Sound
Good Vibrations
Including:
Soundscapes: A Sound Scavenger Hunt
What's That Sound? (optional)
Radio Play (optional)
Good Vibrations
The Travels of Sound
Sound Has Pitch
Drums: Changing Pitch and Loudness
Useful Sounds
The Human Ear
How Loud is Loud?
Let's Make Noise l- Research
Let's Make Noise ll- Model Making
Let's Make Noise lll- Oral Presentation
A Unit for Grade 4
Written by:
Sheila Jacobs
July 1999
Written using the Ontario Curriculum Unit Planner 2.0b6a (July 2nd, 1999) Open Printed on Jul 02, 1999 at 2:32:02 PM
Sound
Good Vibrations A Unit for Grade 4
About the units in this version of the Electronic Curriculum Unit Planner
Like the other units in the planner, this unit is a sample of what some teachers have created, using the
new Ontario Curriculum and achievement levels. Many of the units were developed by teachers
involved in earlier field-testing of the electronic curriculum unit planner. These units have been
reviewed by the Ontario Curriculum Clearinghouse and many of their suggestions for revisions have
been included in the unit, usually under "Notes" or "Reflections."
The units may be used in several ways:
•
•
•
to gain a sense of the kind of information that might be included under each heading;
to use as a base for discussion with other teachers about what constitutes good curriculum
to revise, adapt, use pieces of a subtask (e.g. rubrics, student sheets), one or more subtasks or
an entire unit with your students
A Unit for Grade 4
Written by:
Sheila Jacobs
Education Centre
(613) 966-9491
Hastings Prince Edward DSB
[email protected]
This unit was written using the Curriculum Unit Planner, developed for use in the province of Ontario by the Ministry of
Education and Training. The planner provides electronic access to all provincial Curriculum Expectations, an electronic
Teacher's Guide comprised of fourteen databases (including teaching/learning and assessment strategies, Special
Education guide, glossary, annotated bibliography) and a database of provincially licensed software for use in schools.
The Curriculum Unit Planner offers educators a choice of three writing environments (Outliner, Lite, Open) Units written
using the planner can be shared and then edited electronically.
This unit was printed from Version 2.0b6a (July 2nd,
1999), using the "Open" writing environment.
Written using the Ontario Curriculum Unit Planner 2.0b6a (July 2nd, 1999) Open Printed on Jul 02, 1999 at 2:32:02 PM
Unit Overview
Page 1
Sound
Good Vibrations A Unit for Grade 4
Task Context
Sound is a part of all of our lives, be it the sound of our best friends whispering, the scream of an ambulance
siren or the rhythm of our favorite rock band. How is such a wide variety of sound produced? How does it
travel?
Task Summary
Through a variety of investigations and demonstrations students will learn how sound is created (by
vibrations), how it travels, and how it can be sensed and measured. As well, by exploring the factors that
affect the sounds that are produced, students will begin to discover ways in which sound can be controlled.
Students will make a variety of instruments, to discover the properties of sound as well as how it relates to
different materials. They will research and present a musical instrument of their choice to demonstrate their
understanding of these properties.
Task Summative Assessment
Using information gathered in their research in addition to what they know about the properties of
sound and how it is produced, students will prepare an oral presentation on a musical instrument.
An important aspect of this presentation will be their ability to explain, using the appropriate
vocabulary, how the instrument they have chosen works (i.e.. how it produces the sound, and how
the sound is modified). They will use the model they have constructed as a visual in their
presentation.
Links to Prior Knowledge
This unit assumes no prior knowledge. However, if the Light energy unit has already been covered then
activities can be modified to show the similarities and differences between Light energy and Sound energy.
Notes to Teacher
This unit is based on the Energy and Control strand of the Science and Technology document for grade four:
Light and Sound Energy, and the Matter and Materials strand for grade four: Materials That Transmit, Reflect,
or Absorb Light or Sound.
The expectations which cover Light and its' properties are addressed separately. It is recommended that
after these expectations are covered that the similarities and differences between light and sound energy be
discussed.
The blackline masters exist in two formats. Windows users will be able to access both formats: pdf and
Wordperfect while Mac users will only be able to access the pdf formats. Note that the pdf format cannot be
modified.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:07:45 AM
List of Subtasks
Subtask List Page 1
Sound
Good Vibrations A Unit for Grade 4
1
Soundscapes: A Sound Scavenger Hunt
Students go on a sound scavenger hunt to identify different types of sounds and find out what makes
them.
2
What's That Sound? (optional)
Students record several common sounds, such as a telephone ringing, a dog barking, walking up the
stairs, or a microwave beeping. They then have classmates listen to the sounds to find out if they can
identify the sounds by listening to them without seeing them.
3
Radio Play (optional)
Students present a story in a radio play using sound effects.
4
Good Vibrations
Students make and test their own musical instruments (a kazoo and a simple drum) to find out more
about how vibrations cause sound.
5
The Travels of Sound
Students explore how sound travels through solids.
6
Sound Has Pitch
Students explore one of the characteristics of sound--pitch (the highness or lowness of a sound). They
explore the relationship between pitch and the size of the straw.
7
Drums: Changing Pitch and Loudness
Students make and test a variety of drums to investigate the factors which affect pitch and loudness.
8
Useful Sounds
Students brainstorm various uses of sounds encountered daily .
9
The Human Ear
The first part of this lesson involves teacher input for students to complete a cloze passage about the
components of the human ear and how it works.
The second part is an optional group drama activity which involves simulating how the ear works.
10 How Loud is Loud?
Students discuss the effect of very loud noises on hearing. Students graph the decibel level of
different sounds and answer questions related to hearing.
11 Let's Make Noise l- Research
Students select a musical instrument that they enjoy. Using media such as books,
encyclopedias and the Internet, they research their instrument for information on the following
areas: the origin of the instrument, how it is made, what it looks like, the family of instruments
to which it belongs and examples of the sound produced (recording). Other areas can be
included for research.
12 Let's Make Noise ll- Model Making
Using simple found materials students will design and construct a working model of the
instrument they selected in the previous subtask. The model will allow the students to better
understand how sound is produced and how sound is changed.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:08:38 AM
List of Subtasks
Subtask List Page 2
Sound
Good Vibrations A Unit for Grade 4
13 Let's Make Noise lll- Oral Presentation
Using information gathered in their research in addition to what they know about the properties
of sound and how it is produced, students will prepare an oral presentation on a musical
instrument.
An important aspect of this presentation will be their ability to explain, using the appropriate
vocabulary, how the instrument they have chosen works (i.e.. how it produces the sound, and
how the sound is modified). They will use the model they have constructed as a visual in their
presentation.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:08:38 AM
Soundscapes: A Sound Scavenger Hunt
Subtask 1
Sound
Good Vibrations A Unit for Grade 4
Description
Students go on a sound scavenger hunt to identify different types of sounds and find out what makes
them.
Expectations
4s60 – formulate questions about and identify needs and
problems related to their own experiences with light and
sound, and explore possible answers and solutions (e.g.,
identify different sounds and their sources in their
environment);
4s63 – compile data gathered through investigation in
order to record and present results, using tally charts,
tables, and labelled graphs produced by hand or with a
computer (e.g., create a “sound diary” to record the
sounds encountered over a period of time);
4s67 – follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that the
sun’s rays are not reflected into their eyes or the eyes of
others; avoid producing excessively loud sounds).
4s42 – investigate objects in the home and community
that are designed and made to produce sounds (e.g.,
doorbells, sirens, telephones, radios, stereos, smoke
detectors, security system alarms);
Teaching / Learning
a. Tell students that they will be going on a scavenger hunt
for sounds. They will need to listen to the sounds around
them. They can also use the materials around them to
make different sounds.
b. Distribute the worksheets and discuss the expectations
for "What makes the sound" and "Where they found the
sound". There are two extra spaces on the worksheet to
allow additional categories to be added.
c. Have students move around the classroom to discover
various sounds.
Groupings
Students Working In Pairs
Teaching / Learning Strategies
Field Trip
Assessment
The discussion questions may initially be
done individually by students in their
science learning log. (Similar questions
can then be assessed at the end of the
unit.)
Assessment Strategies
Questions And Answers (oral)
Learning Log
Assessment Recording Devices
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
d. Take the class to different areas of the school or school
yard to find more sounds.
e. When the students have completed their surveys, have
them share in small groups or as a class the different types
of sounds they found, the source of sounds, and the
location of the sounds.
Questions
1. Which sounds were natural and which did you create?
2. How loud were the sounds? Were some sounds
uncomfortable to listen to?
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Soundscapes: A Sound Scavenger Hunt
Subtask 1
Sound
Good Vibrations A Unit for Grade 4
3. Do certain materials make certain kinds of sounds?
4. What is sound?
Resources
Sound Scavenger Hunt
scavenger.wpd
Sound Scavenger Hunt
scavenge.pdf
Notes to Teacher
For this activity students will need to be able to move around the class, school and yard in order to find
different sounds. They need not actually hear the sound, at the time, in order to record it on their sheet (i.e.
a smashing sound).
Students should be made aware of the safety practices required when hearing sounds.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
What's That Sound? (optional)
Subtask 2
Sound
Good Vibrations A Unit for Grade 4
Description
Students record several common sounds, such as a telephone ringing, a dog barking, walking up the
stairs, or a microwave beeping. They then have classmates listen to the sounds to find out if they can
identify the sounds by listening to them without seeing them.
Expectations
4s63 – compile data gathered through investigation in
order to record and present results, using tally charts,
tables, and labelled graphs produced by hand or with a
computer (e.g., create a “sound diary” to record the
sounds encountered over a period of time);
4s67 – follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that the
sun’s rays are not reflected into their eyes or the eyes of
others; avoid producing excessively loud sounds).
Teaching / Learning
Groupings
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Assessment
Assessment Strategies
Assessment Recording Devices
a. Students use a tape recorder to make a tape of ten
household, neighborhood or school sounds.
b. In small groups, students listen to each others tapes and
try to identify the sounds recorded.
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
Resources
tape recorder
1-4
blank cassette tapes
Notes to Teacher
An option for this activity is for the teacher to find or make a tape of sounds and to carry out the listening
part of this activity as a class.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Radio Play (optional)
Subtask 3
Sound
Good Vibrations A Unit for Grade 4
Description
Students present a story in a radio play using sound effects.
Expectations
4e5
• produce pieces of writing using a variety of specific
forms (e.g., humorous story) and materials from other
media (e.g., photo sequence) to enhance their writing;
4e56- A
• contribute and work constructively in
groups;
4e67- A
– use appropriate strategies to organize and
carry out group projects (e.g., brainstorming, summarizing,
reporting, giving and following instructions);
4e7
• revise and edit their work, using feedback from the
teacher and their peers;
4a61- A
– enact or create, rehearse, and present
drama and dance works based on novels, stories, poems,
and plays;
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Story Mapping
Improvisation
Read Aloud
Rehearsal / Repetition / Practice
Reader's Theatre
Assessment
Teaching / Learning
Using the rubric students are assessed
on their group work skills. They will also
be assessed on their final presentation of
their story/play.
a. If possible have students listen to one or two taped radio
drama(s) and discuss some of the basic characteristics.
Assessment Strategies
Performance Task
-the use of a sound or music to separate scenes.
-characters are identified by name so as to help the
listener identify who is speaking
-a limited number of characters in the play. (Too many
voices can be confusing)
b. Divide students into small groups and have them select a
story or skit they have written or a story/fairy tale they know.
c. Distribute the Storyboard sheet and have students divide
the story into 'scenes'.
d. Have students assign and create sound effects for each
scene. (Use at least 6 different sound effects in the story.
Some ideas for sound effects are: doors closing, foot
steps, city sounds, music, animal sounds, nature sounds, a
clock...)
Assessment Recording Devices
Rubric
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
e. Remind them of the characteristics noted above.
f. In their groups have students practise reading their story
with the sound effects put in at the right place. (They will
probably need to rehearse several times.)
g. Have the groups present the stories to the class or
record them on tape for presentation.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Radio Play (optional)
Subtask 3
Sound
Good Vibrations A Unit for Grade 4
Resources
Radio play
Storyboard
storyboard.wpd
Storyboard
storybd.pdf
tape recorder
blank cassette tapes
Notes to Teacher
It is suggested that you have the students listen to at least one radio play in advance. There are several
series such as "The Shadow" and "The Adventures of Sherlock Holmes" which are available commercially
or on loan from the school library or at public libraries. Students may need more time to achieve Level 4.
Accommodations should be made for some students to hear radio selections more than once or several
different ones. Establishing a listening centre might prove useful.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Good Vibrations
Subtask 4
Sound
Good Vibrations A Unit for Grade 4
Description
Students make and test their own musical instruments (a kazoo and a simple drum) to find out more
about how vibrations cause sound.
Expectations
4s55 – recognize, using their observations, that sound
can travel through a substance (e.g., place a vibrating
tuning fork in a shallow dish of water and describe what
happens to the water; place rice on a drum-head and
describe what happens to the rice when the drum is
tapped);
4s58 – recognize that sounds are caused by vibrations;
4s67 – follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that the
sun’s rays are not reflected into their eyes or the eyes of
others; avoid producing excessively loud sounds).
Teaching / Learning
Groupings
Students Working Individually
Teaching / Learning Strategies
Model Making
Prompts
Assessment
Questions can be answered individually by
students in written form in their Science
Learning Log and then discussed as a
group or class.
a. Gather all necessary materials.
Assessment Strategies
b. Distribute the instruction sheet "Making a Kazoo"
and go over instructions with the class.
Assessment Recording Devices
Questions And Answers (oral)
Learning Log
c. Have students construct the kazoo.
Adaptations
d. Allow students to experiment making sounds with
their kazoos.
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
e. Have students complete the discussion questions
in their science log book.
f. Repeat the above for Making a Drum.
g. Review all discussion questions as a class.
Kazoo
1. What do you feel when you blow into the kazoo?
2. What causes the sound the kazoo makes?
3. How can you change the sound the kazoo makes?
Drum
1. What happens to the sound when you put the drum
down on a surface? When you hold it in the air?
2. Explain your observations from Question 1.
3. What could you use to tap the drum that might make a
different sound?
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Good Vibrations
Subtask 4
Sound
Good Vibrations A Unit for Grade 4
h. As a class come up with a working definition of
sound and post it in the classroom. Add to, or modify
this definition throughout the unit.
Optional teacher demonstration:
Strike a tuning fork
against the side of your hand. Hold the tip of the fork
against a students finger or tip of the nose. They will be
able to feel the vibration. Alternatively gently place the tip of
the vibrating fork to the surface of a dish of water. The
vibrations will cause a small splash and ripples over the
surface of the water. This works well using water in a clear
dish on a overhead projector.
Resources
Part 1 Making a Kazoo
making a kazoo.cwk
Part 2 Making a drum
Making a drum.cwk
index card
1
square of waxed paper
1
rubber bands
2
round balloon
1
tape
tin can with both ends cut out
1
scissors
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Good Vibrations
Subtask 4
Sound
Good Vibrations A Unit for Grade 4
Notes to Teacher
Due to the nature of the instruments being made students should not share materials. You will need enough
materials for each student to make their own.
This activity could be done in a centre.
Make a kazoo for yourself in advance to be used for demonstration.
To provide for greater opportunities for demonstration of achievment at Level 4, students can be
encouraged to investigate and make other instruments that demonstrate vibration.
Studnts should be made aware of safety prcatices required when producing loud or sustained sounds.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
The Travels of Sound
Subtask 5
Sound
Good Vibrations A Unit for Grade 4
Description
Students explore how sound travels through solids.
Expectations
4s55 – recognize, using their observations, that sound
can travel through a substance (e.g., place a vibrating
tuning fork in a shallow dish of water and describe what
happens to the water; place rice on a drum-head and
describe what happens to the rice when the drum is
tapped);
4s67 – follow safe work procedures in all investigations
(e.g., direct mirrors away from the sun to ensure that the
sun’s rays are not reflected into their eyes or the eyes of
others; avoid producing excessively loud sounds).
4s28 – identify, using their observations, a variety of
materials through which sound can travel (e.g., by ringing
bells under water; by sending messages along a string).
4s20 • demonstrate understanding that certain materials
can transmit, reflect, or absorb light or sound;
Groupings
Students Working In Pairs
Teaching / Learning Strategies
Assessment
Questions can be answered individually by
students in written form in their Science
Learning Log and then discussed as a
group or class.
Assessment Strategies
Questions And Answers (oral)
Learning Log
Teaching / Learning
Assessment Recording Devices
a. Gather all necessary materials.
Adaptations
b. Distribute instruction sheet " The Travels of
Sound" and go over instructions with the class.
c. In partners have the students perform the two
investigations
Part 1:
1. Place one ear against a table or desk.
2. Have a partner make a steady rapping sound on the
table with a pencil or other hard object.
3. Listen and note the loudness of the sound.
4. Now stand away from the table and listen to the same
sound.
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
Questions:
1. Which way could you hear the sound better? Louder?
Part 2:
1. Cut two pieces of string 60 cm.
2. Tie one end of each string to the bottom corners of the
coat hanger.
3. Wrap the other end of one string around your index
finger. Do the same for the other string but wrap it around
the index finger of your other hand.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
The Travels of Sound
Subtask 5
Sound
Good Vibrations A Unit for Grade 4
4. Place your index fingers gently in your ears.
5. Gently knock the other end of the hanger against the
edge of the table or desk. What do you hear?
6. Have your partner tap the hanger with different objects
while you hold the strings to your ears.
7. Take the strings away from your ears and repeat the
tapping.
Questions:
1. What did you notice when you heard a sound transmitted
through a solid?
2. What was different when you heard it through air. What was the
same?
d. Have students complete the discussion questions
in their science log book.
e. Review all discussion questions as a class.
f. If necessary, modify the definition of SOUND
created in the previous lesson.
Resources
The travels of sound
travels of sound.cwk
string
wire coat hanger
desk or table
Notes to Teacher
Reference to the work of Alexander Graham Bell would provide a Canadian context for the students'
exploration.
Students should be made aware of the safety practices required when making and demonstrating their
instruments.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Sound Has Pitch
Subtask 6
Sound
Good Vibrations A Unit for Grade 4
Description
Students explore one of the characteristics of sound--pitch (the highness or lowness of a sound). They
explore the relationship between pitch and the size of the straw.
Expectations
4s66 – design and make musical instruments, and explain
the relationship between the sounds they make and their
shapes;
4s56 – group a variety of sounds according to pitch and
loudness and demonstrate how the sounds can be
modified;
4s26 – investigate, through explorations, ways in which
different properties of materials, including their shape, affect
the nature of sound (e.g., compare the sound produced by
striking solid and hollow materials);
4s27 – identify and describe, using their observations,
physical changes in a material that can alter the sound it
makes (e.g., the differences in sound when a loose rubber
band and a stretched rubber band are plucked);
Teaching / Learning
Groupings
Students Working Individually
Teaching / Learning Strategies
Oral Explanation
Inquiry
Assessment
Questions can be answered individually by
students in written form in their Science
Learning Log and then discussed as a
group or class.
Assessment Strategies
Questions And Answers (oral)
Learning Log
a. Gather all necessary materials.
Assessment Recording Devices
b. Discuss the following concepts:
We can tell sounds apart by whether their tone is "high" or
"low". This is known as pitch. Some sounds are squeaky, or
high in pitch, such as the sound of a violin or flute. Some
are deep, or low in pitch, such as the sound of a tuba.
The pitch of a note depends on how fast something is
vibrating. The faster the vibrations, the higher the pitch.
When middle C is stuck on a piano, a string inside the piano
starts to vibrate 262 times in each second. (It has a
frequency of 262 Hertz) For the G above middle C, a
different string vibrates 392 times in each second.
The human ear does not hear all frequencies. Normal
hearing ranges from 20 Hz to 20 000 Hz or roughly, from the
lowest note on a great pipe organ to the highest note on a
violin. Some sounds have such a high pitch that people
cannot hear them. Dogs and some other animals can hear
these sounds. A dog whistle, for example, can be used to
call a dog but a person will not hear it. Ultrasound is used by
doctors instead of X-rays to help "see" inside the body.
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
c. Distribute instruction sheet "Making a Pitch Pipe"
and go over instructions with the class.
d. Have students construct the pitch pipe.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Sound Has Pitch
Subtask 6
Sound
Good Vibrations A Unit for Grade 4
e. Allow students to experiment making sounds with
their pitch pipes.
f. Have students complete the discussion questions
in their science log book.
Questions:
1. What is the relationship between the length of the straw and its
pitch?
2. What are the limitations in the range of pitch?
3. How might you expand the range?
Extension Activity:
Make some additional instruments. For example,
students can make a rubber band guitar with a box
(shoe box size or smaller), one or more rubber
bands, and a pencil. Wrap the rubber bands around
the box, slide the pencil under the rubber bands (to
act as a bridge). This will raise the rubber bands up
off the the box slightly and the rubber bands can then
be plucked.
Try making some mobiles (to use as chimes or bells)
using different sizes of another object, such as clay
flower posts, lengths of copper or other metal tubing,
ceramic pieces or wood dowels. Tie and hang them.
Strike them with a hard object or let them swing
where they will catch a breeze to listen to the sounds
they make.
Resources
Making a pitch pipe
pitch pipe.cwk
plastic straws
16
tape
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Sound Has Pitch
Subtask 6
Sound
Good Vibrations A Unit for Grade 4
scissors
Notes to Teacher
Due to the nature of the instruments being made students should not share materials. You will need enough
materials for students to make their own.
This activity could also be done as a centre.
To clarify experiences with pitch, initial activities could include listening to different instruments (live or on
recording) to identify those with low and high pitch, or watching the position of hammers (piano) or fingers
(violin) creating low and high notes. To extend this activity to include expectation 4s57 regarding animal
sounds, invite a dog trainer in to demonstrate how a dog responds to a whistle.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Drums: Changing Pitch and Loudness
Subtask 7
Sound
Good Vibrations A Unit for Grade 4
Description
Students make and test a variety of drums to investigate the factors which affect pitch and loudness.
Expectations
4s66- A
– design and make musical instruments, and
explain the relationship between the sounds they make and
their shapes;
4s30 – formulate questions about and identify problems
related to the ways in which materials transmit, reflect, or
absorb sound or light, and explore possible answers or
solutions (e.g., predict and verify the size, shape, and
location of shadows from a given light source, or the types
of materials that will make ringing sounds when struck);
4s31 – plan investigations for some of these answers and
solutions, identifying variables that need to be held constant
to ensure a fair test and identifying criteria for assessing
solutions;
4s32 – use appropriate vocabulary, including correct
science and technology terminology, in describing their
investigations, explorations, and observations (e.g., use
terms such as translucent, opaque, reflection, absorption,
and conductivity to describe properties of materials in
relation to light and sound);
4s33 – compile data gathered through investigation in
order to record and present results, using tally charts,
tables, and labelled graphs produced by hand or with a
computer (e.g., create a table to show the types of sounds
made by hollow objects, such as a coffee can full of air, and
by solid objects, such as a coffee can filled with sand);
Teaching / Learning
Groupings
Students Working Individually
Teaching / Learning Strategies
Assessment
Assessment Strategies
Questions And Answers (oral)
Learning Log
Assessment Recording Devices
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
a. Gather all necessary materials.
b. Distribute the instruction sheet "Percussion Party"
and go over instructions with the class.
c. Have students construct their drums.
d. Allow students to experiment making sounds with
their drums. Have students play their drums in small
ensembles to compare the pitch and loudness of
their different drums.
e. Have students complete the questions in their
science log book or on the sheet. Encourage group
discussions. Explore the different construction and
sounds of various drums from different cultures and
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Drums: Changing Pitch and Loudness
Subtask 7
Sound
Good Vibrations A Unit for Grade 4
time periods.
For increased safety, put masking tape around the
rim of tin cans.
Questions:
1. Tap on your drum to produce sound. Is it different than that of
other students' drums?
2. Do different skins produce different sounds? What might cause
these differences?
3. Do different sizes of jars produce different sounds? What would
happen if you filled the jars with something? Does it sound the
same?
4. Are there different sounds produced when you strike different
parts of the skin?
5. What happens to the sound when you increase the force with
which you strike the drum? Does the pitch or volume change?
6. What happens when rice is placed on the drum? Can you see
the vibrations? Does it affect the sound?
7. What causes the rice to react differently when you strike the
skin harder?
Resources
Percussion party
drums.cwk
variety of types of paper
balloons
rubber bands
rice, small lentils or peppercorns
paints
markers
wide mouthed jars
wooden sticks or wooden spoons
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Drums: Changing Pitch and Loudness
Subtask 7
Sound
Good Vibrations A Unit for Grade 4
Notes to Teacher
Sound is caused by a movement or vibration in material after applying a certain force. Some vibrations
cause air to move, which then create sound waves that we can hear. The pitch of the sound (how high or
low the sound is) depends on how fast an object vibrates. The volume (how loud the sound is) depends on
the amount of force used to make the object vibrate.
With drums, we strike the skin to create a sound. The force that causes the vibration is the blow on the
drum. The harder we strike, the louder the sound. You can manipulate the pitch of a drum in three ways:
1) tighten the drum's skin to make the pitch higher;
2) put a thicker skin on the drum to lower the pitch;
3) strike the drum closer to the centre to produce a slower vibration and lower pitch.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Useful Sounds
Subtask 8
Sound
Good Vibrations A Unit for Grade 4
Description
Students brainstorm various uses of sounds encountered daily .
Expectations
4s68 – identify various uses of sounds encountered daily
(e.g., warning sounds such as security alarms, fire sirens,
smoke detector alarms);
4s71 – identify sound-related jobs (e.g., tuning pianos)
and the role of sound in different jobs (e.g., the beep that
warns us a van is backing up; the noise of jackhammers as
an occupational hazard);
4s42 – investigate objects in the home and community
that are designed and made to produce sounds (e.g.,
doorbells, sirens, telephones, radios, stereos, smoke
detectors, security system alarms);
Teaching / Learning
Sounds are often used as a way to communicate. Some
cultures use drums to send warning messages. Morse
code is also a way sound can be used to communicate a
message.
Groupings
Students Working In Pairs
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Collaborative/cooperative Learning
Homework
Assessment
Assessment Strategies
Questions And Answers (oral)
Learning Log
Assessment Recording Devices
Adaptations
a. Distribute the sheet "Useful Sounds Around Us"
b. Working in pairs or in small groups have students
brainstorm a list of useful sounds that they might hear
during a day. (i.e.. school bell, alarm clock, warning
sounds such as security alarms, fire sirens, smoke
detector alarms....)
c. After a discussion of the examples that students have
found, discuss what it would be like if we did not have these
sounds. Would life be better or worse? What kinds of
adaptations would people have to make.
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
d. As a class brainstorm sound related jobs (e.g., tuning
pianos) and the role of sound in different jobs. (e.g., the
beep that warns us a van is backing up; the noise of
jackhammers as an occupational hazard)
Resources
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Useful Sounds
Subtask 8
Sound
Good Vibrations A Unit for Grade 4
Useful Sounds Around Me
useful sounds.wpd
Useful Sounds Around Me
usefulsn.pdf
Notes to Teacher
This brainstorming/discussion activity could be done directly after the hands-on drum activity. It would also
work well as a take home assignment and could be used as a link to involve parents..
Alternatively, this can be used as one of the introductory activities.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
The Human Ear
Subtask 9
Sound
Good Vibrations A Unit for Grade 4
Description
The first part of this lesson involves teacher input for students to complete a cloze passage about the
components of the human ear and how it works.
The second part is an optional group drama activity which involves simulating how the ear works.
Expectations
4s59 – describe how the human ear is designed to detect
vibrations.
4a69- A
– solve problems in drama and dance,
individually and in groups, by analysing the problems;
Teaching / Learning
Part I:
a. Distribute the sheet "The Human Ear"
b. Using the diagram of the inside of the ear, lead the class
in the group Cloze activity to explain the different parts of the
ear and their functions. (make the diagram clearer by
increasing the size of the diagram and the font size of the
labels.
c. Discuss how the vibrations of the sound travel through
air, solid, and liquid in order to stimulate nerve cells which
send a message to the brain.
Part ll: Optional Drama presentation
With the students working in small groups, give them 15-20
mins. to plan and practice a demonstration of the human
ear and how sound travels through the ear.
-All members of the group must be involved.
-Students use their bodies to act out the different parts of
the ear. (no props)
-They need to use actions, movements and basic sounds
(no words) to show how the different parts of the ear
transmit the vibrations of sound.
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Cloze
Oral Explanation
Model Making
Assessment
Develop as a class a self assessment
checklist for the presentation. Areas to be
assessed will could include, contribution to
group, participation in task, understanding
of the material.
Assessment Strategies
The Classroom Presentation:
Self Assessment
Assessment Recording Devices
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
The Human Ear
Subtask 9
Sound
Good Vibrations A Unit for Grade 4
Resources
The Human Ear (teacher)
ear.wpd
The Human Ear
ear2.wpd
The Human Ear (teacher)
ear.pdf
The Human Ear
ear2.pdf
Plastic model of the ear
Notes to Teacher
This lesson subtask will require some introductory information and direct instruction from the teacher.
Student experiences with ear infections and hearing loss or visits from a doctor or nurse would provide
interesting lead-in activities. Demonstration of a hearing aid or investigation using a model of the ear would
prove useful
Note: Doctors can perform surgery on damaged ears to correct some hearing problems. For example, if
someone has a damaged stirrup bone, doctors can replace it with wire or fake bone. Doctors can also
implant wires to bypass middle ear damage. If someone has a broken eardrum, doctors can patch it up.
However, doctors cannot repair damage done to the inner ear. If the nerve cells of the inner ear are
damaged, they cannot be repaired or replaced and a person may become deaf to certain sounds or deaf in
that ear. Even a hearing aid cannot help a person hear if he/she has nerve damage in their inner ear.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
How Loud is Loud?
Subtask 10
Sound
Good Vibrations A Unit for Grade 4
Description
Students discuss the effect of very loud noises on hearing. Students graph the decibel level of different
sounds and answer questions related to hearing.
Expectations
4s69- A
– describe the harmful effects of high noise
levels and identify potential noise hazards at home or in the
community (e.g., some leaf-blowing machines);
4s74- A
– describe the effect on the quality of life if
light and sound could not be used as forms of energy;
4s72 – describe devices that extend our ability to see and
hear (e.g., a telescope, a magnifying glass, an optical
microscope, a hearing aid, a microphone or megaphone);
4e2- A • begin to write for more complex purposes (e.g., to
present and discuss their opinions and viewpoints, to pose
questions, to record information);
Teaching / Learning
Groupings
Students Working Individually
Teaching / Learning Strategies
Graphing
Writing To Learn
Assessment
The answers to the discussion questions
may be assessed using the rubric.
Assessment Strategies
Essay
a. Distribute the sheet "How loud is loud".
Assessment Recording Devices
b. Discuss the loudness of different sounds.
c. Using the examples listed, on the sheet, have students
make a bar graph showing the decibel level of the various
sounds. (You may need to review how to make a bar
graph.)
d. Have students answer the discussion questions in
organized and developed paragraphs.
Questions:
1. Describe two situations in which people need to be
careful of potentially dangerous noise levels and explain
how they can protect their hearing.
2. Sometimes sounds are not loud enough for people to
easily hear, name two devices that can help.
3. Imagine that suddenly you can no longer hear sounds.
Describe how your day to day life might change and the
adaptations you would need to make.
Rubric
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
Resources
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
How Loud is Loud?
Subtask 10
Sound
Good Vibrations A Unit for Grade 4
Sound in our lives
How loud is loud?
decibels.wpd
How loud is loud?
decibels.pdf
Notes to Teacher
If a noise meter is available, the teacher and/or students may wish to take their own readings to record.
The meter may also be used so that students can "visualize" what the unit of a decibel is. This can be done
by recording the sound of an increasing number of people clapping.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Let's Make Noise l- Research
Subtask 11
Sound
Good Vibrations A Unit for Grade 4
Description
Students select a musical instrument that they enjoy. Using media such as books,
encyclopedias and the Internet, they research their instrument for information on the following
areas: the origin of the instrument, how it is made, what it looks like, the family of instruments
to which it belongs and examples of the sound produced (recording). Other areas can be
included for research.
Expectations
4s22 • explain why materials that transmit, reflect, or
absorb light and/or sound are used in a variety of consumer
products.
4s45 •
demonstrate
an
understanding
of
the
characteristics and properties of light and sound;
4s70 – describe, using their observations, how sounds
are produced in a variety of musical instruments (e.g., wind
instruments) and identify those they like listening to best;
Teaching / Learning
Part l: Research a musical instrument
1.
As a class, brainstorm a list of musical
instruments. Discuss the concept of family of
instruments by grouping construction and method of
sound production.
2. Have students select a musical instrument.
3.
Distribute the research framework "Musical
Instrument" and discuss the categories.
4. Inform students that they may wish to add other
categories to the framework before they start their
research or while they are doing their research.
5. Give students several class periods to collect their
information.
Groupings
Students Working Individually
Teaching / Learning Strategies
Note-making
Research
Assessment
The research of the musical instrument
will be assessed in Part lll of this
Performance Task.
Assessment Strategies
The Classroom Presentation:
Performance Task
Assessment Recording Devices
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
6. Ask students to locate a recording of a piece of
music or song which contains their instrument.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Let's Make Noise l- Research
Subtask 11
Sound
Good Vibrations A Unit for Grade 4
Resources
Musical Instrument
musical instument.wpd
Musical Instrument
mus_inst.pdf
Notes to Teacher
Teachers may have their own frameworks (organizers) with which the students are already familiar. These
may be adapted for this task. Emphasize with students that they are to write brief notes and that they are
not to copy directly from their source. Encourage students to use a minimum of two types of resources for
their research.
The information gathered during this subtask will be used for the oral presentation at the end of the unit.
It is useful to show students the rubric for the culminating task, or help create it, as this might affect the
choice of instrument and the process of research. The school library will have a wide range of resources in
different areas of the collection(e.g., history of musical instruments, methods of construction, illustrations
and paintings, covers and stories from specific fiction. A variety of CD-ROM programs offer sound files,
illustrations and historical contexts to extend the research and presentation. This is a good opportunity to
partner with the teacher-librarian in providing a research lesson in locating, selecting and organizing
material.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Let's Make Noise ll- Model Making
Subtask 12
Sound
Good Vibrations A Unit for Grade 4
Description
Using simple found materials students will design and construct a working model of the
instrument they selected in the previous subtask. The model will allow the students to better
understand how sound is produced and how sound is changed.
Expectations
4s45 •
demonstrate
an
understanding
of
the
characteristics and properties of light and sound;
4s46 • investigate different ways in which light and sound
are produced and transmitted, and design and make
devices that use these forms of energy;
4s62- A
– use appropriate vocabulary, including
correct science and technology terminology, in describing
their investigations and observations (e.g., use terms such
as source, artificial, beam of light, reflection in describing
the behaviour of light; or pitch, loudness, vibrations in
describing sounds);
4s70 – describe, using their observations, how sounds
are produced in a variety of musical instruments (e.g., wind
instruments) and identify those they like listening to best;
4s66- A
– design and make musical instruments, and
explain the relationship between the sounds they make and
their shapes;
4s67- A
– follow safe work procedures in all
investigations (e.g., direct mirrors away from the sun to
ensure that the sun’s rays are not reflected into their eyes
or the eyes of others; avoid producing excessively loud
sounds).
Teaching / Learning
Part ll: Making a model of your instrument
1. Gather a variety of found materials such as boxes,
wood, cardboard tubes, popsicle sticks, elastics, jars,
yoghourt containers, straws, pasta, construction
paper, balloons....
Groupings
Students Working Individually
Teaching / Learning Strategies
Model Making
Assessment
Teacher will use a rubric to assess the
student.
Assessment Strategies
Performance Task
Observation
Assessment Recording Devices
Rubric
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
2. Explain to students that their task is to design and
construct a model of the instrument they researched
in the previous subtask. The model must show how
the sound is produced and how the sound is
changed.
Note: It need not look exactly like the real instrument,
however it MUST demonstrate the function of the
instrument (i.e.- using two cardboard tubes, one
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Let's Make Noise ll- Model Making
Subtask 12
Sound
Good Vibrations A Unit for Grade 4
sliding in and out of the other, to demonstrate a
trombone, or striking a variety of wires under tension
to demonstrate the workings of a piano).
3. Distribute and discuss the framework : "Musical
Instrument Design".
4. Give students several class periods to construct
their models. During this time monitor completion of
the framework. Remind them, if necessary, that the
purpose of this activity is to use the instrument to
demonstrate how sound is produced.
5. Have students record in their framework how the
sound is produced in their instrument and how it is
changed (pitch and loudness)
Resources
Musical Instrument: model making
Musical Instrument Design
model design.wpd
Notes to Teacher
Part ll:
Teachers may have their own frameworks (organizers) with which the students are already familiar. These
may be adapted for this task.
The model constructed and the information gathered during this subtask will be used for the oral
presentation at the end of the unit.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Let's Make Noise lll- Oral Presentation
Subtask 13
Sound
Good Vibrations A Unit for Grade 4
Description
Using information gathered in their research in addition to what they know about the
properties of sound and how it is produced, students will prepare an oral presentation on a
musical instrument.
An important aspect of this presentation will be their ability to explain, using the appropriate
vocabulary, how the instrument they have chosen works (i.e.. how it produces the sound, and
how the sound is modified). They will use the model they have constructed as a visual in their
presentation.
Expectations
4s45- A
• demonstrate an understanding of the
characteristics and properties of light and sound;
4s62- A
– use appropriate vocabulary, including
correct science and technology terminology, in describing
their investigations and observations (e.g., use terms such
as source, artificial, beam of light, reflection in describing
the behaviour of light; or pitch, loudness, vibrations in
describing sounds);
4s70- A
– describe, using their observations, how
sounds are produced in a variety of musical instruments
(e.g., wind instruments) and identify those they like listening
to best;
4s22 • explain why materials that transmit, reflect, or
absorb light and/or sound are used in a variety of consumer
products.
4e63 – use effective openings and closings in oral
presentations (e.g., begin by asking questions of listeners;
conclude by summarizing key points);
Teaching / Learning
Part lll: Oral Presentation
1. Students use their research notes to plan their oral
presentation.
2. They can include the following areas of focus in
their presentation:
-name and type of musical instrument
-a picture of their instrument
-brief history of the instrument
-how the instrument is really made
-how the sound is produced and modified (loudness
and pitch)
-a demonstration of their model to illustrate how the
sound is produced
Groupings
Students Working Individually
Teaching / Learning Strategies
Assessment
Assessment Strategies
The Classroom Presentation:
Assessment Recording Devices
Rubric
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom. Provide
information about adaptations to the
activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and the accommodations required
for students with special needs and
ESL/ELD students. The Special Education
and ESL/ELD Companions can provide
particular assistance here.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Let's Make Noise lll- Oral Presentation
Subtask 13
Sound
Good Vibrations A Unit for Grade 4
-any other information they have found
(optional: a recording of a song or piece of music
which includes the instrument)
3. Review the assessment rubric with the class (or
develop the assessment criteria together).
4. Have students practice their presentation. (You
may wish to have them memorize the information so
that they are not reading it to the class.)
5. Have students present their oral presentations for
the class
Resources
Musical Instrument research/oral
presentation
Notes to Teacher
Assist students in creating a graphic organizer for their notes based on the item they could include in their
oral presentation. part of the assessment could include peer assessment by having a partner assist in
editing and revising their presentation.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:09:17 AM
Appendices
Sound
Good Vibrations
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:10:21 AM
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Storyboard for : _______________________________
(title of story/play)
In the boxes below briefly outline the action that will occur in each scene. Indicate as well the
sound effects that will be used. You should have between 5 and 9 scenes.
scene 1 (introduction of
characters and start of action)
scene 2
scene 3
Sound effects
Sound effects
Sound effects
scene 4
scene 5
scene 6
Sound effects
Sound effects
Sound effects
scene 7
scene 8
scene 9
Sound effects
Sound effects
Sound effects
Remember that when presenting your story orally, it is important to identify each character by
name in the first couple of scenes, as the audience cannot see the speaker.
Part 1: Making a kazoo
1. Roll the index card into a tube about 2.5 to 4 cm diameter and secure it with two pieces of tape.
2. Poke a small hole with a pencil 2.5 cm from one end.
3. Place the waxed paper over the end of the tube nearest the hole and secure with the rubber band.
Make sure the waxed paper is NOT covering the hole.
4. Hum or make an "oooh" sound into the open end of the tube. Just blowing into the tube won't
work.
Questions:
1. What do you feel when you blow into the kazoo?
______________________________________________________________________________
______________________________________________________________________________
2. What causes the sound the kazoo makes?
______________________________________________________________________________
______________________________________________________________________________
3. How can you change the sound the kazoo makes?
______________________________________________________________________________
______________________________________________________________________________
Part 2: Making a Drum
1. Cut off the neck of the balloon.
2. Spread the opened balloon over one end of the can. This is the drumhead.
3. Wrap a rubber band around the edge so that the drumhead won't slip off. It should not be loose. If it
is, pull around the edges of the balloon to tighten it.
4. Try beating on it. How does it sound?
Questions:
1. What happens to the sound when you put the drum down on a surface? When you hold it in the
air?
______________________________________________________________________________
_____________________________________________________________________________
2. Explain your answer from Question 1.
______________________________________________________________________________
_____________________________________________________________________________
3. What could you use to tap the drum that might make a different sound?
______________________________________________________________________________
_____________________________________________________________________________
The Travels of Sound
Part 1:
1. Place one ear against a table or desk.
2. Have a partner make a steady rapping sound on the table with a pencil or other hard object.
3. Listen and note the loudness of the sound.
4. Now stand away from the table and listen to the same sound.
Questions:
1. Which way could you hear the sound better? Louder?
________________________________________________________________________________
________________________________________________________________________________
Part 2:
1. Cut two pieces of string 60 cm.
2. Tie one end of each string to the bottom corners of the coat
hanger.
3. Wrap the other end of one string around your index finger. Do the
same for the other string but wrap it around the index finger of your
other hand.
4. Place your index fingers gently in your ears.
5. Gently knock the other end of the hanger against the edge of the
table or desk. What do you hear?
6. Have your partner tap the hanger with different objects while you
hold the strings to your ears.
7. Take the strings away from your ears and repeat the tapping.
Questions:
1. What did you notice when you heard a sound transmitted through a solid?
________________________________________________________________________________
________________________________________________________________________________
2. What was different when you heard it through air. What was the same?
________________________________________________________________________________
________________________________________________________________________________
Making a pitch pipe
1. Pinch the end of one straw and cut two small
triangular pieces from it. (The end should now form a
point) This is now called a reed.
2. Do the same with 3 other straws.
3. Leave one straw the length it is. Cut a 2.5 cm piece
from the other end of one straw, 5.0 cm from the next
one, and 7.5 cm from the last straw.
4. Cut a piece of tape about 20 cm long and place it on a
table, sticky side up. Line up the straws, reed ends even, on
the tape about 2.5 cm apart. Now wrap the tape over the top
of the straws.
5. Blow into the reed end of each straw. What do you notice
about the sound each makes? (It may take some practice.)
Try to play a tune.
This instrument is called a syrinx or panpipe. If you wish you
can add more straws to get a broader range of pitches.
Questions:
1. What is the relationship between the length of the straw and its pitch?
________________________________________________________________________
________________________________________________________________________
2. What are the limitations in the range of pitch?
________________________________________________________________________
________________________________________________________________________
3. How might you expand the range?
________________________________________________________________________
________________________________________________________________________
PERCUSSION PARTY
Drums can be made with just about anything. Using
the materials provided, design a drum.
1. To make a drum, place paper or a balloon over the mouth of the jar.
2. Place the elastic around the mouth of the jar to secure the paper/balloon skin.
3. Place some rice on the skin so you can observe the vibration as you strike the drum.
4. Decorate the outside of your drum.
Questions:
1. Tap on your drum to produce sound. Is it different than that of other students' drums?
____________________________________________________________________________
2. Do different skins produce different sounds? What might cause these differences?
____________________________________________________________________________
3. Do different sizes of jars produce different sounds? What would happen if you filled the jars
with something? Does it sound the same?
____________________________________________________________________________
4. Are there different sounds produced when you strike different parts of the skin?
____________________________________________________________________________
5. What happens to the sound when you increase the force with which you strike the drum? Does
the pitch or volume change?
____________________________________________________________________________
6. What happens when rice is placed on the drum? Can you see the vibrations? Does it affect the
sound?
____________________________________________________________________________
7. What causes the rice to react differently when you strike the skin harder?
____________________________________________________________________________
Name:___________________
Useful Sounds Around Us
Brainstorm a list of sounds that you might hear at home or in your community that
are useful to people.
Sound/Source
How is it useful?
1. ________________________
___________________________
2. ________________________
___________________________
3. ________________________
___________________________
4. ________________________
___________________________
5. ________________________
___________________________
6. ________________________
___________________________
7. ________________________
___________________________
8. ________________________
___________________________
9. ________________________
___________________________
10. ________________________
___________________________
Draw a picture of one of the sound sources you have found. Be sure to show how it is useful to
people.
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Musical instrument: _______________________
Category
Origin (History)
Family of instruments to
which it belongs
How it is made
Brief research notes
-
What it looks like
_______________
-
_______________
-
Student Name: ________________________
Resource (type, title..)
Name:_____________
Musical Instrument Design
Pre Construction
A. FOCUS: Which musical instrument have you chosen to model?
__________________________________________________________________
_
B. DESIGN FEATURES: Briefly describe how sound is produced and modified
in the musical instrument you researched: (ie, blowing, plucking wires, holes, ....).
How will you try to make this work in your model?
__________________________________________________________________
__________________________________________________________________
__
__________________________________________________________________
_
__________________________________________________________________
__________________________________________________________________
__
C. MATERIALS:
i) List the materials you think you will need to construct your model.
__________________________________________________________________
__________________________________________________________________
__
__________________________________________________________________
_
__________________________________________________________________
_
ii) Why do you think these materials will be good for making your model?
__________________________________________________________________
_
__________________________________________________________________
__________________________________________________________________
__
D. Initial Drawing: Make a sketch of what you think you will construct. Label
your sketch.
Construction
E. Final Drawing. Make a labelled drawing of your finished model after any
modifications.
Post Construction
F. Explain how your model works. Include how to make the sound and how to modify the
sound for loudness and pitch.
__________________________________________________________________
__________________________________________________________________
__
__________________________________________________________________
_
__________________________________________________________________
_
G. What do you like best about your design?
__________________________________________________________________
__________________________________________________________________
__
__________________________________________________________________
_
H. What problems did you have when you made your model?
__________________________________________________________________
__________________________________________________________________
__
I. How could you make your model better?
__________________________________________________________________
__________________________________________________________________
__
J.
Additional Questions:
i) Did you make any changes between your initial drawing and your finished model?
____ Yes
____ No
ii) If you did make some changes, what were they?
__________________________________________________________________
__________________________________________________________________
__
ii) Why did these changes make your product better?
__________________________________________________________________
__________________________________________________________________
__
Resource List
Page 1
Sound
Good Vibrations A Unit for Grade 4
ST 1
Sound Scavenger Hunt
scavenger.wpd
A list of different types of sounds that students need to
locate.
Rubric
Musical Instrument: model making
ST 12
Musical Instrument research/oral presentation
ST 13
Radio play
ST 3
ST 1
Sound Scavenger Hunt
scavenge.pdf
A list of different types of sounds that students need to
locate.
ST 10
ST 3
Storyboard
storyboard.wpd
Framework to be used for planning each scene. Includes
space for a brief description of what will happen in each
scene as well as the sound effects to be used for that
scene.
ST 10
How loud is loud?
decibels.wpd
List of sound levels for common sounds that the students
will graph, followed by discussion questions.
ST 3
Storyboard
storybd.pdf
Framework to be used for planning each scene. Includes
space for a brief description of what will happen in each
scene as well as the sound effects to be used for that
scene.
Sound in our lives
Blackline Master / File
ST 10
How loud is loud?
decibels.pdf
List of sound levels for common sounds that the students
will graph, followed by discussion questions.
ST 6
Making a pitch pipe
pitch pipe.cwk
Step by step instructions for making and testing a pitch
pipe from straws. It also has questions.
Musical Instrument
musical instument.wpd
Research framework (organizer).
ST 11
Musical Instrument
mus_inst.pdf
Research framework (organizer).
ST 11
Musical Instrument Design
ST 12
model design.wpd
Design and Technology framework for designing,
constructing and evaluating their musical instrument
d l
ST 4
Part 1 Making a Kazoo
making a kazoo.cwk
Step by step instructions for students to make a kazoo plus
discussion questions.
ST 4
Part 2 Making a drum
Making a drum.cwk
Step by step instructions for students to make a basic drum
plus discussion questions.
Percussion party
drums.cwk
Basic instructions for making drums and testing the
variables that affect the sound produced. It includes
questions.
ST 7
ST 9
The Human Ear
ear2.wpd
Cloze activity and diagram about the parts and functions of
the human ear.
ST 9
The Human Ear
ear2.pdf
Cloze activity and diagram about the parts and functions of
the human ear.
ST 9
The Human Ear (teacher)
ear.wpd
Teacher answer sheet to cloze passage on the parts and
functions of the ear.
ST 9
The Human Ear (teacher)
ear.pdf
Teacher answer sheet to cloze passage on the parts and
functions of the ear.
ST 5
The travels of sound
travels of sound.cwk
Step by step instructions for the 2 activities described in the
lesson plan. It also has questions.
Useful Sounds Around Me
useful sounds.wpd
Student worksheet for recording useful sounds.
ST 8
Useful Sounds Around Me
usefulsn.pdf
Student worksheet for recording useful sounds.
ST 8
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:11:06 AM
Resource List
Page 2
Sound
Good Vibrations A Unit for Grade 4
Licensed Software
Material
Eyewitness Encyclopedia of Science
Unit
The Way Things Work, 2.0
Unit
Print Resource
Unit
Sound Science: A Science Activity Book
Etta Kaner
507.8 KAN
A excellent book full of hands on activities and
demonstrations about sound. Activities use easy to find
materials.
Media Resource
Human Senses Series: Listen! Hear!
X-518
Unit
Science Essentials: sound
X-752
Unit
sound #4 (Minds on Science)
X-1027
Unit
balloons
large or round ballons work best
ST 7
index card
1
per person
ST 4
markers
ST 7
paints
ST 7
plastic straws
16
(per student)
ST 6
rice, small lentils or peppercorns
ST 7
round balloon
1
1 per person
ST 4
rubber bands
2
2 per person
ST 4
rubber bands
large enough to fit the mouth of the jar
ST 7
square of waxed paper
1
one piece per person
ST 4
string
ST 5
tape
ST 4
tape
ST 6
tin can with both ends cut out
1
per person
ST 4
ST 7
variety of types of paper
- tissue paper, letter paper, construction paper, other types
of paper
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:11:06 AM
Resource List
Page 3
Sound
Good Vibrations A Unit for Grade 4
Equipment / Manipulative
blank cassette tapes
1 per student if done individually
ST 2
blank cassette tapes
ST 3
desk or table
ST 5
ST 9
Plastic model of the ear
This may be used in place of a picture. Students enjoy
seeing large scale models of inside the human body.
scissors
ST 4
scissors
ST 6
ST 2
tape recorder
1-4
May need several, depending on sharing method in class.
Some students may have tape recorders at home that can
be used for recording.
ST 3
tape recorder
To be used to record the presentations or just the sound
effects
wide mouthed jars
different-sized, wide mouthed jars without lids
ST 7
wire coat hanger
ST 5
wooden sticks or wooden spoons
ST 7
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:11:06 AM
Radio play
for use with Subtask 3 : Radio Play (optional)
from the Grade 4 Unit: Sound
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
4e56
• contribute and work constructively in groups;
4e67
– use appropriate strategies to organize and carry out group projects (e.g., brainstorming, summarizing, reporting, giving and following instructions);
4a61
– enact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays;
Criteria
Level 1
Level 2
Organization of ideas
– with assistance
– incompletely
– for a limited range of simple
purposes
– independently
– in a mechanical and
sequential way
– for a variety of simple
purposes
Working together in a
group
- sometimes contributes to the - works with others
group task
-requires indirect support
(cues)
-requires direct, concrete,
explicit support
Performance and creative – applies few of the skills,
concepts, and techniques
work
– applies some of the skills,
concepts, and techniques
taught
taught
– performs and creates only in – occasionally performs and
limited and incomplete ways
creates in complete ways
Use of tools and materials – uses tools, equipment,
materials, and instruments
correctly only with assistance
– uses tools, equipment,
materials, and instruments
correctly with frequent
assistance
Level 3
Level 4
– independently
– appropriately and logically
– for specific purposes
– independently
– in complex and logical ways
– for a wide variety of
purposes and in a wide variety
of contexts
- supports the work of the
group
-seeks support when required
- demonstrates leadership and
provides direction; facilitates
group work
- requires limited or no support
– applies most of the skills,
concepts, and techniques
taught
– usually performs and creates
in complete ways
– applies all (or almost all) of the
skills, concepts, and techniques
taught
– consistently performs and
creates in well-developed ways
– uses tools, equipment,
materials, and instruments
correctly with only occasional
assistance
– uses tools, equipment,
materials, and instruments
with little or no assistance
Written using the Ontario Curriculum Unit Planner (May 3rd, 1999)
Printed on May 17, 1999 at 9:11:43 AM
Sound in our lives
for use with Subtask 10 : How Loud is Loud?
from the Grade 4 Unit: Sound
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
4e2
• begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information);
4s69
– describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g., some leaf-blowing machines);
4s74
– describe the effect on the quality of life if light and sound could not be used as forms of energy;
Criteria
Level 1
Level 2
Level 3
Level 4
Importance of sound in
our lives
- shows little understanding of
the importance of sound in our
lives
- few examples or adaptations
- shows some understanding
of the importance of sound in
our lives
-some simple examples and
adaptations
- shows understanding of the
importance of sound in our
lives
- a variety examples and
adaptaions
Communication
– communicates with little
clarity and precision
– communicates with some
clarity and precision
– generally communicates with – consistently communicates
clarity and precision
with clarity and precision
Organization of ideas
– with assistance
– incompletely
– independently
– in a mechanical and
sequential way
– independently
– appropriately and logically
Written using the Ontario Curriculum Unit Planner (May 3rd, 1999)
- shows understanding of the
importance of sound in our
lives
- variety of more complex
examples and adaptations
– independently
– appropriately and in complex
and logical ways
Printed on May 17, 1999 at 9:11:43 AM
Musical Instrument: model making
for use with Subtask 12 : Let's Make Noise ll- Model Making
from the Grade 4 Unit: Sound
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
4s62
4s66
4s67
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source,
artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds);
– design and make musical instruments, and explain the relationship between the sounds they make and their shapes;
– follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not reflected into their eyes or the eyes of
others; avoid producing excessively loud sounds).
Criteria
Level 1
Level 2
Level 3
Level 4
Design Process
-needs assistance to follow a
design process to make a
musical instrument
-with some assistance follows
a design process to make a
musical instrument
-independently follows a
design process in an effective
manner to make a musical
instrument
-independently follows a
design process in a highly
effective manner to make a
musical instrument
Follows safe work
procedures
-uses tools, equipment, and
materials correctly only with
assistance
-rarely follows a safe work
procedure
-uses tools, equipment and
materials correctly with some
assistance
-sometimes follows a safe
work procedure
-uses tools, equipment and
materials correctly with only
occasional assistance
-follows a safe work procedure
-uses tools, equipment and
materials correctly with little or
no assistance
-consistently follows a safe
work procedure
Communication
– communicates with little
clarity and precision
– rarely uses appropriate
vocabulary to describe sound
– communicates with some
clarity and precision
– sometimes uses appropriate
vocabulary to describe sound
– generally communicates with
clarity and precision
– usually uses appropriate
vocabulary to describe sound
– consistently communicates
with clarity and precision
– consistently uses
appropriate vocabulary to
describe sound
Written using the Ontario Curriculum Unit Planner (May 3rd, 1999)
Printed on May 17, 1999 at 9:11:43 AM
Musical Instrument research/oral presentation
for use with Subtask 13 : Let's Make Noise lll- Oral Presentation
from the Grade 4 Unit: Sound
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
4s45
• demonstrate an understanding of the characteristics and properties of light and sound;
4s62
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as source,
artificial, beam of light, reflection in describing the behaviour of light; or pitch, loudness, vibrations in describing sounds);
– describe, using their observations, how sounds are produced in a variety of musical instruments (e.g., wind instruments) and identify those they like listening to best;
4s70
Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of the
characteristics and
properties of sound
– demonstrates significant
misconceptions
– gives explanations showing
limited understanding of the
concepts
– shows understanding of
some of the basic concepts
– demonstrates minor
misconceptions
– gives partial explanations
– shows understanding of most of
the basic concepts
– demonstrates no significant
misconceptions
– usually gives complete or nearly
complete explanations
– shows understanding of all of
the basic concepts
– demonstrates no
misconceptions
– always gives complete
explanations
Communication
– communicates with little
clarity and precision
– rarely uses appropriate
science and technology
terminology
– communicates with some
clarity and precision
– sometimes uses appropriate
science and technology
terminology
– generally communicates with
clarity and precision
– usually uses appropriate
science and technology
terminology
– consistently communicates
with clarity and precision
– consistently uses
appropriate science and
technology terminology
Organization of ideas in
presentation
– with assistance
– incompletely
– independently
– in a mechanical and
sequential way
– independently
– appropriately and logically
– independently
– appropriately and in complex
and logical ways
Information content
-limited amount of basic
information
-major gaps in information
-some basic information from
a limited number of resources
-detailed research from a
limited number of resources
-detailed research from a wide
variety of resources
-shows creativity in information
researched or resources used
Written using the Ontario Curriculum Unit Planner (May 3rd, 1999)
Printed on May 17, 1999 at 9:11:43 AM
Expectation List
Page 1
Sound
Good Vibrations A Unit for Grade 4
Selected
Assessed
English Language---Oral and Visual Communication
4e56
• contribute and work constructively in groups;
4e63
– use effective openings and closings in oral presentations (e.g., begin by asking questions of listeners; conclude by
summarizing key points);
4e67
– use appropriate strategies to organize and carry out group projects (e.g., brainstorming, summarizing, reporting, giving and
following instructions);
1
1
1
English Language---Writing
4e2
• begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to
record information);
4e5
• produce pieces of writing using a variety of specific forms (e.g., humorous story) and materials from other media (e.g., photo
sequence) to enhance their writing;
1
4e7
• revise and edit their work, using feedback from the teacher and their peers;
1
1
Science and Technology---Energy and Control
4s45
• demonstrate an understanding of the characteristics and properties of light and sound;
2
4s46
• investigate different ways in which light and sound are produced and transmitted, and design and make devices that use
these forms of energy;
1
4s55
– recognize, using their observations, that sound can travel through a substance (e.g., place a vibrating tuning fork in a
shallow dish of water and describe what happens to the water; place rice on a drum-head and describe what happens to the
rice when the drum is tapped);
2
4s56
– group a variety of sounds according to pitch and loudness and demonstrate how the sounds can be modified;
1
4s58
– recognize that sounds are caused by vibrations;
1
4s59
– describe how the human ear is designed to detect vibrations.
1
4s60
– formulate questions about and identify needs and problems related to their own experiences with light and sound, and
explore possible answers and solutions (e.g., identify different sounds and their sources in their environment);
1
4s62
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and
observations (e.g., use terms such as source, artificial, beam of light, reflection in describing the behaviour of light; or pitch,
loudness, vibrations in describing sounds);
4s63
– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled
graphs produced by hand or with a computer (e.g., create a “sound diary” to record the sounds encountered over a period of
time);
2
4s66
– design and make musical instruments, and explain the relationship between the sounds they make and their shapes;
1
2
4s67
– follow safe work procedures in all investigations (e.g., direct mirrors away from the sun to ensure that the sun’s rays are not
reflected into their eyes or the eyes of others; avoid producing excessively loud sounds).
4
1
4s68
– identify various uses of sounds encountered daily (e.g., warning sounds such as security alarms, fire sirens, smoke detector
alarms);
1
4s69
– describe the harmful effects of high noise levels and identify potential noise hazards at home or in the community (e.g.,
some leaf-blowing machines);
4s70
– describe, using their observations, how sounds are produced in a variety of musical instruments (e.g., wind instruments) and
identify those they like listening to best;
2
4s71
– identify sound-related jobs (e.g., tuning pianos) and the role of sound in different jobs (e.g., the beep that warns us a van is
backing up; the noise of jackhammers as an occupational hazard);
1
4s72
– describe devices that extend our ability to see and hear (e.g., a telescope, a magnifying glass, an optical microscope, a
hearing aid, a microphone or megaphone);
1
4s74
– describe the effect on the quality of life if light and sound could not be used as forms of energy;
2
1
1
1
Science and Technology---Matter and Materials
4s20
• demonstrate understanding that certain materials can transmit, reflect, or absorb light or sound;
1
4s22
• explain why materials that transmit, reflect, or absorb light and/or sound are used in a variety of consumer products.
2
4s26
– investigate, through explorations, ways in which different properties of materials, including their shape, affect the nature of
sound (e.g., compare the sound produced by striking solid and hollow materials);
1
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:12:28 AM
1
Expectation List
Page 2
Sound
Good Vibrations A Unit for Grade 4
4s27
Selected
– identify and describe, using their observations, physical changes in a material that can alter the sound it makes (e.g., the
differences in sound when a loose rubber band and a stretched rubber band are plucked);
Assessed
4s28
– identify, using their observations, a variety of materials through which sound can travel (e.g., by ringing bells under water; by
sending messages along a string).
1
4s30
– formulate questions about and identify problems related to the ways in which materials transmit, reflect, or absorb sound or
light, and explore possible answers or solutions (e.g., predict and verify the size, shape, and location of shadows from a given
light source, or the types of materials that will make ringing sounds when struck);
1
4s31
– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a
fair test and identifying criteria for assessing solutions;
1
4s32
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations,
explorations, and observations (e.g., use terms such as translucent, opaque, reflection, absorption, and conductivity to
describe properties of materials in relation to light and sound);
1
4s33
– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled
graphs produced by hand or with a computer (e.g., create a table to show the types of sounds made by hollow objects, such
as a coffee can full of air, and by solid objects, such as a coffee can filled with sand);
1
4s42
– investigate objects in the home and community that are designed and made to produce sounds (e.g., doorbells, sirens,
telephones, radios, stereos, smoke detectors, security system alarms);
2
1
The Arts---Drama & Dance
4a61
– enact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays;
1
4a69
– solve problems in drama and dance, individually and in groups, by analysing the problems;
1
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 17, 1999 at 9:12:28 AM
Expectation Summary
Selected
Sound
Assessed
Good Vibrations A Unit for Grade 4
English Language
4e1
4e11
4e21
4e31
4e41
4e51
4e61
4e2
4e12
4e22
4e32
4e42
4e52
4e62
1
4e3
4e13
4e23
4e33
4e43
4e53
4e63
4e4
4e14
4e24
4e34
4e44
4e54
4e64
4e5
4e15
4e25
4e35
4e45
4e55
4e65
4f3
4f13
4f4
4f14
4f5
4f15
4f6
4f16
4m3
4m13
4m23
4m33
4m43
4m53
4m63
4m73
4m83
4m93
4m103
4m113
4m4
4m14
4m24
4m34
4m44
4m54
4m64
4m74
4m84
4m94
4m104
4m114
4m5
4m15
4m25
4m35
4m45
4m55
4m65
4m75
4m85
4m95
4m105
4m115
4s4
4s14
4s24
4s34
4s44
4s54
4s64
4s74
4s84
4s94
4s104
4s114
4s5
4s15
4s25
4s35
4s45
4s55
4s65
4s75
4s85
4s95
4s105
4s115
1
1
4e6
4e16
4e26
4e36
4e46
4e56
4e66
4e8
4e18
4e28
4e38
4e48
4e58
4e68
4e9
4e19
4e29
4e39
4e49
4e59
4e69
4e10
4e20
4e30
4e40
4e50
4e60
4e70
4f7
4f17
4f8
4f18
4f9
4f19
4f10
4f20
4m6
4m16
4m26
4m36
4m46
4m56
4m66
4m76
4m86
4m96
4m106
4m116
4m7
4m17
4m27
4m37
4m47
4m57
4m67
4m77
4m87
4m97
4m107
4m117
4m8
4m18
4m28
4m38
4m48
4m58
4m68
4m78
4m88
4m98
4m108
4m118
4m9
4m19
4m29
4m39
4m49
4m59
4m69
4m79
4m89
4m99
4m109
4m119
4m10
4m20
4m30
4m40
4m50
4m60
4m70
4m80
4m90
4m100
4m110
4s6
4s16
4s26
4s36
4s46
4s56
4s66
4s76
4s86
4s96
4s106
4s116
4s7
4s17
4s27
4s37
4s47
4s57
4s67
4s77
4s87
4s97
4s107
4s117
4s8
4s18
4s28
4s38
4s48
4s58
4s68
4s78
4s88
4s98
4s108
4s118
4s9
4s19
4s29
4s39
4s49
4s59
4s69
4s79
4s89
4s99
4s109
4s119
4s10
4s20
4s30
4s40
4s50
4s60
4s70
4s80
4s90
4s100
4s110
4s120
1
4e7
4e17
4e27
4e37
4e47
4e57
4e67
1
1
French as a Second Language
4f1
4f11
4f2
4f12
Mathematics
4m1
4m11
4m21
4m31
4m41
4m51
4m61
4m71
4m81
4m91
4m101
4m111
4m2
4m12
4m22
4m32
4m42
4m52
4m62
4m72
4m82
4m92
4m102
4m112
Science and Technology
4s1
4s11
4s21
4s31
4s41
4s51
4s61
4s71
4s81
4s91
4s101
4s111
4s121
4s2
4s12
4s22
4s32
4s42
4s52
4s62
4s72
4s82
4s92
4s102
4s112
4s122
1
1
2
1
2
2
1
4s3
4s13
4s23
4s33
4s43
4s53
4s63
4s73
4s83
4s93
4s103
4s113
4s123
1
2
1
2
2
1
1
1
1
1
2
1
4
1
1
1
1
1
1
Social Studies
4z1
4z11
4z21
4z31
4z41
4z51
4z61
4z2
4z12
4z22
4z32
4z42
4z52
4z62
4z3
4z13
4z23
4z33
4z43
4z53
4z4
4z14
4z24
4z34
4z44
4z54
4z5
4z15
4z25
4z35
4z45
4z55
4z6
4z16
4z26
4z36
4z46
4z56
4z7
4z17
4z27
4z37
4z47
4z57
4z8
4z18
4z28
4z38
4z48
4z58
4z9
4z19
4z29
4z39
4z49
4z59
4z10
4z20
4z30
4z40
4z50
4z60
Health & Physical Education
4p1
4p11
4p21
4p31
4p2
4p12
4p22
4p32
4p3
4p13
4p23
4p33
4p4
4p14
4p24
4p34
4p5
4p15
4p25
4p35
4p6
4p16
4p26
4p36
4p7
4p17
4p27
4p8
4p18
4p28
4p9
4p19
4p29
4p10
4p20
4p30
4a2
4a12
4a22
4a32
4a42
4a52
4a62
4a3
4a13
4a23
4a33
4a43
4a53
4a63
4a4
4a14
4a24
4a34
4a44
4a54
4a64
4a5
4a15
4a25
4a35
4a45
4a55
4a65
4a6
4a16
4a26
4a36
4a46
4a56
4a66
4a7
4a17
4a27
4a37
4a47
4a57
4a67
4a8
4a18
4a28
4a38
4a48
4a58
4a68
4a9
4a19
4a29
4a39
4a49
4a59
4a69
4a10
4a20
4a30
4a40
4a50
4a60
4a70
The Arts
4a1
4a11
4a21
4a31
4a41
4a51
4a61
1
1
1
1
1
2
1
Unit Analysis
Page 1
Sound
Good Vibrations A Unit for Grade 4
Analysis Of Unit Components
13
50
56
62
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -6 Language Expectations
27 Science And Tech Expectations
2 Arts Expectations
Resource Types
4
20
2
1
3
0
15
11
0
0
0
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Guide Bookmarks
Groupings
Assessment Recording Devices
1
3
4
8
4
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
1
1
1
1
1
1
1
1
3
1
2
1
1
1
1
1
1
1
Brainstorming
Cloze
Collaborative/cooperative Learning
Field Trip
Graphing
Homework
Improvisation
Inquiry
Model Making
Note-making
Oral Explanation
Prompts
Read Aloud
Reader's Theatre
Rehearsal / Repetition / Practice
Research
Story Mapping
Writing To Learn
Rubric
Assessment Strategies
1
6
1
3
6
1
3
Essay
Learning Log
Observation
Performance Task
Questions And Answers (oral)
Self Assessment
The Classroom Presentation:
Written using the Ontario Curriculum Unit Planner 2.0b6a (July 2nd, 1999) Open Printed on Jul 02, 1999 at 2:33:07 PM