cross curricular activity unit: grade four- light and …...cross curricular activity unit: grade...

Cross Curricular Activity

Unit: Grade Four- Light and Sound

Carolynne Branch-Spadaro and Negin Sohbati

Cohort #171

Teaching in Science and Environmental Education

Dr. Darren Hoeg

Tuesday, February 7th, 2017

CROSS CURRICULAR ACTIVITY- C.BRANCH-SPADARO & N. SOHBATI 1

Overview

Rationale for integrating Science, Music and Environmental Education ( 1&2):

Research shows that stimulating interest in the content area of Science is key for student

success (Davies, 2000). This is mainly because when students are able to connect what they are

learning with aspects of their personal lives and interests, they are more likely to engage in

critical thinking and inquiry, which leads to more cognitively valuable learning gains (Renniger,

Hidi & Krapp, 1992). With this information in mind, we decided to go with a subject area that

would, not only compliment our chosen unit, light and sound, but also spark the interest of the

average fourth grade student. Music is a form of art that is enjoyed by individuals in cultures and

communities around the world (Rentfrow, 2012). As such, we are inclined to believe that music

is a topic that most students in junior grades have been exposed to, and can connect with on a

personal level. Our thoughts mimic what the research about integrating music with other subjects

has shown. Davies (2000) found that when music is incorporated into a lesson plan in a way that

allows students to engage in scaffolded student-centered inquiry, comprehension of other

integrated topics are enhanced. Furthermore, we have chosen to design an activity that is in

alignment with the Ontario Ministry of Education Document Acting Today Shaping Tomorrow.

As such, the activity we designed uses recycled straws for our investigation of the properties of

sound and sound production. This is reflected in the following guideline, “As part of their effort

to integrate environmental education across the curriculum, educators can promote a variety of

environmentally relevant activities and events, such as recycled-art shows” (Government of

Ontario, p.9). We have chosen to keep this aspect of the lesson as simple as possible because we

think it is important to expose students to easy ways in which they can engage in


environmentally friendly practices. Straws are commonplace items that we use on a regular

basis. Understanding the impact of plastic straws on our environment is a good way to encourage

students to engage in the discourse surrounding non-biodegradable products and their associated

environmental hazards. Additionally, the teacher can convey the message that, students in the

fourth grade can do their part in helping to save our planet by simply putting routinely used

products (like straws) to other uses as much as possible.

Environmental Policy and Curriculum Expectations (3)

Subject Specific Expectations

Science (Grade 4, Ontario Curriculum Science and Technology Grades 1-8, Ontario

Ministry of Education, p.90-92)

Overall

● Assess the impact on society and the environment of technological innovations related to

light and sound;

● Investigate the characteristics and properties of light and sound;

● Demonstrate an understanding of light and sound as forms of energy that have specific

characteristics and properties.

Specific

● 2.3 investigate the basic properties of sound (e.g., conduct experiments to show that

sound travels, that sound can be absorbed or reflected, that sound can be modified [pitch,

volume], that there is a relationship between vibrations and sound)


● 2.4 use technological problem-solving skills to design, build, and test a device that makes

use of the properties of light (e.g., a periscope, a kaleidoscope) or sound (e.g., a musical

instrument, a sound amplification device)

Music (Grade 4, Ontario Curriculum The Arts Grades 1-8, Ontario Ministry of Education,

p.104-105)

Overall

● C1. Creating and Performing: apply the creative process (see pages 19–22) to create and

perform music for a variety of purposes, using the elements and techniques of music;

● C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see

pages 23–28) to communicate their feelings, ideas, and understandings in response to a

variety of music and musical experiences;

● C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of

musical genres and styles from the past and present, and their sociocultural and historical

contexts.

Specific

● C3.1 identify the role of music in a community today and compare it to its role in a

community of the past (e.g., music for gatherings now and in the Middle Ages; songs

sung now and by the voyageurs)

● C3.2 demonstrate an awareness, through listening, of the characteristics of musical forms

and traditions of diverse times, places, and communities (e.g., medieval musical genres

performed by troubadours or minstrels, Indian classical music, music in Islamic cultures,


music performed by female musical artists in North American culture, Aboriginal

powwow music)

Environmental Education Policy Connection (Acting Today Shaping Tomorrow, Ontario

Ministry of Education)

● STRATEGY 1.1 Increase student knowledge and develop skills and perspectives that

foster environmental stewardship (Government of Ontario, p.12).

● STRATEGY 1.2 Model and teach environmental education through an integrated

approach that promotes collaboration in the development of resources and activities

(Government of Ontario, p.13).

● STRATEGY 2.1 Build student capacity to take action on environmental issues

(Government of Ontario, p.15).

Considerations of Student Diversity (4)

Several aspects of diversity were considered in the creation of this lesson. First, this

activity falls in line with indigenous pedagogies because Kinaesthetic, hands-on learning is a

characteristic element of indigenous ways of knowing (Robinson & Nichol, 1998). This is

reflected in the first part of our activity, where the students will make their own musical

instruments (the flute) using straws. Moreover, according to Indigenous pedagogy, the

motivation for learning is inclusion and engagement in the community. This is reflected in the

second part of our activity where students will research and compare the roles of music in their

own cultures with those in Indigenous cultures. By researching the role of music in their own

cultures and comparing it to that in FNMI cultures, students are thinking about sound in a

meaningful way as it pertains to everyday life. Furthermore, a common practice in indigenous


cultures is making musical instruments using tools at hand. Hand-carved flutes are a part of First

Nations music and these instruments were played for relaxation purposes during hard times

(Library and Archives Canada, 2009).

The activity we have designed lends itself nicely to the instructional strategies that have

been found to be effective for English Language Learners (ELLs). For example, we used simple

procedural steps and picture guides for the flute construction (Appendix E), and would use

computers for the research component (Ontario Ministry of Education, 2008, p.59). The use of

computers would allow students to translate any information found as needed i.e. English to own

language and vice versa. Moreover, the nature of this activity allows the teacher to create and

demonstrate the flute in real time with all the students in the class, which would also be

beneficial for ELLs. For the research component, the teacher can provide an example

presentation that compares the roles of music in his/her culture compared to the role of music in

FNMI cultures. This will serve to give ELL students (and others) as visual representation of what

the final product can look like. Furthermore, since straws are inexpensive items, students who

come from lower socio-economic backgrounds can easily participate in this activity as it would

not pose a financial obstacle for them. This will help combat the myth that participation in

environmental issues requires a considerable financial commitment.

Activity Description and Teacher Instructions (5):

The activity we have designed has two components. First, students will be making a flute

using recycled straws. After the completion of the flute, students will conduct research and put

together a presentation which includes an explanation of why and how their flute works,

touching on the properties of sound and the processes involved in sound production. They will


also explain the role of music in their personal community and compare it to the role of music in

the First Nations, Metis and Inuit (FNMI) communities of the past and present. Students will be

assessed on several aspects. First, their ability to construct a functional flute and use it to

demonstrate their knowledge of how sound works. Next, they will make a rich connection to

music in their community and then compare and contrast it with an FNMI community of their

choosing.

The first component of this activity will involve a teacher led discussion about how

plastic straws take over 200 years to decompose, are rarely recycled but often given to

consumers without a choice being given at restaurants and fast food establishments. The teacher

will use the website “The Last Plastic Straw” (2016) as a tool to help students understand the

environmental impact of plastic straws. After the discussion, students will be asked to go home

and collect used straws for the construction of flutes, and to have a discussion with their families

about the importance of only using straws when absolutely necessary or using ones that are made

with biodegradable materials.

Once enough straws have been collected, the class will begin the construction of their

flutes. The materials required are the straws collected by the students and scissors. Some safety

considerations are that the straws would need to be washed and sanitized by the teacher before

the activity. Furthermore, it would also be best practice to review the safe use and handling of

scissors. Students would be reminded not to share each others’ flutes to reduce the transmission

of germs and diseases.

The flutes will be constructed using the following procedure, modeled by the teacher

throughout construction and with the use of the picture guide (Appendix E):


1. Students will receive wash and sanitized straws they have collected for this activity.

2. Students will flatten one end of the straw.

3. Students will cut the flattened end of the straw slightly diagonally.

4. Students will cut the other half of the flattened end of the straw making a flattened point.

5. Students will place the pointed end of the straw in their mouth and blow with force.

Following the construction of the flutes, students will investigate and research why and

how the sound changes when they are instructed to cut portions of the straw off the bottom while

blowing. Students will record their findings on a worksheet (Appendix A). Next, students will

reflect on the ways music is important in their communities and conduct research into the

traditional and present roles of music in FNMI communities. They will record their findings on a

worksheet (Appendix B). Next, students will consolidate all of the research they have collected

into a presentation in which they will play their flute to explain: 1) why and how it works 2)

why and how the sound changes when you manipulate the flute. Finally, students will discuss the

role of music in their communities, discuss the role of music in FNMI communities, then

compare and contrast the two. Student presentations will be evaluated based on the content as

well good presentation skills (clear, loud voice, well practiced).

Identification of Assessment Strategies and Tools (6)

Assessment for:

To assess students’ prior knowledge, the teacher will gather students in a learning circle

at the carpet and initiate a conversation about sound and music in an effort to create a word web

on the SMARTboard. The teacher will make notes about which students are participating and

which of them know less about the topics at hand.


Assessment as:

The teacher will walk around the class as students engage in the activity and make

anecdotal notes about students’ progress and pace. The teacher will look for how student

problem-solve as they partake in the various tasks involved. The teacher will adjust teaching

practices as needed based on observations to meet students’ needs. The teacher will encourage

community participation by allowing students who are finished to assist students who are not.

Assessment of:

The teacher will use a rubric that was created in collaboration with the students and that

reflects all of the steps that were listed on the anchor chart explained and provided to students

throughout the activity (Appendix C, Appendix D).

Student-Centered Inquiry and Critical Thinking Considerations:

Being that we live in Canada, it is important for teachers to encourage their students to

make a conscious effort to learn about the culture and lifestyles of Canada’s FNMI people, which

is why the hands-on approach of the flute making was important. The second part of our

activity, the research component, also incorporates a student-centred approach to teaching. As

students conduct the research, the teacher will act as a guide to help students as needed, but the

students will have to frame questions and gather data as they see fit (Burbules & Linn, 1991).

This learning-by-doing approach is process-oriented rather than content-driven. In this sense, it

allows students to engage in trial-and-error and to problem solve. For example, if a student’s

flute does not produce sound, then that student will have to go back to the basics of sound

production and retrace their steps to figure out why their hand-made instrument does not work

and what they can do to fix this problem. The second part of this activity encourages students to


think on a deeper level about sound and its uses in everyday life. As such, the teacher is not the

traditional sage on the stage, but rather they take on the role of a guide on the side. The research

process will be individualized and take on a different trajectory based on the student's

interests/logic and ways in which they choose to seek answers. Some students might turn to the

internet immediately, other might choose to find books pertaining to the topic at hand. The

teacher will not interrupt this process, rather they will assist in its progression.


References

Acting today shaping tomorrow: A policy framework for environmental education in ontario's

schools (Publication). (2009). ON: Ministry of Education. Retrieved January 23, 2016,

from http://www.edu.gov.on.ca/curriculumcouncil/ShapeTomorrow.pdf

Burbules, N. C., & Linn, M. C. (1991). Science education and philosophy of science:

Congruence or contradiction? International Journal of Science Education , 13 (3),

227-241. DOI: 10.1080/0950069910130302

Davies, M. A. (2000). Learning … the Beat Goes on.Childhood Education,76 (3), 148-153.

doi:10.1080/00094056.2000.10522096

Library and Archives Canada. (2009, April 8). Aboriginal sound recordings: Music and

song. Retrieved February 5, 2017, from http://tinyurl.com/h3k3s6a

Renniger, K., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development.

Hillsdale, NJ: Lawrence Erlbaum.

Rentfrow, P. J. (2012). The Role of Music in Everyday Life: Current Directions in the Social

Psychology of Music.Social and Personality Psychology Compass,6 (5), 402-416.

doi:10.1111/j.1751-9004.2012.00434.x

Robinson, J. and Nichol, R. (1998). Building bridges between Aboriginal and Western

mathematics: Creating an effective mathematics learning environment. The Weaver:A

forum for New Ideas in Education, 6(2).

The Last Plastic Straw. (2016). The last plastic straw. Retrieved January 25, 2017, from

http://thelastplasticstraw.org

http://www.edu.gov.on.ca/curriculumcouncil/ShapeTomorrow.pdf

http://dx.doi.org/10.1080/0950069910130302

http://tinyurl.com/h3k3s6a

http://thelastplasticstraw.org/about-us/


Ontario Ministry of Education. (2007). The Ontario curriculum, grades 1-8: science and

technology (p. 90-92). Toronto: Ontario Ministry of Education and Training.

Ontario Ministry of Education. (2009). The Ontario curriculum, grades 1-8: The arts (p.

104-105). Toronto: Ontario Ministry of Education and Training.

Ontario Ministry of Education. (2008). Supporting English language learners: a practical guide

for Ontario educators, grades 1 to 8 . Toronto: Ministry of Education.


Appendix A

Flute Worksheet

1. Describe what happens when you blow through your straw? What does it sound like? How is the sound produced?

2. What does it sound like when you cut portions off the bottom of the straw? Why do you think it sounds different?

Appendix B

Music In Communities

1. What is the role of music in your community? 2. Does music play a big part of your everyday life? 3. Why is music important to First Nations, Metis and Inuit peoples? 4. How is the way that First Nations, Metis and Inuit peoples use music

similar to the role music has in your life? 5. How is the way that First Nations, Metis and Inuit peoples use music

different to the role music has in your life?

Appendix C

Student Presentation Success Criteria

➩ My flute works and I know how to play it. ➩ I explained how sound is produced using my flute as an example. ➩ I explained why the sound changes when I manipulate my flute. ➩ I discuss about the role of music in my community. ➩ I discuss about the role of music in First Nations, Metis and Inuit communities. ➩ I compare the role of music in my community to the role of music in FNMI communities. ➩ My read my presentation notes with a clear and loud voice.


Appendix D

Level One Level Two Level Three Level Four

Flute Construction

The flute does not match the design instructions provided and does not make a sound when played.

The flute somewhat matches the design instructions provided and makes a sound when played

The flute considerably matches the design instructions provided and makes a sound when played

The flute completely matches the design instructions provided and makes a sound when played

Flute Explanation

The student did not provide an explanation of why the sound emitted by the flute changes when it is manipulated.

The student provides a somewhat detailed explanation of how and why the sound changes when the flute is manipulated. Some correct terminology is used in description.

The student provides a considerably detailed explanation of how and why the sound changes when the flute is manipulated. Mostly correct terminology is used throughout description.

The student provides a very rich detailed explanation of how and why the sound changes when the flute is manipulated. Correct terminology is used throughout description.

Music in Communities

The student did not explain the role of music in their community, did not explain the role of music in FNMI communities and did not compare and contrast the two.

The student somewhat explains the role of music in their community, somewhat explains the role of music in FNMI communities and provides a limited comparison.

The student explains the role of music in their community, explains the role of music in FNMI communities and provides a comparison.

The student effectively explains the role of music in their community, effectively explains the role of music in FNMI communities and provides a rich comparison.

Presentation Student was unclear and quiet when

Student sometimes used a clear, loud

Student used mostly a clear, loud voice when

Student used a clear, loud voice when


presenting. Student did not appear to be rehearsed or prepared.

voice when presenting. Student was somewhat rehearsed and prepared.

presenting. Student was rehearsed and prepared.

presenting. Student was well rehearsed and prepared.

Appendix E

Picture Guide

1. Flatten one end of the straw.

2. Cut the flattened end of the straw slightly diagonally.


3. Cut the other side of the straw slightly diagonally.

4. Blow air through the straw with the tip of the straw completely in your mouth. 5. Gradually cut the straw while you blow through it and see what happens!

cross curricular activity unit: grade four- light and …...cross curricular activity unit: grade...

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