presenter: stacy chang, nbct [email protected] powerpoint created by amsti trainers revised by stacy...
TRANSCRIPT
![Page 1: Presenter: Stacy Chang, NBCT changsl@uab.edu PowerPoint created by AMSTI trainers Revised by Stacy Chang 4 th Grade Inquiry-Based Science Module Physics](https://reader036.vdocuments.net/reader036/viewer/2022062318/55181476550346ac318b45be/html5/thumbnails/1.jpg)
Presenter: Stacy Chang, [email protected]
PowerPoint created by AMSTI trainers
Revised by Stacy Chang
4th Grade Inquiry-Based Science Module
Physics of Sound
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2. What is the most unusual thing you heard this morning?
1. How many sounds did you list?
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•The•Learning
•Cycle
•“The 5 E’s”
• of an inquiry-based lesson
• Initiate
• Apply • Clarify
• Question
• Evaluate
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Science Notebook Components
•Question/Problem/Purpose
• Hypothesis
• Procedure/Planning
• Results/Data/Observations
• Conclusion/What Have You Learned?
• Next Step/New Question
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COURSE OF STUDY
OBJECTIVES2. Compare different pitches of sound
produced by changing the size, tension, amount , or type of vibrating material.
Investigation 2: Parts 1-3
Investigation 3: Parts 1-3
Investigation 4: Parts 1-2
• Describing the relationship between the structure of the ear and hearing
Investigation 1 “Your Sound Source” Science Story
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K W L
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INVESTIGATION 1:
DROPPING IN
• Part 1: Drop Challenge
• Part 2: Drop Codes
• Part 3: Sound and Vibrations
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Investigation 1 / Part 1
Drop Challenge
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Object Drop
• Close your eyes and listen to the sound made the object. List words that describe the sound made by the object.
• Introduce the term- properties.
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Notebook Entry
Drop Challenge
• Question: What sounds will I hear when dropping each object into the sound chamber?
Teacher will drop objects into the drop chamber one at a time. Make a prediction of the properties of each sound. Record actual properties.
Chart: Sounds of Objects
Object Hypothesis Actual
paper cup
cardboard
Foil
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• Introduce term: sound discrimination
• Play Drop Challenge Game (TG p. 12 – 13)
• Conclusion/ Reflection:
(*Content Inquiry Questions/Answers p. 15/Inv. 1 TG)
• Objects can be identified by their properties, including the sounds they make.
• Some properties of sound are loud, soft, high, low, scratchy, and ringing.
• Next Step/New Questions:
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SCIENCE STORY
“Seeing the World through Sound”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TG on pp. 2 & 3 under Science Stories.
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Investigation 1 / Part 2
Drop Codes
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NB Entry
Information from Sound
• Question: What are some ways that people can get information from sound?
• Compare two familiar sounds (recess bell/fire alarm).
• Discuss/ write:
1. What does each tell us?
2. How can you tell the sounds apart?
3. What other sounds are used to give us information? List. (Option- Contest)
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Notebook Entry
Drop Codes• Question: How can we use the drop objects
and drop chamber to develop a code that can be used for communicating?
• Hypothesis: Write/ Discuss.
• Plan/Observations: Sorting Mat (whole group demonstration)
___ ___ ___ ___ ___ ___ ___ ___
1 2 3 4 5 6 7 8
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Sorting Map (Student Sheet 2)
Use sound discrimination to determine the secret
word! popsicle stick metal washer
foil plastic spoon
paper cup cardboard
plastic chip clothespin
Option: Make copies and laminate for future use. Use dry-erase markers to write on.
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Sorting Map (Student Sheet 2)
Use sound discrimination to determine the secret
word! popsicle stick metal washer
foil plastic spoon
paper cup cardboard
plastic chip clothespin
Option: Make copies and laminate for future use. Use dry-erase markers to write on.
HH
MM
II
AA
PP
NN
CC
OO
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Create your own code!
• Work with your partner to create a code using the drop objects.
• Assign a letter to each of the objects. (All letters/objects do not have to be used.)
• Show your code (Sorting Mat) to your teammates. Drop each object into the drop chamber.
• Have your other teammates determine your secret word using sound discrimination!
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Continued
Conclusion/ Reflection:
(Drop Code Content Inquiry Question p. 20/Inv. 1 TG)
• Sounds can convey information to human in codes, warning signals, and music.
• Voc: code
• Next Step/ New Questions
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Response Sheet- Dropping In
• Student Sheet 3 (Assessment)
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Listening For Sound
ActivityHave students close their eyes and listen to
their surroundings. Record observations.
Classroom Outside
Vocabulary – vibration, sound source, sound receiver, volume
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SCIENCE STORY
“Listen To This”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TG on pp. 4 & 5 under Science Stories.
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Investigation 1 / Part
3Sound and Vibrations
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Sound and Vibrations
Question: How are sounds made?
Hypothesis:
Plan/ Observations:
Student Sheet 4 (The Tuning Fork)
Materials: 1 tuning fork
1 cup of water
Paper Towels
1 ping-pong ball on a thread
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Sound and Vibrations
Student Sheet 5 (The Long Gong)
Observe and write about the door fiddle and tone generator.
Door Fiddle
Tone Generator
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• Conclusion (Content Inquiry TG p. 29)
• All sounds come from a source that is vibrating.
• Sound sources are things that are vibrating and making a sound, like a whistle, teakettle, or voice.
• Anything that detects vibrations is a sound receiver (ear, microphone, telephone receiver)
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SCIENCE STORY
“Animal Babble”
“Your Source and Receiver”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TG on pp. 6 & 7 under Science Stories.
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Ear Diagram
• Paste ear diagram in NB. Discuss parts/ function and label.
• Extensions: Brainpop.com, Bill Nye’s DVDs, Promethean Planet
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Ear Diagram
• Paste ear diagram in NB. Discuss parts/ function and label.
• Extensions: Brainpop.com, Bill Nye’s DVDs, Promethean Planet
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INTERDISCIPLINARY
EXTENSIONS• Language Extension - Explore
Onomatopoetic Writing – p. 31 TG
Have students select one of the writing prompts to illustrate and complete.
Prompt 1 – “When I hear the rain go pitter-patter, it makes me think of…”
Prompt 2 – “The drum roll of thunder causes me to feel …”
*Allow students to make up their own writing prompt if they
would like.
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INTERDISCIPLINARY
EXTENSIONS• Math Extensions – Listed on TG 29
• Math Extension Problem of the Week Dropping In – Student Sheet 29
(Have students complete and paste in NB)
• Science Extension –Listed on TG 32
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Home/ School Connection
•Student Sheet 33
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INVESTIGATION 2:
GOOD VIBRATIONS• Part 1: Vibration and Pitch
• Part 2: Length and Pitch
• Part 3: Tension and Pitch
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Investigation 2 / Part
1Vibration and
Pitch
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Vibration and Pitch
• Question: How are high and low sounds made?
• Review voc/ concepts learned so far.
• Voice Activity
• Tongue Depressor Activity: Describe and write about how high and low sounds are made.
• Revisit the Door Fiddle and Tone Generator. Compare and contrast instruments. Describe and write about how high and low sounds are made.
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Conclusion: (Content Inquiry Question TG p. 12/Inv. 2)
• Fast vibrations produce high-pitched sounds. Slow vibrations produce low-pitched sounds.
• How fast or slow something is moving is called the frequency of the vibration.
Voc: pitch, frequency, volume
continued
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Sound Waves
Low volume
High pitch
High volume
High pitch
Low volume High volumeLow pitchLow pitch
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Slinky Sound Waves
Demonstration or Bill Nye’s DVD
Sheet in White AMSTI binder
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SCIENCE STORY
“Highs and Lows”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TG on pp. 8 & 9 under Science Stories.
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Investigation 2 / Part
2Length and Pitch
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Length and Pitch
• Question: What causes an instrument to create high or low pitches?
• Hypothesis:
• Plan/ Observations: Student Sheets 6-9 (Can be completed as centers or individual mini-activities.)
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Length and Pitch
The Waterphone (Student Sheet 6)
Materials: 5 bottles with water filled in different levels, 1 mallet
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Length and Pitch
The Xylophone (Student Sheet 7)
Materials: • 5 xylophone
tubes • 1 foam piece• 1 mallet
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Length and Pitch
• The Kalimba (Student Sheet 8)
Materials: • 5 steel springs • 1 kalimba base• 2 craft sticks
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Length and Pitch
•The String Beam (Student Sheet 9)
Materials: 1 string beam
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Length and Pitch
• Conclusion/ Reflection: Content Inquiry Answers p. 19/Inv. 2 TG
• A long object has a low pitch and vibrates slowly.
• A short object has a high pitch and vibrates quickly.
• Highlight Vocabulary – kalimba, xylophone
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SCIENCE STORY
“Making Waves”
“Sound Off”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TG on pp. 10 & 11 under Science Stories.
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Response Sheet: Good Vibrations
• Student Sheet 10 (Assessment)
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Investigation 2 / Part
3Tension and Pitch
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Tension and Pitch
• Question: What is tension? How does tension affect pitch?
• Hypothesis:
• Plan/ Observations:
• Minigutbucket (Student Sheet 11)
• Foss-Ulele (Student Sheet 12)
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Tension and Pitch
• Conclusion: Content Inquiry p. 24/Inv. 2 TG
• Tension is force applied to an object trying to pull it apart. The greater the tension on a sound source, the higher the pitch.
• Vocabulary – tension
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Response Sheet
SCIENCE STORY
“Scoping Out Sound”• Complete Good Vibrations Response Sheet
(Student Sheet 10)
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection. Page 21
• Orally discuss story.
• Story Background in TE on pp. 12 & 13 under Science Stories.
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Response Sheet : Good
Vibrations
• Complete Good Vibrations Response Sheet (Student Sheet 10)
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INTERDISCIPLINARY
EXTENSIONS• Language Extensions
• Math Extension
Problem of the Week – Good Vibrations Student Sheet #30
• Music Extensions
• Science Extensions
• Home/ School Connection Student Sheet 34
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INVESTIGATION 3:
How Sound Travels• Part 1, Sounds through Air and Water
• Part 2, Sounds through Solids
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Investigation 3 / Part
1Sounds through Air and
Water
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Sounds through Air and
Water• Question: How is sound different when
heard through air than when heard through water?
• Hypothesis: I believe …
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Investigation 3 Activities• Sound Through Air (Student Sheet #13)
Materials: 1 tuning fork
3 tubes
1 block
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Investigation 3
Activities
Sound Through Water
(Student Sheet #14)
Materials: 1 basin of water
2 stethoscopes
paper towels
alcohol and cotton balls
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Continued
• Response Sheet Student Sheet 15
• Conclusion/ Reflection: (Content Inquiry p. 14)
• Sound can travel through water. Sounds are louder and clearer when they travel through water.
• (Then, why can’t you understand people when you’re under the water?)
• Vocabulary – stethoscope, amplify, megaphone
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Amplification Challenge
Discuss ways to amplify sound of tone generator when played softly.
*Show students the megaphone and tone generator. Orally ask them to explain how the megaphone can be used to amplify sound in the room?
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SCIENCE STORY
“Moving Along”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TE on pp. 8 & 9 under Science Stories.
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Investigation 3 / Part
2
Sounds through Solids
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Investigation 3 Activities
• Sounds Through Solids: Wood (Student Sheet 16)
Materials: 2 wood dowels
tissue
tape
• Sounds Through Solids: String (Student Sheet 17)
Materials: 2 string telephones
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Sounds through Solids
Question: Does sound travel through solid materials? What must sound have in order to be heard?
Plan/ Observations: Student Sheet 16 & 17
Conclusion: Add Content Inquiry p. 19/Inv. 3 TG
Sound travels effectively through solids like wood and string.
Sound must have a source, a receiver, and a medium to travel through (solid, liquid, or gas).
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SCIENCE STORY
“Bouncing Back”
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TE on pp. 16 & 17 under Science Stories.
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INTERDISCIPLINARY
EXTENSIONS• Language Extensions
• Math Extensions –
Problem of the Week – How Sound Travels (Student Sheet 31)
• Art Extensions• Science Extensions Have students explore, reflect, and
illustrate the new instruments. (Instructions pp. 22 & 23/Inv. 3 TE)
• Garden-Hose Listening String Telephone Air Cannon
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INVESTIGATION 4:
Sound Challenges• Part 1, Sound Challenges
• Part 2, Choosing Your Own Investigation
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Investigation 4 / Part
1
Sound Challenges
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Sound Challenges• Set up all challenge stations and have students explore each
challenge activity with their group. Remind them that their group will have to present one of the challenges to the class.
Challenges:
The Foss-Ulele Challenge (Student Sheet # 18)
The Kalimba Challenge (Student Sheet #19)
The Long-Gong Challenge (Student Sheet #20)
The Minigutbucket Challenge (Student Sheet #21)
The String-Beam Challenge (Student Sheet #22)
The Tuning-Fork Challenge (Student Sheet #23)
The Waterphone and Xylophone Challenge (Student Sheet #24)
The Whisper Challenge (Student Sheet #25)
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Challenge Presentations
Have students follow the following guidelines for their presentations.
• Read your challenge out loud.
• Demonstrate your best solution.
• Describe how the sound travels from the sound source to each receiver or how you change the pitch of your instrument.
• Describe or demonstrate other solutions you tried.
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SCIENCE STORY
“Lights! Camera! Action!”
“Grandmother’s Hearing
Test”• Review all vocabulary terms.
• Review all Content Inquiry Questions and Answers.
• Have students read story individually or with a partner, and briefly summarize what they read and learned from this reading selection.
• Orally discuss story.
• Story Background in TG on pp. 18 & 19 under Science Stories.
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Investigation 4 / Part
2
Choosing Your Own Investigation
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Choosing Your Own
Investigation• Go over the Project Ideas found on Student
Sheet #26 under Investigation Duplication Masters.
• Hand out the Project Proposal Student Sheet #27 for students to complete.
• Hand out the Presentation Guidelines found on Student Sheet #28.
• Have students present their 3 minute presentation.
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Instrument Reflection (At
Home Project)
• Have students create a unique musical instrument and present it to the class.
Illustration
Reflect on why you chose this instrument, and what you learned from creating this instrument.
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INTERDISCIPLINARY
EXTENSIONS• Language Extensions
• Math Extensions
Problem of the Week – Sound Challenges (Student Sheet #32)
• Social Studies Extensions
• Science Extensions – Activity
Make Animal Quackers p. 23/Inv. 4 TG
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Physics of Sound
Unit Summary
Have students reflect on what they learned from this unit and how it relates to the real world. Also, have them list their favorite and least favorite activities.
Post Unit Assessment (Assessment Duplication Masters Section of TG)
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