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Curriculum Module for Elementary Grades 2-3

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Curriculum Module for Elementary Grades 2-3 Grades 2-3 CurriCulum module for elementary Grades 2-3 UBEATS ModUlE 2/3 (1) https://sites.google.com/a/uncg.edu/ubeats/home Table of Contents Physical Science page 1: How does sound travel? 3 2: What are pitch and frequency? 7 3: How is sound affected by different mediums? 11 Life Science 1: How do we hear? 17 2: Can we determine how well other animals hear? 21 3: Do animals make music? 25 4: How does nature inspire human music making? 29 5: How can we describe animal sounds? 31 6: How do birds produce sounds? 35 7: What is the value of a signature sound? 39 8: How do animals communicate using tools? 41 9: Why do birds sing? 45 10: Do animals copy sounds? 49 11: How can humans imitate the sounds of animals? 53 12: How do animals compete with man-made sounds? 57 13: How do animal songs influence human music? 61 14: Can you make a symphony of sounds? 65 UBEATS ModUlE 2/3 (2) https://sites.google.com/a/uncg.edu/ubeats/home Physical Science 1: HoW doES SoUnd TrAvEl? InTrodUCTIon: Sound travels through waves of energy. The length and speed of the waves affect the sound’s frequency and amplitude. Prior to this activity, students should understand that sound is a lEArnIng oUTCoMES: The learner will form of energy that travels in waves. Sound energy is most readily explain how sound travels. The learner recognized by the human senses in the form of vibrations. Vibrations will be able to describe how frequency can be thought of the as the end result of the energy of sound and amplitude of sound are depicted in traveling through matter in waves. The wave describes how the sound waves. energy changes in direction and intensity over time. The oscillation of matter back and forth is described as a vibration. The matter being Science process SkIllS: Observation, oscillated can be a gas, liquid or solid, though it is most readily Communication, Measurement, Reflection visible to the human eye in liquids or pliable solids (like Oobleck). Students should understand that when a vibration travels through the TIME: Forty-five minutes air and into the ear canal it vibrates the eardrum. Nerves in the ear translate these vibrations into signals that our brain can understand MaterIAlS: Subwoofer or speaker, as sounds. Students should also understand that sound waves are Oobleck mixture, thin metal sheet, paper vibrating all parts of our body all of the time, only some of them towels, journals, pencils, tuning forks, are of the quality that we can feel directly with our body or interpret shallow dishes of water with our hearing senses as sounds. In this lesson, students will be introduced to the basic physical science principles of how sound travels through solids, liquids, and gases. CurriCulum aliGnment: National Science Standards EngAgE ExplorE ExplAIn ElABorate EvAluate Content Standard A: Abilities necessary E to do scientific inquiry 5 • Understanding about scientific inquiry EngAgE: • Employ simple equipment and tools to Most teachers are familiar with Oobleck, a non- gather data and extend the senses Newtonian colloid made by mixing cornstarch Content Standard B: Physical Science and water. Mix some Oobleck prior to the class. • Position and motion of objects Show students the Oobleck and allow them • Sound is produced by vibrating to explore the material using their senses. Have students share their objects, the pitch of the sound can observations as a group. be varied by changing the rate of vibration ExplorE: Obtain a subwoofer or radio with a large National Music Standards speaker and turn it on its side. Pour some of Goal 6: Listening to, analyzing, and the Oobleck into onto a thin metal sheet placed describing music on top of the subwoofer. Play music loudly and Goal 8: Understanding relationships watch the Oobleck dance! Ask students, what is making the Oobleck move? between music, the other arts, and disciplines outside the arts For a video demonstration of ‘Dancing Oobleck,’ go to: http://www.youtube. com/watch?v=Yp1wUodQgqQ UBEATS ModUlE 2/3 (3) https://sites.google.com/a/uncg.edu/ubeats/home ExplAIn: 1. Inform students that as biomusicians it is important to know about sound and the study of sound. Encourage students to share their ideas of how the Oobleck is moving in the pan. 2. Explain to students that sound travels in waves called sound waves (see Concepts and Science Process Skills). These waves cause vibrations (see Concepts and Science Process Skills), which are seen in the Oobleck as it moves up and down. All sounds cause vibrations. Allow students to try hitting a tuning fork on the edge of their desk, then dipping it in water. This will allow students to see the waves as they are dispersed through the water as the sound energy is transferred from the solid tuning fork to the liquid water. 3. Ask students what they think will happen with the Oobleck if the music is changed. Explain to students that you will try a few different changes in the music. Play music with heavy bass, then heavy treble. Also change the dynamics, so that the music is played both loud and soft. Encourage students to keep a chart in their science notebooks documenting their observations of the Oobleck. Students can either write a description of the Oobleck’s movement or draw a picture. Such a chart might look like the following: oBSErvationS of THE ooBlECk HEAvy BASS HEAvy TrEBlE SofT MUSIC loUd MUSIC ElABorate: Play the music for students and have them record their observations. Explain to students that how loud or how soft the music is can be referred to as amplitude (see Concepts and Science Process Skills) and dynamics (see Concepts and Science Process Skills). The amplitude roughly describes how much energy the sound waves have. Explain to students that when two different disciplines combine or work together, such as music and science, they sometimes have different terms for the same phenomenon. In this instance, amplitude is a scientific term referring to the loudness or softness of a sound. In music, the loud/soft characteristic is known as dynamics. Amplitude and dynamics both refer to the loud/soft characteristic. Have students share what they notice about the Oobleck as the music changes. Are there differences in the patterns/movements of the Oobleck? Does it move more for one type of music than another? (This will also work with a balloon stretched over the top of an oatmeal container. Put some rice on top of the balloon and hold the open bottom of the container over the speaker if concerned about using Oobleck in the classroom. If time permits, have students compare and contrast how the Oobleck and rice move to loud bass, loud treble, quiet bass, and quiet treble music.) EvAluate: 1. Play music at different volumes. Ask students to describe the amplitude/dynamics as loud or soft. 2. Examine student notebooks to check their descriptions and drawings of the Oobleck’s movement for accuracy. UBEATS ModUlE 2/3 (4) https://sites.google.com/a/uncg.edu/ubeats/home Physical Science 1: rESoUrCES voCABUlAry: Amplitude: A scientific term describing the loudness or softness of a sound. dynamics: A musical term describing the loudness or softness of a sound. Sound wave: A description of how sound energy moves through matter, creating an audible sensation. vibration: The rapid oscillation of molecules by energy. Some vibrations can be sensed by sight, touch, or hearing. Websites: dancing oobleck http://www.youtube.com/watch?v=Yp1wUodQgqQ UBEATS ModUlE 2/3 (5) https://sites.google.com/a/uncg.edu/ubeats/home UBEATS ModUlE 2/3 (6) https://sites.google.com/a/uncg.edu/ubeats/home Physical Science 2: What ArE pITCH And frEqUEnCy? InTrodUCTIon: Sound travels through waves of energy. The length and speed of the waves affect the sound’s frequency and pitch. The term frequency (see Concepts and Science Process Skills) refers to how many waves occur in a given period of time. When the oscillation of sound lEArnIng oUTCoMES: The learner waves increase in a given time period, the result is called a higher will be able to describe what affects the frequency. Pitch (see Concepts and Science Process Skills) refers to how frequency and pitch of sound. the auditory senses perceive the frequency of a sound wave. That is, the higher the frequency the more the waves that occur in a given time SCIEnCE proCESS SkIllS: Observation, period, and therefore the higher the pitch. Communication, Measurement, Reflection TIME: Forty-five minutes MaterIAlS: Textbooks, pencils (two per EngAgE ExplorE ExplAIn ElABorate EvAluate student), rubber bands, journals, Pitch and Frequency Data sheets 5E EngAgE: Inform students that they are going to enter a ‘hearing contest’ to see how well they can hear compared to other animals. Engage the whole CurriCulum aliGnment: class in testing their hearing versus a mosquito at http://www.wildmusic.org/en/aboutsound/mosquito. Afterward, National Science Education Standards show students how human hearing compares to the other animals shared on the site. What did students notice about their own abilities Content Standard A: Abilities necessary to to hear? Can students identify that some animals can perceive higher do scientific inquiry pitches than others? • Understanding about scientific inquiry • Employ simple equipment and tools to gather data and extend the senses ExplorE: 1. Have each student stretch a rubber band Content Standard B: Physical Science around a textbook and place two pencils (far • Position and motion of objects apart) under the rubber band. They will then • Sound is produced by vibrating objects, take turns plucking the rubber band.
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