Day 1
Engage: In this lesson students will begin to understand that sound travels in waves. They will also begin to understand that vibrations allow us to hear the sounds. The sounds we hear may be loud or soft. Review with students the previous lesson and ask “What helps us hear?” (our ears) Today we are going to listen to different sounds. “Can anyone tell me some different sounds?” (loud and soft sounds)
Prior to beginning the lesson, remove one end of the coffee can and make sure there are no sharp edges. Cut the balloon so that it has a large, flat surface area and stretch the balloon across the open end of the coffee can. Secure the balloon with the rubber band. Teacher Note: Music such as the theme from Star Wars or any other music with a heavy bass can be used.
Gather students in a circle near the computer and speakers. Place the rice in the center of the covered coffee can. Play a CD or music from the computer, loud enough to move the rice. Teacher Note: A drum may also be used. Ask the following questions: “What can you observe about the rice?” (It is moving.) “What is causing the rice to move?” (the music) “How can music make the rice move?” (The sound is bouncing on the balloon and makes the rice move.)
- “Remember how the tuning fork moved the water? How was that like the rice moving?”(Both moved because of sound.)Explain to students that sound travels.Ask, “Can you tell me how we hear sound?” (The sound travels to our ears.)
Tell students to hold their hands near their face and clap once. “What did you feel?” Students should respond they feel air. “How are clapping and feeling the air like the rice moving?” (Air is moving and causing sound.)
Ask, “What caused the rice and the water to move?”
Cut one piece of 5" x 7" cardboard (picture-frame cardboard is very good to use) and attach five rubber bands using pushpins (S-K2-3-2_Rubber Band Instrument Diagram.doc). Pluck each rubber band one at a time. Ask students: “Did it sound the same each time I plucked the rubber band?” (no) “Listen once again. Which rubber band made a high sound?” (the longest one) “Which rubber band made a low sound?” (the shortest one) “How do the rubber bands move compared to each other?” (The longest rubber band moves the slowest. The shortest rubber band moves the fastest.)
Day 2
Give each student a plastic straw. Teacher Note: The following straw activity may need to be practiced prior to the lesson. Instruct students to flatten one end of the straw as you cut two triangular pieces off each side of the flattened end. This forms a reed-like mouthpiece similar to those in musical instruments like an oboe. Students then place the flattened end of the straw in their mouth and blow hard until a sound is produced. Ask students, “Did you hear a sound?” (yes) “Can you describe the sound?” Students might describe the sound as loud or high.
Cut all the straws shorter and have students repeat blowing into the straw. Ask, “Did the sound stay the same? Was it different? Was it a high sound or a low sound this time?”
Place students in pairs and give each student two index cards. Write one number on each card (1 or 2). Tell students they will hold up the number 1 card if the sound is low, the number 2 if it is a high sound. Play recorded sounds or have students take turns making sounds with their straws while other students hold up card 1 or card 2. (This could also be done with loud or soft sounds.) Observations can be made as students work together in pairs.
Have students review the information they learned about sound. Ask students the following questions:
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“How do we hear sounds?” (We use our ears.)
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“How can we describe sounds?” (Sounds can be soft or loud and high or low.)
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“What type of sound would a drum make?” (loud and low)
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“What type of sound would a flute make?” (soft and high)
Extension:
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Here is an activity for students who may be or are going beyond the standards: Have students listen to a variety of musical instruments (whatever may be available at school).
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Next, listen to musical pieces and have students try to identify the musical instruments present.
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Students may classify the instruments into different groups based on their loudness, method of playing, color, material, etc. Follow up their ideas on classification with a short lesson on musical groups (string, percussion, woodwind, etc).
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Here is an activity for students who might need opportunities for additional instruction: Have students listen to musical instruments and indicate using their thumbs to show high or low (thumbs up/down) or loud or soft (fingers wiggling fast/slow)
