Unit Topic: Mexico

Title: Sound Energy

Subject Area: Science

Grade Level: 1^st

Description or Outcome Statement: Sound is all around us. Wind moving through trees, cars going down the street, friends laughing, music playing, and countless other sounds surround us. Hearing never stops, not even when we sleep. This is a lesson on sound.

QCC Objectives:

Topic: Energy and Its Transformation: Sound

Standard: Explains the role of vibrations in sound production. Demonstrates how vibrating rubber bands produce sound.

Topic: Energy and its Transformation: Sound

Standard: Compares and explores sounds made by different musical instruments.

Topic: Energy and Its Transformation: Sound

Standard: Describes and compares variation in sound, such as high, low; quiet, loud; harsh, pleasant and emergency. Produces sounds that vary in pitch and intensity and understands the meaning these have to humans. Compares and groups sounds or objects that make sounds.

Specific Lesson Objectives:

The students will be able to:

• learn that vibrating objects produce sounds and cause vibrations in whatever they touch.
• create their own morocco’s and listen to the sound they make.

Materials:

• Wooden rulers
• Tuning forks
• Popsicle sticks
• Paper plates or bowls
• Ping pong ball
• Thread and tape
• Rubber band
• Stapler
• Pencil crayons
• Rice or beans
• Attached worksheet – “Listen to Sounds “

Management Suggestions:

• Attach a 12” piece of thread to the ping-pong ball.
• Wrap the rubber band around the ruler lengthwise and push a pencil underneath the rubber band.
• Have a large chart or butcher paper to record the students’ observations.

Procedures:

• Begin by asking the students to close their eyes. Have them listen for all the sounds they can hear. Encourage the students to describe the sounds they hear and judge whether the sound is high or low, etc. Record on a large chart the students’ observations.
• Do worksheet “Listen to Sounds”.
• Discuss that all sound is produced through vibrations that make sound waves.
• Use a ruler to produce a vibration. Place the ruler on a desk so one end sticks out over the other end tightly against the desk. Pluck the ruler with a finger as you hold the other end tightly against the desk.
• Shorten the amount of ruler sticking out and pluck the ruler again. Ask the students if there is a difference in sound. When you make the ruler shorter is there a change in sound? (Yes, the pitch is higher)
• Tell the students to clench a Popsicle stick between their teeth. Have them pluck the end sticking out and listen to the vibrations. Can they also feel the vibrations?
• Demonstrate that vibrations cannot only be seen, but can be felt. Have the students place their hands flat on their desks; move around the room with a vibrating tuning fork and touch the handle to the desk of each child. Ask the student what they feel.
• In Mexico, morocco’s are used for song and dance. Adults and children use them for celebration. What kind of sound do you think morocco’s make? How do you think the sound is made? Today, you will make your own morocco.
• The students will now create their own morocco’s to explore with sound. Pass out two paper plates or bowls to each student. Have the students decorate their bowls. Pass out beans or rice to students and have them place them into one plate or bowl. Staple the plates or bowls together with a tongue depressor for a handle. The students can now experiment with their morocco’s. What kind of sound does it make? Why does it make this sound?

Closure: Tie up the lesson by having the students share their morocco’s. Teach the students the Mexican hat dance and have them dance and sing the song using their morocco’s.

Adaptations:

• For an ESL student I would do the following:
• Keep questions brief and to the point.
• Allow for extra time to complete assessments.
• Break down activities into small steps and provide a lot of verbal reinforcement.
• For a student with a mild intellectual disability I would do the following:
• Provide a sample of the finished product before beginning the activity.
• Have in place a clear roadmap for the child to follow. Sequence of steps precisely given to him.
• Change steps, eliminating multi-level tasks when needed.
• Place self-checking and self-rewarding activities after each step to motivate the student.

Assessment: The students will be verbally assessed on what they learned. I will ask the students individually to tell me one thing they learned about sound. They will also be assessed on participation of the activities.

Extensions:

• Look at pictures from Mexico. Ask questions like, What can I hear in this picture? The students will then write down items they found in the pictures that they would be able to hear.

Remediation:

• For students having trouble understanding that vibrations are made from sound, show the students more examples that they can feel and hear. If they realize that they can feel what they are hearing, they should be able to understand that what they are hearing, sound, is caused by what they are feeling, vibration.