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1st Grade: Sound Unit

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by

Morgan Loewen

on 30 November 2014

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Transcript of 1st Grade: Sound Unit

1st Grade: Sound Unit
Overview
Vibrations create sound


Volume and pitch can vary


Emergency vehicles make loud sounds for a reason


Sounds are all around us
Standards
GPS Science Standard:
S1P1. Students will investigate light and sound.
c. Investigate how vibrations produce sound
d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud and soft.
e. Identify emergency sounds and sounds that help keep us safe

ELA Standards:
ELACC1RL1: Ask and answer questions about key details in a text.
ELACC1RL2: Identify the main topic and retell key details of a text.
ELACC1RL6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Task 1
Description: This task allows students to investigate sound. This task can be used to guide future task for the students in sound.

Materials: Rubber band, fork and spoon, empty soda bottle, alarm clock, 4 feet of string, aluminum foil, cotton, bell, aluminum pie pan, toothpicks

Task 3
Materials: Picture Cards (2 of each card): These cards should be made by the teacher before the lesson. Examples of cards to make: different kinds of animals, instruments, vehicles, etc.
Investigation of items that make sounds

Description of the sounds
Task 2
Description: This task will allow students to identify sounds that they can make.

Materials: Stethoscope (paper towel or toilet paper tubes)

Use stethoscope to listen to partners heart
Exercising/Resting
How does it change?
Students find their matching sound
If done outside, students can record the sounds they hear in the environment
Task 4

Materials: Siren sounds (Sounds of a fire truck) YouTube video:
Talk to students about how emergency vehicles make loud noises. Ask students why they think these vehicles would make a loud noise? Other than making loud noises these vehicles also have lights. Why would they have lights?
Task 5
Materials: Comb, Wax Paper
Provide students with a new comb and piece of wax paper. Hold the wax paper against the comb. Sound can be produced by humming with lips almost on the wax paper. The vibrations can be felt. Pitch can be changed in a variety of ways: changing pitch of the hum, tightening the wax paper, etc.
Essential Questions

• What produces sound?
• How are sounds different?
• How is high and low pitch sound different?
• How are soft and loud sounds alike and different?
• How does the size of an instrument affect its pitch?
• What are different sources of sounds in nature?
• Why do we have emergency sounds?
• What are the sources of emergency sounds?
Task 6
Materials: Empty oatmeal container and/or large plastic cup, dry cereal, large balloon, scissors, strong rubber band, pencil with eraser or drumstick
To make the drum, stretch the balloon over the open end of the container. You may have to cut the opening of the balloon to allow it to stretch. Place the rubber band around the edge to secure the balloon.
Have the children predict what will happen if they hit the drumhead harder. What differences were observed? (Hitting the drum harder -with more energy - will produce louder sounds.)
Materials: 5-8 glass soda bottles

Fill the bottles with water at various heights. Have the students rank the bottles in order from low pitch to high pitch. One option is to set the activity up as a center. Provide an extra set of empty bottles and some water. Allow students to experiment with creating their own set of bottles at various pitches/water levels.

Task 7
Children's Literature
http://www.sciencekids.co.nz/sound.html

http://www.abcya.com/abcya_melody_maker.htm

http://resources.woodlands-junior.kent.sch.uk/revision/science/sounds.html

http://www.brainpopjr.com/science/energy/sound/
Resources and Websites
Full transcript