Sound Level: 2nd Grade Time Frame: Approximately 1 Quarter  Description: Students will learn to identify the relationship of sound to vibrations.  They will also be introduced to terms such as volume, pitch, and timbre.

Overview Activity List Learning Objectives Standards Resources

Learning Objectives

Students will know and observe or experience:

• There are many different kinds of sounds made by different things.
• We can identify familiar sounds based on the specific characteristics of the sound.
• Sound is associated with vibrations (sound is caused by vibrations).
• Sound is caused by vibrations (a special kind of back and forth movement).
• The sounds that we hear travel most often through air—the tiny pieces of stuff that make up air are vibrating*—even though we can’t see them doing this.
• Sound vibrations can also travel through other things.
• Sounds can differ in volume (loudness).
• The volume of a sound changes with a change in the force or strength put into generating that sound.
• The volume of a sound increases when the amount of vibrating material generating the sound increases.
• Sounds made by different or similar things can be higher or lower, a characteristic that is called pitch.
• The pitch of one particular noisemaker can sometimes be changed by changing the tension or the size of the noisemaker.
• Higher pitches are associated with faster vibrations; lower pitches with slower vibrations
• In addition to volume and pitch, sounds have other characteristics that help us identify sounds or tell one from another. This is called the quality or timbre of sound.
• Vibrations that cause sound can be made by hitting (shaking), plucking, stroking, or blowing (over, into) an object.

Students will practice:

• Describing observed events.
• Collecting data.
• Recording data.
• Arranging data into logical patterns and describing patterns.
• Comparing observations of individual and group results.

• Formulating possible solutions to a design problem.
• Designing a device that will be useful in solving the problem.
• Building the device using the materials and tools provided.
• Testing the device and recording results.
• Reporting the design, the test process and the results in solving a given problem.
   

Standards

Illinois State Standards: Early Elementary- As a result of their schooling, students will be able to:

 11A. Know and apply the concepts, principles, and processes of scientific inquiry.

• Describe an observed event.
• Develop questions on scientific topics.
• Collect and record data for investigations.
• Arrange data into logical patterns and describe the patterns.
• Compare observations of individual and group results.

 11B. Know and apply the concepts, principles, and processes of technological design.

• Given a simple design problem, formulate possible solutions.
• Design a device that will be useful in solving the problem.
• Build the device using the materials and tools provided.
• Test the device and record results using the given instruments, techniques, and measurement methods.
• Report the design, the test process and the results in solving a given problem.

 12C. Identify and compare sources of energy (e.g., batteries, the sun).

• sources of sound - vibrating objects

 12D. Know and apply concepts that describe force and motion and the principles that explain them.

• Identify examples of motion (vibrating).

 National Science Education Standards: Fundamental Concepts and Principles- As a result of activities in grades K-4, all students should develop an understanding of fundamental concepts and principles: 

• Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.

Resources

Champaign Community Unit School District #4 * Mellon Administrative Center
703 South New Street * Champaign, IL 61820 * 217.351.3800