Day 1
Tell students that today they will be listening to sound. Ask students the following question: “What is sound?” (It is noise. It is when you hit something or when you talk.)
At this point, accept any of these answers, but repeat this question at the end of the unit.
Note: Determine a hand signal to use when the sound becomes too loud, for students to stop or lower their voices.
Begin by reading All About Sound by Lisa Trumbauer. Use probing questions before, during, and after reading the story.
“We will conduct an investigation just like a scientist to find out what sound is.” (This will be a teacher demonstration that may be done using a whiteboard, interactive whiteboard, or overhead projector.) Have students sit in a circle. “Some things to remember are that scientists always practice safety, they ask questions, and they try to find answers.”
Hold up a tuning fork. Explain to students that a tuning fork makes a sound when something strikes it. Strike the fork so that every student hears the sound. Place a bowl of water in the middle of the student circle. Tell students to watch the water and see if there is any change when the tuning fork is placed in the water. Strike the tuning fork and then place it in the water. (The tuning fork should splash and make waves when placed in the water.) Take the tuning fork out of the water. Tap it lightly and have each student take a turn feeling the vibrations. Ask students: “What made the waves and splashes in the water?” (the tuning fork) “Did the tuning fork make a sound?” (yes)
Discuss with students that the tuning fork did indeed make sounds. Have students name other objects that make sounds. (our voices, clapping, snapping our fingers, etc.) Ask students: “Can we see sound?” (no) “What moved when we conducted the investigation?” (the tuning fork, the water) “What caused the water to move?” (We hit the fork and then put it in the water.)
Tell students, “The tuning fork moved or vibrated. It made a sound because it was vibrating. When the tuning fork was placed in water, the tuning fork was moving or making sound as it was in the water. Sound can travel through the water just as it travels through the air. As sound travels through the air, it moves until it travels to our ears. This is how we hear.”
Ask students to repeat this explanation of how sound travels for us to hear. You want to lead students to the understanding that sound travels through the air and reaches our ears. Have students listen for sounds throughout the day, both in and out of the classroom, because they will be talking about sound again.
Give students several commands, such as “Put your hands in your lap.” “Stand up.” “Hands up.” Ask students, “How did you know to do what I said?” (We heard you tell us.) “My voice moved from my mouth to your ear. We can say that the sound of my voice traveled.”
Tell students that they will investigate how sound is made. They will be making some sounds, but they must remember some rules to follow.
Tell students you are going to make sounds. Remind students about the signal to stop or lower their voices when the sound becomes too loud. First, you will clap your hands and then you would like them to count the number of times they hear you clap. Students count and tell how many times they heard a sound.
Continue clapping and create several different patterns. Have students duplicate the patterns. Observe students as they duplicate the patterns. Signal students to stop after several patterns.
Call on students to create a pattern for others to follow by clapping or snapping their fingers. Observe students as they create and repeat patterns. Signal students to stop after several patterns.
Day 2
Remind students that the previous day’s lesson was about sound. Now tell students they will be going on a Listening Walk. Teacher Note: This is a short walk. The walk may be done inside by the cafeteria, gym, or music room. Students will be very quiet and listen for sounds as they walk around the school. Remind students to listen for sounds. Students can be led as a class around the classroom, and anywhere around the school grounds.
When students return from the Listening Walk, have them look at a blank Listening Chart (S-K2-3-1_Listening Chart.doc) displayed on the board or chart paper. Ask students to name some sounds they heard on the Listening Walk. Record all student responses on the Listening Chart and display it in the classroom.
Note: Try to get several types of sounds that can be both loud and soft, such as children yelling, birds singing, students walking, etc.
Ask students to look at all the sounds they heard on the Listening Chart. “I wonder if we can put all these sounds into two groups.” You want students to classify the sounds into loud and soft sounds. If students are not able to name the two groups, demonstrate by clapping really loudly, then clapping softly. When students have placed the sounds into the two groups, “Loud” and “Soft,” create a chart titled “Loud or Soft” and hand out the Loud or Soft worksheet (S-K2-3-1_Loud or Soft Chart.doc). Ask students to classify each sound on the worksheet as you write the sounds under each category.
Day 3
Place students in pairs. Students take turns removing a plastic egg from a basket or container. Inside each egg is an item. Each pair should take several plastic eggs and shake them, deciding if the egg makes a loud or a soft sound. Students should categorize the eggs into two groups “Loud” and “Soft.” As students work on this activity, move around the room and check on each pair. Have students return the eggs to the basket. They may repeat this activity selecting different eggs and categorizing the eggs again. Tell students to select one item that would fit in the egg and place it in one egg. Have each student shake the new egg and have the class or partner determine if it makes a loud or soft sound.
Extension:
Here is an activity for students who may be or are going beyond the standards:
- Here is an activity for students who might need an opportunity or opportunities for additional learning:
