SOUND IDEAS Grade Level: Written by: Length of Unit: Third Grade Peggy Downs, Peak to Peak Charter School, Lafayette, CO Seven lessons (50 minutes each) I. ABSTRACT This science unit will give students the opportunity to explore the Core Knowledge topics of Hearing and Sound. Students will work in small groups to perform experiments and activities related to sound, and they will create a model of the human ear. Finally, they will explore some of the scientific contributions of Alexander Graham Bell by examining the history of the telephone. II. OVERVIEW A. Concept Objectives 1. Students know and understand common properties, forms, and changes in matter and energy. (Colorado Model Content Standards for Science, Standard 2) 2. Students will recognize that the human body is made of systems with structures and functions that are related and serve different functions in growth and survival. (Colorado Model Content Standards for Science, Standard 3) 3. Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. (Colorado Model Content Standards for Science, Standard 5) 4. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. (Colorado Model Content Standards for Science, Standard 6) B. Content from the Core Knowledge Sequence 1. Hearing: How the Ear Works a. Sound as vibration b. Outer ear; ear canal c. Eardrum d. Three tiny bones pass vibrations to the cochlea e. Auditory nerve 2. Sound a. Sound is caused by an object vibrating rapidly. b. Sounds travel through solids, liquids, and gases. c. Sound waves are much slower than light waves. d. Qualities of sound e. Human voice f. Sound and how the human ear works g. Protecting your hearing 3. Science Biographies: Alexander Graham Bell C. Skill Objectives 1. Students will observe and compare sounds to develop discrimination ability. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 1
2. Students will observe and compare how sound travels. 3. Students will describe the human structures for hearing and speaking. 4. Students will collaborate in working on experiments and activities. 5. Students will accurately record and report the results of scientific experiments. 6. Students will list potential hazards and ways to protect their hearing. 7. Students will become familiar with the life and work of great scientists. III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Hirsch, E.D., Jr. What Your 3 rd Grader Needs to Know. New York: Dell Publishing, 1992. 0385312571. 2. The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments. New York: Kingfisher, 2000. 0753453010. B. For Students 1. Students should be familiar with the Human Body from previous Core Knowledge classes: a. The Five Senses (Kindergarten) b. Body Systems (First grade) c. Cells; Digestive and Excretory Systems (Second grade) RESOURCES A. Elgin, K. Read About the Ear. New York: Franklin Watts, Inc., 1967. AC6710174. B. Gearhart, S. and T. Welles. The Telephone (Turning Point Inventions). New York: Atheneum, 1999. 0689828152 C. Hirsch, E.D., Jr. What Your 3 rd Grader Needs to Know. New York: Dell Publishing, 1992. 0385312571. D. Showers, P. How You Talk. New York: Thomas Y. Crowell Company, 1966. 6615766. E. Silver, D. M. and P. J. Wynne. Easy Make & Learn Projects: Human Body. New York: Scholastic Professional Books, 1999. 0439040876. F. The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments. New York: Kingfisher, 2000. 0753453010. V. LESSONS Lesson One: Good Vibrations A. Daily Objectives 1. Concept Objective(s) a. Students know and understand common properties, forms, and changes in matter and energy. b. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. 2. Lesson Content a. Sound as vibration Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 2
b. Sound is caused by an object vibrating rapidly 3. Skill Objective(s) a. Students will observe and compare how sound travels. b. Students will collaborate in working on experiments and activities. c. Students will accurately record and report the results of scientific experiments. B. Materials 1. What Your Third Grader Needs to Know, E.D. Hirsch, Jr. 2. CD or Cassette Tape Player 3. Music on CD or Cassette for students to listen to 4. 12 ruler 5. For each Lab Team: a. One small bowl b. Piece of plastic wrap to fit over the bowl c. A rubber band to fit around the bowl d. A few grains of sugar e. A large metal bowl or pan f. A spoon 6. Copies of Appendix A (Good Vibrations) for each Lab Team C. Key Vocabulary 1. Vibrate when something moves quickly back and forth D. Procedures/Activities 1. Lab Teams Divide students into teams of 3 to 4 students. Make sure that teams are heterogeneous, with one high-ability students, one student who has trouble learning, and the balance from those considered to be more average. Teams will stay together for the entire unit, and the role of captain rotates each lesson (based on Teaching Gifted Kids in the Regular Classroom, S. Winebrenner). Alternative: You can designate a role for each student, rotating roles each lesson. 1 Starter; 2 Getter; 3 Recorder; 4 Timer 2. Attention Grabber: (See What Your Third Grader Needs to Know, page 293 for more details.) Turn on a selection of music at a moderate level. Tell the students to cup their hands around their ears and ask them what they notice: Does the sound seem to get louder? Have them take their hands away and the sound becomes softer again. Ask the students to guess or explain why this happens. Write their answers on the board. 3. Lesson: Read What Your Third Grader Needs to Know, page 291. (Stop reading at Let s see how, on page 291.) 4. Demonstration: Place the ruler on the edge of a desk, with about half of the ruler extending over the edge. Bend the end of the ruler down and then let go; the ruler will move quickly up and down. Tell the students that when something moves quickly back and forth like this, we say that it is vibrating. (Write the word on the board in a special area saved for your Science Word Bank. You ll be adding to this later.) 5. Experiment/Activity: (See What Your Third Grader Needs to Know, page 293 for more details.) Distribute the materials to each Lab Team Captain. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 3
Distribute Appendix A and have the students work in their teams to complete the activity. E. Assessment/Evaluation 1. Have the captain of each Lab Team report their findings. Encourage accurate and complete reporting of the results and their observations. 2. Provide a focus activity for the remaining students as follows: a. Tell the students to get out a blank sheet of paper. Tell them to answer the following questions on the paper. Tell them to listen to the reports from each team and look for ideas. i. List three details your team missed but another team noticed. ii. What causes sound? iii. What would you like to learn more about sound? b. Collect the individual responses and Lab Team worksheets. Lesson Two: Making Waves A. Daily Objectives 1. Concept Objective(s) a. Students know and understand common properties, forms, and changes in matter and energy. b. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. 2. Lesson Content a. Sound travels through solids, liquids, and gases b. Sound waves are much slower than light waves 3. Skill Objective(s) a. Students will observe and compare how sound travels. b. Students will collaborate in working on experiments and activities. c. Students will accurately record and report the results of scientific experiments. A. Materials 1. Dominoes 2. The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments 3. Appendix B (Sound Cannon) 4. For the Sound Cannon (teacher demonstration): a. Cardboard tube (toilet paper roll) b. Plastic wrap c. Scissors d. Tape e. A small candle f. A saucer g. Some sand (see The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments, pages 62-63, for more information) 5. Appendix C (Making Waves) Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 4
6. For Experiment #1 (for each Lab Team): a. Large plastic bowl b. Plastic straws for each team member c. Two metal spoons d. Water to fill the plastic bowl 7. For Experiment #2 (for each Lab Team): a. Wristwatch with a quiet tick b. Wooden ruler B. Key Vocabulary 1. Sound wave vibrations traveling through the air which stimulate hearing 2. Light wave light conveyed by wave motion 3. Matter - anything that occupies space and responds to gravity C. Procedures/Activities 1. Attention Grabber: Set up a row of dominoes, spacing them fairly close together. Knock the first one over and watch how the wave travels down the line. Tell the students that, like the dominoes, sound travels in waves. Add sound wave to the Science Word Bank. 2. Turn down the lights and tell the students they must be absolutely silent for your demonstration. They are going see a sound wave. 3. Demonstration: The Sound Cannon (See Appendix B for instructions prepare ahead.) 4. Lesson: Ask the students to share what they noticed about the demonstration. Tell the students that they have just seen sound waves travel through air. Now they will be doing an experiment which will show how sound travels though liquid (water) and solid (bone) matter. Define the word matter and add it to the Word Bank. 5. Experiment: Making Waves (See Appendix C for instructions). The role of Lab Team Captain rotates with each lesson. Distribute the materials to each Lab Team Captain. Distribute Appendix C and have the students work in their teams to complete the activity. 6. Have the captain of each Lab Team share their findings. 7. Lesson: a. Based on the experiments they just completed, have the students predict what matter sound travels best through solid (bone), liquid (water), or gas (air)? Sound travels more swiftly and efficiently through water (5,000 feet/second) than through dry air (1,088 ft/sec). It can travel even more quickly through some types of solids (copper = 11,000 ft/sec; steel = 16,000 ft/sec). b. Based on their observations of thunder and lightning, ask the students to predict which travels faster: the sound wave or the light wave? Add light wave to the Word Bank. The light wave is much faster. c. Tell the students that thunder is the sound made by a flash of lightning passing through the air. A lightning flash is a big electric Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 5
spark. You see the flash as soon as it happens. Thunder is the sound of the spark. The sound takes about five seconds to travel one mile. So, if the lightning flash is 1 mile away, you will hear the thunder about five seconds later. D. Assessment/Evaluation 1. Do a quick review, calling on students at random, to answer the following questions: a. How does sound travel? (in waves) b. What is a sound wave? c. What can sound waves travel through? (solid, liquid, gas) d. What form does sound travel through the best? (water) e. Which travels faster sound waves or light waves? (light waves) f. What is a light wave? 2. Collect and review the Lab Team worksheets (Appendix C). Lesson Three: Sound Qualities A. Daily Objectives 1. Concept Objective(s) a. Students know and understand common properties, forms, and changes in matter and energy. b. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. 2. Lesson Content a. Qualities of sound (pitch and intensity) 3. Skill Objective(s) a. Students will observe and compare sounds to develop discrimination ability. b. Students will collaborate in working on experiments and activities. c. Students will accurately record and report the results of scientific experiments. B. Materials 1. A familiar musical instrument to display (i.e., triangle, recorder, guitar) 2. Student copies of Appendix D (Rubber Band) 3. For each Lab Team: a. A small empty box or jar b. 5 to 7 rubber bands of equal length but different thickness 4. The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments C. Key Vocabulary 1. Intensity how loud a sound is 2. Pitch how high or low a sound is D. Procedures/Activities 1. Attention Grabber: Demonstrate a musical instrument with a simple tune or rhythm. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 6
2. Lesson: Ask the students to name some musical instruments and describe how they work. Make a list on the board with two columns: instrument and how it works. a. Stringed instruments, like guitars, have stretched strings that vibrate when they are plucked or strummed. Wind instruments, like recorders or clarinets, make vibrations when the musician blows down the tube. Percussion instruments, like drums, triangles, and cymbals, are usually played by hitting or tapping them to make them vibrate. 3. As the class discusses the different lengths of rubber bands and how this affected the sound, introduce the vocabulary words. Add the words to the Science Word Bank. 4. Experiment/Activity: Tell the students they will be making their own musical instruments today. Distribute the materials to each Lab Team Captain. Distribute Appendix D and have the students work in their teams to complete the activity. E. Assessment/Evaluation 1. Have the captain of each Lab Team report their findings. Encourage accurate and complete reporting of the results and their observations. 2. Provide a focus activity for the remaining students as follows: a. Tell the students to get out a blank sheet of paper. Tell them to answer the following questions on the paper. Tell them to listen to the reports from each team and look for ideas. i. List 3 details your team missed but another team noticed. ii. Ask the students: How do all musical instruments produce sound? All musical instruments use vibrations to make sounds. iii. What would you like to learn more about sound? 3. Collect the individual responses and Lab Team worksheets (Appendix D). Lesson Four: What Did You Say?: The Human Voice A. Daily Objectives 1. Concept Objective(s) a. Students will recognize that the human body is made of systems with structures and functions that are related and serve different functions in growth and survival. 2. Lesson Content a. Human voice (larynx, vocal cords) 3. Skill Objective(s) a. Students will be able to describe the human structures for hearing and speaking. B. Materials 1. How You Talk, by P. Showers 2. Small balloons for students 3. 5 7 handheld mirrors Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 7
C. Key Vocabulary 1. Larynx (or voice box ) the place in your throat where air goes through a narrow opening; it opens and closes to let the air pass 2. Vocal cords flaps of skin inside the larynx which vibrate to make sound D. Procedures/Activities 1. Review: Do a quick review, calling on students at random, to answer the following questions (This is an opportunity to review the properties of sound before moving into the characteristics of human hearing.): a. What causes sound? b. How does sound travel? c. Sound can travel through solids, liquids, and gas. Which one does it travel through the quickest? Which one is the slowest? d. Which is faster, a sound wave or a light wave? e. What does intensity mean? 2. Lesson: Read aloud, How You Talk by Paul Showers. As you read, allow the students time to try the activities discussed. (Save the balloon activity for the Lab Teams.) 4. Experiment/Activity: Balloon Fun! Distribute the materials to each Lab Team Captain. Distribute Appendix E and have the students work in their teams to complete the activity. E. Assessment/Evaluation 1. Ask volunteers to share the results for their team. You don t need to hear from every team as the results are likely to be similar. 2. Collect and review the Lab Team worksheets. Lesson Five: How It Works A. Daily Objectives 1. Concept Objective(s) a. Students will recognize that the human body is made of systems with structures and functions that are related and serve different functions in growth and survival. 2. Lesson Content a. Sound and how the human ear works b. Outer ear; ear canal c. Eardrum d. Three tiny bones e. Auditory nerve 3. Skill Objective(s) a. Students will be able to describe the human structures for hearing and speaking. B. Materials 1. Read About the Ear, K. Elgin 2. Notepaper for students 3. Easy Make & Learn Projects: Human Body, Donald M. Silver and Patricia J. Wynne. Ear Accordion: instructions, page 28-29; reproducible activity, page 30 Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 8
4. PREPARE AHEAD: one model of the Ear Accordion to display for students 5. For students: a. Scissors b. Tape or glue c. Colored pencils, markers or crayons C. Key Vocabulary 1. Ear canal the narrow opening in the ear that funnels sound waves to the eardrum 2. Eardrum a thin skin that stretches across the inner end of the ear canal 3. Hammer, Anvil, Stirrup three tiny bones 4. Cochlea a spiral shaped organ filled with liquid, with tiny hairs inside to detect different types of sound 5. Auditory Nerve - the hearing nerve that send a signal to the brain D. Procedures/Activities 1. Attention Grabber: Display a prepared model of the Ear Accordion and tell the students they will be making one of their own. 2. Lesson: Tell the students you will be reading to them about how the ear works. Tell them to listen carefully for the following words (write them on the board and say them several times), and to write down what they think these words mean: a. Ear canal b. Eardrum c. Hammer d. Anvil e. Stirrup f. Cochlea g. Nerve 3. Read aloud Read About the Ear. 4. Call on several students to discuss the meanings of the words above. Write the definitions on the board for today s lesson. Add these words to the Science Word Bank. 5. Experiment/Activity: Distribute copies of Easy Make & Learn Projects: Human Body, Ear Accordion, page 30 to the students. Have the students color the pages if desired. Follow the instructions on pages 28-29 to put the models together. E. Assessment/Evaluation 1. Observe students as they make their models. Call on the early finishers to share their models and to show where the vocabulary words can be found on the models. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 9
Lesson Six: Take Care of Yourself A. Daily Objectives 1. Concept Objective(s) a. Students will recognize that the human body is made of systems with structures and functions that are related and serve different functions in growth and survival. 2. Lesson Content a. Protecting Your Hearing 3. Skill Objective(s) a. Students will describe the human structures for hearing and speaking. b. Students will be able to list potential hazards and ways to protect their hearing. B. Materials 1. Ear Accordion models produced earlier (or a sample if the students have taken theirs home). 2. One empty bathroom tissue tube 3. Wax paper (4 inches square) 4. One small rubber band C. Key Vocabulary None D. Procedures/Activities 1. Attention Grabber: Fasten the piece of wax paper over one end of the tube with the rubber band. Tap gently on the wax paper and ask the students what it reminds them of (a drum). Inform the students that this is a model of the auditory canal and eardrum. 2. Lesson: Ask a student to place his or her finger lightly against the wax paper. Place your lips near the other tube end and say, good vibrations. Ask the student to describe what happened to the wax paper. (They often say it tickles.) 3. Experiment/Activity: Show students why nothing should go into ears other than sound. Take your eardrum model and poke it with a pencil to break the wax paper. Explain that the eardrum is much more delicate than the wax paper. 4. Have the students predict what will happen if you yell directly into the eardrum model (It will vibrate more violently.) Inform students that when the eardrum vibrates violently, it makes the rest of the structures in the ear vibrate violently as well. This can damage the tiny, delicate hairlike cells. People who play loud music all the time often harm their hearing due to hair-cell damage. They usually don t notice that damage until it is too late. 5. Discuss proper use of earphones, emphasizing moderate volume. Ask students what they could do to protect their ears from very loud sounds. (They could use their hands to block out some of the sound.) Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 10
E. Assessment/Evaluation 1. Have the students brainstorm a list of potential hazards to their hearing. (Some ideas include airplanes, jackhammers, loud cars or motorcycles, loud music, yelling directly in someone s ear, etc.) Lesson Seven: Alexander Graham Bell A. Daily Objectives 1. Concept Objective(s) a. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. b. Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. 2. Lesson Content a. Alexander Graham Bell 3. Skill Objective(s) a. Students will become familiar with the life and work of great scientists. B. Materials 1. Gearhart, S. and T. Welles. The Telephone (Turning Point Inventions) 2. As many different types of phones as possible for display, especially old or unique models 3. Student copies of Appendix F (Hello-Hello!) C. Key Vocabulary None D. Procedures/Activities 1. Attention Grabber: Display your collection of telephones and allow the students to comment on them. 2. Lesson: Read aloud The Telephone. 3. Experiment/Activity: Review the reading with the following questions or your own: a. What was the main idea of this book? (The story of the telephone.) b. What details were given about the main idea? Describe the details as well as you can remember. c. What was your favorite part of this book? What did you learn? d. Can you imagine a world without telephones? What would it be like? Would it be better or worse? e. What do you like about telephones? f. How do you feel about Alexander Graham Bell? What details do you remember about his life? E. Assessment/Evaluation 1. Distribute student copies of Appendix F (Hello-Hello!). Ask the students to write one paragraph about the telephone. Follow the standard paragraph format for your school, or use the following (taken from Step Up to Writing). a. Topic sentence complete the sentence with three details. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 11
b. Detail sentences write a complete sentence for each reason, detail or fact. c. Explanation sentences write a complete sentence adding more information or expanding on each detail. d. Conclusion write a concluding sentence that summarizes or restates your topic. VI. VII. HANDOUTS/WORKSHEETS A. Appendix A: Good Vibrations B. Appendix B: Sound Cannon C. Appendix C: Making Waves D. Appendix D: Rubber Band E. Appendix E: Balloon Fun! F. Appendix F: Hello-Hello! BIBLIOGRAPHY A. Auman, M. Step Up to Writing: Basic, Practical, and Helpful Instruction for Writing Assignments, Assessments, and Everyday Writing Tasks. Longmont, CO: Sopris West, 1999. 1570352089. B. Catherall, E. Hearing. East Sussex, England: Silver Burdett Company, 1981. 0382066499. C. Elgin, K. Read About the Ear. New York: Franklin Watts, Inc., 1967. AC6710174. D. Gearhart, S. and T. Welles. The Telephone (Turning Point Inventions). New York: Atheneum, 1999. 0689828152 E. Hirsch, E.D., Jr. What Your 3 rd Grader Needs to Know. New York: Dell Publishing, 1992. 0385312571. F. Showers, P. How You Talk. New York: Thomas Y. Crowell Company, 1966. 6615766. G. Silver, D. M. and P. J. Wynne. Easy Make & Learn Projects: Human Body. New York: Scholastic Professional Books, 1999. 0439040876. H. The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments. New York: Kingfisher, 2000. 0753453010. I. Weiner, E. The Incredible Human Body. New York: Scholastic Professional Books, 1996. 0590599283. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 12
APPENDIX A: SOUND IDEAS GOOD VIBRATIONS Lab Team Members: (captain) You can actually see the vibrations that cause sound waves. Work in your team to complete the following activity: What happens? 1. Stretch a piece of plastic wrap over the surface of a bowl and fasten it with a rubber band. 2. Sprinkle a few grains of sugar on the plastic. 3. Now take a big pan, hold it near the bowl, and strike it with a spoon a few times. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 13
APPENDIX B: SOUND IDEAS SOUND CANNON (taken from The Kingfisher Young Discoverers Encyclopedia of Facts and Experiments) The Sound Cannon You will see a sound wave make a candle flicker. Materials: cardboard tube (toilet paper roll) some plastic scissors tape a small candle a saucer some sand Prepare ahead: 4. Stretch the pieces of plastic tightly across each end of the cardboard tube and tape them firmly in place. 5. Make a small hole in the middle of the plastic at one end of the tube. 6. Put some sand in the saucer and stand the candle upright in it. Light the candle. Demonstration: 7. Hold the end of the tube with the hole in it about an inch away from the flame. 8. Tap the other end of the tube with your finger. Watch what happens to the flame. How it works: When you tap the plastic, you make a sound wave that travels down the tube and out of the hole at the end. The sound wave makes the candle flame flicker. The wave can be strong enough to blow out the candle flame. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 14
APPENDIX C, PAGE 1: SOUND IDEAS MAKING WAVES Lab Team Members: (captain) Experiment #1 Sound travels in waves through different types of matter. Work in your team to complete the following activity: Materials: Experiment: large plastic bowl plastic straws for each team member 2 metal spoons water to fill the plastic bowl 1. First team member: put a plastic straw up to your ear and plug the other ear with a finger. 2. Second team member: gently tap the two spoons together in the water. 3. First team member: listen carefully to the sound of the spoons. Put the straw in the water, listen carefully; pull the straw out of the water and listen again. What do you notice? 4. Repeat until all team members have listened. Write your observations below. What happens? Continue on next page. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 15
APPENDIX C, PAGE 2: SOUND IDEAS Experiment #2 Materials: wristwatch with a quiet tick wooden ruler Experiment: 1. Put the watch on a desk. Can you hear the watch ticking? 2. Press one end of a wooden ruler flat against your ear. Close the other ear with your finger. 3. Touch the watch with the other end of the ruler. Can you hear the watch ticking? 4. Open your other ear. Can you hear the watch ticking with this ear? Does the sound travel better through the wood than through the air? 5. Repeat for each team member. 6. Now, each team member should close both ears with their fingers. Listen carefully. Can you hear any noises from inside your body? 7. Take turns having a team member hold the watch to your forehead. Can your hear the watch ticking with your ears closed? How is the sound traveling to your ears? 8. Write your observations below. What happens? Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 16
Lab Team Members: APPENDIX D: SOUND IDEAS RUBBER BAND (taken from Hearing, by Ed Catherall) (captain) When you make a rubber band vibrate, you can make a simple type of music. Work in your team to complete the following activity: Materials: Experiment: a small empty box or jar 5 to 7 rubber bands 1. Put a rubber band over your finger and thumb. Pluck your rubber band. What can you hear? 2. Pluck the rubber band more gently. How is the sound different? 3. What can you feel when the rubber band is making the sound? Can you see the band vibrating? What happens to the sound when you touch a vibrating rubber band? 4. Wrap the rubber bands around the jar or box. 5. Pluck each band in turn. 6. Which band makes the highest note? 7. Which band makes the lowest note? 8. What do you notice about the thickness of the band and the note it makes? What happens? Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 17
APPENDIX E: SOUND IDEAS BALLOON FUN! Lab Team Members: (captain) Here s your chance to see how your larynx works. You can all do this activity at the same time. 1. Get a balloon and pretend it is your lungs. 2. Pretend the neck of the balloon is your throat. 3. Blow up the balloon. 4. Hold the neck of the balloon shut with both hands. Stretch the opening of the balloon so that it makes a narrow slit. 5. As the air comes through the slit, it makes a squealing sound. How can you make the squealing sound higher? How can you make the squealing sound lower? How is the balloon like your throat? Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 18
APPENDIX F: SOUND IDEAS HELLO-HELLO! Name I like the telephone because,, and. Third Grade, Sound Ideas 2001 Colorado Unit Writing Project 19