7.+Think+Tank

__Content Standard G:__ Science as a human endeavor. ||
 * **Lesson Components** || **Lesson 7** || **Think Tank** ||
 * || NSE Content Standards || __Content Standard B:__ Properties of objects and materials, position and motion of objects
 * || NB Curriculum Standards || * Relate vibrations to sound production (303-10)
 * Demonstrate and describe how the pitch and loudness of sounds can be modified (301-3)
 * Demonstrate processes for solving technological problems by designing and constructing a device which has the ability to create sounds of variable pitch and loudness (104-1, 205-2)
 * Evaluate personally constructed musical devices with respect to their ability to vary their pitch and loudness (206-7) ||
 * || Purpose of Lesson || __Summative Assignment for Unit__
 * Students identify the problems they will have to solve in order to design and build never-before-seen instruments.
 * Students identify possible solutions to their problems by examining the development of keyboard instruments over time.
 * Students design and make models of their instruments. ||
 * || Materials Needed || * Rubber bands
 * Dry beans in a closed container
 * Shoe boxes
 * Megaphones
 * Chart paper and markers
 * Science Journals ||
 * || Duration of Lesson || • 120 minutes (30 minute classes, twice a week, over 2 weeks) ||
 * || Integration With Other Subjects || * Music (4.2.2, use specific techniques, materials, and forms to make, create, and present music; 4.6.1, identify problems and possible solutions in the music-making process; 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)
 * Art (Development of Imagery: generate and select ideas for art work, create an art work, use common tools safely and independently, use additive and constructive techniques) ||
 * || Major Question || * How do we make a musical instrument? ||
 * Engaging Questions || Warm-Up || * Show students the materials you have collected and ask them to identify each one. __Ask students__ :
 * What kinds of sounds can you make with each of these materials?
 * How can you make the sound higher/lower?
 * How can you make the sound louder/softer?
 * How can you direct the sound where you want it to go? ||
 * Exploration || Introduction || * Discuss with students possible ways to go about designing an instrument.
 * Identify potential problems and solutions.
 * Make a list on chart paper creating the following categories:
 * Materials they can use
 * How to make sounds louder
 * How to change the pitch of a sound
 * What materials absorb sound so they won’t be too loud ||
 * || Student- Activity (Guided Discovery) || * Students should further research how to make an instrument.
 * They should consider what kind of instrument they would like to play
 * Record responses in their Science Journals for the following questions: What do you like about the instrument you wish to play? What do you like about the way it sounds? ||
 * Explanation || Teaching || * Read through possible models that students have suggested for their instruments. Suggest they choose the best model or a combination of several models.
 * Guide students through the decision-making process. Stress that each group member must participate in making decisions about what the instrument will look and sound like, and the kind of model the group will make. ||
 * Expansion || Process Skills Used || • Measuring, predicting, creating ||
 * || Additional Investigations, Discussions || * Each group should be given time to make their instrument (using provided materials or additionally materials they bring in).
 * Each group should present its instruments to the class. One at a time, group member can display and describe their instruments, then explain how the instrument was made, how it makes sounds, and any relevant design features. Encourage the class to ask questions at the end of each presentation. ||
 * Assessment ||  || * Students’ responses throughout lesson should reflect their understanding of how vibrations create sound, and how the pitch and loudness of sounds can be modified.
 * Listen to students as they identify problems and discuss solutions for their designs.
 * Check their notes in their Science Journals.
 * In students’ presentations, listen for an explanation of how the instrument makes sounds, and how the pitch and volume can be varied. Note the questions students ask of their peers.
 * Make anecdotal records of students’ contributions to the presentation of their group’s model.
 * Students should submit a Final Report to reflect on the process of creating a musical instrument. ||