Transcript Document 7821540

Dagmar M. Lorey
ECE 8814/05
Table of Contents
Georgia Performance Standards
 Materials and Supplies
 Introduction/small group activity
 Sounds We Hear discussion
 Activities/ Experiments
 Discussion
 Review/ Conclusions
 Science Centers

Georgia Performance Standards
Grade 1

Science
– Habits of Mind
 S1CS3 Students will use tools and instruments for observing,
measuring, and manipulating objects in scientific activities
– The Nature of Science
 S1CS7 Students will understand important features of the process
of scientific inquiry.
– Physical Science
 S1P1 Students will investigate light and sound.

Language Arts
– Writing
 ELA1W1 The student begins to demonstrate competency in the
writing process.
Materials and Resources:




Chart paper/ big marker
Chalkboard/ chalk
Paper/ pencils
Handouts:
– Sounds We Hear
– Sound
– Mysterious Magic
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Materials:
–
–
–
–
–
–

rubber bands
Pieces of plastic
Large cans
Wood rulers
Small cans
salt
Computer with projection device
Initial Questions
Listen to this sound:
Describe the sound.
Record your answers on the Sound
worksheet.
What Sounds do You Hear?
Think – Pair - Share
Think
Think about what sounds you hear
everyday.
Pair
Pair up with a partner and share
what you know. Record your
answers on the Sounds We Hear
worksheet.
Share
Share with the class.
Sounds We Hear
School
Sounds
Outside
Sounds
Night
Sounds
(Class share results)
Street
Sounds
Kitchen
Sounds
Whole Group Activity
Tap your pencil lightly on your desk.
What is the pencil doing when you hear the sound?
What caused the sound you heard when you tapped
your pencil against the desk? (the vibration of the
pencil against the desk)
Was the sound high or low? (The highness or
lowness of a sound is the pitch.)
What are some examples of sounds that are high,
low; loud, quiet; harsh, pleasant; emergency?
High or low Pitch?
Dolphin whistles:
http://www.dolphinear.com/de-sound.htm
Car horn:
http://www.autospeak.com/library.htm
Cow:
http://www.angelfire.com/az/moocows/images/cows2.au
Bell:
Let’s graph our results:
16
14
12
10
dolphins
car horn
bell
cow
8
6
4
2
0
high
low
Small Group Experiment
MYSTERIOUS MAGIC
INTRODUCTION
Let's start our investigation of sound by making some salt move without
touching it. Is it a mystery? Is it magic? Or is it science?
WHAT YOU NEED
1 rubber band
1 piece of plastic
1 large can
1 wood ruler
1 small can
salt
What to do:
(record results on your worksheet)
1. Find a place to work that is not too close to another team.
2. Pull the plastic tightly over the open end of the large can and hold it while
your partner puts the rubber band over it.
3. Sprinkle some salt on top of the plastic.
4. Hold the small can close to the salt and tap the side of the small can with
the ruler. What happens to the salt?
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5. Try tapping the small can in different spots or holding it in different
directions. Find out how you must hold and tap the can to get the salt to
move the most.
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Class in action
Video time
(Let’s learn more about sound)
Importance of Sound
(real – life connections)
Use to
communicate
Helps us
Make sense
Of world
Is nice to
Listen to
Helps us
learn
Sound
Can warn
Us of
danger
Science Centers

This week we are going to continue our
exploration into sound with the following
centers. See center chart for directions.
– Great Gongs (explains all of the centers)
– Perfect Pitch
– Sound Experiment
– Wonderful Waves
– Groovy Guitars
– Radical Reeds
– Make your own instrument
Names _________________