Sound+Lesson

Inquiry Challenge: Batty for Sound: How do bats survive and adapt to their lack of their sense of sight? Grade Level: 2 Essential Question: How do they use sound to locate objects in their environment? Critical Questions: How do bats “see” if they cannot use their eyes? How does sound travel? How do we hear instruments? __ Grade Level Benchmarks and Indicators: __ q  Explore how things make sound (e.g. rubber bands, tuning fork, and strings). q  Explore and describe sounds (e.g. high, low, soft, and loud) produced by vibrating objects. __ Learner Outcomes/Evidence of Learning: __ What will the students be able to do or know as a result of this experience (use measurable action verbs). The students will... q Define echolocation. q  Demonstrate how sound is produced through vibration. q  Identify how bats use echolocation to survive in their environment. q Create an instrument that produces sound. __ Assessment __ Anticipation Guide, Observation, Poster, Creation of own sound instruments Learning Cycle Stage || = = = Planned Activities/Events = || = = = Guiding Questions = ||  = Questions Students May Ask = || Materials/Safety/Notes || q Tap prior knowledge q Focus learner’s thinking q Spark interest in the topic || Complete Anticipation Guide. Take a picture walk through __Echo the Bat__. Make predictions about what the story may be about. Infer if the story is fiction or non-fiction and why. Read __The Adventures of__ __Echo the Bat__ by Ginger Butcher on the Smartboard at: __http://science.hq.nasa.gov/kids/imagers/intro/story.html__ Discuss that bats cannot use their eyes to see. Turn off lights and ask blindfolded students to go on a scavenger hunt (in a safe area). || How can bats identify where they can go? Does a bat’s echolocation remind you of anything in your life? What could make the scavenger hunt easier? (partner that could see, take off the blindfold) || Why don’t bats fly during the day? || __ Echo the Bat __ Blindfold and objects (e.g. cup, ball, book, ruler, table) || q Provide learners with common, concrete, experiences with skills and concepts q Observe and listen to students q Ask probing question q Act as a consultant || __ Good Vibrations __ Experiment: To examine (hear and feel) sound vibrations! Method: What you have to do- 1) Blow up the balloon. 2) Hold it against your ear. 3) Ask your partner to press their lips against the balloon and speak. 4) Repeat steps 2 and 3 but this time you should speak and your friend should listen. Conclusions: Sound is created when an object moves and the air around it vibrates creating sound waves. || Did you discover what we did? You can hear the vibrations through the balloon and you can feel them. You can feel your own voice through your lips as the balloon's skin vibrates against them. || Do other animals use echolocation? Will this work through other things? Do we have ears like bats? || Materials: A Partner. A balloon. ||  Learning Cycle Stage || = = = Planned Activities/Events = || = = = Guiding Questions = ||  = Questions Students May Ask = || Materials/Safety/Notes || q Encourage students to explain concepts in their own words q Ask for justification <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Use students’ previous experiences as the basis for explaining concepts <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Clarify and correct misconceptions || __ Echoing Sound! __ Experiment: To bounce sound! Method: 1) Build two piles of books. They must be the same height. 2) Hold the watch to your ear. 3) Listen carefully to make sure you can hear it ticking. 4) Connect the tubes end to end. Carefully lay the tubes on the books. 5) Put the watch just inside the end of the tube. 6) Listen at the end of the other tube. Can you hear the watch? Investigate blocking sound using cork and a plate. More things to try: Wood, Cotton Wool Read __Bats at the Library__ by Brian Lies. Identify misconceptions. || What happens? Why do you think the sound is different? What happens when you place cotton wool into the tube? Why? || Can we tell how close thunder is by counting? || Materials: Two pieces of tracing paper. One plate Cork Several books A ticking watch Two cardboard tubes A friend __ Bats at the Library __ by Brian Lies. || <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Apply same concepts and skills in a new context resulting in deeper and broader understanding <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Encourage the students to apply the concepts/skills to new situations via new activities || Using what you know about sound, use the supplies to create an instrument. Explain how your instrument works. Create an advertising poster describing how a bat uses echolocation. Headings may include: Going Batty? Lost Items? Contact Batty Business. All students must work collaboratively to complete the poster. Each student will be given a job (Artful Illustrator, Discussion Director, Writer, and Checker) Share || How does your instrument make sound? || Drums do not have strings, but they make sound. How does that work? || Rubber bands Coffee Cans Plastic wrap Shoe Boxes Uncooked pasta || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Learning Cycle Stage || = = = Planned Activities/Events = || <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Observe the students as they apply new concepts and skills <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Assess, formally and/or informally, student progress toward achieving the learner outcomes (knowledge and/or skills) <span style="font-size: 8pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontsize: 11.0pt; msobidifontfamily: Wingdings; msolist: Ignore;">q Allow students to assess their own learning and group-process skills || Formative Assessment Complete the Anticipation Guide. || Anticipation Guide Instrument Production Anecdotal Records from Observation Advertising Posters identifying how sound travels. ||
 * __ Teacher’s Learning Cycle Planning Guide __**
 * == Engage <span style="font-weight: normal; font-size: 11pt; line-height: 150%; font-family: Calibri; mso-bidi-font-weight: bold;">Time: 20 minutes ==
 * == Explore Time: 10 minutes ==
 * == Explain Time: 15 minutes ==
 * Extend Time: 60 minutes
 * Assess
 * ^  || Summative Assessment