Project Based Learning- 2nd Grade
Sound
**
by Leasa Carpenter
Essential Question: Can you “feel” sound?
Subquestions:
1. What makes sound?
2. How does the human ear work?
3. How does changing the size and shape of a musical
instrument change the sound?
4. What is observed when sound travels through different
materials?
5. What can be observed by listening to a variety of
instruments?
Science
Competency Goal 4:
The learner will conduct investigations and use appropriate technology to build an
understanding of the concepts of sound.
Language Arts
Competency Goal 3:
The learner will make connections through the use of oral language, written
language, and media and technology.
Computer / Technology
Competency Goal 2:
The learner will demonstrate knowledge and skills in the use of computer and
other technologies.
Real World Connection
Whether it be a hearing student or a non-hearing student,
there is an awareness of sound through vibrations. Sound is all
around us in our environment.Students can observe and interact
with this concept in a variety of ways and no matter what
background knowledge they bring to the table,there will be unique
experiences to share.
Activity #1 a
Objective
4.01 Demonstrate how sound is produced by vibrating objects and vibrating columns
of air.
Materials Needed:
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•
•
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an empty coffee can with a plastic lid
uncooked rice grains or small black beans
metal tablespoon
notebook
Activity Description:
Procedure
1.
Place the coffee can in the center of a table. Make sure the
plastic lid is on tight.
2.
Place a 1/2 tablespoon of rice in the center of the plastic lid.
Predict what will happen.
3.
Strike the rim with a metal tablespoon.
4.
Observe what happens to the rice grains.
5.
Record observations in a notebook.
Conclusion
1.
What causes the rice to bounce?
2.
What is needed to make the rice jump higher?
What's Happening?
A series of energy transfers makes the rice jump or move. The energy
used to tap the tablespoon on the coffee can lid was transferred into a
moving vibration that bounced around inside the can in all directions. As
the vibrations hit the lid, the energy or vibrations transferred to the
rice, and the rice then vibrated or jumped off the surface of the lid.
*Activity can be found here.
Activity 1b
Make a Kazoo
Purpose: This investigation explains that energy is needed to produce
sound and illustrates that sound vibration can be seen, heard, and felt.
Materials
•
cardboard tube (paper towel or bathroom tissue)
•
wax paper
•
rubber band
•
sharpened pencil
•
notebook paper
Procedure
1.
Cut out a square of wax paper 2-1/2 inches by 2-1/2 inches
and place it over one end of the cardboard tube to create a lid. (Be careful
not to apply too much pressure to the cardboard; it may cave in or bend.)
2.
Wrap the wax paper over one end of the tube and secure the
wax paper tightly with a rubber band.
3.
Put the open end of the kazoo to your mouth and hum a tune.
Feel the other end of the tube (kazoo) while you are humming.
4.
Think about the following questions: What happens when you
hum into the tube? Why does your voice sound different? How does the
loudness of your voice increase?
5.
Record observations on notebook paper by using the format
below.
My Prediction What I Did
Actual Results
Questions
6.
Use a sharp pencil to poke a hole in the center of the tube,
through the wax paper.
7.
Place the tube end without the wax paper over your mouth and
hum.
8.
Record your observations again.
9.
Explore on your own and record your findings.
What's Happening?
Sound is a form of energy because it makes matter (solid, liquid, and gas
molecules) vibrate. Vibrations are felt as sound is created; for example,
when you hum into your kazoo. Sound waves move in all directions. If an
object such as wax paper or your hand is placed in front of the tube, the
sound will be partially absorbed and will sound softer and muffled. When
the air hole is open, the sound waves are able to travel freely, and the
sound seems louder than when the finger covers the hole.
Activity can be found here
Activity #2
Objective
4.02 Show how the frequency can be changed by altering the rate of the vibration
Materials Needed:
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•
•
•
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slinky (metal preferred)
metric ruler
meter stick
pencil
notebook
Approximate Time Needed:
Activity Description:
Procedure
1.
Ask a friend to help, stretch the slinky out until there is about 1 cm
between each coil.
2.
Create waves by moving one end of the slinky to the right or left about
15 cm and back to the starting point. The other end should be held in place. This type
of wave is a transverse wave. Record observations in a notebook.
3.
Conduct a series of trials varying the energy amount used to create
movement in the slinky. Record observations in a notebook.
4.
Stretch the slinky out until it is about 4 m long. Hold the ends
securely.
5.
Once the slinky spring stops moving, one person should squeeze three
or four loops together and watch the group of springs travel back and forth. This
type of wave is a longitudinal wave. Record observations in a notebook.
6.
Conduct a series of trials varying the energy of this type of wave.
Record your observations in a notebook.
Conclusion
1.
What do you think happens when two waves travel in the same direction
at the same time?
2.
What do you think happens when two waves travel in opposite
directions at the same time?
What's Happening?
As the slinky moved to the left or right of the starting point, the created waves
looked like a moving snake. This wave is a transverse wave and vibrates at right
angles (in the direction of the wave). When the slinky was squeezed and released, the
wave moved along the slinky in the same direction as it was stretched. This type of
wave is called longitudinal. By moving the slinky faster, the number of waves
increased. By moving the slinky slower, the number of waves decreased. This change
in speed shows that the amount of energy that goes into a wave has an effect on the
number of waves produced. A wave cycle occurs when the wave moves from the
starting point to the opposite end and back again to the starting point. The number
of waves per second that go through a complete cycle is called the frequency of the
wave. The speed of the wave has a direct link to the frequency of the waves.
Activity can be found here.
Activity #3
Objective
4.04 Show how the human ear detects sound by having a membrane that vibrates
when sound reaches it.
Materials Needed:
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•
•
•
•
•
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plastic tray
plastic cup
square sheet of thin rubber
rubber band
noisemaker
a pinch of salt or fine sand
small piece of paper
Begin with discussion of the anatomy of the ear.
The ear is made up of three different sections: the outer ear, the
middle ear, and the inner ear. These parts all work together so you
can hear and process sounds.
Your ears are in charge of collecting sounds, processing them, and
sending sound signals to your brain. And that's not all - your ears also
help you keep your balance. So if you bend over to pick up your cat,
you won't fall down .
Check out this website: The Ear
Activity Description:
Stretch the sheet of thin rubber over the cup and secure it with a
rubber band. Now pull the edges of the rubber square so that it fits as
tightly as possible.
Place a pinch of salt or sand or tiny bits of paper on the model eardrum
and use a noisemaker close to, but not on, the surface of the model.
What happens to the salt or sand or bits of paper on the model? What
do you think is causing the model eardrum to vibrate.Move the
noisemaker closer to the model eardrum. What do you notice? What do
you notice when the noisemaker is far away?
Activity can be found here.
Activity #4 a.
Objective
4.03 Show how the frequency can be changed by altering the size and shape of a
variety of instruments.
2.09 Identify and use multimedia tools to combine text and graphics as a class/group
assignment. (5)
2.10 Identify, discuss, and cite resources for a class/group multimedia project.
Materials Needed:
* Computers with GarageBand installed
Activity Description:
Students will use computer lab time to explore GarageBand.
They will produce sounds with high pitch and low pitch,fast and slow
tempo. They may work in pairs or alone to record their sounds for
presentation. Ipods could be used for sharing (Available through
tech center.U
* Check out the following web site: Phil Tulga
Activity #4b
Comparing Vibrations through Wood and Metal
Materials
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Wooden dowel
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Solid metal rod
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Wind up clock
Activity decription
Listen to the clock ticking.
Hold one end ot the wood dowel against the face of the clock. Hold
the other end of the dowel against the bone in front of your ear.
Describe what you experience.
Repeat this with the metal rod.
Compare the sounds through wood and metal. Which transmits
sound better?
Activity #5 Culminating Activity
Objective
4.05 Observe and describe how sounds are made by using a variety of instruments
and other "sound makers" including the human vocal cords.
Materials Needed:
*Various materials to make musical instruments. Suggested
items to collect prior to PBL: Leggs eggs, pie tins, pringles cans,
shoe boxes, oatmeal boxes,etc.
* Check out the following website links for making instruments:
Family Corner
Kinderart
Family Crafts
Activity Description:
Students will assemble musical instruments. This is excellent
way to get the Art Teacher involved! The instruments can be
sorted according to type and sound if desired. Discuss the sounds
each instrument makes. Make comparisons. Loud Sound/Soft Sound.
CULMINATING ACTIVITY - invite musicians to your classroom.
Try to have a variety of instruments represented. Children can
play their instruments and sing along with the band.A middle or
High School Band may be available to help with this PBL. For the
presentation students could use ipods (available through tech
center)to share them playing their instruments along with the
visiting band. These could be passed around for sharing with
parents or other classrooms. A recording could also be made and a
CD player or computer be used as the sharing devise.
RESOURCES
NC Standard Course of Study
The Nasa SciFiles
PBS Kids (Click for Animal Sound Game)
Science Museum of Minnesota
Integration with other subjects
Noise Levels
Big Ears - (Online ear trainer/ Listen to sounds)
Kids Health
** BEGIN GATHERING MATERIALS
PRIOR TO BEGINNING THIS PBL