LaKesha+Curtain+UBD


 * Unit By Design: Physics of Sound **

__ Desired Results __

**__ Established Goals __** A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers **__ Understandings __** •Students will understand the relationship between the pitch of a sound and the physical properties of the sound source. •Students will understand that other skills such as language, math, and social studies are connected to the physics of sound. •Students will understand that tools and science techniques are used to make better observations.

**__ Essential Questions __** •How does sound travel best? •What causes sound? •What makes a sound low, high, or muffled? •Are the hearing impaired still affected by sound?

** Students will know........ ** •That sound originates from a source that is vibrating and is detected at a receiver such as the human ear. •That sound is a form of energy •Physics of Sound vocabulary vibration, variable, sound receiver, sound source, pitch, tuning fork,

** Students will be able to………… ** •Plan and conduct simple investigations •Observe and compare sounds, record observations and comparisons of sounds. •Observe and compare how sound travels through solids, liquids and air. •Extend their learning about sound to other academic subjects: //Language Arts (talk about whale communication)// // Music (Build an instrument that makes at least three different sounds) //

__ Assessment Evidence __

** Performance Task ** ** Sound off ** The task will call for the students to create an instrument from materials of their choosing that will create at least three different sounds. Each student will explain how they used certain materials to get the sounds. Students will also demonstrate how to produce the sounds. ** Other Evidence: ** ● Vocabulary Quiz ● Sound investigations ● End of Module Unit Test

Physics of Sound Unit Activities – Week 1 & 2


 * **Monday** || **Tuesday** || **Wednesday** || **Thursday** || **Friday** ||
 * **Day 1**

1. Hook students with Sound Video #1 2 Onomatopoeia Poems – “Hear” 3. **Wrap Up** – On the back of the poems, Write at least 2 things they remembered from the video. || **Day 2 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. Think, Pair, Share about Day 1 Sound Video <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">2.Investigation #1 <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Dropping In Activity <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">2. **Wrap- Up** with introducing Word Bank and Content Inquiry Chart || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 3 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">1. Investigation 2 - 4 at centers. **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;">Ctr. 1 **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;"> – Reading pp.12 – 14 **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;">Ctr. 2 **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;">- Tuning Fork **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;">Ctr. 3 **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;"> – The Stream Bean **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;">Ctr. 4 **<span style="font-family: 'Bell MT','serif'; font-size: 12pt;"> – The Kalimba <span style="font-family: 'Bell MT','serif'; font-size: 12pt;">2 **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">. Wrap Up ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">List observations from each center on the board. || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 4 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Investigation 5 <span style="display: block; margin: 0in 0in 0pt; mso-element-anchor-horizontal: page; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.35pt; mso-element-left: center; mso-element-top: middle; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;"> **<span style="color: red; font-family: 'Bell MT','serif';">TEACHER DEMONSTRATION **

**<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Add **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;"> more words to **Word Bank** – vibration
<span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Pitch <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">volume <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Add Concepts to Content Inquiry || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 5 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Week 1 Quiz <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">-Vocabulary from <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Sound Video || <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Introduce Performance Assessment Rubric - Give the students an opportunity to ask questions. <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Watch Magic School Bus Video #2 on Sound to reinforce concepts/vocab. || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 7 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Review Day 1 - Day 4 || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 8 ** __<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Work Day __<span style="font-family: 'Bell MT','serif'; font-size: 14pt;"> #1 <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Sound Off ProjectBegin creating instruments <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">If complete work written explanation || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 9 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Work Day #2 <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Sound Off <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Project
 * **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 6 **

<span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Finish creating instruments. <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">If complete work on written explanation || **<span style="font-family: 'Bell MT','serif'; font-size: 14pt;">Day 10 ** <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Performance <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Assessment <span style="font-family: 'Bell MT','serif'; font-size: 14pt; margin: 0in 0in 0pt;">Sound Off Project. Allow students who will present orally, 3 to four minutes to present. ||