WHAT IS SOUND?

JULIUS MARKS
PET PROJECT UNIT OF STUDY

Grade 3

Organizer:

How does sound impact my life?

Essential Questions:

What are the characteristics of sound?
What are the causes of sound?
How does sound travel?
How do organisms use sound to communicate?

Academic Expectations/Core Content:

1.16 Students use computers and other electronic technology to gather, organize, manipulate, and express information and ideas.

Demonstrators

· Gather and manipulate data using technology

· Express information and ideas using technology

Core Content

· SC-E 1.2.4 Vibration is a type of motion. Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration

· RD x.1.2 Students make sense of the variety of materials they read.

· RD x.0.10 Connect information from a passage to students’ lives and/or real world issues.

· RD-M- 2.0.14 Summarize information from a passage

2.1 Students use appropriate and relevant scientific skills to solve specific problems in real-life situations. (Music Ace software [for pitch]; Zap software)

Demonstrators

· Identify variables that cause or influence an outcome

· Infer and formulate explanations or predict an outcome based on data

· Collect data by using a variety of observation techniques and measurement tools.

Core Content

· SC-E-1.2.2 An object’s motion can be described by measuring it change in position over time such as rolling different objects down a ramp.

· SC-E-1.2.4 Vibration is a type of motion. Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.

2.2 Students identify, compare, and contrast patterns and use patterns to understand and interpret past and present events and predict future events. (Music Ace software; Zap software)

Demonstrators

· Make predictions based on patterns

· Demonstrate relationships among patterns

· Recognize, describe, and create patterns

Core Content

· SC-E-1.3.1 Energy is a property of many substances and is associated with heath, light, electricity, and sound. Energy is transferred in many ways.

· SC-E-1.2.3 When an unbalanced force acts on an object, the change in speed and direction of motion unless an unbalanced force acts on it.

5.5 Students use problem-solving processes to develop solutions to relatively complex problems.

Demonstrators

· Gather and organize information a problem

· Choose a solution; evaluate the effectiveness of solution

Core Content

· RD-M- 2.0.14 Summarize information from a passage

6.3 Students expand their understanding of existing knowledge by making connections with new and unfamiliar knowledge, skills, and experiences.

Demonstrators

· Relate new information to specific knowledge, skills, or experiences.

Core Content

· RD-M-4.0.14 Interpret the meaning of specialized vocabulary

Culminating Activity:

Each group designs, creates, and presents a sound-producing model with a real-life purpose of communication. Each group makes an advertisement for their product using production software available. Each student writes a transactive piece showing how this device uses sound and the impact it has on his/her life.

Rubric:

Transactive writing piece will be scored using the K.D.E. Holistic Scoring Guide

MODEL	Beginning	Meets Expectations	Exceeds Expectations
Group Design of Plan	Less than half of the materials listed. Less than half of the parts labeled. *Design not to scale.	Half of the materials listed. Half of the parts labeled. *Most parts designed to scale.	All materials listed in a neat and orderly fashion. All parts labeled. *All parts designed to scale
Group Product	*Has sound but is not a real-life communication product	*Functions as a real-life communication product using sound	*Functions as a real-life communication product using sound, and uses another form of communication
Group Presentation	Unable to communicate knowledge and function of the product. Usefulness not addressed or evident.	Communicates some knowledge and function of the product. Usefulness is addressed but is not evident.	Communicates knowledge and function of the product. Usefulness is addressed and evident.
Group Advertisement	* Lacks visual appeal and creativity Product functions are present but unclear Includes inappropriate graphic	* Lacks either visual appeal or creativity * Product functions are evident * Includes appropriate graphic	* Visually appealing and creative * All product functions are evident and obvious * Includes self-created appropriate graphic * Is persuasive
Group Cooperation	*More than one member does not contribute and/or causes disharmony	*One member does not contribute and/or causes disharmony	*Every member contributes and works together harmoniously

Content Knowledge

· Measuring

· Graphing

· Reading for information

· Non standard Units of Measurement

· Properties of objects

· Effective writing and speaking

· Magnets and Electricity Unit of Study (FOSS unit) for terminology and background knowledge

Skills/Processes

· Expand on reading for information

· Use data to construct reasonable explanations

· Writing and speaking skills

· Identify wants and distinguish needs

· Make predictions and draw conclusions from data

· Formulate research questions

· Incorporate media, print, technology and community resources

· Synthesize information from multiple sources

· Science Process Skills

o Observing

o Analyzing

o Data collection

o Classifying

o Predicting

o Inferring

o Communicating

· Technology Skills

o Word Processing (AlphaSmarts and Word)

o Constructing spreadsheets and graphs (Excel, Cruncher)

o Internet Research Skills (Searchasaurus, Search Engines [Ask Jeeves, Yahooligans, Google])

o Presentation software and hardware (Word, PrintShop, Publisher, Children’s Writing and Publishing, KidWorks Deluxe, Paint, Digital Camera, PowerPoint, HyperStudio)

Timeline for Unit

ZAP software – teacher directed - used where appropriate

Computer Lab and Library used where appropriate

Week 1

Introduce Unit

Causes of Sound

· Lesson 1: Introduce Unit and tell culminating performance

· Lesson 2, 3, 4: Identification and classification of sound (2=rulers; 3=blowing; 4=string sounds) (Teacher observation as assessment) Student data to be stored on worksheet for later graphing.

· MUSIC ACE software - independent student use

· Lesson 5: Graph the sounds experimented with this week – Cruncher, Hello, Graph Club, Excel (Guyanne)

· Internet resources