6.+Is+Sound+Used+All+Around+Us?

> “sound inventors” (Alexander Graham Bell, Hugh LeCaine, etc.). • Read students’ notes about Canadian inventors and their inventions. ||
 * **Lesson Components** || **Lesson 6** || **Is Sound Used All Around Us?** ||
 * || NSE Content Standards || __Content Standard E:__ Ability to distinguish between natural objects and objects made by humans ||
 * || NB Curriculum Standards || * Identify objects by the sounds they make (303-9)
 * Identify and use a variety of sources and technologies to gather pertinent information about Canadians who have contributed to sound technology (107-12, 205-8) ||
 * || Purpose of Lesson || * Students track the sounds they hear around them and describe the quality of those sounds.
 * Students learn about Canadian “sound inventors.” ||
 * || Materials Needed || * Science Journals
 * Pencils
 * Chart paper and markers ||
 * || Duration of Lesson || • 60 minutes (30 minute classes, twice a week) ||
 * || Integration With Other Subjects || * Social Studies (4.4.2, examine the human landscape of Canada)
 * Music (4.6.3 use knowledge of music elements to describe the music they hear; 4.6.4, demonstrate respect for others' responses to music) ||
 * || Major Question || * Is sound used all around us? ||
 * Engaging Questions || Warm-Up || * Ask students to sit quietly for 20 seconds and then ask: What did you hear?
 * List students’ responses on the board.
 * Ask: If we were being quiet, why did we hear any noise at all? Were you surprised to hear some of the things you heard? ||
 * Exploration || Introduction || * We hear sounds around us all day, but probably don’t realize how many sounds we hear. The main purpose of sound is for communication, but communication is more than talking. Alarm clocks wake us, horns tell us when the school bus arrives, a ringing telephone means someone wants to talk to us, etc.
 * Breaking down the day by tracking the sounds we hear forces us to realize the importance of sound, and what our life might be like without it. ||
 * || Student- Activity (Guided Discovery) || * Ask students how many sounds they think they hear in one day. Record several of their estimates on chart paper to refer to when students have completed their exploration.
 * Remind students that sounds are everywhere- they are made by people, animals, and things.
 * Have students record in their Science Journals the number of sounds they think they will hear.
 * Ask students to take detailed notes about each sound they hear for the next 20 minutes as teacher takes class on walk through school. ||
 * Explanation || Teaching || * Share sound diaries (gather students and ask: Who heard a sound in this place? What did you hear? When did you hear it? Was it loud or soft? How many times did you hear it?)
 * Create a chart to show the sounds for each location visited on the walk. ||
 * Expansion || Process Skills Used || • Observing, measuring, communicating, researching ||
 * || Additional Investigations, Discussions || * Ask students to research Canadian
 * Ask students to record their findings in their Science Journals. ||
 * Assessment ||  || • Read students’ sound entries in their Science Journals. Did they identify a variety of sounds and what they are used for? Did students to identify which sounds were natural and which were made by humans or by human-made things?