Science
Strand IV
Use Scientific Knowledge from the Physical Sciences in Real-World Contexts

 

Science/Strand IV
Content Standard 4
All students will describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; and explain how waves and vibrations transfer energy. (Waves and Vibrations)

 

Science/Strand IV/Content Standard 4
Elementary

 

Science/Strand IV/Content Standard 4/Elementary
Benchmark 1
Describe sounds in terms of their properties.

Benchmark Clarification

Sound energy travels in waves. Sounds have different properties: pitch (high, low) and loudness (loud, soft).

Students will:

  • Describe sounds using pitch and loudness
  • Analyze a variety of sounds

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand IV/Content Standard 4/Elementary/Benchmark 1
Key Concept
Pitch:

  • high
  • low

Loudness:

  • loud
  • soft

 

Science/Strand IV/Content Standard 4/Elementary/Benchmark 1
Real World Context
Sound from common sources:

  • musical instruments
  • radio
  • television
  • animal sounds
  • thunder
  • human voices

 

Science/Strand IV/Content Standard 4/Elementary/Benchmark 1
Instructional Example

Benchmark Question: What are the properties of sound?

Focus Question: What are high and low pitch sounds?

The teacher will provide a variety of glass bottles filled to different heights of water. Students will listen to, compare, and describe the sounds from the different glass bottles. The teacher will ask students to arrange the bottles by pitch from high to low. Students may volunteer and try to play a song.

Each student will make straw whistles of varying lengths. Each student will write a prediction about the relationship between pitch and length. Each student will play his or her whistle. The teacher will record the pitch and length data. The class will discuss the relationship between pitch and length. Students will check their predictions.

Constructing: (SCI.I.1.E.1), (SCI.I.1.E.2), (SCI.I.1.E.5).

Reflecting: (SCI.II.1.E.1), (SCI.II.1E.2).

 

Science/Strand IV/Content Standard 4/Elementary/Benchmark 1
Assessment Example

Groups of students will form bands. Each student in each group will construct an instrument. The group will play a recognizable tune to an invited audience. Each student will identify his or her instrument and demonstrate the loudness and explain how different pitches can be made. After each student has described his or her instrument, the group will play their song.

Note: The assessment for this benchmark could be used as a culminating assessment for a sound unit.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Effectiveness of construction

Constructs an instrument that does not produce a sound.

Constructs an instrument that produces a sound with one pitch.

Constructs an instrument that produces a sound with two different pitches.

Constructs an instrument that produces a sound with three or more different pitches.

Accuracy of explanation

Explains how the instrument works without using the concepts of pitch and loudness.

Explains how the instrument works using the concepts of pitch or loudness.

Explains how the instrument works using the concepts of pitch and loudness.

Explains how the instrument works using the concepts of pitch and loudness plus explains that sounds are produced through vibrations.

Effectiveness of performance

Produces a noise instead of a song.

Performs an unrecognizable song.

Performs a recognizable song with some mistakes.

Performs a recognizable song with no mistakes.

 

Science/Strand IV/Content Standard 4/Elementary/Benchmark 1
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.IV.4.E.1.html

MEAP Investigation 1998.

Nankivell, Sally. Science Experiments With Sound. Watts, 2000.