Lesson Title/Focus

Hearing & Sound: Vibration, Pitch, and Volume Grade 3 General Outcome 3-9 Describe the nature of sound, and demonstrate methods for producing and controlling sound.

Teacher

Colby Kunzli 001141548 Practicum Objective Students will recognize that there are ways of measuring the volume of sounds.

Subject
Science

Specific Outcome

3. Recognize that there are ways of measuring the loudness of sounds and that loud sounds pose a danger to the ear.

ASSESSMENTS
Observations: Key Questions: During the activities What is vibration? What is Volume? What is Pitch? What are the Parts of a Sound Wave? Decibel Chart

Products/Performances: Edmonton Public

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Computer/Projector/SMARTBoard Whats that Noise? Sheet/Pencils ChromeBooks Tuning Fork Drum Maraca Time 30 seconds NA 30 seconds 1 minute Time

PROCEDURE
Attention Grabber Assessment of Prior Knowledge Advance Organizer/Agenda Transition to Body Introduction Slide 1: Good morning, everyone. Today we are going to change things up, and we will start with Science in the first thing. So We will do Science until Gym, and Language will be after recess and then in the afternoon as well. Will be done during terminology review. Slide 2: So the plan for the is to review some of the terminology that I introduced to you guys yesterday. Then we are going to play a game with the whiteboards and sounds. The third thing is go over Pitch and Wavelength, then Volume and how to measure it. Then the last activity is call decibel levels of sound. Does anyone have any questions? Body Slide 3: Ask what each word means. If students are unsure or if answer is unclear, ask questions to further clarify. Have not used volume yet, but best to introduce now. If students unsure mention volume on the radio. Slide 4: Ask students for who remembers what the top parts of the waves are called. Again for the bottoms. After someone has answered, ask another student again in different wording so that meaning is clear. Slide 5: Ask about wavelength and how it is measured. Afterwards introduce amplitude and state why it is important. Observation. Slide 6: Alright, everyone I want you to take out your whiteboards and a marker now. And I want you to write on the side 1 through five like so. Now I am going to play five sounds. I want you to write down the sounds after I am done playing them. Dont shout out these questions. I just want you to write them down. Once I have gone through them once. I will play them again so that you have a chance to reconsider alright? Does anyone have any questions before we begin? Alright now remember dont shout out what you think it is. (play sounds giving time in between them so that the students

Learning Activity #1 Terminology Review

5 minutes

Assessments/ Differentiation:

Learning Activity #2 What is that Sound?

12 minutes

Adapted from a template created by Dr. K. Roscoe

Assessments/ Differentiation

Learning Activity #3 Pitch and Wavelength

Assessments/ Differentiation

Learning Activity #4 Volume, Decibels, and Whats That Noise

Assessments/ Differentiation

Learning Activity #5 Decibel levels of Sounds

Assessments/ Differentiation

Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson

can write down what they think it is). Slide 7: Go through students opinions and see if anyone wants to change their mind on any of them after seeing someone else choice. Reveal what they are. Slide 8: Repeat Slide 6 this time have them right down if it is high or low pitch. Slide 9: Go through whether or not it was high or low. Observations. Will speak to Mrs. Alvarez about Jackson for differentiation. Slide 10: Alright, So I now I thought we would continue with Pitch and more importantly how it relates to sound waves. Now I mentioned earlier that the amplitude, or how big the wave is, and how it relates to volume. Who has an idea about how pitch relates to the wave. (ask questions to get students to right destination) Yes that is right. It is the number of waves or the wavelength. When you have a small wavelength it makes a high pitch, when you have a long wavelength it means you have a low pitch. (ask questions to students to make sure they understand) Slide 11: Go through and see which the students think is higher. Make sure to relate it back to the wavelength. Slide 12: Go through and see which the students think is higher. Make sure to relate it back to the wavelength. Slide 13: Go through and see which the students think is higher. Make sure to relate it back to the wavelength. Observations and questions. Slide 14: So now we are going back to volume. Who can remind me what volume is? That is correct how loud or soft a sound is. Slide 15: Now which of these is the louder sound? How do you know? What part of the wave tells you that? Slide 16: Go through decibels, and how they are a measure for sound. Slide 17: Go through worksheet and make the sounds. Have students record them in which order they thought was loudest to softest. Introduce the Sound meter and repeat. This time giving the students the decibels Slide 18: Continuation of previous slide. Discus if students predictions matched the sound meter. Have them finish the last couple of things with it on the board. Done together as a group. Slide 19: Alright, now when I say go, and not before it I want everyone to go wash their hands and come to the back to get their chrome books. Then I want you all to log on and bring up Google Drive. Once you have done that I want you to wait until everyone has done so. Any Questions? Alright Go. (Once everyone has it opened up to Google Drive) Alright now we are going to go to create and I want you to head down to spreadsheet. Once you do that you should get this page. Now under the A I want you to write down Sound under B write down Decibel Level (dB). Now, underneath sound I want you to write down the sounds on the side here and the ones that we did on Whats That Noise? Then over here I want you to but the numbers in this column. Also include the numbers when that has occurred. Now after that you are going to go insert. Chart and choose the chart that looks like this. Once you have done that move it out of the way and then label using 1 as the loudest and 15 as the softest in the third column. Then I want you to write a sentence in this section saying what decibel level you think the classroom is and why, by comparing it to the chart. Any questions? Will help students who are struggling. Closure None. Nothing is being taken in for marks. From observation of activities. During activities and their help. Alright, now once you have finished with your chart and put the numbers in the next column. I want you to share it with myself. You will need to type in

8 minutes

15 minutes

20 minutes

Time 2 minutes

Adapted from a template created by Dr. K. Roscoe

my full email address into the bottom so that I can see it. The email address is colby.kunzli@gmail.com. Once you have done that you can close it up and bring it back to myself to shelve. When done that put this sheet away and then line up for gym. Reflections What went well? What changes would you make in your planning? What have you learned to improve upon future instruction?

Adapted from a template created by Dr. K. Roscoe