2.+What+Makes+Sound?

__Content Standard B:__ Properties of objects and materials, position and motion of objects || • Even sounds that are very different are all alike in one important way. All sounds are made by a certain kind of motion. What kind of motion makes sound? ||
 * **Lesson Components** || **Lesson 2** || **What Makes Sound?** ||
 * || NSE Content Standards || __Content Standard A:__ Abilities necessary to do scientific inquiry, understanding about scientific inquiry
 * || NB Curriculum Standards || * Identify objects by the sounds they make (303-9)
 * Relate vibrations to sound production (303-10) ||
 * || Purpose of Lesson || Students will:
 * Observe that the vibration of matter makes sound
 * Explore a variety of ways to make sound with different materials
 * Get a visual representation of sound waves ||
 * || Materials Needed || * Safety goggles, rubber bands, paper clips, paper cups, pencils, plastic wrap, cereal
 * items made from different materials
 * Oobleck (cornstarch and water, plastic bowl and spoon, food colouring, tin pan, subwoofer, bass-driven music)
 * Science Journals ||
 * || Duration of Lesson || • 60 minutes (30 minute classes, twice a week) ||
 * || Integration With Other Subjects || * 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)
 * Music (4.7.2 experiment with available technologies while making and creating music) ||
 * || Major Question || * What makes sound? ||
 * Engaging Questions || Warm-Up || * Ask students to name some ways they can make sounds.
 * What sounds do they make with their hands? With their mouths?
 * To elicit responses, you might tap a desk, snap a rubber band, rub a desk’s surface, or whistle.
 * Explain that sound can be made by such actions as striking, rubbing, plucking, and blowing. ||
 * || Concepts/ Vocabulary || * __Vibrations__: rapid or slow movements back and forth
 * __Vocal Chords:__ either of two pairs of folds or membranes in either the larynx- air from the lungs hitting the edges of the lower pair produces sound ||
 * Exploration || Introduction || • What makes sound? Is it quiet or noisy around you? You can hear lots of sounds (hiss, whoosh, bang, clatter). What could have made those sounds?
 * || Student- Activity (Guided Discovery) || * Be a sound detective!
 * Cut rubber band and tie it to paper clip
 * Run band through a hole in the bottom of the cup
 * Put on safety goggles
 * Hold the cup while your partner holds one end of the band and gently plucks at it.
 * What do you hear? What do you fingers feel?
 * Stretch plastic over the top of the cup and keep it in place with a rubber band. Then sprinkle cereal on the plastic.
 * What do you see when your partner plucks the band? How can you tell when sound is made? Write results in Science Journal.
 * Interpret and compare results with other groups. Did everyone notice the same things? Was there something another group noticed that you did not? ||
 * Explanation || Teaching || * Explain to students that movements up and down or back and forth are called vibrations.
 * How could you tell the rubber band was vibrating?
 * How did the cereal move? Was the cereal making the sound? If not, then why did it move?
 * Explain that sound waves exist around all sounds, even though we cannot see them. ||
 * Expansion || Process Skills Used || • Observing, inferring, communicating ||
 * || Additional Investigations, Discussions || * Teacher pours pre-made Oobleck into tin pan and places pan on top of subwoofer.
 * Turn on music and have all students gather around to observe.
 * Teacher will hold pan tightly down on the subwoofer.
 * After the experiment, have students write down what they observed and form a hypothesis to explain their observations in their Science Journals. ||
 * Assessment ||  || * Collect students’ observation/hypothesis
 * Did the students understand why the oobleck moved? Did they mention vibrations or sound waves? ||