Skip to Main Content

Share Suggestion

Sound

Lesson Plan

Sound

Objectives

In this unit, students investigate the vibration of sound. Students will:

  • determine what sound is, how sound travels, and why it is important.

Essential Questions

Vocabulary

  • Frequency: The number of times something is repeated in a set time. In the movement of waves such as radio waves, the frequency of vibrations or peaks in the wave is measured in hertz.
  • Hertz: The unit used to measure the frequency of a wave or vibration. One hertz is one wave or vibration per second.
  • Decibel: A unit used for measuring the loudness of sounds.
  • Amplitude: The strength of a wave, or the distance from the top of a wave crest to the low point of the wave.
  • Pitch: The highness or loudness of a sound. Pitch depends upon the frequency of the sound. The greater the frequency, the higher the pitch.

Duration

60 minutes/1–2 class periods

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

 

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View
    • To check for understanding, have students participate in Give One, Get One. Students should write two things they learned about hearing/sound. Then they share their thoughts with a partner. After sharing, students write down one of the thoughts from their partner (different from their own). Then they share with a third student.

Suggested Instructional Supports

  • View
    Active Engagement, Explicit Instruction
    W:

    The teacher explains the difference between light and sound waves. Students learn that sound waves cannot be seen and can go around corners. The teacher also explains the difference between music and noise. Students come to understand the importance of sound.
    H:

    Students relate their background knowledge to hands-on experiments in cooperative learning groups. The teacher provides the opportunity to discuss observations and view video clips.
    E:

    The teacher asks students the following question, “What remains unsolved or unanswered?”
    R:

    The teacher has students work in cooperative learning groups, conduct experiments, and collect data and observations. During discussion students can reflect, rethink, and revise their conclusions.
    E:

    The teacher evaluates students’ work through formative assessments. Students also have the opportunity to pose additional questions. The teacher makes sure there is time for small- and whole-group discussion.
    T:

    This lesson provides students with a variety of opportunities to work at their instructional level with guided practice and the built-in scaffolding of cooperative learning groups. Students use a variety of media to show evidence of their knowledge and skills.
    O:

    This lesson is organized to facilitate the gradual release of teacher responsibility from guided to independent practice and a learning, doing, reflecting model.

Instructional Procedures

  • View

    As students sit at their desks, ask them to list three things they hear. Now ask students to close their eyes and listen again. Ask them to think of what else they heard with their eyes closed. As they open their eyes, they can list the other sounds they heard.

    View a video clip on sound from http://videos.howstuffworks.com/hsw/6052-exploring-sound-sound-waves-video.htm. Hand out copies of the Sound Video worksheet (S-5-2-3_Sound Video Questions and KEY.doc) and have students answer the questions as they watch the video.

    After students have viewed the video and written their responses, allow them time to discuss their responses with a partner. Then go over the responses as a whole class to check for student understanding. Refer to handout in the resources folder for an answer key.

    Ask students if we can see sound. Some may say yes. If they do, ask them to explain why they think we can see sound. Although we can’t actually see sound, we can see the effects of sound. Now give students the opportunity to conduct the following experiments.

    Experiment #1

    Students will be divided into cooperative learning groups of two to three students each. This experiment will show students that sound travels in waves. Hand out copies of the Sound Lab Sheet (S-5-2-3_Sound Lab Sheet.doc). Guide students as necessary as they conduct the experiment (adapted from Experiments with Light and Sound by Trevor Cook).

    Experiment #2

    Hand out copies of the directions for Experiment #2 (S-5-2-3_Sound Lab Sheet.doc). Guide students as necessary as they conduct the experiment. (adapted from Experiments with Light and Sound by Trevor Cook)

    Ask students how light waves and sound waves are different. Students should mention that light waves do not need to travel through matter. Sound waves need to travel through matter, a medium (air) in order to be heard. Students should also say that sound waves can travel around corners, travel through water and solid objects. Light waves cannot travel around corners.

    Extension:

    • To extend this lesson, students can have fun at home by making their own musical instrument (adapted from Experiments with Light and Sound by Trevor Cook). Students will discover that various tones can be produced. Hand out copies of the Musical Instrument Experiment (S-5-2-3_Musical Instrument Experiment.doc).

Related Instructional Videos

Note: Video playback may not work on all devices.
Instructional videos haven't been assigned to the lesson plan.
DRAFT 11/17/2010
Loading
Please wait...