Science - Grade 4 Sound Unit

Rationale

This grade 4 Science unit about sound will include a variety of lesson activities such as: class discussions, videos, hands on experiments, student presentations, centres, power point presentations and a research project. There will be a combination of individual and group work, where students will learn to cooperate and organize presentations with other classmates. Science journaling will be common throughout this unit and will be encouraged upon the students. The unit will be completed with a final research project about Canada’s contributors to sound technology.

Assessment/Evaluation

A few assessments will occur throughout the unit. The few presentations that occur will be assessed along with the individual student work. The lessons explain if an assessment will occur. Science journals can be taken in at the end of every week for assessment, or can be evaluated at the end of the unit. Rubrics have been implemented for some of the lesson assessments, however, can be changed and modified.

Safety

Safety procedures will be outlined in every lesson depending upon the type of experiment or student work taking place. Some lessons do not require specific safety procedures and have been labeled as: N/A.

Lesson 1

Topic: Science – Sound: Vibration Class: Grade 4 Science

Description of Lesson: Students will be lead in an engaging explanation of the human ear and how humans hear sound. Students will be exploring how sound is created through vibrations by making kazoos. The kazoos are a representation of the ear canal and how we hear.

E’s: Explore, Engage, Explain

Objectives: Evaluation:S04.1: Students will:Identify sources and characteristics of sound in the environment, including how humans and animals hear sound.

S04.2: Investigate the characteristics and properties of sound.

Students will:d.) Describe how the human ear is designed to detect vibrations

a.) Relate vibrations to sound production.

Materials/Resources: -Ear diagram -Music (Good Vibrations by the Beach Boys) -Bristle board paper or paper towel tubes (students could collect and bring from home) ----Tap -Elastics -Scissors -Wax paper -Colouring utensils

Safety:Students will be thoroughly warned that fooling around during the experiment is not acceptable and appropriate consequences will be in place. We will only be using scissors for this experiment and students will know the expectations of appropriate behaviour.

PresentationSetAsk students: Have you ever wondered how a human ear works? How do we actually hear? What is sound? Ask students for ideas. Get students to hum on the spot and feel their throat, nose and mouth. What do you feel? Explain vibrations. We are going to explore how we hear sound!

Time

5-10 mins

DevelopmentHand out ear diagrams. (One student from each science group to pick up sheets for group)

We are going to be playing connect the dots (minus the dots). Show diagram of an ear on overhead and go over the parts of the ear and how sound travels through the ear. (Description to follow)-Have students follow along with a pencil or pen.

-(briefly play song) The sound travels into the outer ear, through the ear canal to reach the cochlea (middle ear). Get students to repeat the term cochlea. The sound is then transformed into electrical pulses (in the cochlea, or inner ear) that travel down the nerves to the brain, in which the sound is processed. Our brains then determine what we are hearing. Ask a volunteer to go over the hearing process using the diagram and terms.

-Go over terms that were not mentioned (ear drum, Eustachian tube, hammer, anvil and stirrup) get students to repeat terms and give each student a copy of these notes.

Another way to see sound waves in action is by creating Kazoos!Each student will get a piece of bristle board paper and tape it to create a tube or paper towel tube also works (can colour). Cut a square piece of wax paper, enough to cover one end of the tube. Hold the wax paper in place at one end of the tube, or fasten with an elastic band. Talk or sing into the Kazoo. The wax paper will vibrate as the sound waves bounce through the tube. Ask the groups what is happening.

30 mins

Closure – Science journals and clean-upAll scraps of paper and colouring utensils should be put away.

In the science journals, students have the choice to do one of the following:-Draw your kazoo and write a few sentences as to how it works, or-Explain how sound travels through our ears/ how we hear and draw your own diagram of an ear.

10 mins

The Human Ear

Ear drum: separates the outer ear from the middle ear. It transfers sound to the middle ear by vibrating. (It also protects the inner ear)

Eustachian tube: The auditory, or hearing tube that links our neck and throat, behind our noses to the middle ear.

Three small bones in the middle ear:

Hammer: The malleus or hammer is a hammer-shaped small bone of the middle ear which is attached to the inner surface of the eardrum. It transmits the sound vibrations from the eardrum.

Anvil: The incus or anvil is another small bone in the middle ear. It also transmits sound vibrations.

Stirrup: The stapes or stirrup is a small bone in the middle ear which is attached to the incus or anvil. It is the smallest bone in the human body.

Cochlea

Nerves to brain

HammerAnvil Stirrup

Lesson 2

Topic: Everyday Sounds Class: Grade 4 Science

Description of Lesson: Students will be learning about everyday sounds including sounds from the natural environment, animal sounds and sounds that humans rely on for pleasure and also for a warning that something will happen. Students will also explore some everyday objects in a sound matching activity.

E’s: Engage, Explore, Explain, Elaborate

Objectives: Evaluation:Students will:SO4.1: Identify sources and characteristics of sound in the environment, including how humans and animals hear sound.

S04.3: Assess the impact on self, society and the environment of technological innovations related to sound.

a) Relate vibrations to sound production.b) Describe examples of sound technologies used by people to meet their everyday needs (e.g., radio, alarm clock, fire alarm, and whistling steam kettle)c) Explain how certain sounds in their environment are used for enjoyment and others to let you know that something is going to happen.

d) Identify the positive and negative effects of technological devices that produce loud sounds and identify the need for protection from loud sounds to prevent hearing loss.

Materials/Resources: 10 or 12 containers with lids (yogurt, sour cream containers, or cans work best) Red and blue markers Objects to be used as sound makers: marbles, pennies, keys, paper clips, rice,

beans, cotton balls, popsicle sticks, rocks (challenge the students and pick similar sounds)

Sounds All Around by Wendy Pfeffer

Safety:N/A

PresentationSetRead Sounds All Around by Wendy Pfeffer.

As the book is read, get the students to perform the sounds suggested (e.g., clap hands, touch throat while humming). Write the following words on the board as they are being read: echolocation, sound waves, and decibels. After reading, get volunteers to explain what these words mean related to sound.

Time

10 mins

DevelopmentMake a chart on the board (for students to copy in Science duotangs).Compare “Enjoyment sounds” and “Warning (or something is going to happen) sounds.” Enjoyment sounds can include the suggestions from the book and others (e.g., Ipod, radio, concert, singing). Warning sounds can include an alarm clock, sirens, vehicle honking, door bell, school bell and thunder. Get the students to make these suggestions. After all suggestions have been made, discuss some of these sounds and how may affect our hearing – positively or negatively and how we need to be cautious with loudness of these sounds to prevent possible hearing troubles.

Matching Sounds Activity:Containers filled with different objects will be on display. Each container will have a match (pair) filled with the same objects. This will be a large group/class activity where students will have different roles in determining which containers match according to sound. Student roles: recorder to write the results on the board, and 10 volunteers to shake the containers. The remaining students will be voting to match the sounds. (See following page for activity set up and rules).-This activity simply justifies that sounds can be made with everyday items and that sounds are everywhere.

15 mins

30 mins

Closure – Review - Elaborate

Review everyday sounds: enjoyment sounds and warning sounds. Discuss the words we learned – echolocation, decibel, sound waves. We will be learning more about these terms next day and throughout the unit.

5 mins

Matching Sounds Activity

Setting Up

Collect ten identical containers with lids With markers, put a red X on five cans and put a blue X on the other

five (can make more, as long as each container has a pair) Put an equal amount of objects into one red container and one blue

container. Fill other pairs with other sound makers (marbles, pennies, keys, paper clips, rice, beans, cotton balls, popsicle sticks, rocks (challenge the students and pick similar sounds)

Place the red containers together and the blue together

Instructions

Get two volunteers, one to shake a red container and one to shake a blue container. If both make the same sound, get the class to vote what the sound objects are. If correct, get another volunteer to write object in corresponding chart and place those containers aside from the others. If not correct, the containers will be returned.

Get more volunteers and repeat process until all containers have been matched.

Chart suggestions:

1st Match Beans

Lesson 3 (will carry over two days)

Topic: Comparing human and animal sound ranges. Class: Grade 4 Science

Description of Lesson: Students will be exploring different animals and the sounds they produce, along with their sound range. A comparison chart will be created to compare the different animals’ sound ranges to that of a human.

E’s: Engage, Explore, Explain, Elaborate, Evaluate

Objectives: Evaluation:Students will:SO4.1: Identify sources and characteristics of sound in the environment, including how humans and animals hear sound.

a) Relate vibrations to sound production.e) Compare the range of sounds heard by humans to that heard by other animals.

Materials/Resources: The Very Quiet Cricket by Eric Carle – book or YouTube version (preferred for

technology component and differentiated instruction) 11x17 paper (enough for each pair of students) Markers Sounds All Around by Wendy Pfeffer

Safety:N/A

PresentationSetRe-read Sounds All Around sections about animal sounds.

Play video: The Very Quiet Cricket by Eric Carle on YouTube.

Time

Day 1:10 mins

Development*Note: For this lesson, with the help of the school librarian, gather as many books, or information about different animals and sound, (e.g., range of sound heard, sounds made). Enough for each pair of students so that each pair has one animal.

Students will be paired up for this activity. The task will be to read the sound information about selected animal, complete the selected criteria steps (what information to include) and display the information in the form of a poster, using words, sentences and pictures (hand drawn). Another day to complete posters will most likely be necessary. Suggested criteria:-animal name-range of sound heard-what sound this animal makes-comparison to humans

Next day will consist of approximately 10-15 minutes to complete posters. Students will present their animal and its corresponding sound information. Each pair will have about 2 minutes to present.

Day 1:50 mins

Day 2:45 mins

Closure – Explain and Elaborate – Day 2

Create a class made chart on the board that compares the presented animals and a brief summary of their sound information. Discuss the similarities and differences. (Get students to copy in Science duotangs). How do humans’ sound ranges compare?

15 mins

Sample animals to study: bat, cat, dog, cricket, dolphin, elephant, mice, snake, owl, whale, birds, fish, ant, spider

Animal information: http://www.seaworld.org/animal-info/info-books/index.htm

Lesson 4

Topic: Watch Sound Travel – through a gas. Class: Grade 4 Science

Description of Lesson: In this lesson, students will review previous knowledge regarding sound produced from vibrations. The students will be constructing bottle drums and using them to see how sound travels. They will have time to predict the outcome of the experiment and why they feel their result will occur.

E’s: Engage, Explore, Explain

Objectives: Evaluation:SO4.2: Investigating the characteristics and properties of sound.

This lesson is designed to help students review that vibrations are responsible for the sounds we hear. Additionally, they learn that sound vibrations can travel through different mediums.

a) Relate vibrations to sound production.

b) Compare how vibrations travel differently through a variety of solids and liquids and through air.

Materials/Resources: Scissors Plastic bottle Tea light candle Matches or source of fire Elastic band Plastic bags Instruction Sheet Music player

Safety:Students will be wearing goggles because we are using fire/candles.Students will know fire safety procedures, and where fire exits and fire extinguishers are located in the classroom.Students will be thoroughly warned that fooling around during the experiment is not acceptable and appropriate consequences will be in place.

PresentationSetReview how sound is produced by vibrations. Ask students if they think we can “see” sound.

For the next few lessons we will be testing to see if sound can travel through solids, liquids and gases. Ask the students what they think are solids, liquids and gases.

Today we will see if vibrations can travel through a gas.

Time

10 mins

DevelopmentBefore we begin this engage activity, it is crucial to discuss the safety rules (listed above) as we will be working with fire.

Distribute materials, and then instruction sheets so that we can go through each step when the students have the materials in front of them. Students will be in put into groups (previously made). One student from each group can come and get a bag of supplies.

Read the instruction sheet together and get the students to volunteer to read. I will have the materials (cut and put together) on display for student reference.

Predictions – After reading, the groups will be given a few minutes to discuss their predictions about what will happen to the candle. I will ask for a few predictions from the students and will write them on the board. Begin activity! I will be lighting the candles.Observations – Ask what is happening to the candle and why?

30 mins

Closure - Explanations and clean-upWhen the student taps the piece of plastic, tiny particles in the air beside it vibrate. These vibrations make the particles beside them vibrate as well.  The vibration travels through the bottle and the flame is blown out. We cannot see sound, we can see a result of sound. In their Science journals, students will be asked to draw a picture of what they saw and experienced, as well as a few sentenced as to what resulted and why. Clean Up Procedure:One student from each group will collect all of the bottles and bring them to the front where they will be placed back in a bag. Another student will pick up the candles and lighters and bring them to the front desk and put away into their box.

15 mins

* Science experiment taken from Easy Science for Kids - http://www.kids-science-experiments.com/watchsoundtravel.html

Watch Sound Travel - Gas

Steps:

Make a drum from the plastic bottle:

1.  Cut the bottom end (base) from the plastic bottle.

2.  Cut a piece from the plastic bag to cover the bottom of the bottle.

3.  Stretch and fit the piece of plastic tightly over the end of the bottle.

4.  Place the elastic band over the plastic bag to secure it.

5.  Light the tea-light candle.

6.  Point the top end of the bottle to face the tea-light candle, about 2.5cm (1 in.) away from the candle.

7.  Tap the piece of plastic bag with your fingertips.

Lesson 5

Topic: Watch Sound Travel – through a solid and a liquid. Class: Grade 4 Science

Description of Lesson: We previously learned that sound travels through air, considering that we can hear sound. Throughout the activities, students will be examining sound and how it can travel through a solid and a liquid as well.

E’s: Engage, Explore, Explain, Evaluate

Objectives: Evaluation:Students will:SO4.2: Investigating the characteristics and properties of sound.

This lesson is designed to help students review that vibrations are responsible for the sounds we hear. Additionally, they learn that sound vibrations can travel through different mediums.

a) Relate vibrations to sound production.

b) Compare how vibrations travel differently through a variety of solids and liquids and through air.

Materials/Resources: Paper cups – enough for each pair to have two String Drinking glasses Wooden spoons, pencils, or teaspoons 2-cup (500 mL) measuring cup or small pitcher Tap water in large pitcher

Safety:We will be experimenting with water, therefore, proper safety rules will be discussed before the experiment takes place.Rule: If a water spill occurs, stay by the spill and notify another student or teacher around to go get paper towel to clean it up.We are also using water glasses, students will be warned to be gentle when tapping the glasses, so they are not broken. If a glass is broken, do not touch the glass! The teacher will clean it up.

PresentationSet - ReviewReview how sound travels through air – how we hear things on a daily basis. We also saw how sound travelled through fire. Review what happened to the fire and why.

Time

5-10 mins

Development*Note: Two experiments will occur in this lesson.

First, we will be making predictions in our Science journals. We already know that sound can travel through the air and through a gas. Do you think sound can travel through a solid? Why? Do you think sound can travel through a liquid? Why?

Let’s test a liquid. Examine how sound travels through water by making musical glasses. This activity will be a large class activity because a number of glasses are necessary. (See instructions following for set up). Once all glasses are set up and filled with different amounts of water, get students to voice their predictions about sound travelling through a liquid. Ask what the significance of different amounts of water is and how that could affect the sound made. Get students to gather around the table of glasses. Ask for some volunteers to tap the glasses. What is happening? Why? Write findings on board. Give a few minutes for the students to experiment with the water glasses. Where is best to tap the glass?

Now, let’s test a solid. Distribute instruction sheets. Students will be making a string telephone to determine if sound can travel through a solid - string. Pair up the students for this activity. Each pair will receive two paper cups and some string. (Instructions to follow). As the students are testing their telephones, ask what they are experiencing.

5 mins

20 mins

15 mins

Closure – Clean up and Explain As students were creating their telephones, the water can be poured back into large pitcher.Sound through water – Sound is heard, but you cannot see the glass shake. The surface of the water will shake. Sound through a solid – The sound travels through the string. In Science journals, students can look back to their predictions made earlier, have a discussion, did any predict correctly? Get students to write a few sentences as to how their predictions were either correct or incorrect and draw a picture of their telephones and water glasses.

10 mins

Listen to Sound Travel through a Solid Object

1. With two paper cups and about ten feet of string, make a string telephone.

2. Attach the string to each cup: Put a hole in the bottom of each cup. Put the string through each hole. Tie knots in the ends of the string inside each cup to keep the string

ends from coming out.

3. Pull the string tight between the cups. The sound stops if the string is loose and cannot vibrate.

4. Whisper into one cup and have your friend put their ear to the cup and listen.

**Can you hear a whisper better through the telephone or normally through the air?

Musical Glasses

1. Gather eight water glasses, all the same size.

2. Pour one ounce of water into the first glass, two ounces into the second glass, three ounces into the third glass, and so on until all glasses have been used.

3. Tap each glass with a pencil or wooden spoon.

4. Listen to the sound that comes from each glass.

5. Tap on each glass. Go up the scale and down the scale.

Lesson 6

Topic: Sound – Pitch Class: Grade 4 Science

Description of Lesson: Students will learn how sound pitch can be changed and modified.

E’s: Engage, Explore, Explain, Elaborate

Objectives: Evaluation:Students will:

SO4.2: Investigating the characteristics and properties of sound.

c) Identify questions about ways to change pitch and loudness.d) Demonstrate and describe how the pitch and loudness of sounds can be modified.e) State a prediction and hypothesis about the effect a modification will have on the pitch and loudness of a sound produced based on the pattern of sounds produced.

Materials/Resources: Large jar Small jar Balloons Radio The Remarkable Farkle McBride by John Lithgow Science Alive: Sound book

Safety:We are also using glass jars, students will be warned to be gentle with the jars, so they are not broken. If a glass is broken, do not touch the glass! The teacher will clean it up.

PresentationSet - What happens to the qualities of sound when the sound passing through them gets louder and louder?Create a dancing balloon!1) Blow a balloon three quarters full.2) Turn on the radio and place the balloon near one of the radio speakers. (Ask for a volunteer to hold the balloon).3) Slowly increase the volume of the radio. Can you feel the balloon vibrating? Ask: What is happening and why?

Time

10 mins

DevelopmentRead the “Volume and Pitch” section of Science Alive: Sound on page 26. (If the book cannot be accessed, the description is on the following page).Write some notes on the board as the section is being read and explained. Get the students to copy in Science duotangs.

(Will need to collect jars at the beginning of the year. Each pair of students will need a small jar and a large jar).

First, hold the opening of the large jar to your mouth and hum into it; then hum the same way into the smaller jar. What happens?A deeper sound is produced through the large jar and a higher sound through the smaller jar. Switch jars between pairs. (Remind students not to spit on the jars, mouths should not be touching the jars, they are just humming into them).

Discuss and write on the board: (leave the underlined terms blank for students to make an educated guess)The pitch of the sound depends on the height and diameter of the jar. With more room in the large jar, the humming makes longer sound waves, so a deeper, lower sound is heard in the jar. The sound waves in the smaller jar have less room, therefore, they are shortened and the frequency or pitch of the sound you hear is higher.

10 mins

20 mins

Closure All jars can be kept for a different science experiment.Read The Remarkable Farkle McBride by John Lithgow as an allusion for the next lesson – learning about musical instruments.

10 mins

“Volume and Pitch” – Science Alive: Sound (pg. 26)

Why did the balloon shake when you turned up the volume of the radio in the experiment?

When you increased the noise from the radio, more sound energy was transmitted to the air molecules in the balloon. The molecules vibrated more vigorously and caused the balloon to shake.

Have you ever noticed that when an ambulance on the road passes you, the pitch of its siren increases as it approaches you and decreases once it passes you? Sound waves in front of a moving object are compressed when it moves toward you. This compression of sound waves increases the frequency and makes the pitch higher. The sound waves behind the ambulance are stretched. As the sound waves become longer, they decrease in frequency and pitch. This change in sound frequency of a moving object is called the Doppler Effect.

Lesson 7, 8 & 9

Topic: Sound – Musical Instruments Class: Grade 4 Science

Description of Lesson: Students will be engaged in learning about the different types of musical instruments. Students will be further exploring these instruments by creating their own musical device that relates to one of the types of musical instruments we have discussed.

E’s: Engage, Explore, Explain, Elaborate, Evaluate

Objectives: Evaluation:Students will:

SO4.2: Investigating the characteristics and properties of sound.

SO4.3: Assess the impact on self, society and the environment of technological innovations related to sound.

This musical instrument assignment gives students the opportunity to show what they know about instruments and sound – vibration and pitch should be explained in presentations.

f) Use a technological problem solving process to design and construct a device which has the ability to create sounds of variable pitch and loudness.g) Evaluate personally constructed musical devices with respect to their ability to vary their pitch and loudness.

SO4.3 b) Use the term “decibel” correctly in descriptions of sound intensity.

Materials/Resources: Sound (Energy Works! Series) by Jenny Karpelenia Scholastic’s The Magic School Bus: In the Haunted Museum: A Book About

Sound Making Music worksheet Clothes hangers - chimes Kleenex boxes (start collecting throughout year – do not throw away after empty) Shoe boxes (also start collecting from students) Different sizes of elastics Tissue paper Construction paper Glue Scissors Markers

Safety:Students will be working with clothes hangers – these can be dangerous and students will be warned that the hangers are not to be used inappropriately.

Presentation

Set – Day 1:Distribute Making Music handouts.Read Sound (Energy Works! Series) by Jenny Karpelenia – (only the instrument section pg. 28-32). As the book is read, students are to fill out the handout according how the sounds are made for each type of instrument and how the pitch is changed for each.*Read slowly and pause at the end of each type for students to have time to fill in their sheet.Go over each answer, asking for volunteers and fill in missing information.

Time

15 mins

DevelopmentTell students they are going to be using what they have learned about sound and pitch to make their own instruments. After the instruments are created, students will present their instruments according to type of instrument.Instrument Criteria:- Name of instrument- Type of instrument- An explanation of how they made the instrument- An explanation and demonstration of how the instrument makes sound and changes pitchThe instrument presentations will be assessed.-Provide a checklist for students that list the criteria needed.-Display scoring rubric on overhead and discuss.Students will begin the written portion with the explanations.

Day 2:-Students will work on their instruments. Allow for enough clean-up time at the end of the lesson.

Day 3:-Instrument presentations – arrange the students in groups according to the types of instruments.

Day 1:40 mins

Day 2:50 mins

Day 3:40 mins

Closure - Elaborate - end of Day 3Read The Magic School Bus: In the Haunted Museum Elaborate on the musical instruments and introduce the idea of decibels and how it relates to sound.

15 mins

**handout and presentation rubric included in zipped folder

Answer Key to the Making Music Sheet

Type of Instrument How the Sound is Made How the Pitch is Changed

Wind

Blowing into it makes the wood, plastic, or brass vibrate, causing the air inside the instrument to vibrate.

Pushing keys changes the length of the column of vibrating air, which changes the pitch.

StringedPlucking or strumming strings causes them to vibrate. The air inside the instrument vibrates, too.

Placing fingers on the strings creates different string lengths.

PercussionHitting or shaking materials causes them to vibrate.

Hitting different sized instruments or different sized parts of the instrument creates different pitches.

Lesson 10

Topic: Sound – Noise Pollution Class: Grade 4 Science

Description of Lesson: Students will be engaged in centres in which a variety of topics related to sound pollution and impairment will be discussed. Students should be aware that not all sounds are good for our hearing, and they should be cautious of the sounds they are exposing themselves to in preventing possible hearing impairments.

E’s: Engage, Explore, Explain,

Objectives: Evaluation:Students will:

SO4.3: Assess the impact on self, society and the environment of technological innovations related to sound.

c) Demonstrate processes for investigating the extent of noise pollution in their surroundings, and work with group members to evaluate the processes used in investigating noise pollution.d) Identify the positive and negative effects of technological devices that produce loud sounds and identify the need for protection from loud sounds to prevent hearing loss.e) Describe specific personal actions or products that can help reduce noise pollution.

Materials/Resources: Large paper – 11x14 Markers Computers Sound handout:

http://kidshealth.org/classroom/prekto2/body/functions/hearing_handout2.pdf

Chart paper

Safety: N/A

PresentationSet – Use chart paper, and as a class, brainstorm and discuss what students think/know what noise pollution is or could be.

Time

10 mins

Development

Sound Centres: Divide the class into groups (enough for five groups). Each centre should take about 5 minutes. Explain each centre before, and have a switching routine set.

1) What is noise? After looking up the definition, brainstorm as a group what is noise to your ears.2) Sounds in Everyday Life (loud, soft; pleasant, unpleasant; high-pitched, low-pitched; etc.) Use the handout to rate the loudest and quietest sounds: http://kidshealth.org/classroom/prekto2/body/functions/hearing_handout2.pdf3) Jobs Requiring Sound – Using large paper, write a list of any jobs that deal with sound and draw corresponding pictures. 4)http://www.youtube.com/watch?v=NoyScburK_U&feature=related - meet Caroline, a hearing impaired teen – need computers and a few laptops. 5) Ways to Help Others With Hearing Problems – teacher led centre – discussion with the groups

35 mins

Closure -

Discussion of each centre and what the groups learned. What are ways to reduce noise pollution which affects our hearing? What are simple things that we can do? Create a list on the board.

15 mins

Lesson 11 -

Topic: Sound – Sound Technology and Canadian Contributors Class: Grade 4 Science This conclusion of the sound unit will take a few class periods to complete.

Description of Lesson: This will be the final lesson for the sound unit, authenticating the students’ journey and learnings of sound and the facets of sound. Students will be engaged in learning about sound enhancers and the collection of sound data with the current sound technologies used today. Students will also take part in a research project, gathering information about past sound inventions created or contributed by Canadian people.

E’s: Engage, Explore, Explain, Evaluate, Elaborate

Objectives: Evaluation:Students will:SO4.2: Investigate the characteristics and properties of sound.

SO4.3: Assess the impact on self, society and the environment of technological innovations related to sound.

h) Identify and use a variety of sources and technologies to gather pertinent information about Canadians who have contributed to sound technology.

a) Describe examples of devices that enhance our abilities to hear and collect sound data, such as hearing aids, sonar, amplifiers, oscilloscopes, and ultrasound.f) Identify examples of current research related to sound.

Materials/Resources: Data Projector Power point Laptops and computers, possible books from library Project Criteria handout: Project Assessment rubric Poster Paper Inventors

Safety: N/A

PresentationSet – Review of SoundBill Nye the Science Guy – Sound video (optional)

Time35 mins

DevelopmentPower point presentation about devices that enhance our abilities to hear and collect sound data. The presentation will introduce the students to other types of sound devices besides the typical CD players, televisions and radios. After the presentation, get students to fill out Exit Slips explaining 2 or 3 new things that they learned.

(Who, What, When, Where, and Why Project)Introduce Students to the research project. Students will be starting a research project about sound technology.Students will research and gather information about Canadians who have contributed to sound technology. This project will be the finale to what sound has become and how it has been used throughout history. (The project will take approximately 3 full class periods to complete, with research time using laptops and books – students can split up tasks to take home for homework as well) -Each pair will choose their inventor randomly out of a hat. (Inventors to be pre-chosen by teacher based on enough research information) Day 1 of research:Students will be paired for the research project because there are limited Canadian inventors in the area of sound.Criteria for research project:Give each student a handout of criteria as a checklist.Go over on overhead with students.Presentation Options:-power point-poster form – large poster paper-time – 5-10 minutes each.*A rubric will be used to assess the project and presentations.

15 mins

5 mins

15 mins

45 mins

Closure of Unit - presentations

Each pair will present their research project.

(Will take about two class periods).

Canadian Sound Inventor Options:

http://www.canadiangeographic.ca/magazine/JF06/indepth/history.asp

1876Telephone – Alexander Graham Bell (Non-Canadian exception – important invention with Canada relation)

1800sGlass tube organ - James P. Clarke

1853Fog Horn - Robert Foulis

1901Morse code - Guglielmo Marconi

1906Radio telephony - Reginald Fessenden - the first recording of the first radio broadcast.

1923The Robb Wave Organ - Morse Robb

1930sSonobel (Electric piano) - Oswald Michaud

1942 Walkie-Talkie - Donald L. Hings

1945 Electronic Music Synthesizer, Hugh Le Caine

1951Animated sound film - Norman McLaren

1953Composertron - Osmond Kendall

1955Multi-Track Tape Recorder - Hugh Le Caine

1970Polyphone - Hugh Le Caine

1988Graphite violins - Leonard John

Who? What? When? Where? Why? Research ProjectCanadians and Sound Technology

1) Name of inventor/contributor (Who)

2) Name of particular technology – What is it called? (What)

3) Date of when the technology was invented (When)

4) Where did the invention occur? (Where)

5) What the invention does/did? Description (Why)

6) 2 extra facts about the invention

7) Diagram/Picture with detailed description of parts

8) Is the invention still used today/Is there current research about the invention?

9) How has this invention affected people/Why is it important?

Names___________________________________________

Inventor/Invention______________________________________________

Research Project RubricCriteria 1 2 3 4

Organization

*Presentation

Information is disorganized

Gaps in content or repeated content

Reader confused

2 or 3 problems with organization of information

Separate ideas are not discussed in separate paragraphs

Reader must reread at times for clarity

Information is generally organized with only 1 or 2 problems

Separate ideas discussed in separate paragraphs

Reader finds content generally clear

Information is organized Content flows nicely

Reader finds content clear and easy to follow

Quality of Information

*Presentation

Information has little to do with the questions posed

no supporting details and/or examples provided

Reader confused and annoyed

Information is not entirely related to questions posed in introduction

Supporting detail(s) and/or example(s) not directly related

Reader finds little of interest

Information generally relates to the questions posed

1 supporting detail and/or example is provided

Reader generally enjoys piece

Information clearly relates to questions posed in the introduction

1 or 2 supporting details and/or examples are used

Reader finds some things of interest

Diagrams/Pictures

Diagrams and illustrations are neither neat nor accurate

They don’t appear to relate to the questions posed

They confuse the content

Diagrams and illustrations are neither neat nor entirely accurate

They don’t add much to the content

Diagrams and illustrations are mostly accurate and somewhat related to the questions posed in the introduction

They reinforce the content

Diagrams and illustrations are accurate and clearly relate to the questions posed

They add interest to the content

Summary Important points not identified or included

Both important and insignificant information are included

Mentions some important information

Highlights the most important information

Punctuation, Capitalization & Spelling

There are a number of major errors in punctuation, grammar and/or spelling which make it difficult to read

There are more than 3 minor errors in punctuation, grammar and/or spelling which do interrupt the flow for the reader

There are 1 or 2 minor grammatical, spelling or punctuation errors

There are no grammatical, spelling or punctuation errors, or they relate to risk-taking on the part of the student

Total: /20

Comments:

Resources

Breckenridge, Judy. Physics Experiments. New York: Sterling Publishing Co., Inc., 2006.

Pfeffer, Wendy. Sounds All Around. New York: Harper Collins Publishers, 1999.

Dearling, Robert. The Encyclopedia of Musical Instruments: Percussion & Electronic Instruments. Philadelphia: Chelsea House Publishers, 2001.

VanCleave, Janice. Play and Find Out about Science: Easy Experiments for Young Children. USA: John Wiley & Sons, Inc, 1996.

Beech, Linda W. Scholastic’s The Magic School Bus In the Haunted Museum: A Book About Sound. New York: Scholastic Inc., 1995.

Snedden, Robert. Smart Science: Sound and Light. Illinois, USA: Heinemann Library, 1999.

Rodger, Ellen. (Ed.). Science Alive: Sound. Ontario, Canada: Crabtree Publishing Company, 2002.

**Note – page 4 and 5 have some simple experiments to introduce sound energy and sound waves.

Hart, Avery & Mantell, Paul. Kids Make Music! Clapping & Tapping from Bach to Rock! Vermont, USA: Williamson Publishing, 1993.

http://www.canadiangeographic.ca/magazine/JF06/indepth/history.asp

Bill Nye the Science Guy – Sound video

http://kidshealth.org/classroom/prekto2/body/functions/hearing_handout2.pdf

http://www.youtube.com/watch?v=NoyScburK_U&feature=related

Sound (Energy Works! Series) by Jenny Karpelenia

The Remarkable Farkle McBride by John Lithgow

http://www.kids-science-experiments.com/watchsoundtravel.html

The Very Quiet Cricket by Eric Carle on YouTube

http://www.seaworld.org/animal-info/info-books/index.htm

“Good Vibrations” by the Beach Boys - song