Prior to beginning
this unit on sound, students are asked to bring in small (3- to 6-year-old
size) shoe boxes.
Day 1:
1. The students will
be introduced to the characteristics of sound, vibration, and pitch via a
promethean board flipchart called Introduction to Sound. (Note: Alternate
to flipchart: United Streaming video, Sound.)
2. Student volunteers
interact with flipchart.
3. Class completes
eight question assessment on introductory material.
4. Students are asked to complete the
following homework: Write definitions of the words you’ve learned and a meaningful
sentence using each definition.
(Note: Possible long term homework: Research the affect of decibel
levels on hearing in humans.)
Day 2:
1. Introduction --
Band/orchestra members of class demonstrate high and low pitch with trumpet,
clarinet, and violin. Students guess if pitch is low or high.
2. Teacher reviews
vocabulary. Ask: How are
vibration, pitch, and frequency related? 3. Now ask students to observe finger
positions as they listen to violinists again. Discussion of string vibrations
and pitch.
4. Teacher asks: What
is the most popular string instrument? (guitar) Teahcer plays rock and roll video. Class discusses how the musician makes the guitar squeal and
how the bass guitar mellows the sound.
5. Teacher asks, while indicating the assembled
craft materials: How can we use these materials to demonstrate pitch and
vibration?
6. Teacher instructs
students to create a journal page entitled “String Instrument.” The entries follow the scientific
inquiry method.
7. Teacher breaks students into teams of
two. Team pairs discuss how to use
the materials to make a guitar, violin, harp, etc., then create a sketch and
take notes.
8. Teams share their
sketches and ideas. Constructive feedback follows.
Day 3:
1. Pairs design and
complete their idea of a guitar using the materials. They complete their journal page up to the Conclusion.
2. Each team pair
demonstrates how they used the materials, plucks their rubber strings and the
other students guess if the pitch is high or low.
3. Students should
finish with the conclusion that the tighter bands vibrate more and create a
higher pitch than the looser, wider bands.