Grade 3 Unit 1 Guide 2010-1

O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

Grade 3

Science Instruction

Unit Guide

Standard 5: Physics

WCPS 2010-2011 Grade 3 Standard 5: Physics


Table of Contents

Standard 5: Physics

Topic PageMaryland State Curriculum for Science Skills and Processes 3-5

Maryland State Curriculum for Science Alignment 6Vertical Content Map 7-11

Planning Guide 12-23Instructional Support for Science Objectives 24-36

Word Cards and Vocabulary Sort 37-50Careers in Physics 51

Concept Attainment for Sound 52-61Literature To Support Physics 62-64Websites To Support Physics 65-67

Formative Assessments 68-78Assessment Collection Windows 79

Science Benchmark 80-93



Maryland State Curriculum for

Science



1.0 Skills and Processes – Students will demonstrate the thinking and acting inherent in the practice of science.

1.A.1.a-g A. Constructing Knowledge

1. Gather and question data from many different from of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

a. Support investigative finding with data found in books, articles, and databases and identify the sources used and expect others to do the same.

b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.

c. Explain that comparisons of data might not be fair because some conditions are not kept the same.

d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why.

e. Follow directions carefully and keep accurate records of one’s work in order to compare data gathered.

f. Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations.

g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest:

Millimeter – length Square centimeter – area Milliliter – volume Newton – weight Gram – mass Second – time Degree – temperature



1.C.1.a-e C. Communicating Scientific Information

1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay inform about scientific discoveries around the world.

a. Make use of and analyze models, such as tables and graphs to summarize and interpret data.

b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing.

c. Submit work to the critique of others which involves discussing findings, posing questions, and challenging statements to clarify ideas.

d. Construct and share reasonable explanations for questions asked.

e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and backgrounds.

1.D.1.a-c D. Technology

1. Develop designs and analyze the product: “Does it work?” “Could I make it work better?” “Could I have used better materials?”

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

b. Realize that there is no perfect design and that usually some features have to sacrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance).

c. Identify factors that must be considered in any technological design-cost, safety, environment impact, and what with happen if the solution fails.

Maryland State Curriculum for ScienceWCPS 2010-2011 Grade 3 Standard 5: Physics


5.0 Physics—Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.

Science Correlations/Resources Other Correlations

A. Mechanics

2. Explain that changes in the ways objects move are caused by forces.

c. Observe and describe that objects fall to the ground unless something holds them up (gravity).

Investigation 1 Part 1-2

D. Wave Interactions

2. Identify and describe the relationship between a sound and the vibrations that produce it.

a. Based on observations of objects that produce sound, relate vibration to the back and forth motion of parts of the object.

b. Pose questions concerning the relationship between loudness or pitch and the vibration of an object.

Investigation 1 Part 3

Investigation 3 Part 1-2

Science Stories: See the World…, Listen to This, Animal Babble…Scoping Out Sound, Grandmother’s

Hearing Test, Moving Along, Bouncing Back

Investigation 2 Parts 1-3

Science Stories: Highs and Lows, Making Waves




Grade 2 Grade 3 Grades 4 & 5

5.0 Physics-- Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.

None Provided by MSDE

Instructional Note: Have the students compare the different ways objects move.

A. Mechanics

2. Explain that changes in the ways objects move are caused by forces.

c. Observe and describe that objects fall to the ground unless something holds them up (gravity).

A. Mechanics

2. Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it.

a. Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object.

Friction Gravity

b. Observe and explain the changes in selected motion patterns using the relationship between force and mass.


5.0 Physics-- Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.


D. Wave Interactions

2. Identify and describe the relationship between a sound and the vibrations that produce it.

a. Based on observations of objects that produce sound, relate vibration to the back and forth motion of parts of the object.

b. Pose questions concerning the relationship between loudness or pitch and the vibration of an object.


Instructional Note: Have the students investigate and describe pitch of sounds that chance rate of vibration.




Standard 6.0 Environmental Science

Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

A. NATURAL RESOURCES AND HUMAN NEEDS

1. Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs.

a. Describe natural resources as something from the natural environment that is used to meet one's needs.

b. Identify water, air, soil, minerals, animals, and plants as basic natural resources.

c. Explain that food, fuels, and fibers are produced from basic natural resources.

d. Identify ways that humans use Earth's natural resources to meet their needs.

e. Explain that some natural resources are limited and need to be used wisely.


Grade 5

A. NATURAL RESOURCES AND HUMAN NEEDS

1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.

a. Identify and compare Maryland's renewable resources and nonrenewable resources.

b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.

c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals




B. ENVIRONMENTAL ISSUES

1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment.

a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment.

b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.


Grade 5


1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.

a. Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.

b. Identify and describe that individuals and groups assess and manage risk to the environment differently.




None Provided by MSDENone Provided by MSDE

Grade 5


2. Recognize and describe that consequences may occur when Earth's natural resources are used.

a. Explain how human activities may have positive consequences on the natural environment.

Recycling centers Native plantings Good farming practice

b. Explain how human activities may have a negative consequence on the natural environment.

Damage or destruction done to habitats Air, water, and land pollution

c. Identify and describe that an environmental issue affects individual people and groups of people differently.


Standard 5: Physics Session State

Curriculum Objectives

Lesson Overview Vocabulary Formative Assessment Extensions/Modification

1 5.A.2.c FOSS Physics of Sound Investigation 1 Dropping In, Part 1 – Drop Challenge

1. Conduct a pre-assessment by having students begin the Physics of Sound K-W-L Chart Copy master or complete the Physics of Sound Anticipation Guide in the Science Notebook in the Navigation Guide. Have students share what they know about sound and questions they have or identify if they agree or disagree with the statements.

2. Guiding the Investigation, steps 1-13.

3. Review vocabulary and post word cards on the word wall.

4. Summarize lesson and post content statements on content chart.

5. Assign science notebook entry – see Science Notebook Focus Question.

sound

properties

sound discrimination

Science Notebook Focus Question

What are the properties of sound that make them identifiable?

Student responses should include properties such as loud, soft, high, low, scratchy, and ringing, and an explanation that sounds can be discriminated because of these properties. Examples from drop chamber activity should be included as evidence.

Science Extensions—Create a Sound Matching Game and (or) Play Where’s That Sound

Help students discriminate between observation and inference. At first students observe the different materials being dropped and making a sound. When the divider is added to the drop chamber they can no longer see what is being dropped, they have to infer what the object is from the sound the object makes.



Session State Curriculum Objectives


2 5.A.2.c FOSS Physics of Sound Investigation 1 Dropping In, Part 2 – Drop Codes




4. Have students complete Student Sheet No. 3 Response Sheet - Dropping In

5. Have students add new learning to the K-W-L Chart. You may want to have students check the questions that have been answered.

codes

signals

Student Sheet No. 3

Response Sheet - Dropping In

See Assessment folio page 7 to score student responses.

Science Extensions—Drop Multiple Letter Objects and (or) Create Whole Word Codes

Have students read Listen to This, FOSS Science Stories pages 5-6. Use Science Stories Folio pages 4-5 to guide the reading.

Be sure to develop classroom routines for science. How do we work as scientists? What are our roles/jobs?





3 and 4 5.D.2.a FOSS Physics of Sound Investigation 1 Dropping In, Part 3 – Sound and Vibrations

Session 1


Session 2




5. Have students complete science notebook entry – see Science Notebook Focus Question.

6. Have students add new learning from Investigation One to the K-W-L Chart. You may want to have students check the questions that have been answered.

vibration

sound source

sound receiver

volume


How is sound made?

Student responses may include drawings of the door fiddle or tone generator and include the vibrations that are visible and heard through the devices. Use the Assessment Checklist for Investigation 1 or take anecdotal notes. The scoring guide can be found on page 8 of the Assessment folio.

Have students read Animal Babble and/or Your Source and Receiver, FOSS Science Stories pages 7-10. Use Science Stories Folio pages 6-7 to guide the reading.

Assign Home/School Connection for Investigation One, Student Sheet 33.

Continue to develop classroom routines for science. How do we work as scientists? What are our roles/jobs?





5 Investigation 1 Assessment and Reflections

Focus Questions

What are the properties of sound that make them identifiable?

How is sound made?

6 5.D.2.b FOSS Physics of Sound Investigation 2 Good Vibrations, Part 1 – Vibration and Pitch





pitch

frequency


What is pitch? What changes the pitch of a sound?

Student responses should describe pitch as how high or how low a sound is. The speed of the vibrations determines the pitch. Faster vibrations create higher pitches.






7 5.D.2.b FOSS Physics of Sound Investigation 2 Good Vibrations, Part 1 – Vibration and Pitch

1. Read Highs and Lows, FOSS Science Stories pages 11-13. Use Science Stories Folio pages 8-9 to guide the reading.


relationship Science Notebook Focus Question

What is the relationship between frequency and pitch?

Student responses should include a description of frequency as a way to describe the speed of vibrations. The relationship described is the higher the frequency the higher the pitch and the lower the frequency the lower the pitch.






8 and 9 5.D.2.b FOSS Physics of Sound Investigation 2 Good Vibrations, Part 2 – Length and Pitch

Session 1




Session 2

4. Read Making Waves, FOSS Science Stories page 14. Use Science Stories Folio, pages 10-11 to guide the reading.



Kalimba

Xylophone

Student Sheet Nos. 6-9.

See Assessment folio page 9 to score student responses.


How does length affect the rate of vibration, and therefore the pitch?

Student responses should include evidence from one of the devices used in the mini-activities and explain that the shorter the length, the faster the vibration and the higher the pitch, and/or the longer the length, the slower the vibration and the lower the pitch.







10 and 11

5.A.2.b FOSS Physics of Sound Investigation 2 Good Vibrations, Part 3 – Tension and Pitch

Session 1




Session 2

5. Read Scoping Out Sound, FOSS Science Stories, pages 17-18. Use Science Stories Folio page 12 to guide the reading.


7. Assign Student Sheet No. 10 Response Sheet - Good Vibrations.

8. Have students add new learning from Investigation Two to the K-W-L Chart. You may want to have students check the questions that have been answered.

tension

waves

wavelength

amplitude

Student Sheets No. 11 and 12

The Minigutbucket

The FOSS-Ulele

Student Sheet No. 10

Response Sheet - Good Vibrations. See Assessment folio page 10 to score student responses.

Science Extension (page 28) Explore Rubber-Band Guitars

Assign Math Extension – Problem of the Week, Student Sheet 30.

Assign Home/School Connection for Investigation 2, Student Sheet 34.






Focus Questions

What is the relationship between frequency and pitch?

How does length affect the rate of vibration, and therefore the pitch?

13 5.D.2.a FOSS Physics of Sound Investigation 3 How Sound Travels, Part 1 – Sounds through Air and Water





stethoscope

amplify

megaphone

outer ear

inner ear

matter

air (gases)

liquids


Sounds through Air Sounds through Water


Can sound travel through water?

Student responses should state that sound can travel through water and that sounds are louder and clearer when they travel through water than through air.






14 5.D.2.a FOSS Physics of Sound Investigation 3 How Sound Travels, Part 1 – Sounds through Air and Water

1. Read Moving Along, FOSS Science Stories pages 19-20. Use Science Stories Folio pages 14-15 to guide the reading.

2. Assign Student Sheet No. 15 Response Sheet – How Sound Travels

energy

compression Student Sheet No. 15

Response Sheet – How Sound Travels See Assessment folio page 11 to score student responses.


Session State Lesson Overview Vocabulary Formative Assessment Extensions/ModificationWCPS 2010-2011 Grade 3 Standard 5: Physics


Curriculum Objectives

15 5.D.2.a FOSS Physics of Sound Investigation 3 How Sound Travels, Part 2 – Sounds through Solids




solids

transmit


Sounds through Solids: Wood

Sounds through Solids: String

Teacher Observation, See step 7 for interview questions. Record student responses on Assessment Checklist or an anecdotal note. See Assessment folio page 12 for scoring guidelines.

Introduce the term transmit. In science, transmit describes when heat, sound, or light is caused to pass through a medium.


Assign Home/School Connection for Investigation 3, Student Sheet 35.






16 5.D.2.a FOSS Physics of Sound Investigation 3 How Sound Travels, Part 2 – Sounds through Solids

1. Read Bouncing Back, FOSS Science Stories page 21. Use Science Stories Folio pages 16-17 to guide the reading.

2. Have students add new learning from Investigation Three to the K-W-L Chart. You may want to have students check the questions that have been answered.

echolocation Science Notebook Focus Question

Compare and contrast sound traveling through a solid with

sound traveling through the air. Explain how different media

(solid, liquid, and gas) affect the transmission of sound.

Student responses should include similarities and differences of sound traveling through different media and how each media affects the sound. Evidence from investigations should be included.

Read Energy, FOSS Science Stories pages 22-28. Use Science Stories Folio pages 18-19 to guide the reading. This selection is a review of energy concepts addressed in the grade three Standards of Learning.

www.fossweb.com; Physics of Sound, Activities: How Far Away Is It?


Session State Curriculum



http://www.fossweb.com/


Objectives

17 and 18

5.D.2.a-b FOSS Physics of Sound Investigation 4 Sound Challenges, Part 1 – Sound Challenges

Session 1


Session 2


3. Complete the K-W-L Chart by adding new learning for Investigation Four. Have students organize learning and write an article about sound energy.

Presentation

Assess students on accuracy of science concepts and appropriate use of science vocabulary.

Have students complete the L column of the Physics of Sound K-W-L Chart.




20 and 21

FOSS Physics of Sound Review

Have students complete “After” column of the Physics of Sound Anticipation Guide. Have students write an explanation and give evidence if the statement is incorrect.

Read Lights! Camera! Action and Grandmother’s Hearing Test, FOSS Science Stories pages 29-36. Use Science Stories Folio pages 20-23 to guide the reading.

22 Unit 1 Reflections

23 Unit 1 Assessment



Instructional Support for Science Objectives



Science Notebook Sheets



Physics of Sound K-W-L Chart

What I Know about Sound

What I Wonder about Sound

What I Learned about Sound



Physics of Sound Anticipation Guide

Draw a line around “Agree” if you think the statement is true. Draw a line around “Disagree” if you think the statement is not true.

Before Unit Statement End of Unit

Agree Disagree Parts of an object make sounds. Agree Disagree

Agree Disagree Animals and people make and receive sounds. Agree Disagree

Agree Disagree All sounds are the same. Agree Disagree

Agree Disagree Sound is caused by vibrating objects. Agree Disagree

Agree Disagree Sound travels faster through water than air. Agree Disagree

Pitch Concept Cards



Cut out the cards and sort them into two groups: higher pitch sounds and lower pitch sounds.


higher pitch lower pitch

shorter sound source trombone

faster vibration greater tension

lesser tension higher frequency

lower frequency flute

longer sound source slower vibration


Sounds in Nature

Find an area in the schoolyard. Sit in the schoolyard and listen to the sounds made by animals for 10-15 minutes. Create a table to organize your observations. Identify the sound source and describe the sound.



Sound Investigation Card

Design an investigation to determine what factors affect the pitch of a vibrating object. Develop an investigation question and an activity to answer your question. Include procedures, data with appropriate measurements and drawings, and a conclusion to explain the results.

Tested Materials:

My investigation question:



5.A.2.c

Observe and describe that objects fall to the ground unless something holds them up (gravity).


Resources to Support 5.A.2.c

Name of Resource Where Can the Resource Be Found? Notes

ScienceSaurus® Pages 270-271

FOSS: Physics of Sound Investigation 1 Parts 1-2

Safari Montage All About Properties of Matter Bill Nye: Gravity Bill Nye: Motion Magic School Bus Gets Lost in Space

These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.


5.D.2.a

Based on observations of objects that produce sound, relate vibration to the back and forth motion of parts of the object.

Resources to Support



FOSS: Physics of Sound Investigation 1 Part 3

Investigation 3 Parts 1-2

Science Stories: See the World…, Listen to This, Animal Babble…, Scoping Out Sound, Grandmother’s Hearing Test, Moving Along, Bouncing Back

Safari Montage All About the Senses Magic School Bus Inside the Haunted

House




Assessment: Making Sound

All of the objects listed below make sounds. Put an X next to the objects you think involve vibrations in producing sound.

Guitar strings Drum Dripping faucet

Barking dog

Piano Screeching brakes

Radio speaker

Crumpled paper

Car engine Chirping cricket

Singer Popped balloon

Drum Wind Wood saw

Clapped hands

Bubbling water

Rustling leaves

Hammer Flute

Thunderstorm Two stones rubbed together

Snapped fingers

Explain your thinking. What “rule” or reasoning did you use to decide which objects involve vibrations in producing sound?

Making Sound Assessment Teacher Notes



The purpose of this assessment is to find out the students’ ideas about sound production. Sound is a form of energy caused by back-and –forth vibrations. All the objects on the list involve the production of sound as a result of vibration of the object itself or the material it comes in contact with, such as air.



5.D.2.b

Pose questions concerning the relationship between loudness or pitch and the vibration of an object.

Resources to Support 2.D.2.b



FOSS: Physics of Sound Investigation 2 Parts 1-3

Science Stories: Highs and Lows, Making Waves

Safari Montage All About the Senses Magic School Bus Inside the Haunted

House






Unit Vocabulary

Please note the following:

These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need.

At the bottom of each vocabulary card is coded. U1I1 stands for Unit 1 Investigation 1. U1SC stands for Unit 1 State Curriculum.

Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart.

Science vocabulary may be added to the Word Wall and kept there during testing as long as the words are used as is or copied onto white cardstock. (See your SAS if you have questions about your Word Wall display) Have your students help you determine at the end of the module what words should be displayed on the Word Wall.

If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.

sound WCPS 2010-2011 Grade 3 Standard 5: Physics


discrimination U1I1

property U1I1

code U1I1

vibration U1I1

sound source U1I1



sound receiver U1I1

volume U1I1

pitch U1I2

frequency U1I2

kalimba U1I2



xylophone U1I2

tension U1I2

stethoscope U1I3

amplify U1I3

megaphone U1I3



outer ear U1I3

inner ear U1I3

Ongoing Vocabulary From the State Curriculum



investigations SC

data SC

models SC

work SC

matter SC



energy SC

observe SC

motion SC

speed SC

forces SC



gravity SC

vibration SC

sound SC



Student Vocabulary for Content Sort

sound discrimination U1I1

sound discrimination U1I1

property U1I1 property U1I1

code U1I1 code U1I1

vibration U1I1 vibration U1I1

sound source U1I1 sound source U1I1

sound receiver U1I1 sound receiver U1I1

volume U1I1 volume U1I1

pitch U1I2 pitch U1I2

frequency U1I2 frequency U1I2

kalimba U1I2 kalimba U1I2



xylophone U1I2 xylophone U1I2

tension U1I2 tension U1I2

stethoscope U1I3 stethoscope U1I3

amplify U1I3 amplify U1I3

megaphone U1I3 megaphone U1I3

outer ear U1I3 outer ear U1I3

inner ear U1I3 inner ear U1I3



Careers in Physics

Clinical Scientist Laser Fusion Scientist Sound Engineer Weather Forecaster Renewable Energy Manager Astrophysicist Mechanical Engineer TV Producer Science Communicator Satellite Engineer Surgeon

SortsWCPS 2010-2011 Grade 3 Standard 5: Physics


(Also known as concept attainment)

Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.

How do you do sorts?

Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.



For Example: What are foods we can eat?

Yes No



Yes No




1. Identifying sounds as different from one another is sound discrimination.

2. An object’s look, feel, sound, taste, and smell are its properties.




1. All sounds come from a source that is vibrating.

2. Anything that detects vibrations is a sound receiver.

3. Strong vibrations make soft sound volume.




1. Fast vibrations produce low-frequency sounds.

2. Slow vibrations produce high-frequency sounds.

3. Pitch is how high or low a sound is.




1. A long object has a high pitch and vibrates quickly.

2. A short object has a low pitch and vibrates slowly.




1. Tension is the force applied to an object trying to pull it apart.

2. The greater the tension on a sound source, the lower the sound.




1. Sound can travel through water.

2. Sounds are louder and clearer when they travel through water.

3. Sounds can be amplified with tubes and megaphones.

4. Our outer ears are designed to receive, focus and amplify sound.




1. Sound travels effectively through solids like wood and string.

2. Sound must have a source, receiver, and a solid, liquid, or gas medium to travel through.

Literature in the Science Classroom



“The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real-life situations.” Resource: Fossweb.com

“Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a child’s understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it.”

Resource: Science and Language Links, Johanna Scott



Amazing BatsAuthor: Frank Greenaway Level: 3-6 Description: Text and wonderful photographs introduce amazing members of the bat world, including the Indian fruit bat and the common vampire bat.

The Magic School Bus In The Haunted MuseumAuthor: Joanna Cole Level: 2-4 Description: Ms. Frizzle's class goes to a concert at a sound museum.

Rubber-Band Banjos and a Java Jive Bass: Projects and Activities on the Science of Music and SoundAuthor: Alex Sabbeth Level: 3-6 Description: Projects and activities present the science of sound and music, including how sound is made, how the ears hear sound, and how different musical instruments are made.

Science Magic With SoundAuthor: Chris Oxlade Level: 3-6 - Publisher: Description: A selection of fun and entertaining magic tricks that introduce students to the basic science principles of sound.

Sound ScienceAuthor: Etta Kaner Level: 3-6 Description: Explores the nature of sound through experiments, riddles, interesting facts, puzzles, and games.

The Super Science Book Of SoundAuthor: David Glover Level: 3-6 Description: A look at sound: waves, pitch, barrier, energy, echoes, ultrasound, instruments, and communication.



Underwater MusiciansAuthor: D.M. Souza Level: 3-6 Description: Introduces a large cast of noisemakers that send messages in the sea and describes how the sounds are produced and received, and the role sound plays in the life of these creatures. Shrimp, lobsters, seals, walruses, and giant whales are some of the underwater musicians introduced. Includes good color photos of the creatures.

The Boy TrapAuthor: Nancy Matson Level: 3-6 Description: Fifth-grader Emma decides to do a science fair project to prove scientifically that girls are better than boys. In the process, she learns about herself, her friends, and research methods.

Poems Go Clang! A Collection Of Noisy VerseLevel: 2-4 Description: A collection of short poems celebrating sounds.



Websites



Web Sites

Chronology: Bell Labs (student and teacher resource)URL: http://www.att.com/attlabs/reputation/timeline/Description: Time line of technologies pioneered at AT&T’s Bell Laboratories, beginning with the telephone in 1876 and continuing through 1993. Covers such innovations as electronic recording, sound motion pictures, transatlantic telephone services, stereo recording, transistors, the solar cell, and cellular phones.

How Cell Phones Work (teacher resource)URL: http://www.howstuffworks.com/cell-phone.htmDescription: Find out how cell phones work in this How Stuff Works site.

How Speakers Work (student and teacher resource)URL: http://electronics.howstuffworks.com/speaker2.htmDescription: Find out how a speaker (or headphone) translates electrical signals and translates them back into physical vibrations to create sound waves that you can hear.

I Know That: Science Lab (student and teacher resource)URL: http://www.iknowthat.com/com/L3?Area=Science%20LabDescription: This is a great site for activities, animations, simulations and other resources related to the human body, sounds, matter the solar system, weather and other science topics to supplement sound.

Introduction to Flute Acoustics (teacher resource)URL: http://www.phys.unsw.edu.au/~jw/fluteacoustics.htmlDescription: This website includes text and images showing the processes involved in making sound with a flute.

The Little Shop of Physics/Auditory Illusion (student and teacher resource)URL: http://littleshop.physics.colostate.edu/onlineexperiments/Auditory_Illusion.htmlDescription: The Little Shop of Physics includes a couple of interactive activities at its Shockwave link dealing with auditory illusions and finding out what happens when you mix different sounds.



PlayMusic.org (student and teacher resource)URL: http://www.playmusic.org/Description: The American Symphony Orchestra League presents this site that includes Shockwave games that explore different sections in the orchestra. You can also listen to several musical selections that feature different musical instruments.

Scientific American/Ask The Experts (student and teacher resource)URL: http://www.sciam.com/askexpert_directory.cfmDescription: This site, maintained by Scientific American magazine, provides visitors with the opportunity to ask questions concerning specific phenomenon in science, mathematics, and technology. Scientific American then passes these queries on to experts in both academia and industry.

Selmer Musical Instruments (student and teacher resource)URL: http://www.selmer.comDescription: This commercial site includes photos and information about many musical instruments.

Tryscience.org Field Trips (student and teacher resource)URL: http://www.tryscience.org/fieldtrips/fieldtrip_home.htmlDescription: Use an interactive map of the world to find and explore a science and technology center or museum near you. You can also find online adventures and field trips, ideas for experiments at home, plus live webcams. TryScience.org is your gateway to experience the excitement of contemporary science and technology through on and offline interactivity with science and technology centers worldwide. TryScience is brought to you through a partnership between IBM Corporation, the New York Hall of Science (NYHOS), the Association of Science-Technology Centers (ASTC), and science centers worldwide.

What Causes a Sonic Boom? (student and teacher resource)URL: http://science.howstuffworks.com/question73.htmDescription: Check out this How Stuff Works web page to find out what causes a sonic boom.

Wonderwise: Women in Science Learning Series (student and teacher resource)URL: http://net.unl.edu/wonderwise/index.htmDescription: Introduces you to women who have made science their career. You can take several field trips, including space geology, African plant exploration, and urban ecology.



Formative Assessments

“Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both “gathering information about children’s ongoing development of ideas and skills and using this in modifying activities and the teacher’s interventions to meet the children’s needs” (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.”

Resource: Science and Learning, March 2007, “Assessing for Science Learning”, Michele H. Lee and Sandra K. Abell

Administering the formative assessments is optional and the scores are NOT reported.

Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes.

The formative assessments do not serve as a “practice” for the end of the unit assessment.

A formative assessment is provided for each unit investigation.A key is provided for each formative assessment.



Name_______________________ Date________________

Investigation 1: Dropping In

Formative Assessment

1. What causes sound?

A. decibelsB. vibrationsC. volumeD. receiver

2. Strong vibrations make ______________ sounds.

A. busy

B. soft

C. loud

D. vibrating

3. Something that detects, responds to, or hears a sound is

A. a sound receiver



B. a sound source

C. vibration

D. volume



4. When Anna was playing her guitar, she noticed that when she plucked the strings the guitar would produce sound. She also noticed that when she plucked the strings harder, the sound changed.

What relationship do vibrations have with sound? What happens to the volume when the vibration changes?

In your explanation, be sure to include

information on how vibrations are related to sound information on what happens to the volume when vibrations change

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Investigation 1: Dropping In

Formative Assessment Key

Item Indicator Scoring Tool Performance Criteria

1. K.5.D.2.a 1 – Correct answer

0 – Incorrect answer

B.

2. 3.5.D.2.b 1 – Correct answer


C.

3. 3.5.D.2.c 1 – Correct answer


A.

4. 3.5.D.2.b Score Student Response

2 (1) All sounds come from a source that is vibrating. All vibrations produce a sound.

And

(2) The stronger the vibrations, the greater the volume

1 Response includes only one item from above.

0 Other



Name_______________________ Date________________

Investigation 2: Good Vibrations


1. _____________ describes how high or low a sound is.

A. volumeB. frequencyC. pitchD. vibration

2. A long object has a _____________ pitch and vibrates slowly.

A. shortB. highC. lowD. long

3. _____________ is the force pulling on an object in opposite directions.

A. volumeWCPS 2010-2011 Grade 3 Standard 5: Physics


B. pitchC. vibrationD. tension

4. What happens to the pitch when the tension on a sound source changes?


relationship to pitch when the tension is great relationship to pitch when the tension is less

__________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________



Investigation 2: Good Vibrations





C.



C.



D.

4. 6.5.D.2.a Score Student Response

2 (1) The greater the tension, the higher the sound/pitch.

And

(2) The less tension, the lower the sound/pitch.

1 Response includes only one item from above.

0 Other



Name_______________________ Date________________

Investigation 3: How Sound Travels


1. Sounds are louder and clearer when they travel through

A. airB. waterC. solidsD. wires

2. To make a sound amplified means to make sounds

A. louderB. receivedC. shorterD. softer3. If your friend wants to hear their favorite song on the radio, there are three elements that need to be present before it can be heard.



In your own words, describe what sound was heard. Be sure to include

identification of the three elements needed for sound to be heard an example of each element from the story above

__________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Investigation 3: How Sound Travels



1. 3.5.D.2.c 1 – Correct answer


B.



A.

3. 3.5.D.2.c Score Student Response

2 Sound must have:

*a receiver (the friend)

*a source (the radio and/or song)

*a medium to travel through (the air)

All 3 must be present.

1 Response includes 1 or 2 items from above.

0 Other



Science Assessment Collection Windows

Teachers should determine the most appropriate date to administer the end of the module assessment, keeping in mind the dates they are due to central office.

End of the module assessment must be completed, scantrons bubbled, and received at Central Office by the dates listed below.


Grades 1-5

Unit 1 November 19, 2010

Unit 2 February 25, 2011

Unit 3 Last Day for Students



Grade 3

Unit 1


SCIENCE

BENCHMARK

1. All sounds are made when an object

A. changes stateB. vibratesC. speeds upD. slows down

2. Being able to tell different sounds apart is called

A. sound amplification


Standard 5: Physics


B. sound discriminationC. vibrationD. frequency

3. When you make sounds by plucking a rubber band, you make the rubber band move back and forth very quickly. This movement is called

A. loudnessB. amplitudeC. pitchD. vibration

4. The highness or lowness of a sound is the

A. pitchB. loudnessC. vibrationWCPS 2010-2011 Grade 3 Standard 5: Physics


D. resonance

5. If you tie a string around a doorknob, what happens to the pitch when you pull on the string slowly pluck it with your finger?

A. As you tighten the string, the pitch gets lower.B. The pitch stays the same.C. As you tighten the string, the pitch gets higher.D. As you loosen the string, the pitch gets higher.

6. Which motion BEST describes vibration?

A. straight line of motionB. round and round motionC. back and forth motionD. zig zag motion



7. The loudness of a sound is called the

A. sound wave B. volumeC. amplitudeD. pitch

8. A student holds two vibrating objects. Object R is vibrating faster than Object S. Which statement below is true?

A. R has a greater volume than SB. S has a greater volume than R C. R has a higher pitch than SD. S has a higher pitch than R



9. When a sound wave hits an object, some of them back toward their source. The bounce is called

A. echoB. returnC. sourceD. receiver

10. If you roll a large sheet of paper into a funnel, you can hear the sound better. This process of increasing the loudness of a sound is called

A. measuring a waveB. absorptionC. reflectionD. amplification

11. Which of the following would produce the highest pitch?

A. phone ringing



B. teacher’s whistleC. truck hornD. large dog’s growl

12. Which of the following would produce the loudest sound?

A. train hornB. pin fallingC. door bellD. whisper

13. Sound energy can travel through air, water, and solid material as

A. wavesB. echoesC. fuelD. currentsWCPS 2010-2011 Grade 3 Standard 5: Physics


14. Which tool would a scientist use to listen to sounds?

A. microscopeB. thermometerC. hand lensD. stethoscope



Ruth likes to play guitar. When she holds the guitar she notices that the strings at the bottom vibrate more quickly than the strings at the top.

15. Describe the sounds Ruth would hear as she plucks each of the six strings on the guitar. Explain how the sounds would be different.


relationship to pitch when the tension is great relationship to pitch when the tension is less



16. Mrs. Smith told her class that they will have a fire drill today. Using what you know about sound travel, describe the steps of how the fire alarm sound travels to the students to warn them to exit the building for the fire drill.

In your response, include information about:

the alarm, the air, and the student’s ears what is the sound source what is the sound medium what is the sound receiver

Physics of Sound Assessment Key ~ 20 Points

Item Indicator Scoring Tool Performance Criteria/Answer



1 5.D.2.a-b 1 - Correct answer0 – Incorrect answer

B


B


D


A


C


C


B


C


A

10 5.D.2.a-b 1 – Correct answer0 – Incorrect answer

D


B


A


A

14 1.A.1.b 1 – Correct answer0 – Incorrect answer

D



15 5.D.2.a-b Score Student Response

3 The response includes that the greater the tension, the higher the sound/pitch. The higher the pitch, the quicker the vibration. The lower the tension, the lower the sound/pitch. The lower the pitch, the slower the vibration. The top string on the guitar is vibrating slower than the strings below it. The top string has less tension, lower pitch, and therefore a slower vibration. The sound will be lower. The string at the bottom is vibrating quicker than the strings above it. The tension is higher and a higher pitch than the strings above it. The sound will be higher than the other strings.

2 The response includes a general understanding of tension, pitch, and sound. The response has a somewhat clear explain the relationship of pitch when tension is great or less.

1 The response includes a minimal understanding of tension, pitch, and sound. The response does not have clearly explain the relationship of pitch when tension is great or less.

0 Other



16 5.D.2.a-b Score Student Response

3 (1) Sound begins with a source that is vibrating. (alarm)(2) Sound must travel through a medium such as sold, liquid,

or gas from the source to the receiver. (air)(3) The receiver senses the vibrations from a source and

translates it into sound. (ear)2 Response includes two of the three points above.

1 Response includes one of the three points above.

0 Other



MSA Science RubricLEVEL 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.

The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*

LEVEL 2There is evidence in this response that the student has a general understanding of the question or problem.

The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*

LEVEL 1There is evidence in this response that the student has minimal understanding of the question or problem.

The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted, minimal*

LEVEL 0There is evidence that the student has no understanding of the question or the problem.

The response is completely incorrect or irrelevant or there is no response.


Grade 3 Unit 1 Guide 2010-1

Documents

physics o c o e

science skills

practice of science

science correlationsresources

science stories

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