pullthethreadssothatyouhave6inchesofstringoneachsideofthebutton.
4. Putyourfingersthroughtheloop,andtwirlthebuttonaroundtotwistthestring.
5. Pullthestringinandout.Thebuttonwilltwirl,andyouwillhearahummingsoundasthestringvibrates.
(MusicalKinestheticVisualSpatialIntrapersonal)

Studentscannoteintheirjournalswhattheyhearwhenthestringispulledtighterandwhenthemovementisslower.
Thefollowingquestionscouldbediscussed:
1. Doyouthinkaforkorknifewouldworkthesame?
2. Whatdoyouthinkwouldhappeniftheforkwasplastic?
3. Whatifyoudidnothaveanystring,whatelsecouldyouusetoconductthisexperiment?
(VerbalLinguistic,Interpersonal)

Lesson#,Title,&Minutes
Lesson#6:
Pitch&MakingSound(PitchPerfect1 )
(40minutes)
OutcomesinLesson
2067
Evaluatepersonallyconstructedmusical
deviceswithrespecttotheirabilitytovarytheirpitch
andloudness

30310
Relatevibrationstosoundproduction

AssessmentStrategies

Discussion
(Formative)

AnswerFocusQuestions
(Summative)
:

1. Whatisvibratingtomakesoundinthis
instrument?
2. Whatmodificationswouldchangethepitch
ofthisinstrument?Explain.

Materials
(SpecifictoThisLesson)

Water,
Glasses(cups),
Balloons,
scissors,
PVCPipes,
Shoeboxes/CerealBoxes
ToiletTissueRolls
Elastics
Straws
*optional:UsefordesignMarkers,glitter,etc
visualinstructioncharts
handoutsofinstructions
computer/powerpoint

http://learninginaction.williams.edu/opportunities/elementaryoutreach/sciencelessons/4thgradewavesunit/
(Lesson4)

30311
Comparehowvibrationstraveldifferently
throughavarietyofsolidsandliquidsandthroughair
(f) OutcomesinStudentFriendlyTerms
(a) Iwillbeabletorecognizeandcreatedifferent
typesofsoundsandpitcheswithdifferent
materials.
LessonActivities:
APK:PitchSpectrumGame.

Havestudentsthinkofdifferentsounds(barkofadog,alarmclock,bees,etc).Havestudentssharetheirsounds.Eachstudentwillcometothefrontoftheclasswith
theirsoundideaonapieceofpapersotheclasscansee.Thenextpersonwillcomeupandbepositioneitherontheleftside(lowpitch)orrightside(highpitch)of
theperson.Continuethisuntilroughly10peopleareinalinewherethesoundsfollowthepitchspectrum.
(InterpersonalKinestheticVerbalLinguisticLogicalMathematical,Musical)

Briefminilesson:
FocusQuestion:
Doesanyoneknowwhatgivesasounditspitch?
or
Whatdoyouthinkgivesasounditspitch?
or
Didyouknowthatthepitchofasoundis
determinedbyvibrations?Whatdoyouthinktherelationshipisbetweenpitchandvibration?
Discusstherelationshipbetweenvibrationandpitchusingguitar.Alternatively,useYouTubevideotodemonstratethisconcept:
https://www.youtube.com/watch?v=ttgLyWFINJI
(InterpersonalVerbalLinguisticVisualSpatial)

BuildAnInstrument(seeLessonPlanforinstructions):
BalloonBassoon
GlassHarp
ShoeboxGuitar
StrawKazoo
(VisualSpatial,Interpersonal,Musical)

AppendixA2

Activity:BuildanEar(seetheDiagramoftheEarModelandActualPartsoftheEarforamorevisualunderstandingofhowthe
modelmatchesupwiththeear)
1. Dividestudentsintothreegroupsandgiveeachgroupabucketofitems.Onebucketshouldcontainmaterialstomaketheouterear,a
secondforthemiddleear,andathirdfortheinnerear.Makelabelsforeachpartoftheearasyougo.
2. Usethepopupplaytentasthepinna.Leaveoneflapopentorepresenttheearholeandtheotherflapdowntorepresenttheeardrum.
3. Inside,useyellowplaydohasearwaxandbrownyarnashairs.
4. Themiddleear,earcanal,isunderadesk.
5. UseanemptytwoliterbottleastheEustachiantube.Useanothertwoliterbottlefilledwithmustardandwatertorepresentthe
Eustachiantubefilledwithmucuswhensomeoneissick.(optional)
6. Useatoyhammertorepresentthehammer,atoydrumsticktorepresenttheanvil,andatriangletorepresentthestirrup.
7. Putabinofwatersurroundingthecochlea.Thecochleashouldbemadeofaduster,whichwillbelikethehairs,sittinginwaterthere
isliquidaroundthecochlea.
8. Usejumpropestorepresenttheauditorynerves.
9. Useapillowforthebrain.
10. Nowthatyourearissetup,havesomestudentsactasthebrainandothersactassoundwaves.Tellthesoundwavestudentsariddle.
Haveonestudentcrawlthroughtheeartotellsomeoneinthebrain.Thentellanotherstudenttheanswertotheriddle.Havethatstudent
crawlthroughtheeartotellthemessagetothebrain.

ResourcesandMaterials:
HearingSoundsarticle

25(inbin)

EardiagramFillintheblanksworksheet

25(inbin)

Popuptent

1(inbin)

YellowPlayDoh

1container(inbin)

Yarn

1ball(inbin)

2literbottles

2(inbin)

Mustard

1bottle(inbin)

Toyhammer,drumstick,triangle,andpillow

1each(inbin)

Duster

1(inbin)

Jumpropes

3(inbin)

(Source:
http://learninginaction.williams.edu/opportunities/elementaryoutreach/sciencelessons/4thgradewavesunit/
)

AppendixA
(Contd)


AppendixB: