1.+Sounds+Good

 (NB Outcomes N/A) || Students will: • Ask, “What sound did I just make? What did I use to make the sound? How do you know? • Encourage students to describe the sound (may suggest it is high/low, loud/soft). • If students are having trouble describing it, ask, “Was it a loud sound or a soft sound? Did it sound high or low?” ||
 * **Lesson Components** || **Lesson 1** || **Sounds Good!** ||
 * Engaging Questions || Purpose of Lesson:
 * Discuss what they already know about sound
 * Think about and discuss sounds in their environment and how sound is used to communicate
 * Learn about the scientific methods required to conduct their explorations ||
 * || NSE Content Standards || __Content Standard A__ : Abilities necessary to do scientific inquiry, understanding about scientific inquiry ||
 * || Materials Needed || * Science Journals
 * Pencil for each student
 * Empty table to be used for Sound Laboratory (items dispersed around class that make sound) ||
 * || Duration of Lesson || * 60 minutes (30 minute classes, twice a week) ||
 * || Concepts / Vocabulary to Learn || * __Scientific inquiry__ : the steps that scientists follow when investigating problems in order to form accurate conclusions
 * __Hypothesis__ : a guess that you make based on information you have observed or gathered
 * __Investigation__ : exploring a problem or question by building a model or conducting an experiment
 * __Conclusion__ : the best answer to a question based on the data that have been gathered. ||
 * || Integration With Other Subjects || * Music (4.6.3 use knowledge of music elements to describe the music they hear- i.e. high, low, soft, loud, etc.) ||
 * || Major Question || * What do you know about sound? ||
 * Exploration || Warm- Up || • Ask children to close their eyes and teacher makes an easily recognizable sound (ex: clapping hands, tapping table)
 * || Student Activity || * Have students stop for a moment and just listen. What do they hear? They may hear people talking, machines running, music, etc.
 * Have them write down the sounds they hear in their Science Journals. ||
 * Explanation || Teaching || • __Teacher explains__ : We can find sound all around us. It tells us what’s going on. We make sound to communicate with others. If sounds are too loud they can hurt us. The more you think about it, the more you realize that sound plays a big part in our lives. ||
 * Expansion || Process Skills Used || • Investigating, classifying, inquiring ||
 * || Additional Investigations, Discussions || * Have students set up a “sound laboratory” in one area of the classroom.
 * Students collect objects that make sound and place them in the laboratory.
 * Objects may include musical instruments, bells, radio, etc.
 * Throughout unit, they can add objects to the laboratory. ||
 * Assessment/ Evaluation || Activity || * After giving each student a piece of paper, ask students to fold the sheet into 4 squares.
 * In the first square, have them draw several objects that make sound.
 * In the second square, ask them to draw a picture showing how sound gets from one place to another.
 * In the third square, they can draw something that they think sound can go through, and in the last square, a picture of something that they think sound cannot go through.
 * This task will give you an idea of what students currently understand about sound and how it moves. Save these pictures and repeat the activity at the end of the unit to compare and use as an informal assessment. ||