Sound+Unit+Lesson+1

Ms. Kendra Meyer – Grade 3
 * Lesson Plan:** Science

Unit B Chapter 4 – Sound
 * Unit:**

The students will recognize sound as a form of energy and identify that a change in wave frequency results in a change in pitch while a change in wave amplitude creates a change in volume.
 * Objective:**

**P.EN.03.32 **Distinguish the effect of fast or slow vibrations as pitch. **P.EN.03.31 **Relate sounds to their sources of vibrations (for example: a musical note produced  by a vibrating guitar string, the sounds of a drum made by the vibrating drum head).
 * Standards:**
 * P.EN.03.11** Identify light and sound as forms of energy.

**Checking for Prior Knowledge: **  Quick review of the movie from Friday and the lesson from the day before

**Anticipatory Set: ** Students will be given a minute to flip through the chapter and look at the pictures. A quick introduction of sound will be given; “We hear sounds all around us every day. Have you ever wondered where sounds come from or what makes them? Today we will be beginning our sound unit. We will be learning about how sounds are created and how high sounds are different than low sounds.”

**Teaching: Input: **  Introduce sound. Read pages 88-91 in lesson one of chapter 4. Vocabulary terms will be introduced and definitions will be given: vibrate, volume, pitch. Examples of sounds with different volumes and pitches will be given.

**Teaching: Modeling: ** Students will be shown a tuning fork and explained that the prongs of the tuning fork is the part of the instrument that vibrates to create the sound. To illustrate this, students will be shown what happens when a tuning fork is placed in a small bowl of water. Students will be instructed to place their hands on their vocal chords and hum. How is the humming sound produced? What is vibrating to make the hum?  Students will be asked to think of sounds (different than the examples given) of varying pitches and volumes. Student answers will be recorded on the overhead.

Students will work in pairs to find sounds that have different pitches. These will be recorded on a worksheet handed out to the students. Students will complete the worksheet for lesson 1: Reviewing Terms: Sentence Completion (pg.91).
 * Teaching: Guided Practice: **

Students will be brought back to the large group. Each pair of students will be asked to share one sound they chose with the whole class. Students will share the sound and whether it is a high or low pitch. One student from each group will be picked to share with the whole class. Assess students on whether they were able to finish the worksheet. Whatever was not completed on the worksheet will be assigned for homework.
 * Closure: **


 * Independent Practice: **

Background knowledge of sound from movie, previous lessons and from experience, science textbook, sound/ pitch recording worksheet, Terms review worksheet, tuning fork, shallow bowl of water, and pencils
 * Materials: **

Two days ( 60 minutes)
 * Duration: **