3.+How+Do+Sound+Waves+Travel?

__Content Standard B__: Properties of objects and materials, position and motion of objects ||
 * **Lesson Components** || **Lesson 3** || **How Do Sound Waves Travel?** ||
 * || NSE Content Standards || __Content Standard A__: Abilities necessary to do scientific inquiry, understanding about scientific inquiry
 * || NB Curriculum Standards || * Relate vibrations to sound production (303-10)
 * Compare how vibrations travel differently through a variety of solids and liquids and through air (303-11) ||
 * || Purpose of Lesson || • Students listen to sounds and observe the sound travels in all directions, weakening as it moves away from its source. ||
 * || Materials Needed || * Whiteboard, markers (teacher)
 * Several combs, clear containers filled with water
 * Science Journals
 * Paper clips (one for each group) ||
 * || Integration With Other Subjects || • 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; 4.7.2 experiment with available technologies while making and creating music) ||
 * || Duration of Lesson || • 60 minutes (30 minute classes, twice a week) ||
 * || Major Question || * How do sound waves travel? How does sound reach your ear? ||
 * Engaging Questions || Warm-Up || * The sound of a bell ringing near you easily reaches your ears. Suppose you heard an alarm from a parked car during the night. At school the next day, people who live blocks away say they heard the alarm too. How do you think so many people heard the same sound?
 * Discuss how people in different places can hear the same sound. What does this tell us about how sound waves travel? In which direction or directions do they go?
 * Write students’ responses on the board. ||
 * Exploration || Student- Activity (Guided Discovery) || **Tracking Sound**
 * Divide students in groups
 * Emphasis the importance of being quiet during activity
 * 1) Listeners stand facing outward in a circle around a classmate chosen as the sound-maker.
 * 2) The sound-maker drops a paper clip. All listeners who hear the sound raise their hands. Then take two giant steps forward.
 * 3) Repeat Step 2 until no one can hear the sound. Ask: What happens to the sound as the listeners move farther and farther away? Have students write their answers down in their journals.
 * 4) Record how many steps away listeners are when they can no longer hear the paper clip.
 * 5) Draw a picture in journal to illustrate what you think happens to sound.
 * 6) Compare with a partner. ||
 * Explanation || Teaching || * Sound waves don’t only radiate from one spot in one flat concentric circle. Sound waves move in all directions from their source.
 * Sound waves travel through air when you listen to a radio from across the room. If the music is loud enough, you can feel the beat vibrating in the floor. If it is really loud, you can hear it from another room. What are the radio’s sound waves traveling through? ||
 * Expansion || Process Skills Used || • Observing, inferring, measuring ||
 * || Additional Investigations, Discussions || **Make Sound Waves Travel**
 * Strum the teeth of a comb with your thumb and listen to the sound. What do the sound waves travel through to get to your ear?
 * Strum the comb against the edge of a desk. Take turns with your partners listening with one ear on the desk. How does the comb sound? What do the sound waves travel through now? Record your observations in your journal.
 * Strum the comb in the container of water. Take turns with your partner listening with one ear against the container. How did the sound change? What did the sound waves travel through? Record observation in your journal.
 * Compare your observations from all three experiments with your partner. After that, compare with another group. ||
 * Assessment ||  || • Collect the student’s journals as a way of assessing what they’ve learned and to determine if you need to review something for the next lesson. ||