Sound and Light Putting on a Show with Light and Sound MySci Project-Based Curriculum ... Flashlights from Lesson 10 ... Discuss the following questions about the movie:

Physical Science: Sound and Light

Waves, V

ibrations, How

the Ear and Eye W

ork, Com

municating

With Sound and Light

Washington U

niversity in St. LouisInstitute for School Partnership

Putting on aShow with Light

and Sound

unit 8

2Unit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

How do engineers solve problems?

What is sound? How do we describe sound?

How do we describe light?

How is sound used to communicate?

How can we begin to solve an engineering

problem?

How do we make sound?

What is volume?

How do humans use sound to communicate?

What do you need to have in order to make a shadow?

DeSign Challenge: How can we communicate through musical instruments and shadow puppet shows?

What is pitch? How does musical instrument design affect the sound?

How do we interact with darkness?

How can you change a shadow?

How can we communicate through

musical instruments and shadow puppet shows?

What arevibrations?

How do we hear sound?

What is rhythm?

MySci Project-Based Curriculum Unit StructureUnit 8

Putting on a Show with Light and Sound

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11

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Visit the Unit 8 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-8/

http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-8/


Unit 8 Teacher Preparation Listlesson inside MySci kit, you’ll find: items you must supply: extra prep time needed:

Lesson 1 Science notebooks & internet access

Chart paper

Review MySci Safety GuidelinesCopy and administer pre-assessment

Copies of the Engineering Design Cycle Chart (Appendix i)

Copies of the Scientific Drawing Rubric (Appendix ii)

Lesson 2 30 plastic kazoos

30 plastic baggies

15 plastic rulers

Science notebooks

Chart paper

Label student bags for kazoos with sharpies

Copies of the Making Sound checklist (Appendix iii)

Lesson 3 30 rubber bands

1 ten foot rope

Rulers from Lesson 2

Kazoos from Lesson 2

Science notebooks & internet access

Chart paper

Safety glasses

Drawings from previous lessons

Lesson 4 Plastic cup with latex glove

1 sugar packet

1 large tuning fork

1 small tuning fork

Too Much Noise by Ann McGovern


Chart paper

Copies of the Human Ear Diagram (Appendix iv)

Copies of the Ear Performance Rubric (Appendix v)

Lesson 5 Tuning forks from Lesson 4



Chart paper

Copies of Loud and Soft Charts (Appendix viii)

Lesson 6 The Five Senses: Hearing, by Maria Rius

4 sets of Palm pipes



Rubber bands from Lesson 3

Science notebooks

Chart paper

Copies of the Palm Pipe Measurement (Appendix ix)

Lesson 7 4 sets of palm pipes from Lesson 6




Chart paper or whiteboard

Lesson 8 30 dixie cups

String

4 sets of palm pipes from Lesson 6




Chart paper

http://schoolpartnership.wustl.edu/wp-content/uploads/2015/04/MySci-Safety.pdf

http://schoolpartnership.wustl.edu/wp-content/uploads/2015/04/MySci-Safety.pdf


Unit 8 Teacher Preparation List (continued)

lesson inside MySci kit, you’ll find: items you must supply: extra prep time needed:

Lesson 9 Science notebooks & internet access

Chart paper

Students bring in recycled materials for making instruments

Copies of the Engineering Design Cycle (Appendix i)

Copies of the Musical Instrument Rubric (Appendix x)

Lesson 10 15 small strong flashlights

Batteries


Chart paper

Crayons

Classroom books

Copies of the Light Source or Reflector handout (Appendix xii)

Lesson 11 Index cards

20 sheets of clear plastic

60 popsicle sticks

1 roll of waxed paper

Flashlights from Lesson 10

Science notebooks

Chart paper

Tape

Scissors

Cut waxed paper and clear plastic into enough pieces for the class

Lesson 12 All materials from Lesson 11 Science notebooks & internet access

Chart paper

Lesson 13 Seven Blind Mice by Ed Young

All sound-making materials and puppets from previous lessons

Science notebooks

Chart paper

Copies of the puppet templates (Appendix xiii - xiv)

Copy and administer post-assessment

1section


How do engineers solve problems?

lesson 1: How can we begin to solve an engineering problem?

Learning TargeTsDemonstrate with drawings how trash can be reused.

summaryStudents will view the Landfill harmonic video. They will identify recycled objects they might be able to get and draw first instrument design ideas. The Engineering Design Cycle and Scientific Drawing Rubric will be discussed.

engageAsk: Has anyone played a musical instrument? Which one? How did the music come out? What was it made of? Has anyone made their own instrument? What was it made out of ? We are going to watch a movie about musical instruments made out of trash! Watch carefully to to try and see what they were made of.Show the YouTube video Landfill Harmonic https://www.youtube.com/watch?v=fXynrsrTKbI.

eXPLOreDiscuss the following questions about the movie:

• How did they take a problem and make it something good?• What does music mean to these students? How do you know?• Does your family recycle things?• What do we need to know to make an instrument?

eXPLainHand out copies of the Engineering Design Cycle (Appendix i). In this unit, we are going to design our own musical instruments out of recycled materials. To help us with this big job, we are going to learn about how engineers solve problems and use the Engineering Design Cycle. Today, we are only going to talk about the first two steps, Identify Need/Problem and Research & Brainstorm. What kind of problems can we solve by making instruments out of recycled materials? Take responses from the class. Students may say that it will be fun, they can make their own music, they can use recycled materials in a new way.For Research, we have seen a video about how other people have solved this problem. You can take some ideas you saw there, and use them to brainstorm new ideas. Brainstorming means to come up with many ideas to solve a problem.

Teaching Tip: The handouts from this lesson will be used throughout the unit.

Teacher provides: Copies of the Engineering Design Cycle (Appendix i)

Copies of the Scientific Drawing Rubric (Appendix ii)

Chart paper

Science notebooks

Internet access

Teaching Tip: This icon highlights an opportunity to check for understanding through a

formal or informal assessment.

https://www.youtube.com/watch?v=fXynrsrTKbI

https://www.youtube.com/watch?v=fXynrsrTKbI.

https://www.youtube.com/watch?v=fXynrsrTKbI.


Lesson 1 continued: How can we begin to solve an engineering problem?

eLabOraTeOnce you have an idea, what is next? Usually, we want to draw our idea. Hand out copies of the Scientific Drawing Rubric (Appendix ii). Go over the rubric with the class, making sure that they understand what the categories mean.

evaLuaTe

Have students make a drawing of a musical instrument from the movie or one that they would like to make themselves from recycled materials.

Have students evaluate their own work and the work of their peers using the Scientific Drawing Rubric.

Teaching Tip: Ask the students to begin bringing in any recycled items that their family collects that they might want to use to build a musical instrument. Remind the student that all items they bring in must be clean.

section


lesson 2: How do we make sound?

What is sound?2

Learning TargeTDescribe how sound comes from vibrations through drawings.

summaryThe students are introduced to the idea of sound. They investigate how they can make sounds with different objects, and become aware of the vibrations that occur when objects are met with a force.

engageIn the last lesson, we talked about making musical instruments from recycled materials. But first, we need to learn more about sound. How can we make sound? Ask the students: Is there anyone in the class who can stand up and make a sound? Have several students stand and demonstrate sounds. Ask the students to draw a picture of making a sound. Refer students back to the Scientific Drawing Rubric from Lesson 1 (Appendix ii).

Collect the pictures (as early assessments) and hold discussions on the pictures. If any of the students draw lines going from the sound to their

ears, ask the students what they are and what they have to do with sound.

eXPLOreAsk the class: What different ways can sound be made? Pass out the kazoos. Ask the students to explore different ways to make sound with them. Allow time for the students to explore, then, ask for volunteers to demonstrate how they made their sounds. You may have to introduce the idea of humming, if students have not previously used a kazoo. Have them put their hands on their throats while they blow through the kazoos and then while they hum through the kazoos. Does it feel different?

eXPLainAsk the class: What do we notice about objects that make sound? Ask the students to pair up. Have them very carefully watch each other make a sound with their kazoos. Ask the pair to describe what they saw or felt. Ask the students if any of them know what it is called when something moves back and forth, or up and down very quickly.Collect the kazoos. Have the students go back to their drawings and add any additional information they may have learned about sound.eLabOraTe

Mysci MaTerials: 30 plastic kazoos

30 plastic baggies

15 plastic rulers

Teacher provides: Copies of the Making Sound checklist (Appendix iii)

Chart Paper

Science notebooks

Teaching Tip: Do not give any explanations at this point, only raise and record questions and thoughts.

Teaching Tip: Kazoos are considered consumables, not to be returned. Write the students‘ names on the kazoo bags so you can collect them and use them again later. The students should put their kazoos in a plastic bag before they return it to the teacher.


Lesson 2 continued: How do we make sound?

Ask the class: What else vibrates when it makes a sound? Pass out plastic rulers to the pairs. Have one student hold the ruler near the end of the desk with one hand and the other student to gently hit the ruler. Ask the students to watch and describe what happens. Have the student holding the ruler move it closer and farther from the edge of the desk and observe what happens.Use guided questioning to make sure that your students are getting the most out of this section. Ask them what they see and hear when:

• They hit the ruler harder or softer.• They make the ruler longer and shorter.

Does what they see and hear change after they hit the ruler?

evaLuaTeAsk the class: What makes sound?

Hand out copies of the Making Sound checklist (Appendix iii). After students have had a chance to complete the sheet, discuss each item as a

class. Do they agree that it could make sound? What is the sound being made? Does it vibrate? NOTE: Every item that makes sound produces vibrations!

eXTend (OPTiOnaL)If you have a fish tank, water table, or other container or tray, show students how dropping a small object in the water makes waves. The waves are like the vibrations that students can feel in their throat or see on the ruler.


lesson 3: What are vibrations?

Learning TargeTDemonstrate how a force is needed to begin a sound or vibration.

summaryThe students investigate different kinds of objects that vibrate with sound, and how sound results from vibrating matter.

engage

Ask the class: Which objects that we used yesterday could we see shake or “vibrate?” Review each object from Lesson 2 and have the class decide

which objects they could see a part of vibrate. Ask the students: What part of your body vibrates to make a sound? Have the students put two fingers softly on their own throats and hum. Ask them if they can feel their throat vibrate.

eXPLOreAsk the class: What ways can you make this rubber band produce a sound? Pass out the safety goggles for the students to wear. Remind the students that the rubber bands must be used responsibly. Pass out rubber bands to each student. Allow students to try making sounds different ways with their rubber band. Let several students show the different ways their rubber band produces sound. After each demonstration, ask the student if they felt a vibration and where was it. Ask if the rubber band reminds anyone of a musical instrument. (Guitar, banjo)

eXPLainAsk the class: What is the rubber band doing? Ask the students to draw in their science notebooks what they thought was going on with the rubber band.

When students are finished with their drawings, refer them back to the Scientific Drawing Rubric. Have them examine a partner’s drawing and

discuss how well the drawing meets the rubric.Ask two children to come up to the front of the room. Give them each an end of the rope. Ask one child to move his end up and down and ask the class to watch what happens. Then ask the students with the rope to kneel on the floor and one student move her end of the rope side to side quickly. Ask the children: What does that movement have to do with their rubber bands?The rope movement (a sound wave) is a slow motion version of the rubber band vibrating. The student moving the end of the rope begins the vibration, just as plucking the rubber band, or moving your throat starts the vibrations. Force is needed to begin a vibration (make a sound).

eLabOraTeAsk the class: What happens to the air when things vibrate? Ask the children to stand in a line or a circle, very near to each other. Have them raise their right hand, and make a fist. Have one person start the fist bump and say a sound at the same time. Each person passes it along, saying the sound. Show the video Stadium Waves http://www.youtube.com/watch?v=NCZlnORtUWA

Mysci MaTerials: 30 rubber bands

1 ten-foot colored thin rope

Rulers and kazoos from Lesson 2

Teacher provides: Safety glasses

Musical Instrument drawing from Lesson 1

Chart paper

Science notebooks

Internet access

Teaching Tip: Demonstrate the way to wear safety goggles. Demonstrate how to put the rubber band in between their fingers to make a sound.

Teaching Tip: One child starts the force with the 10 foot rope by raising his arm and lowering it until the rope makes a wave that goes to the partner holding the rope.

http://www.youtube.com/watch?v=NCZlnORtUWA


Lesson 3 continued: What are vibrations?

evaLuaTe

Ask students to take out their original drawings for their instrument designs from Lesson 1. Ask them to make a new drawing or add to

their original drawing to show how the sound will be made. Use the Scientific Drawing Rubric to evaluate their work.


lesson 4: How do we hear sound?

Learning TargeTExplain how the different parts of the ear and brain work together to take in and interpret sound.

summaryThe students explore the parts of the ear that translate sound into messages to our brain. The students discover reasons to protect their ears from loud sounds.

engageAsk the class: How do we hear sound? Show video Study Jams! Hearing and the Ear

http://www.youtube.com/watch?v=CSO765hyxrc.Ask the students: What happens to the vibrations you saw that allows us to hear?Ask the students to make drawings explaining their thinking. Remind the students of the Scientific Drawing Rubric. Ask the students to share their drawings in groups of four. Have the students take turns explaining the path

of sound to the brain through their drawings. After each one gets a turn to explain, have the group give feedback and make suggestions to

improve the drawing.

eXPLOreAsk the class: How do ears detect sound vibrations? Pass out the Human Ear Diagram (Appendix iv). Have the students trace the path of the vibrations through the ears to the nerve that leads to the brain.

eXPLainAsk the class: What does our brain do with the sound our ears send us? Display the vocabulary words that represent the different parts of the ear: outer, middle, inner, eardrum, Cochlea, auditory nerve. Ask students to go back to their ear diagram and add the vocabulary, if appropriate.As a demonstration, gather the class around and put the sugar on the “eardrum” model. Demonstrate use of the tuning fork near the drum. Have students observe how the “eardrum” vibrates with the sound. Ask the students what happened. Ask if this is a good model of how sound vibrates in our heads. Discuss how models can help us understand real things that we can’t see easily.

eLabOraTeAsk the class: Can sound hurt our ears? Read Too Much Noise by Ann McGovern. (Have the students make the animal sounds at the appropriate times.) Ask the students: How did the farmer get a quiet house? Have a discussion about the danger of loud noises to our ears.Ask students what people can do to protect their ears. Have students list what kinds of jobs need ear protection.

Mysci MaTerials: Plastic cup with latex glove stretched over it

1 sugar packet

1 large tuning fork

1 small tuning fork

Too Much Noise, by Ann McGovern

Teacher provides: Copies of the Human Ear Diagram (Appendix iv)

Copies of the Ear Performance Rubric

(Appendix v)

Science notebooks

Chart paper

Internet access

http://www.youtube.com/watch?v=CSO765hyxrc

http://www.youtube.com/watch?v=CSO765hyxrc


Lesson 4 continued: How do we hear sound?

evaLuaTe

Ask the class: How do sound vibrations get to our brain? Put the students in groups of four. Assign each student a role: outer ear, middle ear, inner

ear and sound. Have the students act out sound moving through the ear to the nerve leading to the brain. Use the Ear Performance Rubric (Appendix iv) to help the groups assess their performance for understanding.

section


lesson 5: What is volume?

How do we describe sound?3

Learning TargeTExplain that volume is determined by the amount of force applied.

summaryThe students explore the properties of sound that involve loudness, or “volume”. The students explore activities that measure volume and how sound is transmitted through different things.

engageAsk the students: What is the difference between loud and soft? Ask the students to identify sounds that are loud and soft. Hand out copies of the Loud and Soft Chart (Appendix viii). Ask students to list some things that make sound and check whether the sound is loud or soft. Some sounds (like our voices) can be either loud or soft. Ask the students: Knowing what we do about vibra-tions, what makes a sound louder or softer?

eXPLOreAsk the class: How can we make the tuning fork sound louder or softer? Give 2 students a tuning fork. After reminding them the safe way to use it, ask them to try different surfaces around the room that make the tuning fork louder or softer. Have the students record their findings or data in their journals.

eXPLainHand out the rulers from Lesson 2 to pairs of students. Remind the students about how to make a vibration and sound with the ruler by holding one end against the desk and gently hitting the other end. Have each pair of students work together to make a loud sound and a soft sound with their ruler. After they have had time to experiment, ask them what they changed to make a louder or softer sound. They should recognize that hitting the ruler harder (more force) made a louder sound. Introduce “volume” as a vocabulary word.

eLabOraTeAsk students: How can we make our own voices louder? Ask a pair of students to demonstrate talking to each other from across the room. Ask if they can do something to make their voices have a higher vol-ume. Demonstrate using hands to make a cone or funnel. Give each pair of students some paper and tape to make cones to make their voices louder.

Mysci MaTerials: Tuning forks from Lesson 4


Teacher provides: Copies of Loud and Soft Chart (Appendix viii)

Science notebooks

Chart paper

Internet access

Teaching Tip: Remind students of the safe way to use a tuning fork. Hold it by the bottom and care-fully tap one of the two tongs on a surface such as the desk or the bottom of the shoes.

Teaching Tip: See background information and vocabulary definitions in the Appendix vi and vii for further clarification of these words.


Lesson 5 continued: What is volume?

evaLuaTe

Ask the class: What affects the volume of sound? Ask the students to draw or write how to increase the volume of the rulers. Use the Scientific

Drawing Rubric to evaluate their work.


lesson 6: What is pitch?

Learning TargeTDescribe different ways to change the pitch of a sound.

summaryThe students explore the properties of sound that involve pitch, or highness or lowness of a sound. They use palm pipes, rulers, and kazoos to demonstrate ways of changing the pitch.

engageAsk the class: What are ways we describe sound? Read The Five Senses, Hearing, through once. Then, read it again and ask the students to add the sounds that are in the stories. Ask them to be careful to try to make the sound very much like the pages they see. Ask the students to think about words that describe the sounds they made. Record the words on chart paper.

eXPLOreBefore you use the palm pipes, show a set of them to the class without demonstrating how to use them. Hand out copies of the Palm Pipe Measurement (Appendix ix) and ask students to answer the first two questions only. Discuss as a class. If students disagree on the answers, that is OK. The next section will allow them to test the palm pipes to be sure of these answers. Demonstrate how to use a palm pipe, by gently tapping the open end on your palm. Put the students into 4 groups and hand out a set of palm pipes to each group. Give each student a pipe. Ask them to listen to their pipes one at a time. What do they notice? Ask the whole class to group themselves, first by matching sizes of palm pipes, then by ascending order, (there will be 4 sets of 8). Have them listen as they play their pipes. What do they notice? Go over Question 1 and Question 2. Have students changed their answers? (Note: Correct answers are 1(C) and 2(D).)

eXPLain

Ask students: What does the size of the pipe have to do with pitch? Ask students to complete the Explain part of the Palm Pipe Measurement

(Appendix ix), using the rulers to measure the length of each pipe, the width (diameter) of each pipe, and how it sounds. Label “high pitch” on one end of the bar graph and “low pitch” on the other end. Discuss their ideas as a class.

Mysci MaTerials: The Five Senses: Hearing, by Maria Rius

4 sets of Palm pipes



Rubber bands from Lesson 3

Teacher provides: Copies of Palm Pipe Measurement (Appendix ix)

Chart paper

Science notebooks

Teaching Tip: This activity is to focus attention on pitch, so ask questions about high and low sounds they hear.

Teaching Tip: If students are not familiar with graphing, line up a set of pipes in the order shown on the graph. They should be able to see a visual bar chart of pipe length.


Lesson 6 continued: What is pitch?

eLabOraTeAsk the class: How does pitch relate to music? Ask the students if any group can play a tune on the pipes. Have each group that wants to demonstrate for the class. (Can they play Mary had a little Lamb or another familiar tune?) Ask the class: How do pitch and volume affect our appreciation of sound? Using any of the materials from the previous activities, have groups of students demonstrate pitch and volume through a musical performance. Ask the students what they did with the various instruments to get variations in pitch and volume. Have the students record these findings in their journals.

evaLuaTe

Ask the class: Describe how you might be able to change the pitch on the ruler. After students share their ideas and discuss, try it as a class!

If students are struggling to change the pitch, remind them that it was the length of the pipe that changed pitch. Can they change the length of the ruler?Then, ask students to take out their drawings for their musical instrument designs. Make a new drawing or add to their original drawing to describe how their instrument will change pitch.


lesson 7: What is rhythm?

Learning TargeTDemonstrate how rhythm is made from patterns of sound and silence.

summaryStudents will use the instruments from previous lessons to understand patterns and make their own rhythms.

engageAsk the class: What is a pattern? Ask the students to describe different patterns. They could be patterns on their clothes, days of the week, hours on a clock, etc. Ask them what makes those things a pattern. Have them draw a pattern in their science notebooks.

eXPLOreAsk the class: How can we make rhythms? Rhythm is what we call a pattern in sound. Hand out an instrument to each student. Have the students work in pairs.

Ask them to come up with a short pattern using the instruments. Have the class sit on the floor in a circle, with their instruments. Each pair

performs their pattern, and the rest of the class then repeats their pattern, using their own instruments.

eXPLainAsk the class: What does silence have to do with rhythm? Ask the students to lis-ten to a rhythm that you create. (It could be a simple AB- ‐AB rhythm.) Ask them what makes the rhythm. Write a class definition.

Ask the class: What is not a pattern? What kind of random series of taps can they make that are not rhythm?

eLabOraTeAsk the class: How does rhythm relate to music? Discuss student thoughts about this question. Watch the YouTube video: STOMP http://www.youtube.com/watch?v=RVWMfLMbsIc

evaLuaTe

Ask the class: What is rhythm? Ask the students to notate the pattern they made up with their partner. How will they use to show rhythm

with symbols? When they are finished, ask them to show their picture to the class and play the rhythm again.

Mysci MaTerials: 4 sets of palm pipes from Lesson 6



Teacher provides: Science notebooks

Internet access

Chart paper or whiteboard

Teaching Tip: This would be a great opportunity to work with the music teacher. Patterns can also be notated with / marks or other symbols the students design.

http://www.youtube.com/watch?v=RVWMfLMbsIc



section


lesson 8: How do humans use sound to communicate?

How is sound used to communicate? 4

Learning TargeTsDemonstrate how differences in volume, pitch and rhythm determine meaning and feeling of a song.Describe ways to communicate meaning and feeling over distances.

summaryThe students will use the instruments from previous lessons to combine volume, pitch, and rhythm to show different meanings and feelings. The students will build a device for communicating a message across a distance.

engageAsk the class: Which sounds mean different things to us? Listen to several of the sound clips. http://soundbible.com

Discuss the different sounds they listened to and what about them was the same or different. How did the different sounds make you feel? What did they make you think of? (For example, did the loud, fast sound make you feel excited, or scared?) Watch a few short video clips about Allison Jewett, Musician: http://www.

careergirls.org/careers/musician. Use the menu on the right to watch the clips “What I Do”, “Great Part” and “Listening Skills.”

eXPLOreToday, we are going to try and show how rhythm, pitch, and volume work together to create meaning and feelings. Let’s make a list of feeling words and put them on the board. List similar words together. Try to list at least 8 common feeling words. (Ideas include: Happy, sad, afraid, tired, angry, excit-ed, bored, playful, powerful, calm, shy, confident.) Do you think that we can use our instruments to communicate these feelings to each other?

eXPLain

Hand out the instruments from the previous lessons. Ask each student to use pitch, volume, and rhythm based on one of the feeling words.

Then, have the other students guess. Go around and allow each student to try.

Mysci MaTerials: 30 Dixie cups

String

4 sets of Palm pipes from Lesson 6



Teacher provides: Chart paper

Science notebooks

Internet access

Teaching Tip: Find a few sound clips from soundbible.com ahead of time. There are many natural and man-made sounds to choose from.

http://soundbible.com

http://www.careergirls.org/careers/musician

http://www.careergirls.org/careers/musician


Lesson 8 continued: How do humans use sound to communicate?

eLabOraTeWe can communicate some feelings with music, but what if we have to communicate more details? How do we communicate meaning over distance? (Using cell phones or computers.) How did people communicate before there were those devises? (Some people communicate with drums or signals.) Ask: Has anyone made a old fashioned telephone with a cup and string? We are going to try it today. Give each pair of students two cups with a hole punched in each and a ten foot length of string. Have the students tape the string inside the hole with a knot. Have the students stand apart with the string taut. One student whispers into the cup while the other listens. Then take turns.

evaLuaTe

Have the students write or draw in their journals how changes or patterns in volume, pitch, and rhythm change our meaning of sounds. Have a

discussion on why different sounds such as music are important to our lives.


lesson 9: How does musical instrument design affect the sound?

Learning TargeTDesign and build musical instruments from recycled materials.

summaryStudents will apply all they have learned about sound to the final design and building of recycled musical instruments. They will do a final presentation of their completed instruments.

engageAsk the class: How can instrument designs be changed to apply everything learned about sound and communication? We have learned a lot about sound, and now we are going to use that to design and build our own recycled instruments. Have students take out their copies of the Engineering Design Cycle. So far, we have worked on Steps 1 and 2. Now, you will have to choose an idea from your drawings, build a prototype, and test it out. Remember our engineering design cycle. Ask students: What steps are we going to follow for this project?

1. Identify Need/Problem2. Research & Brainstorm3. Choose Best Ideas4. Construct Prototype5. Test & Evaluate6. Communicate7. Redesign

Show Making Instruments video https://www.youtube.com/watch?v=qjqM3DI6yO4. Ask the students to look carefully at the instruments in the video and then discuss their instrument designs with a partner or in small groups.. They can only use materials that are recycled. (Engineers have constraints!) Hand out copies of the Musical Instrument Rubric (Appendix x) and discuss it with the class. Ensure that all students are clear about the expectations of their instruments!

eXPLOreStudent groups will work together to discuss revisions to designs and to assemble their instruments, test them and make final changes as needed.

eXPLainAsk the class: How do musical instruments make sound and how can you vary that sound to create meaning? Each student, pair, or group will present their final instrument to the whole class, demonstrating what kind of sound

variation it has and explaining how the sound is made. Evaluate their work based on the Musical Instrument Rubric.

Teacher provides: Copies of the Engineering Design Cycle (Appendix i)

Copies of the Musical Instrument Rubric (Appendix x)

Supplies to help create instruments, and student recycled materials

Chart paper

Science notebooks

Internet access

Teaching Tip: You can choose if you would like your students to design and build their instruments in groups, pairs, or as individuals. If each student makes their own instrument, they should still work in a pair or group for discussion portions of the lesson.

Teaching Tip: This lesson may take several days, depending on how long you give your students to design, build, test, and redesign their instruments.

Teaching Tip: This lesson is a good opportunity to involve the music teacher.

https://www.youtube.com/watch?v=qjqM3DI6yO4




Lesson 9 continued: How does musical instrument design affect the sound?

eLabOraTeAsk the class: What is the affect of putting all the instruments together as an orchestra to play music with meaning? Can we play a tune, or communicate a feeling-peace, happiness, excitement?

evaLuaTe

Ask the class: Did some arrangements sound better to you than others? Have students write any ideas they have about designing musical

instruments in their notebooks as a reference for when they are ready to put together the sound part of their production. Work with individual students, pairs, or groups to go over their Musical Instrument Rubrics.

section


How do we describe light?5

lesson 10: How do we interact with darkness?

Learning TargeTDescribe how light is needed to see.

summaryThe students investigate what happens in darkness. They will compare being able to read a book in the light and in the darkness.

engage

Hand out the Light Source or Reflector Handout (Appendix xii) and ensure that students understand the words “Source (makes its own

light)” and “Reflector.” Ask students to X the light sources and circle the light reflectors. When all students have finished, go over each answer, asking them if they agree or disagree. Ask them to support their claims with evidence. (Answer key: sources- sun, lightning bug, light bulb, fire; reflectors- all others.)

eXPLOreAsk the class: What can you see in the dark? Ask the students to think about when they have been in the dark. Where were they and what were they doing? What could they see and what couldn’t they see? Record their answers on a chart paper.Ask the class: Can we see colors in the dark? Ask students to share their ideas. Give pairs of students a book from the classroom. The book should include both words and colorful pictures. Ask them to look at the pages in the book. Then turn off the classroom lights and lower the shades (if possible). You can also have students put their hands around their eyes to block most of the light. Ask them to observe the pages now. What differences do they notice?

eXPLainAsk the class: What do we need to see color? Ask the students what we had to do to see color in the books we looked at. Remind the students about the video they saw with the light coming out of the flashlights, how it traveled in straight lines. Have a student stand behind a door. Ask the students if they can see him or her. Then, have the student clap. We can hear around a corner or through a door, but we can’t see because light travels in straight lines.Watch this video: https://www.youtube.com/watch?v=KoUyMuMVJQY

Mysci MaTerials: 15 small strong flashlights

Batteries

Teacher provides: Copies of the Light Source or Reflector Handout (Appendix xii)

Crayons

Chart paper

Science notebooks

Classroom books

Internet access

Teaching Tip: Define light “source “ as making its own light and “reflector” as bouncing light back from another source.

https://www.youtube.com/watch?v=KoUyMuMVJQY


Lesson 10 continued: How do we interact with darkness?

eLabOraTeAsk the class: What happens to shadows in the dark? Give each pair of students a flashlight. Ask one of the students to make a shadow with their hands. Then turn the light off. Ask: What happens to the shadow? Light cannot travel through their hand, so it makes a shadow.

evaLuaTe

Ask the class: What can we see in the dark? Fold a piece of paper in half. On one side have the students draw what they could see in the light and

on the other side, what they could see in the dark.

Teaching Tip: The students should draw grey or black and white pictures on the right hand side of the paper and color pictures in the bright light side of the paper.


lesson 11: What do you need to have in order to make a shadow?

Learning TargeTsDemonstrate that light, an object and a surface are needed to make shadows.

summaryStudents will use the flashlights and various materials to learn what is needed to make a shadow.

engageAsk the class: What is a shadow? (Take a few comments). When we were using the flashlights in our last lesson, we made shadows with our hands. Can you draw a picture of something besides your hands that makes a shadow?

eXPLOreAsk the class: What are the three things you need to make a shadow? If students don’t know all three things (light source, light blocker, and surface), that is OK at this point. Give each student a piece of cardstock, scissors, tape and a craft stick. Ask them to cut a shape and tape it to a stick. Have them experiment with a flashlight to try and make a shadow with their shape puppet. You can have them discover the need for a surface by making a shadow on a nearby wall, then try to turn and make a shadow on a far wall. Without a surface, you can’t see the shadow.

eXPLainAsk the class: What do you need besides the puppet and the light to make a shadow? Ask the students to describe what happened when they were using

their puppets with the flashlight. In teams of two, have the students draw the layout of how they made a shadow, labeling the three parts

needed to make a shadow: object, light source and surface. Share with the class.

eLabOraTeCan you make a shadow with a transparent puppet? Pass out the craft sticks, clear plastic and waxed paper.. Have the students cut a shape with the plastic and attach a craft stick. Use the clear plastic and waxed paper shapes as puppets. Have the students explain what happened with the transparent puppet.

evaLuaTe

Ask the class: What is needed to make a shadow? Have the students demonstrate and explain the difference between using a transparent and

opaque puppet with a light source and surface.

Mysci MaTerials: Blank index cards

20 sheets of clear plastic

60 popsicle sticks

1 roll of waxed paper

Flashlights from Lesson 10


Chart paper

Scissors

Tape

Teaching Tip: Before experimenting with the different materials, ask students to predict what their shadows will look like and how the different materials will make different shadows.


lesson 12: How can you change a shadow?

Learning TargeTExplain how to make a shadow larger or smaller by moving the object and/or the light source.

summaryThe students will investigate the differences in shadows by adjusting the light source, object or surface to change the size or shape of their shadow puppets.

engageAsk the class: How can the shadow of the puppets become bigger or smaller? Have the class watch the video “The Four Dragons” http://www.youtube.com/watch?v=-SU9Nca-AJA. Ask them how they thought the shadows got bigger and smaller. Have students record their hypotheses in their journal and discuss.

eXPLOreAsk the class: What do you have to do to make the shadows bigger or smaller? Ask the students to experiment with their stick puppets (that they made earlier) and their flashlight to make the shadow of their puppet bigger and smaller.

eXPLainHave a class discussion about changing the size of a shadow. Use one flashlight and puppet for students to demonstrate their ideas. They should discuss what they can do to make the shadow larger by moving each of the three things (light, puppet, surface) and how to make the shadow smaller.

eLabOraTeAsk the class: How can you use the size difference in shadows to make a difference in a story? Have the students work in pairs to create a puppet of an animal or monster. Use the puppet to demonstrate a simple story about the animal or monster growing or shrinking.

evaLuaTe

Ask the class: What is the relationship between the puppet, the light source and its shadow? Ask the students to describe what happened when they

were using their puppets with the flashlight. Have the students draw the layout of the puppet, light source and surface in their journal, and how it changed to make it bigger or smaller. Evaluate their drawings using the Scientific Drawing Rubric.

Mysci MaTerials: Materials from Lesson 11


Chart paper

Internet access

http://www.youtube.com/watch?v=-SU9Nca-AJA

http://www.youtube.com/watch?v=-SU9Nca-AJA


Learning TargeTCreate and perform a musical and light show using what they have learned in this unit.

summary Using the book, Seven Blind Mice and the Puppet Templates (Appendix xiii-xiv), have the students act out the story with their recycled instruments for accompaniment.

engage Do you have a favorite movie, TV show, play, or musical? What do the things that we learned in this unit have to do with making a movie? (Take student responses to these questions.)

eXPLOre Go to this website about Julie Dash (Film Director, Writer, and Producer): http://www.careergirls.org/careers/film-director

Using the sidebar on the right, watch the clips “What I Do”, “How I Get My Ideas” and “Why A Filmmaker.”

eXPLain Now, you will get to use all that we have learned in this unit to make your own sound and light show based on the book “Seven Blind Mice.” Read the story to the students, reminding them to think about how they will bring the story to life with music and shadow puppets.

eLabOraTe Decide if your class will perform the show as a whole class or in smaller groups will each perform a show. You may choose different books to use if you have more than one small group. Have the students decide who will play music and who will work with the puppets. They should plan and re-hearse their performance before presenting it to the whole class.

evaLuaTe

Discuss the performance with the class. Did it tell the story? Did it use sound to communicate feelings?

Mysci MaTerials: Materials from previous lessons

Seven Blind Mice, by Ed Young

Student instruments

Teacher provides: Copies of the Puppet Templates (Appendix xiii to xiv)

Science notebooks

Chart paper

lesson 13: How can we communicate through musical instruments and shadow puppet shows?

http://www.careergirls.org/careers/film-director


ngss PerfOrmance eXPecTaTiOns

con

tent

1-Ps4-1

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

1-Ps4-2

Make observations to construct an evidence-based account that objects can be seen only when illuminated.

1-Ps4-3

Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

1-Ps4-4

Use tools and materials to design and build a de-vice that uses light or sound to solve the problem of communicating over a distance.

K-2-eTs1-1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-eTs1-2

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-eTs1-3

Analyze data from tests of two objects de-signed to solve the same problem to compare the strengths and weaknesses of how each performs.

next generation SCienCe StanDarDS

Key to Understanding the NGSS Codes

NGss codes begin with the grade level, then the “disciplinary core idea code”, then a standard number. The disciplinary core ideas are:

Physical sciences

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life sciences

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

earth and space sciences

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

engineering, Technology, and applications of science

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society

For more information, visit http://www.

nextgenscience.org/next-generation-science-

standards

http://www.nextgenscience.org/next-generation-science-standards




ngSS (continued)

science and engineering PracTices

con

cept

s

developing and using models• Distinguish between a model and the actual object, process, and/or events the model represents.

• Compare models to identify common features and differences.

• Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

Planning and carrying Out investigations• With guidance, plan and conduct an investigation in collaboration with peers (for K).

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

• Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.

• Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.

• Make predictions based on prior experiences.

analyzing and interpreting data• Record information (observations, thoughts, and ideas).

• Use and share pictures, drawings, and/or writings of observations.

• Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

• Compare predictions (based on prior experiences) to what occurred (observable events).

using mathematics and computational Thinking• Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.

constructing explanations and designing solutions• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

• Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

• Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

disciPLinary cOre ideas crOsscuTTing cOncePTs

con

cept

s

Waves: Light and soundPS4.A: Wave Properties

Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1)

PS4.B: Electromagnetic Radiation

Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4-2)

Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is devel-oped through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4-3)

PS4.C: Information Technologies and Instrumentation

People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4-4)

structure, function, and information ProcessingLS1.D: Information Processing

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

engineering designETS1.A: Defining and Delimiting Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)

Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)

Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)

ETS1.B: Developing Possible Solutions

Designs can be conveyed through sketches, drawings, or physical models. These representations are use-ful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)

ETS1.C: Optimizing the Design Solution

Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (K-2-ETS1-3)

Patterns• Patterns in the natural and human designed

world can be observed, used to describe phenomena, and used as evidence.

cause and effect: mechanism and Prediction

• Events have causes that generate observable patterns.

• Simple tests can be designed to gather evidence to support or refute student ideas about causes.

scale, Proportion, and Quantity• Standard units are used to measure length.

systems and system models• Objects and organisms can be described in

terms of their parts.

• Systems in the natural and designed world have parts that work together.

structure and function• The shape and stability of structures of

natural and designed objects are related to their function(s).


gLe standards

con

cept

s

KindergartenME 2 A K a

Identify the sounds and their source of vibrations in everyday life (e.g., alarms, car horns, animals, machines, musical instruments)

ME 2 A K b

Compare different sounds (i.e., loudness, pitch, rhythm)

ME 2 A K c

Identify the ear as a receiver of vibrations that produce sound

First grade IN 1 A 1 a

Pose questions about objects, materials, organisms and events in the environment

IN 1 A 1 b

Plan and conduct a simple investigation (fair test) to answer a question

IN 1 B 1 a

Make qualitative observations using the five senses

IN 1 B 1 d

Compare amounts/measurements

IN 1 C 1 a

Use observations as support for reasonable explanations

IN 1 C 1 b

Use observations to describe relationships and patterns and to make predictions to be tested

IN 1 C 1 c

Compare explanations with prior knowledge

IN 1 D 1 a

Communicate simple procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables, graphs (bar, pictograph), writings

ST 3 A 1 a

Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)

ST 3 A 1 b

Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member

Second grade ME 2 A 2 b

Describe different ways to change the pitch of a sound (i.e., changes in size, such as length or thickness, and in tightness/tension of the source)

ME 2 A 2 c

Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum)

ME 2 A 2 d

Describe how to change the loudness of a sound (i.e., increase or decrease the force causing vibrations)

ST 1 A 2 a

Design and construct a musical instrument using materials (e.g., cardboard, wood, plastic, metal) and/or existing objects (e.g., toy wheels, gears, boxes, sticks) that can be used to perform a task

third grade ME 2 A 3 d

Identify the three things (light source, object, and surface) necessary to produce a shadow

MiSSoUri gle StanDarDS

Key to Understanding the GLE Codes

GLE codes are a mixture of numbers and letters, in this order: Strand, Big Idea, Concept, Grade Level and GLE Code.

The most important is the strand. The strands are:

1. me: Properties and Principles of Matter and Energy

2. fm: Properties and Principles of Force and Motion

3. LO: Characteristics and Interactions of Living Organisms

4. ec: Changes in Ecosystems and Interactions of Organisms with their Environments

5. es: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere and Hydroshpere)

6. un: Composition and Structure of the Universe and the Motion of the Objects Within It

7. in: Scientific Inquiry

8. sT: Impact of Science, Technology and Human Activity

For more information, visit http://dese.

mo.gov/college-career-readiness/curriculum/

science

http://dese.mo.gov/college-career-readiness/curriculum/science




MySci Instructional Unit Development Team

Teacher Authors, Field Testers and Contributors

insTiTuTe fOr schOOL ParTnershiP Lead curricuLum Teamskyler Wiseman, K-5 Curriculum and Instructional Specialist, Team LeaderKimberly Weaver, Engineering Educatorgennafer barajas, Communications Coordinatorvictoria may, Executive Director of Institute for School Partnership, Assistant Dean of Arts and Scienceschris cella, ISP Resource Center Fleet and Warehouse CoordinatorJames Peltz, Warehouse AssistantPaul markovitz, Phd, Science EducatorKeith may, Operations and Materials Manager

diane Pilla, ISP Resource Center Project Coordinatorrachel ruggirello, Curriculum and Assessment SpecialistJeanne norris, Teacher in Residence

Jack Weigers, Phd, Science Educator

eXTernaL evaLuaTOrKatherine Beyer, PhDcOPy ediTOrRobert MontgomeryLayOuT designAmy Auman

WusTL cOnsuLTanTsrich huerermann, Phd, Administrative Officer, Department of Earth and Planetary Sciences

harold Levin, Phd, Professor Emeritus, Department of Earth and Planetary Sciences

indePendenT cOnsuLTanTscharlie mcintosh, Engineeringcarol ross-baumann, Earth Sciences

missOuri bOTanicaL gardens cOnsuLTanTsbob coulter, Director, Litzsinger Road Ecology CenterJennifer hartley, Senior Supervisor of Pre K-8 School Programssheila voss, Vice President of Education

bLessed Teresa Of caLcuTTa Kate Kopke Sue RitcherchesTerfieLd mOnTessOri Ama MartinezcOLumbia PubLic schOOLsMichael CranfordBen FortelTracy HagerMegan KinkadeAnne KomeHeather LewisJessica MillerElizabeth O’DayMike SzyalowskiJen SzyalowskiMatt WightmanRebecca ZubrickfOrsyTh schOOLGary SchimmelfenigThe cOLLege schOOLUchenna OgufergusOn & fLOrissanTJustin BrothertonEric HadleyChristine RiesTonja RobinsonLaura CaldwellKaren DoeringEmily DolphusShaylne HarrisAmelia HicksCathy HolwayfOrsyTh Gary Schimmelfenig haZeLWOOdKelli BeckerSara BerghoffRita BohlenDavid BuschBill CaldwellGeorgene CollierArianna CooperJennifer ForbesSusan GentryToni GrimesDebra Haalboom

Stephanie HeckstetterLesli HendersonChristina HughesStephanie KnightScott KratzerStephanie LatsonJane McPartlandLisa McPhersonDarice MurrayDawn ProubstLisa SchusterTwyla VeasleySonya VolkCarol WelchCherronda WilliamsJustin Woodruffmiriam Angie Lavin Jenny Wand Joe Zapf nOrmandyOlga HuntDawn LanningJ. Carrie LauniusnOrTh cOunTy chrisTian Julie Radin PaTTOnviLLeKristin GosaJill KruseLeslie JonesRenate KirkseyChris CheathamKatie LambdinChris CurtisKim DanneggerVicki MartinAmanda DensonAndrea KingChris CurtisAllison O’VeryKaytlin KirchnerMatt ParkerChip (Paul) IaniriJackie RameySarah FunderburkStephanie McCrearyMelissa Yount-Ott

Julia GrahamriTenOur Meggan McIlvaineMeghan McNultyKristy SantinanavatMelanie TurnageStephanie VallirivervieW gardensJoAnn KleessainT LOuis PubLic schOOLsDebra GrangerNina HarrisCharlotte SmithsOuLard schOOL Courtney Keefe sT charLes ciTy schOOLsKevin StrossvaLLey ParKTrish AlexanderCourtney AmenStacy CarmenStacy CastroLotashia EllisAmanda GrittiniAubrea GrunsteadJulie KulikKayla LaBeaumeJane Marchi Laura MCoyMary PattonAmy RobinsonCarol WolfuniversiTy ciTyLillian BlackshearGayle Campbell Nikki DavenportKate FairchildElizabeth GardnerAnna HoegemannAileen JonesDaphne OwanaTori PalmerMonique PattersonPrecious PooleDebbie RossoVickie Stevens

Appendix iUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

1. identify need/Problem

2. research & brainstorm

3. choose best ideas

4. construct Prototype5. Test & evaluate

6. communicate

7. redesign

Engineering Design Cyclesection 1, Lesson 1

?

Appendix iiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Scientific Drawing Rubricsection 1, Lesson 1

nO sOmeWhaT yes

Did I draw everything I saw?

Did I label the parts of my drawing?

Did I give my drawing a title?

Is my drawing big enough and clear enough to see everything?

Is my drawing realistic?

CD I

Appendix iiiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Making Sound Checklistsection 2, Lesson 2

name

direcTiOns

All of the pictures below are of objects that make sound. Put an x on those that you think involve vibrations in producing sound.

Appendix ivUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Human Ear Diagramsection 2, Lesson 4

OuTer ear middLe ear inner earLabeL The fOLLOWing: eardrumauditory nervecochlea

Appendix vUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Ear Performance Rubricsection 2, Lesson 4

4 eXceeding 3 meeTing 2 aPPrOaching 1 beginning

Process

Students collaborate on performance

Students excel in their collaboration efforts.

Students demonstrate equal roles in their performance.

Unequal distribution of roles is evident, but the performance was completed.

Students unable to work together to completion.

Content

Students explain correctly the path of sound to the brain going through the three ear parts.

Students modeled the correct path through the parts of the ear to the nerve leading to the brain, with additional explanations along the way.

Students modeled the correct path through the parts of the ear to the nerve leading to the brain, using correct vocabulary.

Students modeled the correct path through the parts of the ear to the nerve leading to the brain with little to no vocabulary.

Students were unable to show the path of sound through the ears.

Vocabulary

Students correctly used the important vocabulary words “eardrum”, “cochlea”, and “Auditory nerve.”

Students used all three words correctly.

Students used only 2 words correctly.

Students used only 1 word corrrectly.

Students did not use the vocabulary words.

Appendix viUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Background Information: Soundsection 3, Lesson 5

Laughter. Music. Leaves crunching under our feet. A fire truck coming down the street.

We sense these vibrations through what we call “sound”. But what is sound? How does it get into our heads? How do we interpret the sounds into meaning? These are the questions explored in this unit.

vibraTiOnsSound is energy that is made by vibrations. When any object meets with a force, the vibration causes movement in the air. The air particles bump into each other and then bump into others. This continued bumping cause a sound wave. Because waves move, you can think of a sound wave moving through water. Imagine a tiny section of the water as a particle. This water particle receives a tiny push, then a pull, as sound travels through it. This causes the water particle to vibrate backward and forward around the spot where it was before the sound wave came through. Instead of being a wave on the ocean surface, sound is a wave that travels through air or water.

sOund facTs1. There is no sound in outer space. There has to be air to

experience sound. 2. Sound waves can bend around corners and obstacles.3. Sounds are produced by vibrating objects and vibrating

columns of air.4. A vibration is a repeated back and forth motion.5. A frequency is the number of times the back and forth

motion occurs in a second.

characTerisTics Of sOund1. When the vibrations are fast, the sound is high. 2. When the vibrations are slow, the sound is low.3. Pitch and volume are two characteristics of sound.

4. Changing the way an object vibrates can change the pitch and volume of the sound produced.

5. Pitch is determined by the frequency of the vibrations.6. Volume is determined by the amplitude of the

vibrations.7. Changing the length tension, or thickness of a string

affects the frequency of vibration and therefore the pitch of the sound produced.

The earIf the human ear is within the range of the vibrations, a sound can be heard.

The ear is not the only detector people and animals have. Sound waves can even be felt by different parts of the body. Sometimes you can feel the vibrations thunder makes while you are actually hearing it.

The human ear that is attached to the side of the head acts as a funnel to catch sounds.

The inner ears, eardrums and tiny bones inside the ear called the hammer, anvil and stirrup all begin to vibrate.

In the cochlea — a snail shell-like, fluid-filled chamber — the sound waves stimulate tiny hairs that are connected to the auditory nerve.

The auditory nerve receives signals from the nerve cells and transmits them to the auditory center in the brain.

The brain receives these messages from the auditory nerve. The messages comes in fast and furious, in a jumble of confusion, but the brain has the ability to sort them into an organized pattern.

The ability to hear is not found as widely in the animal kingdom as some other senses (e.g., touch, taste and smell); it is restricted mainly to vertebrates and insects.

Appendix viiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Background Information: Sound continued

Within these, mammals and birds have the most highly developed sense. Animals are able to hear over quite a range of frequencies: recall that frequency means the number sound waves per unit of time, usually termed cycles per second or hertz (Hz). Here are some examples of the frequency ranges that can be heard by different animals:

Humans: 20 – 20,000 HzWhales: 20 – 100,000 HzBats: 1500 – 100,000 HzFrogs: 600 – 3000 HzFish: 20 – 3000 HzCrickets: 500 – 5000 Hz

cOmmunicaTing ThrOugh sOundPeople use sound all the time. We rely on sounds to communicate. Unexpected noises may warn us of danger. The sounds we hear tell us a lot about our surroundings. Our ears alert us to events in the environment, and they detect that special human form of communication, speech. Our hearing mechanisms accomplish these tasks by sensing sound waves, which are changes in air pressure, and converting these changes into electrical signals that the brain can analyze and interpret.

sOurcesPrentice Hall Science Explorer Sound and Light

Ed 6000 Light and Sound

KidsKonnect: Sound http://www.kidskonnect.com/subjectin-dex/15-educational/science/88-sound.html

Our Sense of Hearing http://faculty.washington.edu/chudler/hearing.html

http://www.kidskonnect.com/subjectindex/15-educational/science/88-sound.html

http://faculty.washington.edu/chudler/hearing.html

Appendix viiiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Loud and Soft Chartsection 3, Lesson 5

name Of ObJecT LOud? sOfT?

Appendix ixUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Palm Pipe Measurementsection 3, Lesson 6

name

eXPLOre

1. What do you think makes the pipes sound higher or lower (pitch)?

A. The color of the tape on the pipe

B. How big around the pipe is (circle)

C. The length of the pipe

D. How hard you hit the pipe on your hand

2. What do you think makes the pipes sound softer or louder (volume)?

A. The color of the tape on the pipe

B. How big around the pipe is (circle)

C. The length of the pipe

D. How hard you hit the pipe on your hand

eXPLain

What do you notice about how big around (circle) each pipe is? Are they the same or different?

Measure the length of each pipe to the nearest centimeter and make a bar graph here.

Palm Pipe Measurements (length)

Length of each Pipe in centim

eters

Which Pipe?

Black Purple Blue Green Yellow Orange Red White

40

35

30

25

20

15

10

5

0

Appendix xUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Musical Instrument Rubricsection 4, Lesson 9

4 eXceeding 3 meeTing 2 aPPrOaching 1 Beginning

Process

Students can design and create an instrument from recyclable materials

The instrument is made from a 3 or more recyclable materials that have been changed by the student.

The instrument is made from at least 2 different items with some changes by the students.

The instrument is made from at least 2 items OR from 1 item that was altered by the student.

The instrument is made from only 1 item that was not altered by the student.

Content

Student designs and plays an instrument that can create different kinds of sounds.

The instrument shows changes in all three of these: volume, pitch, and rhythm.

The instrument shows changes in two of these: volume, pitch, and rhythm.

The instrument shows changes in only one of these: volume, pitch, or rhythm.

The instrument does not show changes in volume, pitch, or rhythm

group Performance

The students will form bands and play a short musical piece.

The performance is organized and really sounds like music.

The performance is mostly organized.

The performance sometimes seems like music and sometimes just seems like noise.

The performance is not organized and just seems like noise.

Appendix xiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Background Information: Lightsection 5, Lesson 10

A sunset. Your loved one’s face. The reflection of trees in a still lake. These scenes come into our minds through our eyes with light. Our eyes are one of our most relied upon senses. This unit attempts at explaining the role of light waves and seeing. Light is everywhere in our world. We need it to see: it carries information from the world to our eyes and brains. Seeing colors and shapes is second nature to us, yet light is a perplexing phenomenon when we study it more closely.

Visible Light: In this unit, we deal only with visible light, a small part of the spectrum, which includes radio waves, infrared rays, ultraviolet rays, x-rays and gamma rays. Visible light is made up of wavelengths that our eyes and brain can interpret as color and objects.

LighT facTs• Our brains and eyes act together to make extraordinary

things happen in perception. • The human eye needs light to see.• Light travels faster than sound. That’s why you can see

lightening before you hear thunder.

• Light travels very fast and in a straight line, until something bends it.

• The straight waves of light are called light rays.• Light travels at about 186,000 miles per second [300,000

kilometers per second], Light from the sun takes about 8 minutes to go 93 million miles (149 million kilometers) to earth.

• Light is produced and controlled in many ways. A lens helps to control light that comes into the eye and into the lens of a camera.

• Light is also used in copy machines, televisions, satellites, telescopes, and medical system.

• Plants convert light energy from the sun into food. This process is called photosynthesis.

SoUrCeSThe Science of Light http://www.learner.org/teacherslab/science/light/

KidsKonnect: Light http://www.kidskonnect.com/subjectindex/15-ed-ucational/science/495-light.html

Light and Eye http://nivea.psycho.univ-paris5.fr/FeelingSupplements/LightAndTheEye.htm

The eye: cOmmunicaTing ThrOugh LighT

optic nerve

to brain

image on retina

crystalline lens

cornea

pupil

http://www.learner.org/teacherslab/science/light/

http://www.kidskonnect.com/subjectindex/15-educational/science/495-light.html

http://nivea.psycho.univ-paris5.fr/FeelingSupplements/LightAndTheEye.htm

http://nivea.psycho.univ-paris5.fr/FeelingSupplements/LightAndTheEye.htm%20

Appendix xiiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Light Source or Reflectorsection 5, Lesson 10

name

direcTiOns

Is it a light source or is it reflecting light? Put an X on light sources. Circle light reflectors.

Appendix xiiiUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Puppet Templatesection 5, Lesson 13

Appendix xivUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

7 Blind Mice Puppet Templatessection 5, Lesson 13

Appendix xvUnit 8 (version 7.16.15) | Putting on a Show with Light and SoundWashington University in St. Louis Institute for School Partnership

Vocabulary Wordsall sections and Lessons

landfill

recycle

communicate

engineer

design

brainstorm

music

instrument

sound

vibration

outer ear

middle ear

inner ear

eardrum

Cochlea

auditory nerve

volume

pitch

rhythm

prototype

light

waves

shadow

source

reflector

recOmmendaTiOn

We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they come across the concept. MySci students work collaboratively and interact with others about science content also increas-ing vocabulary. The hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation.

Sound and Light Putting on a Show with Light and Sound MySci Project-Based Curriculum ... Flashlights from Lesson 10 ... Discuss the following questions about the movie:

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