Grade 4: Physics of Sound Unit
Overview
This unit is a Full Option Science System (FOSS) kit
created by the Lawrence Hall of Science at the University of California,
Berkeley. It is published by Delta. Sounds are important to our
understanding of the world. They provide us with information about our
environment and allow us to communicate across distances. Every object, when
excited or energized, makes a distinctive sound that helps us to identify
that object.The Physics of Sound kit
includes four sequential activities, each designed to expose a specific set
of concepts. Students are asked to observe, record, compare, and organize
information they gather through investigations. They learn to discriminate
between sounds generated by dropped objects, how sound travel through a
variety of materials, how sounds get from a source to a receiver, and how
sound can be made louder or softer, higher or lower. They learn that sounds
are caused by vibrations.
Building Successful Foundations in Science - Elementary science
integrates and organizes student scientific knowledge through a foundation
made up of 'Bricks" of Big Ideas put together with the "Mortar" of Unifying
Concepts. |
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- A common vocabulary is needed to communicate about the scientific
procedure.
- A hypothesis is a testable prediction as to the outcome of a
scientific investigation.
- A well designed investigation involves the use of a written plan
that identifies the materials to be used, the procedure to follow, and
the variables. A plan needs to be followed to make sure all steps in an
investigation are completed.
- A scientist uses many tools when conducting an investigation.
- Complete data makes it possible to explain the results of an
investigation and compare it with the prediction.
- When data is analyzed, the results can be communicated in a variety
of ways.
- A written plan must be followed in the correct sequence to make sure
it is done in the same way each time.
- An investigation should be done more than once to make sure the data
is accurate.
- Many tools are available to help gather data. Compare and contrast date with other groups to make sure it is
accurate. Data can be visually represented with labeled diagrams, charts,
tables, or graphs
- Errors can be identified by repeating an investigation or comparing
results with other groups. Data can be graphically represented through bar graphs, line graphs,
pictographs, or pie charts. Data can be analyzed to predict further change. Models make it possible to represent events or objects.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What common vocabulary should be used when conducting an
investigation?
- Why are predictions an important part of the scientific process?
How can we make better predictions?
- Why should we follow a plan when conducting an investigation?
What tools are available to gather data when conducting an
investigation? How does data help us explain our investigation? What
are some of the ways we can collect data? How can we
communicate the results of our investigation to others?
- How can we make sure an investigation is done the same way each
time?
- How can we make sure our data is accurate? How can we visually
represent data? What tools are available to help gather data? How
can we identify errors in our data? How can data be graphically
represented?
- How does data help us make better predictions? How can
models help complete a scientific investigation?
Highest
Frequency Standards
 High
Frequency Standards  Other
Standards & E-skills
Standard 1:
Students understand the processes of scientific investigations and
design, conduct, communicate about, and evaluate such investigation.
Standard 2: Physical Science: Students know and understand common
properties, forms, and changes in matter and energy. Students know that
matter has characteristic properties which are related to its composition
and structure. Students understand that energy appears in different forms
and can move (be transferred) and change (be transformed). Students
understand that interactions can produce changes in a system, although the
total quantities of matter and energy remain unchanged.
Standard 5: Students know and understand interrelationships among
science, technology, and human activity and how they affect the world.
Standard 6: Students understand that science involves a particular
way of knowing and they understand common connections among scientific
disciplines. Students are expected to:
- observe and compare sounds to develop discrimination ability.
- communicate with others using a "Drop Code"
- learn that sound originates from a source that is vibrating and is
detected at a receiver, such a the human ear.
- understand the relationship between the pitch of a sound and the
physical properties of the sound source (i.e. length of vibrating
object, frequency of the vibrations, or tension of vibrating string).
- compare methods to amplify sound at the source and at the receiver.
- use knowledge of the physics of sound to solve simple sound
challenges.
- acquire the vocabulary associated with the physics of sound.
- exercise language and math skills in the context of the physics of
sound.
- develop and refine the manipulative skills required for
investigating sound.
- collaborate in working on mini-activities.
- gain experiences that will contribute to their understanding of
several pervasive themes that relate one scientific idea to another:
Pattern, Structure, and Interactions
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