In this lesson, students will recognize sounds produced by vibrations. The students will:

- identify the sense that allows us to hear.

- observe the movement caused by sound.

- classify a sound as either high or low.

- Vibrate: To move back and forth very quickly.

- Vibration: Movement made when an object moves back and forth quickly.

- Sound: Vibrations of energy picked up by the ears.

- Energy: A force that makes things work or change.

- Force: A push or a pull that makes an object move.

- coffee can

- large balloon

- rubber band

- copies of Rubber Band Instrument Diagram (S-K2-3-2_Rubber Band Instrument Diagram)

- ¼ teaspoon of rice or dry cereal

- CD player or computer with speakers

- straw (two for each student)

- small bag or container (one per student, group, or center)

- items for each container (such as eraser, pencil, paper, book, blocks, clay, etc.)

Using group discussions and soundscape exercises to assess students' abilities to distinguish between high and low sounds.

Give students a variety of soundscapes, such as a recording of a busy crossroads or a forest. Examples can be found on the following Web sites:

City sounds: http://www.shockwave-sound.com/sound-effects/traffic_sounds.html 

Forest sounds: http://www.shockwave-sound.com/sound-effects/nature_sounds.html 

At the end of the lesson, divide students into pairs and classify sounds into "High" and "Low" groups.

Use the checklist below to measure students understanding:

- The student shows the capacity to make both high and low sounds.

- The student can categorize different sounds into high and low sounds.

Scaffolding, Explicit Instruction

W: Some sounds, such as those generated by a violin or tuba, are classified as high or low, respectively. In this lesson, students learn that sound travels in waves, is caused by vibrations, and can occur in various pitches. By the end of this session, students should be able to explain different sounds.
Note: Students should not be held accountable for understanding pitch at this grade level. The emphasis is on hearing loud, soft, and high/low sounds.

H: Students investigate how sound can move rice on a drum. During the instructor presentation, the students develop conclusions based on their understanding of how sound moves in waves.

E: Students observe the movement of sound through the air. Students can also distinguish between high and low sounds.

R: Students collaborate in small and large groups to investigate sound. They are allowed to experiment with high and low sounds by blowing into student-made straw flutes.

E: This lesson may be assessed formatively using teacher observations, classroom explorations, discussions, and student worksheets.

T: This lesson enables students to work in both large and small groups. Students are provided opportunities to undertake simple inquiries and plenty of time to practice identifying high and low sounds.

O: This lesson aims to help students practice skills and understand how sound is produced and travels through air. It is planned and sequenced accordingly.

Day 1

Engage: In this lesson, students will learn about sound travels in waves. They will also begin to learn how vibrations enable us to perceive sounds. The sounds that we hear can be loud or soft. Review the last lesson with students and ask, "What helps us hear?" (Our ears) Today we're going to listen to several sounds. "Can anyone tell me some different sounds?" (Loud and Soft Sounds)

Before starting the lesson, remove one end of the coffee can and check for sharp edges. Cut the balloon to have a broad, flat surface area, then stretch it across the open end of the coffee can. Secure the balloon with the rubber band. Teacher Note: The Star Wars theme or any other music with a heavy bass can be utilized.

Arrange students in a circle around the computer and speakers. Place the rice in the middle of the covered coffee can. Play a CD or music from your computer loud enough to move the rice. Teacher Note: A drum may also be used. Ask the following questions: "What can you observe about the rice?" (It's moving.) "What is causing the rice to move?" (The Music) "How can music make the rice move?" (The sound bounces on the balloon, causing the rice to move.)

"Do you remember how the tuning fork moved the water? How was that like the rice moving?" (They both moved in response to the sound.) Explain to students how sound travels. Ask students: "Can you tell me how we hear sound?" (The sound reaches our ears.)

Tell students to clap once while holding their hands close to their faces. "What did you feel?" Students should react with "I feel air." "How are clapping and feeling the air like the rice moving?" (Air is moving, producing sound.)

Ask: "What caused the rice and the water to move?"

Cut one piece of 5" x 7" cardboard (picture frame cardboard goes great) and attach five rubber bands with pushpins (S-K2-3-2_Rubber Band Instrument Diagram). Pluck one rubber band at a time. Ask, "Did it sound the same each time I plucked the rubber band?" (no) "Listen again. Which rubber band produced a high sound?" (The longest one) "Which rubber band made a low sound?" (The shortest one) "How do the rubber bands move compared to each other?" (The longest rubber band moves slowly. The shortest rubber band travels the fastest.)

Day 2

Give every student a plastic straw. Teacher Note: The following straw exercise may need to be practiced before the lesson. Instruct students to flatten one end of the straw while cutting two triangular pieces from each side. This creates a reed-like mouthpiece, similar to those seen in musical instruments such as the oboe. Students then insert the flattened end of the straw into their mouths and blow hard until a sound is created. Ask students, "Did you hear a sound?" (yes) "Can you describe the sound?" Students may describe the sound as loud or high.

Cut all of the straws shorter and have students blow into them repeatedly. Ask, "Did the sound remain the same? Was it different? Was it a high or low sound this time?"

Put students in pairs and give each one two index cards. On each card, write one number (1 or 2). Tell students to hold up the number 1 card if the sound is low and the number 2 card if the sound is high. Play recorded sounds or have students take turns producing sounds with their straws while others hold up cards 1 and 2. (This might be done with both loud and soft sounds.) Observations can be made as students work in pairs.

Have students go over what they learned about sound. Ask students the following questions:

“How do we hear sounds?” (We use our ears.)

"How can we describe sounds?" (Sounds may be soft or loud, high or low.)

"What type of sound would a drum make?" (Loud and Low)

"What type of sound would a flute make?" (Soft or High)

Extension:

For students who exceed standards, consider this extension exercise. Have students listen to a range of musical instruments (whatever is available at school).

Next, listen to musical compositions and ask students to identify the musical instruments used.

Students can divide the instruments into categories depending on their loudness, playing style, color, material, and so on. Follow up their classification concepts with a brief lecture on musical groups (strings, percussion, woodwinds, etc.).

Here's an activity for students who may require more instruction: Students should listen to musical instruments and use their thumbs to indicate high or low (thumbs up/down) or loud or soft (fingers wiggling fast/slow).