science kindergarten unit 03 exemplar lesson 01: using … the senses to explore sound.pdf ·...

Kindergarten

Science

Unit: 03

Lesson: 01

Suggested Duration: 4 days

Science Kindergarten Unit 03 Exemplar Lesson 01: Using the Senses to Explore SoundScience Kindergarten Unit 03 Exemplar Lesson 01: Using the Senses to Explore Sound

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Throughout this lesson, students will develop a basic understanding about sound and what influences sounds to change. They will also learn how

inside sounds can be different from outside sounds by experiencing high sounds, low sounds, soft and loud sounds. Students will associate their

sense of hearing with the sounds around them.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by

Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent

unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

K.6 Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their

everyday life. The student is expected to:

K.6A Use the five senses to explore different forms of energy such as light, heat, and sound.

Scientific Process TEKS

K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in

classroom and outdoor investigations. The student is expected to:

K.2D Record and organize data and observations using pictures, numbers, and words.

K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural

world. The student is expected to:

K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

GETTING READY FOR INSTRUCTION

Performance Indicators

Kindergarten Science Unit 03 PI 01

This Performance Indicator covers three concepts in three different lessons. Students will complete one fold book after each lesson as they learn the new material; one

for light energy, one for heat energy, and one for sound energy.

Create a picture book that identifies the senses that are used to explore various forms of energy, such as light, heat, and sound. Provide examples that represent one

source of light, heat, and sound energy.

Standard(s): K.2D , K.6A

ELPS ELPS.c.1E

Key Understandings

There are many sources of sound.

— How do we know there are different sounds?Sounds can be loud or soft.

— What are some loud sounds you can identify?— What are some soft sounds you can identify?We can use our senses to explore the world around us.

— What senses do we use to explore sound?

Vocabulary of Instruction

sound

loud

soft

high

low

vibration

hearing

ears

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http://www.tea.state.tx.us/index2.aspx?id=6148

about:/module/standards/Tools/Browse?StandardId=108070






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Materials

book (about sound, per class)

containers (sealed with objects, see Advance Preparation, per class)

folder (manila or other board, to hide items being dropped, per class)

objects (to drop, see Advance Preparation, 1 set for teacher)

paper (drawing, 1 sheet per student)

rubber bands (3 different widths, per container)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on

the public website.

Teacher Resource: Item Drop – Teacher Instructions

Handout: Item Drop – Pictures (1 per student)

Handout: Item Drop – Recording Sheet (1 per student)

Teacher Resource: What’s in There? – Teacher Instructions

Handout: What’s in There? – Recording Sheet (1 per student)

Teacher Resource: What’s in There? – Direction Card

Teacher Resource: Musical Bands – Teacher Instructions

Handout: Musical Bands – Recording Sheet (1 per student)

Teacher Resource: Musical Bands – Direction Card

Optional Handout: Student Performance Indicator (1 per student)

Teacher Resource: Sample Performance Indicator

Teacher Resource: Instructions for Performance Indicator

Resources

None Identified

Advance Preparation

1. Prior to Day 2, gather the materials for the learning stations:

Objects to drop (coins, pencils, pads of sticky notes)

Sealed containers with items such as, but not limited to, pennies, marbles, rice, paper clips, macaroni, beans, cotton ball, toothpick, sand, or

plastic beads

A variety of sturdy containers, such as but not limited to, small plastic tubs, small metal pie pans (rinsed,

metal cans with no sharp edges, such as tuna cans or soup cans)

Three different widths of rubber bands

2. Prior to Day 4, locate a book about sound.

3. Prepare attachment(s) as necessary.

Background Information

In this lesson, students gain an awareness of how matter and sound energy interact. Additionally, kindergarten students will use their sense of hearing to explore sound

energy. During this lesson,” the importance of sound energy is identified as it relates to the students' everyday life”. For example, the students will identify different sources

of sound, such as cars, people talking, and dogs barking. They will also be able to describe their perception of sound with words such as loud, soft, high, and low.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – How are Sounds Made?

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1

1. Introduce the lesson:

What causes sound? Answers may vary.

2. Have students talk with their partner (Think-Pair-Share) and then share their

Instructional Notes:

Suggested answers are provided after the questions simply as a

guide for possible responses. Students should have the

opportunity to think about and then share their responses before

the instructor gives an answer.

Kindergarten

Science

Unit: 03

Lesson: 01



http://files5.mycscope.us/075109223183140115048027214052248061031195194218/Download.ashx?hash=2.2












responses with the class.

3. Record the responses in the class science notebook.

4. Ask:

What senses do we use to observe sound? (We use our sense of hearing

(our ears) to hear sound, and our sense of touch can be used to observe

sound. We can feel vibrations that cause sound.)



6. Record the responses in the class science notebook. Students should have the

understanding that it is our sense of hearing that allows us to hear sound.

7. Ask:

What are some words we can use to describe sounds? Answers may vary

but might include words such as: loud, soft, high, low.




10. Ask:

What are sounds you might hear when you are outside? Answers may

include suggestions such as cars, horns, sirens, shouting, laughter, dogs

barking, birds chirping, rain falling, or thunder.

What are sounds you might hear when you are inside? Answers may

include suggestions such as people talking, music, sounds from a computer or

television, dishes clanking, clicking from a keyboard, or a cat purring.

In what way are outside sounds different from inside sounds? Answers

may include suggestions such as outside sounds are usually louder and include

more sounds from nature. Inside sounds are usually quieter and include more

sounds from (digital) technology.

What are some ways to make sounds? Answers may include suggestions

such as talking, turning on the television or computer, clapping hands, shutting a

door, or playing an instrument.


Science Notebooks:

Record student responses in the class science notebook for each

of the questions asked.

EXPLORE – Sound Activities Suggested Days 2 and 3

1. Set up learning stations where students will explore the concept of sound.

2. The directions for each learning activity are attached as handouts.

3. The first activity, Teacher Resource: Item Drop, will be led by the teacher, and

students will record their responses using picture cards from the Handout: Item

Drop – Pictures. The Teacher Resource: Item Drop – Teacher Instructions,

Handout: Item Drop – Pictures, and Handout: Item Drop – Recording Sheet will

be used during this activity.

4. For the next two activities, Handout: What’s in There? and Handout: Musical

Bands, students should be given about 10-15 minutes to explore and then 5-10

minutes to illustrate their thinking/discoveries from each station. Safety Note:

Review any safety rules and expectations before students begin the station

activities.

5. Directions for the activities Handout: What’s in There? and Handout: Musical

Bands will be given to students before they go to the activity station. There are

also verbal/visual direction cards for each station to remind students what to do.

The Handout: What’s in There? –Recording Sheet and Handout: Musical

Bands – Recording Sheet are for student use. The Teacher Resource: What’sin There? – Teacher Instructions, Teacher Resource: What’s in There? –Direction Card, Teacher Resource: Musical Bands – Teacher Instructions,

and Teacher Resource: Musical Bands – Direction Card are for teacher use.

Materials:

objects (to drop, see Advance Preparation, 1 set

for teacher)

folder (manila or other board, to hide items being

dropped, per class)

containers (sealed with objects, see Advance

Preparation, per class)

containers (sturdy with objects, see Advance

Preparation, per class)

rubber bands (3 different widths, per container)

Attachments:

Teacher Resource: Item Drop – Teacher

Instructions

Handout: Item Drop – Pictures (1 per student)

Handout: Item Drop – Recording Sheet (1 per

student)

Handout: What’s in There? –Recording Sheet

(1 per student)

Kindergarten

Science

Unit: 03

Lesson: 01



6. You may want to have three stations for each activity set up so that there are fewer

students at each location.

7. The students will review the key concepts for each activity station during the next

days’ science class.

Teacher Resource: What’s in There? – Teacher

Instructions

Teacher Resource: What’s in There? –Direction Card

Teacher Resource: Musical Bands – TeacherInstructions

Teacher Resource: Musical Bands – DirectionCard

Handout: Musical Bands – Recording Sheet (1per student)

Safety Note:

Review safety rules before beginning the learning stations.

Misconception:

Students may confuse loudness and pitch of

sounds.

Science Notebooks:

Students are expected to complete their data recording sheets for

each activity.

EXPLAIN/ELABORATE – Literature Connection Suggested Day 4

1. Read a book about sound.

2. After reading the book, refer back to the activities in each learning station.

Have a guided discussion about the learning in each activity. Some suggested

questions for each of the learning stations follow:

Item Drop

What are some loud sounds you can identify?

What are some soft sounds you can identify?

What senses do we use to explore sound?

What’s in There?How do we know there are different sounds?

Which sounds are easier to identify?


Musical Bands

What kind of sounds did the thin rubber bands make?

What kind of sounds did the thick rubber bands make?

In what way did the sound change when you plucked the rubber band

softly?


Materials:

book (about sound, per class)

Instructional Note:

The items from the previous days’ activities should be available

as a reminder of what was accomplished at each activity station.

Check For Understanding

EVALUATE – Performance Indicator Suggested Day 4 (continued)

Kindergarten Science Unit 03 PI 01

This Performance Indicator covers three concepts in three different lessons. Students will

complete one fold book after each lesson as they learn the new material; one for light energy, one

for heat energy, and one for sound energy.

Create a picture book that identifies the senses that are used to explore various forms of energy,

such as light, heat, and sound. Provide examples that represent one source of light, heat, and

sound energy.

Standard(s): K.2D , K.6A

ELPS ELPS.c.1E

1. Refer to the Teacher Resource: Instructions for Performance Indicator for

information on administering the performance assessment.

Materials:

paper (drawing, 1 sheet per student)

Attachments:

Teacher Resource: Sample Performance

Indicator

Optional Handout: Student Performance

Indicator (1 per student)

Teacher Resource: Instructions for

Performance Indicator

Kindergarten

Science

Unit: 03

Lesson: 01






Kindergarten

Science

Unit: 03

Lesson: 01



Kindergarten Science

Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Item Drop – Teacher Instructions

1. The teacher will need a manila folder or other board to hide the objects being dropped, and he or she will need a

variety of materials to drop such as: a pencil, a penny, a plastic spoon, a plastic button, a cotton ball, a paper clip,

a crumpled piece of paper, or a marble. Students will need the Handout: Item Drop- Recording Sheet, a glue

stick (or glue), the Handout: Item Drop Pictures, and scissors.

2. Direct students’ attention to the pictures. Hold up the real item, and have them locate the picture on their page.

3. Students need to cut out the pictures from the Handout: Item Drop Pictures page.

4. Show the students each item. Drop the item (in full view), so students can make a connection between the item

and the sound. Repeat the drop one more time. Go through each of the items.

5. Set up a manila folder so students cannot see the objects behind it. Drop one item at a time and allow time for

students to decide what the object could be. They should select the picture of the item and glue on their data

recording sheet in the box in the numerical sequence that the items were dropped; the teacher may have to

model.

6. After all items have been dropped and students have chosen their responses and glued them down, drop each

item one more time, and allow students to predict the dropped item through verbal responses.

7. Make sure students have their name on their paper.


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Item Drop – Pictures

PENCIL

PENNY

COTTON BALL

BUTTON

PLASTIC SPOON

MARBLE

CRUMPLED PAPER

PAPER CLIP

1. Cut pictures out.

2. Listen to sounds.

3. Glue picture in box.

Microsoft. (Designer). (2010). Marble [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.

Microsoft. (Designer). (2010). Crumpled paper [Web Graphic]. Retrieved from http://office.microsoft.com/en-

us/images/.


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Item Drop – Recording Sheet

1

6

2

7

3

8

4

9

5

10


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

What’s in There? – Teacher Instructions

This could be done as a teacher-directed activity or as a small group activity.

1. Place one or more like objects (for example, pennies, marbles, rice, paper clips, macaroni, beans, cotton ball,

toothpick, sand or plastic beads) inside the container.

2. Fasten the lids securely so that students cannot open the containers to view the contents. Label the containers

with shapes for identification. One suggestion is to draw the shape with a permanent marker.

3. Place the containers in a box or on a tray.

4. Demonstrate how to gently shake the container in order to hear the sound the material inside makes. The

container should be held about 2-3 inches from the ear.

5. Instruct students to:

a) Pick up only one container at a time.

b) Shake the container to listen to the sounds.

c) On the recording sheet, draw (and write if appropriate) what you think is inside the container. Make sure

you match the shape on the container with the box on the recording sheet.

d) Place all the containers back in the box or on the tray when you are done with the activity.

a)

b)

c)

d)

Microsoft. (Designer). (2010). Ear [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.

Venegas, A. (Artist) (2010). What’s in There [Print].


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

What’s in There? – Recording Sheet


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

What’s In There? – Direction Card

a) CHOSE

b) LISTEN

c) RECORD

d) PUT MATERIALS BACK

Venegas, A. (Artist) (2010). What’s in There [Print].


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Musical Bands – Teacher Instructions

Students will observe that changing the thickness of the rubber bands will change the pitch of the

sound it produces. As thickness increases, pitch decreases. Decreasing thickness causes it to vibrate

faster when plucked producing a sound with a higher pitch.

1. You may want to have the “stringed instruments” already made if having students make them

takes too much time.

2. Show students one ”stringed instrument”. The instrument is a sturdy container with three

rubber bands of different widths stretched across the opening.

3. Demonstrate how to pluck a rubber band on the ”instrument”. Review any necessary safety

rules.

4. Ask:

Do you think the three rubber bands will all make the same sound when plucked? This

question is to get students thinking- it is not to be answered at this time.

5. Say:

At this learning station you will pluck each of the rubber bands—one at a time. Listen

carefully to the sound each one makes.

On your recording sheet you will need to number the rubber bands from the lowest

pitch to the highest pitch.

You will also want to listen carefully for the ways the sound changes when you pluck

the rubber band softly and a little harder.

a) This is a “stringed

instrument.”

b) Pluck one of the rubber

bands, and listen to the

sound.

c) Pluck the rubber bands one at

a time, and listen to each

sound.

d) Record your observations.

Thickness of Rubber Band

Sound

Venegas, A. (Artist) (2010). Musical bands [Print].



Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Microsoft. (Designer). (2010). The five senses [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.

Musical Bands – Recording Sheet

Thickness of rubber band

Sound- Circle your

answer.

High Medium Low

High Medium Low

High Medium Low

What senses did you use at this learning station?


Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Musical Bands – Direction Card

a) This is a “stringed instrument”.

b) Pluck one of the rubber bands, and

listen to the sound.

c) Pluck the rubber bands one at a time,

and listen to each sound.

d) Record your observations.

Thickness of Rubber Band

Sound

Venegas, A. (Artist) (2010). Musical bands [Print].


SOUND

Name:

I use my

__________ to

sense _______.

A source of sound energy:


SOUND

Name:

I use my ears to sense

sound.



Kindergarten

Science Unit: 03 Lesson: 01

©2012, TESCCC 04/16/13 page 1 of 1

Instructions for Performance Indicator

Performance Indicator

Create a picture book that identifies the senses that are used to explore various forms of energy, such as light,

heat, and sound. Provide examples that represent one source of light, heat, and sound energy.

(K.2D; K.6A) 1E

1. Distribute a piece of drawing paper to students and model how to fold the paper to make a booklet. OR

2. Have the paper pre-folded for students. The front page will have a title such as Sound, and the student will include his or her name on this page. The remaining pages will be used for students to draw a picture of the sense (sensory organ) used to detect sound and an example of sources of sound (energy). OR

3. Distribute the Optional Handout: Student Performance Indicator.

Instructional Notes:

This Performance Indicator covers three concepts in three different lessons. Students will complete one page of their book

after each lesson (heat, light, and sound) as they learn the new material. In this lesson, the focus is sound.

Collect the student work, so the pages can be compiled at the end of the unit to make a class book.

science kindergarten unit 03 exemplar lesson 01: using … the senses to explore sound.pdf ·...

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