Do You Hear what I hear?

Standards:

Science: Process-observation
Product-Recording the observation

Math: Process-graphing
Product-a bar graph of the science observation

Learning Styles:

Dunn & Dunn: light, motivation, persistence, responsibility, peers, time, mobility, global/analytical, hemisphericity

Gardner: Verbal/linguistic, visual/spatial, bodily/kinesthetic, logical/mathematical, musical/rhythmic, interpersonal, intrapersonal

Goal: To have the students understand sound and sound travel and to have them understand graphing.

Grade Level: 4th

Time: 25-35 minutes

Background: what sound waves look like, what is sound, how to construct a bar graph

Prerequisite: what body part humans use to detect sound.

They also need to know how sound is made

• Exploration Phase

1. The students will demonstrate an understanding of sound and sound travel by engaging in verbal discussion.
2. Slinky, pencil, paper
3. The hook of the lesson will be to ask the students how sound travels. Then I will demonstrate sound travel using a slinky.
4. To begin I will ask the students what sound is. They will write this on a piece of paper. Then I will explain to them what sound is and how it travels. I will explain the two types of sound travel as demonstrated by the slinky.
5. Evaluation will occur by a verbal discussion after their predictions and the slinky experiment.

Invention Phase

1. The students will demonstrate an understanding of different sounds by listening to cups with different material in them.
2. Tin cups with material such as beans, pins, money, rice, etc... in them.
3. Procedure:
   1. The teacher will distribute the cups to the students.
   2. Each group will have 2-3 minutes per cup to decide what is in the cups.
   3. The group will record their findings.
4. Evaluation-The teacher will do an observation evaluation and the make sure everyone is participating. There may also be a random questioning evaluation.

Expansion Phase

1. The students will demonstrate knowledge of how to construct a bar graph with the whole class to a 90% efficiency rate.
2. Graph paper for the overhead.
3. Procedure:
   1. The class will go through and determine what was actually in the cups.
   2. The teacher will explain graphing.
   3. Together the teacher and the students will graph the results of their observations.
4. Evaluation-The students will complete a worksheet about sound and graphing. The students will participate in the class bar graph.

Name:____________________

1. What is sound?

    

    

    

2. How does sound travel?

    

    

    

3. What is a bar graph?

4. What types of information can you graph?