Kayla Martin1

Subject: Science Topic: Sound Grade: Fifth Grade Period: 1:45pm-2:20pm 2:20pm-2:55pm 2:55pm-3:30pm Lesson Date: Wednesday, February 6th 2014 Standard of Learning: Force, Motion, and Energy 5.2 The student will investigate and understand how sound is created and transmitted, and how it is used. Key concepts include: A) Compression waves; B) Vibration, compression, wavelength, frequency, amplitude; C) The ability of different media (solids, liquids, and gases) to transmit sound; and D) Uses and applications of sound waves. Content Outline: Sound is produced by objects which are vibrating. A rubber band being snapped is a good example of this. A vibrating object produces a sound wave, which is energy that travels out in all directions from the source of the sound. The energy carried by sound waves can make objects, like grains of salt or pepper, move. Sound is a form of energy that travels through matter as waves. A wave is a disturbance that carries energy and travels away from its starting point. Rationale: In order to understand how people produce sound, how sound is transmitted, and how sound can be amplified, students must first understand what sound is and what causes sound. Objectives of the Lesson: A) The student will be able to orally explain the cause of sounds. B) The student will be able to demonstrate varying levels of sound such as soft, moderate, and loud. C) The student will be able to demonstrate that sound waves carry energy. Lesson Opening: (4 Minutes) Because this is my first time teaching Mrs. Youngs fifth grade class, I want to set some expectations with the students. I will begin with a slide on a Power Point that lists a maximum of five rules that good scientists must obey! Once I am finished going over expectations, I will transition into my hook.

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All right boys and girls, I want you to be very quiet and take a minute to listen very closely to what Im about to play you. Hit play on slide: http://www.youtube.com/watch?v=Cny-s1oKZ7M What kinds of sounds did you hear? Pause for responses. Wonderful! Had you ever heard any of these sounds before? What kind of objects might have been producing these sounds? Pause for responses. Do all of these sounds sound the same? Pause for responses. No, thats exactly right! What are some ways that sounds can sound different? Pause for responses. Great job, class! Connection: I connect this new information to prior knowledge by playing sounds that the students have all heard before. In addition, I ask follow up questions about the sounds, which gives them confidence about their prior knowledge. Instructional Strategies/Practices: 1. Direct Instruction through Power Point and Lecture (4 minutes): Today boys and girls, we are going to learn about what sound is and what causes sound. Does anybody have an idea of what sound is? Im looking for a quiet handpause for response. Thats a great idea! Ill take one more guess. Pause for response. Those were both wonderful answers! (switch to next slide) The scientific definition of sound is a form of energy that travels through matter as waves. Now what is a wave? I know you all know what ocean waves are, but these type of waves are different. A wave is a disturbance that carries energy and travels away from its starting point. Possibly use skipping stones example. So what is sound? Pause for response. Perfect! 2. Now does anybody have any ideas as to what causes sound? Pause for responses. Sounds are caused when objects vibrate, or move back and forth. 3. Guided Practice through Whole Class Demonstration (3 minutes): Im looking for a quiet volunteer to help me with an experiment. Pause until student has been chosen. Go ahead and put your safety goggles on and we can start! Im going to stretch this rubber band and I want you to pluck it like a guitar. I want the rest of the class to watch and listen very carefully. Pause for experiment. Thank you, you can take a seat. Okay, students! How would you describe the sound that the rubber band made? Pause for responses. Great! Now Im going to put you all into pairs and you will each get a turn to

Kayla Martin3

use the rubber bandsbut remember that these are not toysthey are tools that we are using as smart scientists. If anyone flings the rubber bands or uses them in any inappropriate way then we will have to stop the experiment. Put students into pairs. 4. Pairs/Small Groups (6 minutes): I want both partners to put their goggles onone partner can hold the rubber band and the other partner will strum the rubber band and then we will switch places. I want you to pay special attention to how the rubber band moves after you pluck it! Pause for fifteen seconds. All right students, eyes on me and rubber bands on your desk! Can someone describe for me how the rubber band moved after you plucked it? Wait for responses. Did the rubber band continue to vibrate for a long time after you plucked it? Wait for responses. Was the sound that was made loud or soft? Pause for responses. How do you think you could make the sound louder? Pause for responses. Record the responses/ideas on the board. Ask the students to experiment with the rubber band to produce a louder sound. What did you do to the rubber band to produce a louder sound? Ask students to experiment with the rubber band to produce a soft sound. It should be so soft that you can only hear it if you put it right up to your ear! Pause. Could you hear the sound when the rubber band was far away from your ear? What about when it was very close to your ear? Pause for responses. 5. (Pairs/Small Groups) Today, you are going to prove that sound waves carry energy with them. You all will be using sound to make something move! I will give each of the pairs a cup with plastic wrap around the top of it. I will come around and sprinkle a little bit of pepper on top of the plastic. Once everyone has a cup and is set up, then we will get started! Pass out materials. Alright students, I want you to each get eye level with the cup, place your hands about five inches away from the cup, CLAP and see what happens! (The grains of salt will jump as the sound waves energy reaches them). What happened to the grains of pepper when you clapped your hands? What do you think caused this to happen? 6. I want you all to experiment by changing the following variables. Clap your hands in different locations around the cup. Clap your hands closer to the cup and farther away from the cup. Clap with different amounts of force. What happened when you clapped your hands farther away from the cup? Closer to the cup?

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Did it make a difference if your hands were above, below, or to the sides of the cup? What happened to the pepper when you clapped loudly? Softly? 7. Make sure that students understand the main concepts addressed so far: Sound is produced by objects which are vibrating. A rubber band being snapped is a good example of this. A vibrating object produces a sound wave, which is energy that travels out in all directions from the source of the sound. The energy carried by sound waves can make objects, like grains of salt or pepper, move. Products: No products. Assessment: Questioning, probing, and observation. Closure: (3 minutes) To wrap the lesson up, I will be using a video clip from The Magic School bus that talks about sound and then I will ask the students to share what they learned today. http://www.youtube.com/watch?v=ZxYmPAEW840 Homework: No homework. Differentiation: This lesson is extremely varied in the way it is presented so that the learning styles of students are all addressed. Along with my oral presentation and lecture for auditory learners, there is an accompanying slide show presentation for the visual learners which also includes videos and sound bites. For the kinesthetic learners, there were two different experiments/demonstrations in which the students were able to work with a partner and actually touch the materials and use manipulatives. This lesson included a lot of questioning, probing, repetition, and review so that I could gauge whether or not the students were retaining the information. Materials/Equipment: 11 paper cups 11 pieces of plastic wrap 11 rubber bands 11 packs of pepper Smart Board for the Power Point Internet for the video