Grade One



SOUND

Background Information—

HOW SOUND IS MADE

Sound is sent out as waves from vibrating objects. The vibration of the object also causes the air molecules around to the object to vibrate; those molecules cause their neighbors to vibrate, and in this way the vibration is sent out in waves. These vibrating waves will then reach your ear, causing it to also vibrate. When the waves reach the inner ear and causes the tiny bones to vibrate, an electronic signal is sent to your brain, which translates the vibration into sound. In order for us to hear a sound, two things have to happen: an object must vibrate, sending out sound waves, and our ears must receive the waves. If an object vibrates and produces sound waves, but those waves do not reach our ears, then we cannot say that sound was produced. Those waves just continued on until they died out. So it seems that if in fact a tree falls in a forest where no one is present to hear it, it did not make any sound.

One of the most common vibrating objects that produces sound is our vocal cords. When we speak, our vocal cords vibrate, and other parts of our mouth and throat act like resonating chambers, which amplify the sound of our voice as it is carried out in waves by our breath. Other common objects that vibrate to make sound are guitar strings, piano strings, and drums.

HOW SOUND MOVES

Air is very important in how we hear sound. Air must be present in order to transmit the vibrating sound waves from the object to our ear. If there was no air, that sound could never reach our ear, and we would never hear it. For this reason, there is no sound in space, which is a vacuum. In space, there is nothing between you and a vibrating object that can carry those waves to you. So the object vibrates without making any sound.

The most common way for sound to travel is through air from a vibrating object to our ears. However, sound can also travel through liquids and solids. If the vibrating object is underwater, it causes the water molecules to vibrate and transmit the sound. The same is true of solids. For example, many people have heard that it is possible to tell if a train is coming by placing your ear on the track, and you will “hear” the vibrations much like you would eventually hear the whistle of the train.

I have discussed how vibrations are transmitted by sound waves through air, water, or solids. Another characteristic to look at is the speed of sound. Sound usually moves (through air) at a speed of 330 meters per second. Light, on the other hand, travels up to a million times faster than sound! This explains why you hear the thunder accompanying lightning much later than you see the actual lightning. The two events occurred in the same instant; however, the light reached your eyes much faster than the sound reached your ears. This is because light rays travel in a straight line, while sound travels in waves as each surrounding molecule is vibrated by the last.

Since the speed of sound depends on the speed that each molecule vibrates the next, it also depends on the proximity of molecules. Water molecules are much closer to each other than air molecules, so sound actually travels through water faster. Again, solids are packed even closer together, so they are the fastest medium for transmitting sound. It is for this reason that you can “hear” the train tracks vibrating (sound travelling through solids) much sooner than you could hear the whistle (travelling through air). Ludwig van Beethoven (1770-1827) continued to compose music after he lost his hearing by using a wooden stick held between his mouth and the piano to “hear” the vibrations. The only thing he had to remember was that the sound was travelling through that stick much faster than it would travel through the air to the ears of his listeners.

DESCRIBING SOUNDS

In describing sounds, especially musical sounds, we may give their “frequency” or “pitch.” Frequency is a scientific term that tells us how many times a molecule vibrated in one second. Frequency is measured in Hertz. Pitch is another term that is used to describe the frequency of a sound. A high-pitched sound is one with a high frequency, and a low-pitched sound is one with a low frequency. When you speak in a low or deep voice, your vocal cords are vibrating at a slower rate (fewer times per second) than when you speak with a high voice.

Two characteristics of the vibrating material affect its pitch: size and tension. With objects such as strings and drumheads, tightening (or increasing the tension of) these materials will increase the pitch. Loosening (or decreasing the tension) will reduce the pitch as well. This is why tuning a guitar or a piano involves tightening or loosening the strings until the correct pitch is achieved. When the vibrating object is air, water, or solids, increasing the amount of or size of the material will decrease the pitch. This is because a larger object will vibrate more slowly than a smaller object (of the same material).

Another characteristic describing sounds is their volume. The volume, or loudness, of a sound is measured in decibels. Whereas pitch is related to how many times a molecule vibrates in a second, loudness is determined by how far away the molecule vibrates or bounces from its original position. The farther away it moves on each vibration, the louder the sound will be. The volume of a sound is changed by increasing or decreasing the amount of force involved in making the sound; e.g. hitting the drum harder or putting more breath into speaking.

LESSON PLANS

Grade One

Objectives:

-Students become aware of the variety and abundance of sounds around them

-Students widen vocabulary for talking about sounds

-Students listen to, compare, and describe sounds

-Students make sounds with their body

Process Skills:

-Exploring and observing

-Communicating

-Organizing and Classifying

Prerequisite Skills:

-Reading simple words and sentences

-Putting together simple phrases to describe sounds

Materials:

Blank tape with mystery sounds

Chart paper and marker

Saran Wrap

Bowl, saucepan, wooden spoon

Rubber Band

Rice

Attention-focusing Questions:

-“What was the first sound you heard this morning?”

-“What is your favorite sound?”

-“What kinds of objects make sound?”

Part 1—Exploring Sounds

As a class, listen to the tape with mystery sounds on it and try to identify the sounds. Write all of the children’s ideas on the chalkboard and encourage them to describe the sounds with real or made-up words, or to compare to other sounds that they know.

The next activity is for students to begin making sounds. In groups or individually, have the children explore the classroom and make sounds. Show them some interesting sound making objects if they seem uninspired. Use questions such as:

“How many sounds can you make with that one object?”

“Which sound is your favorite?”

“How is that sound different from the last one?”

“How would you describe that sound?”

Give them at least 15 minutes to explore and make sounds.

Part 2—Comparing and Describing Sounds

Again as a class, discuss the sounds that were made. On a chart labeled “Sound Maker,” “What caused the sound,” “Description of Sound,” note children’s ideas. For example, one could be “Door,” “Slamming It,” “Boom.” Ask each child to share a favorite or unusual sound, and encourage them to describe it or replicate it orally.

Some questions to guide children to compare and describe sounds:

“Did anyone else make a sound like that? How?”

“What other word could we use to describe that sound?”

“Is this sound like the one before or is it different? How?”

Offer useful vocabulary (crackle, jingle, swish, crash). Continue to add descriptions to the chart.

Select some high-pitched sounds from the chart and say them to the class. Collect some of the objects that make high-pitched sounds and recreate them. Ask the class how the sounds in this group are alike. Then, do the same with some low-pitched sounds. Ask the students to compare them. Explain briefly that sounds can be “high” or “low” and that these are some examples. Then, choose some quiet and some loud sounds from the list and similarly compare and contrast them. Explain that some sounds are loud and quiet.

Part 3—What is Sound?

Ask children what they have learned about making sound. What do we have to do to make sound? We usually have to hit, knock, or tap something to make sound. Explain that sound involves movement of an object. The following activity will help children to “see” sound.

Stretch Saran Wrap over the bowl and secure with a rubber band. Make sure the Saran Wrap is very tight. Place a few grains of rice on the Saran Wrap. Ask children to watch the rice closely. Then with the saucepan held over the bowl (not touching), bang on it with the wooden spoon. (Children may want to cover their ears). The rice will “jump” as the Saran Wrap is vibrated by the sound waves leaving the pan. Ask children what happened. Explain that the wooden spoon made the pan move and the pan made the air move. What did the air move? (Saran Wrap). What did the Saran Wrap move? (The rice.)

Conclusion:

Go back to your list. In each of the sounds, what moved? Is this a high sound or a low sound? A quiet sound or a loud sound? Which sounds are alike? Which are different?

Assessment:

Are students enthusiastic and curious about making sounds?

Are students willing to communicate their sounds to the class?

Are they able to make some observations about pitch and volume?

Do students identify difference between sounds?

Grade Three

Objectives:

-Students widen vocabulary for talking about sounds

-Students listen to, compare, and describe sounds

-Students make sounds with their body

-Students are introduced to the link between sound and vibration

-Students learn that pitch and volume are two characteristics of sound

-Students learn that the size of a vibrating object affects its pitch

Process Skills:

-Exploring and observing

-Communicating

-Organizing and Classifying

-Problem Solving

-Inferring

-Interpreting and Analyzing

Prerequisite Skills:

Materials:

Saran Wrap

Bowl, saucepan, wooden spoon

Rubber Band

Rice

Kazoos

Wooden Rulers

Glass bottles

Metal spoons

Attention-focusing Questions:

-“Where does sound come from?”

-“Why is sound important to us?”

-“What kinds of sounds can you make with your body?”

-“Who can make a high-pitched sound?”

-“Who can make a quiet sound?”

Part 1—What is Sound?

Divide the class into groups and have them sit in circles. The following game is to review the terms “pitch” and “volume” with the students. Ask them to choose who will start the game. This child is to make a humming noise. Then, ask the next child to make a (higher, lower, louder, quieter) humming noise. The next child, in turn, will continue with the patter, and all the way around the circle. On the “quieter” round, ask children to verify that their neighbor is indeed making a sound, although very quietly. He may lean in or even touch the child. This introduces the concept of vibration.

Ask the children to pair up. The first partner is to hum, and the second partner is to feel the humming child’s throat, back, or other acceptable body part where vibration is felt. Ask the first partner to vary the sound by making them higher or lower, louder or softer. Ask the second partner how the vibration changes. Then change roles. Ask:

-“Have you tried touching the person’s head, feet, arms?”

-“What do you feel?” (students may say vibration, buzzing, or tickling).

-“Where do you feel the vibrations the most?”

-“How does the vibration change when his/her voice changes?”

-“What do you think is causing the vibration?”

-“Can you make vibration with your body without using your voice?”

Pass out the kazoos and invite children to explore them. Ask:

-“Where on the kazoo do you feel vibrations the most?”

-“Which kind of sounds were easiest to feel?”

-“How is the kazoo like your voice?”

Now as a class discuss the relationship between vibration and sound. Explain vibrating objects produce sound. We can see and feel how some objects vibrate, such as a rubber band or our vocal cords. Other objects vibrate but we cannot see it, such as the wall after a door has slammed, the tiny parts inside of a telephone when it rings, etc.

What do we have to do to make sound? We usually have to hit, knock, or tap something to make sound. Those objects then vibrate, and cause the air to vibrate, which carries the sound to our ears. The following activity will help children to “see” sound. Bang the wooden spoon against the saucepan (children may want to cover their ears). Ask, what vibrated? If the children do not recognize that the air vibrated, continue with the following experiment. Stretch Saran Wrap over the bowl and secure with a rubber band (make sure it is very tight.) Place a few grains of rice on the Saran Wrap. Ask children to watch the rice closely. Then with the saucepan held over the bowl (not touching), bang on it with the wooden spoon. Ask children:

“What did the wooden spoon cause to vibrate?”

“What did the saucepan cause to vibrate?”

“What did the air move? (Saran Wrap)”

“What did the Saran Wrap move? (The rice.)”

Part 2—What is pitch?

The following three activities will demonstrate to the children the relationship between the size of the vibrating object and the pitch of the sound.

For the first activity, pass out wooden rulers or paint stirring sticks. Show the children how to hold them flat against the desk. Have them practice “twanging” the rulers (hitting the part of the ruler hanging off the desk). Ask them to explore the different-pitched sounds they can make with the ruler by sliding more and less of the desk. Then ask these questions:

-“What part of the ruler is vibrating?”

-“How does the pitch change when you move the ruler?”

-“Can you make a higher pitched sound?”

For the next activity, set up a collection of glass bottles of the same size, and fill them with varying amounts of water. Provide a spoon or other metal object. Have students explore making sounds with the bottles by tapping them with the spoon. If you’re able to make the bottles match actual pitches, try showing the children how to play a simple song. Allow them time to explore and discuss among themselves:

-What object is vibrating?

-What makes the pitch differ?

-What other ways can you think of to make sound in the bottles?

-Which bottle has the highest pitch? Which has the lowest?

Then demonstrate to children how to blow across the bottles and make a different sound.

-Now which bottle has the highest pitch? Lowest?

-Why did they reverse?

-What object is vibrating here?

Assessment.

Hold a group discussion on what was learned, and review the main concepts—vibration, sound waves, pitch and size, etc. For a closing activity, ask the children to write on the following question (individually).

-When you fill up a large jar with water, you can hear a sound much like “humming.” How does the sound change in pitch as the jar fills with water? Why? What is vibrating? The students should answer that the air inside the jar is vibrating, and the pitch gets higher as the jar is filled because there is less and less air (less vibrating material.)

Grade Five

Objectives:

Students understand sound is caused by vibrations.

Students will learn how sound travels and how we hear it.

Students will explore the qualities of sound in air, liquids, and solids.

Students will communicate in writing what they have learned.

Process Skills:

-Exploring and observing

-Communicating

-Organizing and Classifying

-Problem Solving

-Inferring

-Interpreting and Analyzing

Prerequisite Skills:

-Know the meaning of pitch

-Basic understanding of sound and how it travels

Materials:

Pan of water

Kazoos

Small metal balls

Saran Wrap

Bowl, saucepan, wooden spoon

Rubber Band

Rice

Attention-focusing Questions:

-“What is sound and how is it made?”

-“If a tree fell deep in a forest where no one could hear it, did it really make a

sound?”

-“What do you think happens to sound under water or in outer space?”

Part 1—Exploring Vibrations

Divide the class into groups and have them sit in circles. The following game is to review the terms “pitch” and “volume” with the students. Ask them to choose who will start the game. This child is to make a humming noise. Then, ask the next child to make a (higher, lower, louder, quieter) humming noise. The next child, in turn, will continue with the patter, and all the way around the circle. On the “quieter” round, ask children to verify that their neighbor is indeed making a sound, although very quietly. He may lean in or even touch the child. This introduces the concept of vibration.

Ask the children to pair up. The first partner is to hum, and the second partner is to feel the humming child’s throat, back, or other acceptable body part where vibration is felt. Ask the first partner to vary the sound by making them higher or lower, louder or softer. Ask the second partner how the vibration changes. Then change roles. Ask:

-“Have you tried touching the person’s head, feet, arms?”

-“What do you feel?” (students may say vibration, buzzing, or tickling).

-“Where do you feel the vibrations the most?”

-“How does the vibration change when his/her voice changes?”

-“What do you think is causing the vibration?”

-“Can you make vibration with your body without using your voice?”

Pass out the kazoos and invite children to explore them. Ask:

-“Where on the kazoo do you feel vibrations the most?”

-“Which kind of sounds were easiest to feel?”

-“How is the kazoo like your voice?”

Now as a class discuss the relationship between vibration and sound. Explain vibrating objects produce sound. We can see and feel how some objects vibrate, such as a rubber band or our vocal cords. Other objects vibrate but we cannot see it, such as the wall after a door has slammed, the tiny parts inside of a telephone when it rings, etc.

What do we have to do to make sound? We usually have to hit, knock, or tap something to make sound. Those objects then vibrate, and cause the air to vibrate, which carries the sound to our ears. The following activity will help children to “see” sound. Bang the wooden spoon against the saucepan (children may want to cover their ears). Ask, what vibrated? If the children do not recognize that the air vibrated, continue with the following experiment. Stretch Saran Wrap over the bowl and secure with a rubber band (make sure it is very tight.) Place a few grains of rice on the Saran Wrap. Ask children to watch the rice closely. Then with the saucepan held over the bowl (not touching), bang on it with the wooden spoon. Ask children:

“What did the wooden spoon cause to vibrate?”

“What did the saucepan cause to vibrate?”

“What did the air move? (Saran Wrap)”

“What did the Saran Wrap move? (The rice.)”

Part 2—Sound Travels

Now consult the classroom text to introduce the necessary concepts of how sound travels and how the ear allows us to hear. They may read in groups, ask each group to write two questions about the reading. Then two groups may get together and ask and answer their questions.

Point out how important the inner ear is in our hearing sound. Explain that all vibrating objects send out waves, but they do not become sound until they reach our inner ear and our brain translates them. Then ask the questions, “If a tree falls deep in the woods, and no one is there to hear it, did it make a sound?” Allow them to discuss, use the new information, and to change their original answer if necessary.

This short activity will allow students to experiment how sound travels through the air, through water, and through solids. Have students pair up at their desks. One student taps lightly on the desk and the other listens. Then the listening student puts an ear to the desk as the other continues to tap lightly. Ask:

-“When did you hear the tapping better?”

-“When sitting up, how did the sound travel to your ear?”

-“When you put your ear to the desk, how did the sound travel to your ear?”

-“How do you think sound travels better—through the air or through a solid

material?”

Have a shallow pan of water ready for volunteers. One student puts their ear in the water, and the other taps two metal balls lightly in the water. Ask students to compare the water experiment with the desk experiment.

-“How does sound travel better—through a solid material or through water?”

Explain that sound moves fastest through a solid, fast through a liquid, and slow through air. Tell them the story about Ludwig van Beethoven and how he continued to compose music after he became death.

-“How did he hear the music? What did the sound travel through?”

-“How would using this method affect how he heard the music?”

-“Would his listeners hear the music the same way?”

Now on to a final discussion topic. What happens to sound in outer space? Ask what students know about outer space.

-“Why do astronauts have to wear those special suits?”

-“Could they breathe without them? Why or why not?”

-“Is their air in outer space?”

-“What is their?”

Finally, explain that there is no oxygen or even air in outer space. It is called a vacuum. So, sound waves cannot travel (no air). When the astronauts are in space, they cannot hear anything. The comets make no noise. The giant spaceship makes no noise. The astronauts can only speak to each other through special radio connections.

End with a class discussion on the important topics learned—sound waves, the function of the inner ear, sound travelling through different materials. Encourage students to ask questions, think out loud, and offer ideas.

Assessment.

Allow students to choose one of the following writing assignments:

1) Imagine you have been chosen to go on the next space mission. You are keeping a diary and today you are writing about the strange absence of sound in space. Write about what it feels like when you leave the spaceship and go on a “space walk.” What do you see? What do you hear? What do you think you should hear? (Describe what you think space would sound like). What about inside the spaceship? Can you hear there?

2) Think about how sound travels through the air, through the water, and through solids. Imagine that your outer ear was damaged and you are now deaf. Write a short story about how you could use the trick of “listening” through water or solids. What and how could you hear? Remember the special qualities of sounds in other materials.

Sources Used:

Sound. Insights Curriculum. Education Development Center; Newton, MA.

Sound. Windows on Science. Optical Data Corporation; Warren, New Jersey.

Sound in Q202 Book

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