Unit Map

Date: Lesson Short Description of Lesson CCRS: Resources Used:

Purpose:
(What It
Teaches)
What learning precedes the following lessons? General classroom rules of respect, how to share thinking, sitting on the carpet, etc. Also what science journals
are, how we use them, how to write sentences (punctuation, capitalization, etc.).
Lesson #1 Identifying Students will name sounds the AL.S.1.1 ) Conduct experiments to https://www.youtube.com/watch?v=n1m4h79JZso
Sounds recognize (animal noises, provide evidence that vibrations of matter Guess the Sound Game
Part I sirens, doorbell, music, etc.) can create sound (e.g., striking a tuning
and we will discuss how we fork, plucking a guitar string) and sound
hear sounds can make matter vibrate (e.g., holding a
piece of paper near a sound system
speaker, touching your throat while
Technology speaking).

Lesson #2 Identifying We will compile a list of
Sounds sounds we know and students
Part II will take turns picking one
while the class guesses what
the sound is and how they
know what sound it is
AL.S.1.1 ) Conduct experiments to Chart paper, markers, individual dry erase boards
provide evidence that vibrations of matter and markers for guesses
can create sound (e.g., striking a tuning
fork, plucking a guitar string) and sound
can make matter vibrate (e.g., holding a
piece of paper near a sound system
speaker, touching your throat while
speaking).

Lesson #3 An Students will explore what AL.S.1.1 ) Conduct experiments to 1 Rubber band and 1 cup per child
Introduction to sound waves and vibration are provide evidence that vibrations of matter
Sound Waves by experimenting with rubber can create sound (e.g., striking a tuning
bands and cups fork, plucking a guitar string) and sound
can make matter vibrate (e.g., holding a
piece of paper near a sound system
speaker, touching your throat while
speaking).

Lesson #4 How do Sound Students will explore how AL.S.1.1 ) Conduct experiments to String, two cups, two liter bottle (cut in half using
Waves Travel? sounds travels through air, provide evidence that vibrations of matter only the top half), large tub of water, spoons
water, and string can create sound (e.g., striking a tuning
fork, plucking a guitar string) and sound
can make matter vibrate (e.g., holding a
1

Fully planned
lesson
Lesson #5 What Sounds Students will go on a nature
Can we Hear walk, listening silently to the
Around Us? sounds they hear and recording
in their journals, then
discussing with the class
Integrated
w/ELA
Lesson #6 How Do Students will explore
Instruments instruments and how they
Make Sound create sound waves, as well as
instruments of the past and
present. They will also begin
brainstorming to create their
own musical instrument that
makes sound.
Lesson #7 Creating our Students will continue
own Sound planning for their instrument
Instrument Part by sketching ideas in journal
I and determining what
materials to use. We will also
discuss the shapes that make
instruments.
piece of paper near a sound system
speaker, touching your throat while
speaking).
AL.S.1.4 ) Design and construct a device
that uses light or sound to send a
communication signal over a distance
AL.S.1.1 ) Conduct experiments to Science journals, pencils
provide evidence that vibrations of matter
can create sound (e.g., striking a tuning
fork, plucking a guitar string) and sound
can make matter vibrate (e.g., holding a
piece of paper near a sound system
speaker, touching your throat while
speaking).
AL.L.1.2) Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing.
AL.S.1.1 ) Conduct experiments to Part I: Guitar, ukulele, recorder, drums, horn,
provide evidence that vibrations of matter cymbal, triangle, wooden blocks
can create sound (e.g., striking a tuning
fork, plucking a guitar string) and sound Part II: empty boxes, containers, rubber bands,
can make matter vibrate (e.g., holding a lids, boxes, rice, beans pie plates, tape, scissors,
piece of paper near a sound system glue, paper
speaker, touching your throat while
speaking).
AL.SS.1.6) Compare ways individuals
and groups in the local community and
state lived in the past to how they live
today. (Alabama)
AL.S.1.1 ) Conduct experiments to Max Found Two Sticks by Brian Pinkney, Science
provide evidence that vibrations of matter journals, pencils, empty boxes, containers, rubber
can create sound (e.g., striking a tuning bands, lids, boxes, rice, beans pie plates, plates,
fork, plucking a guitar string) and sound paper towel tubes, toothpicks, tape, scissors, glue,
can make matter vibrate (e.g., holding a paper
piece of paper near a sound system
speaker, touching your throat while
speaking).
2
Integrating AL. RL.1.2) Retell stories, including key
ELA & Math details, and demonstrate understanding of
their central message or lesson.

AL. RI.1.7) Use the illustrations and

details in a text to describe its key ideas.

AL.M.1.19 ) Distinguish between defining

attributes (e.g., triangles are closed and
three-sided) versus non-defining attributes
(e.g., color, orientation, overall size);
build and draw shapes to possess defining
attributes. [1-G1]

3
EEC 413/513 Final Project: Unit Plan
Unit Author
First and Last Name Laura Tatom
Unit Overview
Unit Title
The Science of Sound
Unit Summary
Students will explore what sound is and how sound is heard. They will recognize familiar sounds,
study sound waves through mediums, listen to and make music, and learn about the human ear. A
musical instrument will be created to provide an example of making sound.
Big Picture/Essential Question
How does sound work? Why can we hear things?
Grade Level
First
Approximate Time Needed
10 – Thirty-minute class periods (with the exception of the final lesson which requires most of a day)
Unit Foundation
Targeted Content Standards and Benchmarks
Science:
AL.S.1.1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g.,
striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a
piece of paper near a sound system speaker, touching your throat while speaking).

ELA:
AL. RL.1.2) Retell stories, including key details, and demonstrate understanding of their central
message or lesson.

AL. RI.1.7) Use the illustrations and details in a text to describe its key ideas.

AL.L.1.2) Demonstrate command of the conventions of Standard English capitalization, punctuation,

and spelling when writing.

Art:
ACOS.1.Visual Arts 1. Engage collaboratively in exploration and imaginative play with art materials.
Examples: Work with partner or small group to create an artwork. Use the book Perfect Square by
Michael Hall to help “thinking outside the box” skills.
2. Explore and experiment with a range of art materials. a. Create two-dimensional art. Examples:
Family portrait or gadget printing. b. Create three-dimensional art. Examples: Pinch pots or found-
object sculptures.
4. Demonstrate safe and proper procedures for using materials, tools, and equipment while making
art. Example: Show the students how to properly store the brush.

4
Social Studies:
AL.SS.1.6) Compare ways individuals and groups in the local community and state lived in the past
to how they live today. (Alabama)

Math:
AL.M.1.19 ) Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes. [1-G1]

Student Objectives/Learning Outcomes

• Identify what sound is
• Identify how sound travels
• Explain how we hear sound
• Discuss sound waves and their relationship to music
Curriculum-Framing Questions
Essential
What is sound?
Question
Unit
What is sound and how can we hear? How does sound move?
Questions
Content What are sound waves? What are the parts of the ear? How does vibration
Questions make sound?
Assessment Plan
Assessment Timeline

Before project work begins Students work on projects After project work is
and complete tasks completed

• Identifying • • Reading • Individual and • • Students will

sound “game” through small group submit science
will allow students’ discussions journals for unit
teacher to see science regarding review. Are all
what sounds journals will planning and pages/
students know assess what creation of components
and ask guided they are music there? Do
questions like learning so far instrument to students
“How can we and what gauge understand
hear things? needs understanding sound waves
How does the clarification. of sound/music. and vibration?
sound from the Did they create a
siren get to playable musical
us?” instrument?

Assessment Summary

5
Through journal prompts, labeled diagrams, and the creation of a musical instruments students’
learning will be observed and assessed. There is a prompted journal entry for most days’ learning in
which the teacher can work one-on-one or in small groups with students who need assistance or to
check on their learning. The artifact will demonstrate a child’s understanding of the relationship
between sound and vibration.
Unit Details
Prerequisite Skills
Students must know how to read and write (within an acceptable degree) as well as identify shapes,
make art, and follow directions/classroom protocols.
Instructional Procedures

Accommodations for Differentiated Instruction (choose 1)

Depending on the lesson, students will have scaffolded instruction that

best meets their needs and the lesson’s goals. For journal entries, a
Special Needs
drawing might suffice rather than a written answer. Students will be
Students given additional time to complete work. For their musical instrument,
additional support in construction of the actual instrument may be
warranted. When groups are formed, they will be designed to balance
learners so that all students will have equal access to the learning of the
activity.
Nonnative N/A
Speakers

Gifted/Talented N/A
Students

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)

Camera
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other
Internet Connection Television

AMSTI Kit for 1st grade, Max Found Two Sticks by Brian Pinkney, various
Printed Materials
diagrams/charts to be added to science journals

6
 Science journals, string, two cups, two liter bottle (cut in half using
only the top half), large tub of water, spoons, guitar, ukulele,
Supplies recorder, drums, horn, cymbal, triangle, wooden blocks, empty
boxes, containers, rubber bands, lids, boxes, rice, beans, pie plates,
plates, paper towel tubes, toothpicks
https://www.youtube.com/watch?v=n1m4h79JZso;
http://www.monstersciences.com/sound/sound-science-experiment-can-
Internet Resources
sound-travel-water-build-hydrophone/;
https://www.youtube.com/watch?v=v1wZskCJJDg

Other Resources Symphony field trip, nature walk (outside school)

7
 5E Lesson Plan (Lesson #4)
Grade/Subject: First/Science
Content Standards: AL.S.1.1 ) Conduct experiments to provide evidence that vibrations of matter can create
sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a
piece of paper near a sound system speaker, touching your throat while speaking).
Central Focus: How does sound travel through different mediums
Learning Objectives: Students will be able to identify how sound travels through a variety of mediums
Academic Language
Language Demands:
Reading: Students will read AMSTI book on sound/sound waves
Writing: Students will write from prompts in their science journals
Listening: Students will listen to discussions with the teacher and their peers about sound, to sounds from
nature and manmade, and to music
Speaking: Students will discuss what a particular sound is, what they know about sound and how it travels,
what vibration is, and their thinking each day

Essential vocabulary
Language of the Discipline: Tuning fork = metal two-pronged object that vibrate when struck; Tub = large empty
container for water; Hydrophone = plastic conical device with small spout for listening to sound in water
Content Area Vocabulary: Sound wave; vibration, volume; sound source; receiver; medium

Lesson Plan Materials

Science journals, large piece

Engage (Open): Teacher will begin by questioning students about the prior of PVC pipe, string, two
day’s learning and connect it to today. The teacher will ask students if they cups, two liter bottle (cut in
think sound can travel. They will discuss theories on sound waves passing half using only the top half),
through the air, a string, and water, or mediums. Students will discuss their large tub of water, spoons
thinking and form hypotheses from their background knowledge.

Body
• Explore: Students will be split into three groups. Each group will have
an assigned station in which to explore the movement of sound.
These stations (air, water, and string) will have materials partially set
up. Students will experiment with the tub of water and hydrophone
to see if they can hear the clinking of the spoons through the water,
if a whisper can travel through the air in the PVC pipe, and if a string
and two cups “telephone” can carry sound. Students will rotate
stations after 5 minutes and record their observations in their
journals at each.
• Explain: The teacher will ask what students noticed in their
experiments. “In what medium did sound have the loudest volume?
Which was hardest to hear? Why do you think that is?”
• Elaborate: “Sound travels by something called sound waves. These
are invisible vibrations, or invisible back-and-forth movements.
These waves move, or travel, from the thing making the noise to our
ears and brain. Our ears are receivers that take in the sound that is
8
 put out by an object. What is an example of a sound source, or the
item that made sound in our experiments today? The spoons! The
spoons are an example. These sound waves move through some
objects easily, like air. Other mediums are more difficult for sound to
travel through. How did we see that today?”

Close:

Evaluation (Assessment): A formative assessment will occur as the teacher

reads students’ science journals to see their observations. The in-class
discussion will also operate as an assessment. A checklist such as this will
help guide assessment:

• Is the student on task?

• Are they working with their group?
• Are they participating in the experiment?
• What verbal/written observations have they made?
• Do they notice sound traveling in all 3 mediums?
• Did they connect sound coming from one object to being heard by the
receiver?
• Which medium did they list as loudest? Quietest?
• What other notes/comments did they make?
• What misconceptions do they have?

Feedback: Peer feedback will occur during group exploration and the post-
experiment discussion. Teacher feedback will happen verbally during the
experiment and in the discussion, while written will be in their science
journals after the lesson concludes.

9
 Sample Artifact

Argument for Science

Science is a discipline often ignored in the elementary classroom. When science is attempted, it is

likely a rote-memorization attempt to make sure students know important terms that fit standards and

year-end assessments. The PEW research group has done extensive work studying the benefits and

deficits in the STEM (science, technology, engineering, and math) field in the United States. Their 2018

research shows that those in STEM jobs have a pay advantage. With the rising costs of living in the U.S.,

higher pay is a bonus that cannot be disregarded.

Another note of interest from their work is the underrepresentation of Hispanic and African

American peoples in STEM careers. While at a predominantly African American elementary school

during my second field placement, the reasons for this deficit are clear. The resources for teachers to do

science experiments and create high-quality hands-on science lessons are not there. Teachers have to pay

out of pocket on limited salaries. The underlying structure of the school district I was in did not promote

science, but focused on mathematic and English scores. There are reasons for this, but it still harmful to

students to disregard the benefits of doing constructivist science at least weekly.

10
 I am aware that there are many factors at play prohibiting teachers from pursuing science in their

classrooms. My argument is for the long-term benefits of science in the classroom. Students have an

innate curiosity about their world, and this is expanded upon in the classroom through science instruction.

The National Science Teaching Association outlines many benefits of doing science in elementary school.

I resonated with their belief that learning science allows students to understand more about the world and

connects them to other science and engineering practices that will have future benefits. Students can take

an active role in making their selves, schools, and communities a better place through learning science in

a constructivist, real way. Memorizing vocabulary terms for science concepts in not learning science.

Questioning, hypothesizing, investigating and exploring are learning science, and this is what a student in

an elementary classroom should experience year after year.

11
 References

Graf, N., Fry, R., & Funk, C. (2018, January 9). 7 facts about the STEM workforce. Retrieved from

https://www.pewresearch.org/fact-tank/2018/01/09/7-facts-about-the-stem-workforce/.

National Science Teachers Association - NSTA. (2018, October). NSTA Position Statement. Retrieved from

https://www.nsta.org/about/positions/elementary.aspx.

12