1 Hook/Attention Getter
Note: This lesson should come after a pre-assessment and a basic introduction of the words pitch, volume, and vibration.
The teacher should emphasize there are special effects in the video, but the materials they are to focus on have no special effects.
Students will watch “Cymatics” by Nigel Stafford. Concentrate on the salt, water, and fire. How did they react to sound? Students will discuss. Write how you think this worked.
2 Independent Practice
Refer to the pages 2 and 3 of the given document for question prompts, bullet points, and checks for understanding.
Students will create chladni plates using a wide mouth pvc pipe with a secondary pipe, an additional pvc pipe, heavy duty tape, salt, and a balloon. Students will make different sounds by blowing into the long pipe.
Sound Could will be used to record sounds and to draw pictures of the patterns made by the salt.
3 Direct Instruction
The teacher will draw a diagram showing wave length frequencies of high pitched sounds and low pitched sounds. The teacher will guide a conversation to help students draw conclusions about patterns.
The salt has traveled to the places where sound waves are not touching. Think about how many waves there are when we hear a high pitch; compare that to how many waves there are when we hear a low pitch.
4 Guided Practice
As students make observations about the vibrations felt on the speakers during different parts of music clips, the teacher will write and complete a chart on the board that will help classify pitch and volume.
Suggested songs are "Chimes" by Hudson Mohawke. Sound frequencies change at :42. "A THX sound system test" by DjMaxB has a little over 6 minutes of music clips that change in both pitch and volume.
Students will touch the speakers of songs selected with various pitches and sounds.
5 Direct Instruction
This chart shows us what we have observed from samples of low volume and high volume, and of low pitch and high pitch. Let's explore our chlandi plate experiment again to see if our observations match what I have written on the chart.
This is an opportunity for students to explore the investigation again, with a teacher guided focus of how softer, higher pitches sounds are weaker than those with louder, lower pitches.
Students will present their results after the second investigation. The teacher will guide the class to create two solid statements about sound, based on the exploration.
SoundNote should be used again, so students may adjust their primary statements.
Key Standards Supported
|4-PS3-2||Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.|
Waves and Their Applications in Technologies for Information Transfer
|4-PS4-1||Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.|