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KENDALL HALL
SOUND UNIT PLAN
A Fourth Grade Unit about Sound
Table of Contents
Content
NYS Science Standards/ Common Core/ Next
Generation Science Standards/ NYS Learning
Standards: Elementary Health Education
Enduring Understandings and Essential
Questions
Rationale
Objectives Overview
Unit Calendar
Day One Lesson Plan
Day Two Lesson Plan
Day Three Lesson Plan
Performance Task
Reference List
Page
Number
2
3
4
5-6
6-10
10-15
16-20
21-24
25-42
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KENDALL HALL
SOUND UNIT PLAN
NYS Science Standards

Key Idea 4:
Energy exists in many forms, and when these forms change energy is conserved.
4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical,
light.
4.1d Energy and matter interact: water is evaporated by the Suns heat; a bulb is
lighted by means of electrical current; a musical instrument is played to produce sound;
dark colors may absorb light, light colors may reflect light.
Common Core State Standards:

CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform
about or explain the topic.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in
an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
Next Generation Science Standard:

Topic -Energy:4-PS3-2.
Make observations to provide evidence that energy can be transferred from place to
place by sound, light, heat, and electric currents.
NYS Learning Standards

Standard 2- A Safe and Healthy Environment
Elementary Health Education
Students will demonstrate personally and socially responsible behaviors. They will care
for and respect themselves and others. They will recognize threats to the environment and
offer appropriate strategies to minimize them.
Students:
Understand basic safety rules
Know some personal and social skills which contribute to individual safety
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SOUND UNIT PLAN
Statement of Enduring Understandings and

Essential Questions
Enduring Understandings:
Energy is transferred through patterns and wave length with the
ability to move through air.
Waves are regular patterns of motion, science findings are based
on recognizing patterns, and the cause and effect relationships
are routinely identified.
Students will understand that sound travels. They will also
understand how to use a tuning fork and how to produce sound
from they. Students will understand that some of their prior
knowledge may not be true and they will be able to address
their own misconceptions of sound.
Students will understand thatVolume (loudness) is a
characteristic of sound, Sound travels as waves through matter.
Essential Question in order from day one:

1. What makes something a medium?, How do waves move?
2. What is sound?
3. How does the material of an object affect the sound produced?
4. How does the size of an object affect the pitch?
5. In what ways are length, vibrations and pitch related?
6. What causes a whistle to make sound?
7. What allows one to her sound?
8. In what ways can one alter the characteristics of a string to produce varying
sounds?
9. In what way does one create sounds with different pitches using ones voice?
10. How does the material of an object affect the sound produced?
11. How is sound received by the human ear? , How does sound energy travel?
12. How is sound energy changed? , How is sound produced?
KENDALL HALL
SOUND UNIT PLAN
Rationale:
This unit is designed for students to explore basic principles about how sound is
produced, how sound travels, and how frequency of vibrations is related to pitch. I
designed this unit more of a hands on unit. How are students supposed to learn about
sound when they cant see it? This unit is meant to engage students while creating a
respectful classroom community. In this unit, students will question their thinking and
investigate various areas of sound. Many lessons in the unit involve partner work,
partners will change every day to promote classroom diversity. Students will work
together for a common goal. I believe that when learning science that you have to be able
to do experiments and test things to find answers. While doing experiments students gain
a deeper understanding rather than just getting facts fed to them. In this unit, not only do
students find answers to their questions about sound, but they can begin to understand the
consistency of the principles that have discovered. Students record results in student
science notebooks. This enables students to review the results of their previous work to
make connections between what they learn in different investigations.
KENDALL HALL
SOUND UNIT PLAN
Objectives Overview:
Day 1
Objective:
SWBAT to
investigate the
motions of waves
to identify
patterns.
SWBAT to
experiment
showing the
movement of
waves in liquids,
solids, and gases.
Day 2
Objective:
SWBAT share
their ideas and
questions about
sound. SWBAT
investigate and
describe sounds
produced by
tuning forks.
SWBAT discuss
and classify
sounds they have
heard.
Day 3
Objectives:
SWBAT listen to
and describe
sounds that are
produced by tuning
forks and that pass
through different
materials. SWBAT
compare and
discuss the
loudness of the
sounds heard, what
they know about
how the materials
vibrate. SWBAT
devise and present
demonstrations to
support their ideas.
Day 6
Objective:
SWBAT make
predictions about
length and the
pitch of a whistle.
SWBAT construct
a graph to record
their observations
Day 7
Objective:
SWBAT construct
a model eardrum,
produce different
vibrations in the
membrane of the
model eardrum.
SWBAT describe
and discuss the
vibrations
observed. Students
will investigate
how distance
affects the
vibrations received
by the model
eardrum.
Day 8
Objective:
SWBAT explore
how to produce
sounds by causing
a string to vibrate,
describe and
compare sounds
produced by
vibrating string.
SWBAT
investigate
different ways that
they can change
the pitch of sound
produced by a
string.
Day 11
Objective:
SWBAT SWBAT
understand how
sound energy is
changed.
SWBAT
understand how
sound energy
Day 4
Objective:
SWBAT make
prediction about
pitch that three
nails of different
sizes will produce
when tapped with
a pencil. SWBAT
come results with
their predictions,
write descriptions
of the sounds
produced. SWBAT
identify and
discuss similarities
and differences
between the
sounds produced
by tuning forks.
Day 9
Objective:
SWBAT
investigate sound
produced with
rubber bands.
SWBAT use
rubber bands to
make a model of
human vocal
cords. Students
will record and
discuss
observations and
questions about
sounds produced
with vocal cords.
SWBAT compare
vibrations of their
own vocal cords
with those of their
models.
Day 5
Objective:
SWBAT explore
and describe
sounds made by
vibrations.
SWBAT relate
vibrations of
different lengths of
a ruler to the sound
produced. Students
will read to learn
more about
vibrations and
pitch
Day 10
Objective:
SWBAT
SWBAT review
and reflect on what
they have learned
about sound.
SWBAT
brainstorm way
they could
demonstrate what
they have learned.
Students will be
able to plan their
presentations.
SWBAT design
and begin building
instruments or
devices that apply
what they know
about sound.
:
KENDALL HALL
SOUND UNIT PLAN
travels.
SWBAT
understand how
sound is received
by the human ear.
SWBAT
understand how
sound is produced
Unit Calendar:
Day 1:
WHAT ARE WAVES (SEE FIRST UNTAUGHT LESSON)
Standard Connection:
Objective:
Materials:
Learning Activities:
Assessment:
Day 2:
PLAN:
TOOL(S):
EVALUATION:
Thinking About Sound (SEE FIRST TAUGHT LESSON)
Objective:
Materials:
Assessment:
Day 3:
Objective:
Materials:
Assessment:
Day 4:
PLAN:
TOOL(S):
EVALUATION:
How Sound Travels (SEE SECOND TAUGHT LESON)
PLAN:
TOOL(S):
EVALUATION:
Making Sounds with Steel Nails

NYS Science learning Standards:
Key Idea 4: Energy exists in many forms, and when these forms
change energy is conserved.
Pose and respond to specific questions to clarify or follow up on information, and
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Objective:
Materials:
Assessment:
Day 5:
Objective:
Materials:
Assessment:
Day 6:
Objective:
Materials:
make comments that contribute to the discussion and link to the remarks of others.
SWBAT make prediction about pitch that three nails of different sizes will produce
when tapped with a pencil. SWBAT come results with their predictions, write
descriptions of the sounds produced. SWBAT identify and discuss similarities and
differences between the sounds produced by tuning forks.
Worksheets, notebooks, nails, rubber sponge, unsharpened pencil.
Students will make predictions as to what nail will make the loudest sound and
what nail will make the softest noise. Students will write predictions down on
worksheets, students will investigate the nails by tapping them with pencils. Have
students compare predictions with actual sound they herd from doing the
experiment.
PLAN: students will predict what types of sounds different types of nails make.
Students will be focused on this question: how does the size of an object affect the
pitch
TOOL(S): worksheet to predict and compare
EVALUATION: comparing predictions to actual findings.
Can A Ruler Produce Sound?

SWBAT explore and describe sounds made by vibrations. SWBAT relate vibrations
of different lengths of a ruler to the sound produced. Students will read to learn
more about vibrations and pitch
Ruler, notebook ,worksheet
Students will predict how to make sound with a ruler. Students will get to explore
how to make sound with a ruler. Students will be asked if this is a high or low pitch
sound (they should be able to answer because of past lessons) encourage students
to test the ruler at different lengths... Have students write predictions down in
notebook and compare to what actually happened.
PLAN: students will predict and explore how to make sounds with rulers. Students
will focus on in what ways are length, vibrations and pitch related.
TOOL(S): students notebook and worksheet
EVALUATION: Teacher will collect notebooks and read them to check for
understanding.
Slide Whistle
Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
SWBAT make predictions about length and the pitch of a whistle. SWBAT
construct a graph to record their observations.
Student notebooks, worksheet, assembled slide whistle.
During this lesson students will have an opportunity to build a slide whistle.
Students will be asked to investigate the whistle, how does it work, why does it
work, how is the sound produced. Students will try to predict before assembling
what they think the pitch will sound like. Students will work in pairs to make a
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SOUND UNIT PLAN
Assessment:
Day 7:
Objective:
Materials:
Assessment:
Day 8:
Objective:
Materials:
Assessment:
whistle. Students will record their findings in their notebooks.

PLAN: students predict on the pitch of the sound that the whistle will make.
Students make whistle. Students record findings in notebook. Students will focus
on what causes a whistle to make sound?
TOOL(S): whistle, notebook , worksheet
EVALUATION: students record findings in notebooks so the teacher can look
through them to see if students have understood today learning objectives.
What allows on to hear sound?

SWBAT construct a model eardrum, produce different vibrations in the membrane
of the model eardrum. SWBAT describe and discuss the vibrations observed.
Students will investigate how distance affects the vibrations received by the model
eardrum.
Student notebook, cups, rubber square, rubber band, noise maker, paper, salt or
sand
During this lesson students will be building a model of an ear drum. Students will
work in partners to build this. Students will then use the noise maker near the ear
drum and see how it works. The salt or sand SHOULD bounce and vibrate on the
top of the rubber square. Have students think about what is causing this to happen?
PLAN: students will get to see a model ear drum, they will build one for
themselves, and they will run tests on it to see how the sound makes sand and salt
vibrate off of the top of the eardrum. Students will focus on a question: What
allows one to her sound?
TOOL(S): model eardrum and student notebook
EVALUATION: students will write findings in notebook. Teacher will look
through notebooks to check for understanding.
String Sounds
SWBAT explore how to produce sounds by causing a string to vibrate, describe and
compare sounds produced by vibrating string. SWBAT investigate different ways
that they can change the pitch of sound produced by a string.
Student notebook, string, cardboard, cup, washers, pencils and paper clips.
During this lesson students will be able to create their own string instrument. The
teacher will demonstrate how to make it before students get started. After teacher is
finished students will gather materials and build it. Students will be challenged to
think of ways that they could use the string to make sound. Have students explore
the sting and let them find ways on their own. Focus students attention on the
vibration of the string. The vibrations can be seen. Students will write their
observations in their notebook. Students will be asked to share observations with
class. If students feel comfortable they will even be asked to show how their
instrument works to the class.
PLAN: students will create their own string instrument. Students will observe and
explore ways to make sound from it. Students will be focused on this learning
question: In what ways can one alter the characteristics of a string to produce
varying sounds? Students will share observations with class and if brave enough
they will be able to use their own instrument to demonstrate the learned concept.
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TOOL(S): notebook, materials listed above to make the string instrument.
EVALUATION: The teacher will look through students notebooks, worksheets, and
participation during class discussions to check for understanding.
Day 9:
Objective:
Materials:
Assessment:
Day 10:
Human Vocal Cords

Next Generation Science Standard: topic-Energy:
4-PS3-2. Make observations to provide
evidence that energy can be
transferred from place to place by
sound, light, heat, and electric
currents.
SWBAT investigate sound produced with rubber bands. SWBAT use rubber bands
to make a model of human vocal cords. Students will record and discuss
observations and questions about sounds produced with vocal cords. SWBAT
compare vibrations of their own vocal cords with those of their models.
Student notebook, straw, rubber bands & plastic cups.
During this lesson students will be asked how rubber bands are like strings, how
are they similar, and how could sounds be produced with rubber bands? Students
will write down ideas in their notebooks about these questions. Students will gather
materials and make their human vocal cords. Students will record findings in
notebook by writing and drawing about them.
PLAN: Students will make their own human vocal cord model. Students will write
about it in their notebooks and draw about it . Students will be focused on this
question: In what way does one create sounds with different pitches using ones
voice?
TOOL(S): materials to make vocal cords, science notebooks.
EVALUATION: Teacher will collect notebooks and look at drawing and
descriptions.
What Have We Learned about Sound? ( Day one of performance task)
Use precise language and domain-specific vocabulary to inform about or explain
the topic.
Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
an organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Key Idea 4: Energy exists in many forms, and when these forms change energy is
conserved.
4.1d energy and matter interact: Water is evaporated by the suns
heat, a bulb is lighted by means of electrical current; a musical instrument is played
to produce sound; dark colors may absorb light, light colors may reflect light.
evidence that energy can be transferred from place to place by sound, light, heat,
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Objective:
Materials:
Assessment:
Day 11:
Objective:
Materials:
Assessment:
and electric currents.

SWBAT review and reflect on what they have learned about sound. SWBAT
brainstorm way they could demonstrate what they have learned. Students will be
able to plan their presentations. SWBAT design and begin building instruments or
devices that apply what they know about sound.
This performance task asks students to tie most of the learning targets together to
demonstrate the Enduring Understanding: Energy is transferred through patterns
and wave length with the ability to move through air.
PLAN: Students will be able to design their own instruments and write and
practice a presentation. Students will give presentation to a group of musicians and
from there they will be assessed on a rubric.
TOOL(S): Performance Task.
EVALUATION: A group of musicians will assess students with a rubric that is in
the performance task.
Super Sound Science Project (SEE PREFORMANCE TASK)

Use precise language and domain-specific vocabulary to inform
about or explain the topic.
Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
4.1d energy and matter interact: Water is evaporated by the suns
heat, a bulb is lighted by means of electrical current; a musical
instrument is played to produce sound; dark colors may absorb
light, light colors may reflect light.
transferred from place to place by
sound, light, heat, and electric currents.
Students will present their instruments and presentation they have made to a group
of judges.
Performance task
Students will create a presentation that shows their understanding of the unit of
sound.
PLAN: Day tow of performance task. Students will practice presentations with
peers. It is presentation day, members of the orchestra will be coming into the class
to see what the students have made. Students will give presentations to them while
they will assess the students with a rubric.
TOOL(S): Performance Task
EVALUATION: Students will give presentations to them while they will assess the
students with a rubric.
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Science Lesson #1: What Are Waves?

Teacher: Kendall Hall
Grade: 4th
Subject: Science/Health Education/Literature
Date: February 5, 2015
Desired Results
CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):
NYS Learning Standards:
Key Idea 4:
4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.
4.1d Energy and matter interact: water is evaporated by the Suns heat; a bulb is lighted by
means of electrical current; a musical instrument is played to produce sound; dark colors may
absorb light, light colors may reflect light.

Students will demonstrate personally and socially responsible behaviors. They will care for and
respect themselves and others. They will recognize threats to the environment and offer appropriate
strategies to minimize them.
Students:
o Understand basic safety rules
o Know some personal and social skills which contribute to individual safety
Essential Questions (Rubric Line 36):
o What makes something a medium?
o How do waves move?
Enduring Understandings(Rubric Line 36):
Students will understand that
Waves are regular patterns of motion, science findings are based on recognizing patterns, and the cause
and effect relationships are routinely identified.
Objectives (Rubric Line 31):
Students will be able to investigate the motions of waves to identify patterns.
Students will be able to experiment showing the movement of waves in liquids, solids, and gases.
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Assessment Evidence (Rubric Line 32)

Performance Tasks:
Students will investigate the movement of waves through several different types of mediums through
three different stations. They will write and answer questions in their science notebooks. They will also
complete a worksheet when working at stations.
Other Evidence:
o Teacher observations (walking around during stations)
o Listening in on group discussions
Areas of Child Development (Rubric Line 28)
Cognitive development is supported because children are having their thinking about wave and
different type of waves and their thinking is being challenged.
Linguistic development is supported because children must explain their thinking about waves to the
teacher, on paper, and to one another.
Emotional development is supported because children are exploring three different stations in which
they need to depend on one another to handle the thermometers and the bowls of ice.
Learning Plan
Classroom Arrangement:
Students will be at desks for the anticipatory set of lesson and for the introduction, after they will be put
into groups and from there they will be working at different stations set up in the classroom.
Materials:
Science folders/notebooks
Bin (to fill with water)
Ball
Sound box (includes speakers) with rice
Large Cloth (sheet)
IPod/Cellphone- Technology- this is for the sound waves station. I chose to use my cell phone
because I can play a kid friendly song on my phone to demonstrate the sound waves in third
station.
Worksheet
Book: How Do We Hear
Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):

Anticipatory Set (Rubric Line 38):
When students enter the classroom, have all the material need set up on a table (teacher) walk over
to the table and start looking at the materials. Students will start to wonder that you are doing. When
you start to catch the attention of some students take the ball and start to walk around the room with
it. Play with the ball, throw it up in the air and catch it while your walking around the room and by
students desks not saying a single word.
Procedure
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Story Problem (Rubric Line 40):

Have the students answer the following questions in their science notebooks: At the beach, we see
ocean waves. How do these waves move? Can you think of any other types of waves?
Prior Knowledge Activation: Have students brainstorm their ideas about what they think other types
of waves are , a knowledge-level question on Blooms Taxonomy. (Write down all their ideas.) Have
them respond in the same way to the question, How do waves work? (a comprehension question on
Blooms Taxonomy).
Introduction: Review definitions for wave and medium. You can explain waves, mediums, and
energy using the analogy of students as energy, school buses as waves, and roads as the medium
through which waves travel. Tell students that they will be investigating the movement of waves
through several different types of mediums. Mediums that waves travel through include gases (such
as air), liquids (such as water), and solids (such as a parachute or sheet).
Vocabulary:
Wave - A disturbance in a medium that transfers energy from place to place
Medium - A substance solid, liquid, or gas through which something can travel
Activity: Move through these stations as a class and have students record their observations on the
worksheet.
Station 1 - Waves in Liquids (preferably outside)
o Place a ball on one side of the bin.
o Demonstrate wave formation by disturbing the water on the other side of the bin.
o Have students record their observations: What do the waves look like when they
pass through water? Does the ball move or stay where it is?
o Explain to students that when waves travel through water, they dont carry the
water or the ball with them, only the energy.
Station 2 - Waves in Solids
o Have students each hold an edge of the cloth.
o Go around in a circle and have students take turns sending waves across the cloth.
Let each student have a turn.
o Have students record their observations: What did waves look like when they
passed through cloth? How were these waves different from the waves made in
water? How were they the same?
This is where I fit in Health Education. I thought that this would be the best place because
students are moving around and they should be aware of their environment and understand basic
safety rules (for example: not to rip the sheet out of another students hand.)
Station 3- Waves in Gases
o Put rice on top of the sound box. Turn on loud music inside the sound box.
o Watch the vibrations caused by sound waves make the rice bounce up and down.
o The rice moves without being touched by anything visible. Ask students to record
their observations and make a hypothesis about why this might be happening:
What do you think is making the rice move? Does the rice look like anything else
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SOUND UNIT PLAN
youve seen today? What does the sound box tell you about sound waves? Have
students brainstorm in pairs and record their hypotheses and observations in their
science journals.
Assessment (Rubric Line 32):

Science notebook observations about wave stations, participation in the stations and class discussions.
Closing Activity: Discuss the following ideas and questions as a class, drawing on the three stations to
come up with answers:
o What did the waves we observed have in common?
o How are they different? What produced the waves?
o What do waves carry?
o What do they travel through?
After going though the questions I will bring my students to the carpet and I will read a book about
sound and how we hear, this is a good introduction for the next lesson when I go in depth about sound
waves.
Book Title: How Do We Hear?
By: Charlotte Guillain
Evaluation of Teaching *done after the lesson is taught*:
References:
Guillain, C. (2010). How do we hear? Oxford: Heinemann Library.
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SOUND UNIT PLAN
Name:__________________________________
Date:___________________
Waves Lesson #1: What Are Waves?
Station 1:
Does the ball move or stay where it is?
What do the waves look like?
Station 2:
What did the waves look like?
How were they different from the waves in the water?
How were they the same?
Station 3:
What do you think is making the rice move?
Does the rice look like anything else youve seen today?
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KENDALL HALL
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What does the sound box tell you about sound waves?
Science Lesson #2: Thinking About Sound

Subject: Science / P.E/Health
Grade: Fourth Grade

Date: April 15, 2015
Desired Results
NYS MST Standard #1, Inquiry

Key Ideas #1 and 2: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a
continuing, creative process. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed
explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Key Idea 4:

Students:
What is sound?
Students will understand that sound travels. They will also understand how to use a tuning fork and
how to produce sound from they. Students will understand that some of their prior knowledge may not
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SOUND UNIT PLAN
be true and they will be able to address their own misconceptions of sound.
Students will be able to set up a science notebook that they will use to record their ideas, questions, and
observations.
Students will be able to share their ideas and questions about sound.
Students will be able to investigate and describe sounds produced by turning forks.
Students will be able to discuss and classify sounds they have herd.

Performance Tasks:
Students will be pre assessed on their prior knowledge of sound and sounds that they have herd and
ways to make sound. During the lesson students will observe tuning forks and write about their findings
in their notebooks. No rubrics required for this lesson because nothing will be graded.
Other Evidence:
Teacher will note students understandings from notebooks.
Cognitive development is supported because children are having their thinking about sound and what
they already know about sound will be challenged.
Linguistic development is supported because children must explain their thinking about ways to make
sound and sounds that they have herd to the teacher and to one another
Emotional development is supported because children are experiencing a situation in which they need
to depend on one another to handle the tuning forks.
Learning Plan
Students desks will be in pairs of two. Students will work with a partner throughout the lesson.
Materials:
Science notebooks
Sound Student Activity Book
Large tuning forks
Small tuning forks
Marker
Pencils
SMARTBoard
Sound: Loud, Soft, High, and Low (Amazing Science)
Rosinsky, Natalie M.
To begin the lesson the teacher will pick up a tuning fork. They walk around the room just holding it
and not answering any questions. Hopefully students will notice and wonder why the teacher is doing
this. After the teacher has grabbed the attention of most students they will ask students to
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gather in front of a rocking chair and listen to the book Sound: Loud, Soft, High, and Low (Amazing
Science) By:Rosinsky, Natalie M.
Procedure
Story Problem (Rubric Line 40):
Steve was born deaf, he is not able to hear anything. He wants to know what sound sounds likes?
How could you describe sound to Steve? Why
Discrepant Event
The Story Problem presents the discrepant event.
Prior Knowledge Activation: Have students brainstorm their ideas about what they think sound is, a knowledge-level
question on Blooms Taxonomy. Write down all their ideas on a SMART Board File. Have them respond in the same way
to the question, How does sound travel? (a comprehension question on Blooms Taxonomy).
Procedure:
Hand out a science notebook to each student. Ask students to write their name and date in their
notebook. Tell students that it is important that we label every entry and date every entry so we can
look back at information.
On a blank SMART Board slide, the teacher will write Sounds That We Have Herd and Ways to
Make Sounds. Ask students to think about various sounds and how they think these sounds are
made. Ask students to take notes in their notebooks.
Have students turn to a partner and share their ideas about sounds and how they are made in a class
brainstorming session. When teacher raises their hand students will be stop talking with a partner and
listen for instruction. Teacher will call of students to share what they have come up with and
write it on the chart.
Ask students to write down any questions they have about sound in their notebooks. After they have
done so, they will be asked to share the questions with the class. Record students questions on
another blank slide on the SMART Board that will be titled Questions We Have about Sound.
Teacher will let students know that through out the unit we will be exploring these questions and
many other questions.
Ask students what they know about a tuning fork. Let them know that they will be working with a
partner to investigate the characteristics of tuning forks. Encourage them to find as many ways that
they can to describe their observations about tuning forks and the sounds they make.
Distribute tuning forks to partners.
This is where I fit in Health Education. Students are able to get up and explore the tuning forks and
walk around the room to try to create sound with the forks. Students should be respectful of other
personal space.
Students will explore the forks and begin to write observations down in their notebooks.
Ask students How does the size of the tuning fork affect the sounds produced?
18
KENDALL HALL
SOUND UNIT PLAN
Have them record their answers in the notebook.

After students have had time to look and observe and write in their notebooks direct students back to
smart board Sounds We Have Herd. Ask them to think about sounds that are similar in some ways
and to identify a way to classify and describe sounds.
Prompt students with this question: Which sounds do you think go together?
Encourage students to share their ideas in partners.
Ask students to record in their science notebooks their ideas about which sounds are similar and why
they are similar.
Resolve the Discrepancy

On the SMART Board, have the question from the beginning of the lesson on the board. Have students turn to a partner
and think of ways to help Steve. The teacher will not give any answers but they will just listen to students ideas. Some
students may have different answers from the beginning of the lesson .. If they do they asked why they now think
differently.

The main purpose of this lesson is to find out what students already know about sound so that the
teacher can assess their progress throughout the unit. Throughout the lesson students would be pre
assessed on their prior knowledge of sound. During the lesson students will be asked to explore
tuning forks and observe what they see. Students will write down what they know and think about it
in their notebooks. The teacher will look for students understanding and compare it to the beginning
of the unit to the end. Students will be working with partners to explore the tuning fork and
investigate it further.
Closing Activity:
After students have had time to look and observe and write in their notebooks direct students back to
smart board Sounds We Have Herd. Ask them to think about sounds that are similar in some ways
and to identify a way to classify and describe sounds.
Prompt students with this question: Which sounds do you think go together?
Encourage students to share their ideas in partners.
Ask students to record in their science notebooks their ideas about which sounds are similar and why
they are similar.
DIFFERENTIATION: Students
should all come to some understanding of how sound works and how it
travels works. Students who cannot express their understanding through writing will be able to
explain verbally or act out their explanation.
Did the lesson engage students?
Did the lesson reach all learners?
What would you do differently next time to promote student learning?
19
KENDALL HALL
SOUND UNIT PLAN
References
Rosinsky,N.,&John,M.(2003).Sound:Loud,soft,high,andlow.
Minneapolis,Minn.:PictureWindowBooks.
SEEPAPERMATERIALS.Icouldnotgettheactivityworkbookto
consecutivelygofrompagetopage,becauseofallshapesandtheformatting
wouldntallowme.
20
KENDALL HALL
SOUND UNIT PLAN
Science Lesson #3: How Sound Travels

Subject: Science / PE Health
Grade: Fourth Grade

Date: April 16, 2015
Desired Results
NYS MST Standard #1, Inquiry

Key Ideas #1 and 2: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a
continuing, creative process. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed
explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Key Idea 4:

Students:
How does the material of an object affect the sound produced?

Students will understand that
Volume (loudness) is a characteristic of sound.
Sound travels as waves through matter.

Students will be able to listen and describe sounds that are produced by tuning forks and that pass through different
materials.
Students will be able to compare and discuss the loudness of the sounds herd.
21
KENDALL HALL
SOUND UNIT PLAN
Students will compare and discuss what they know about how the materials vibrate.
Students devise and present demonstrations to support their ideas.

Performance Tasks:
Students will work in groups to investigate which object carries sound the best.
Other Evidence:
Teacher will note students understandings from notebooks.
Cognitive development is supported because children are having their thinking about sound and how it travels challenged.
Linguistic development is supported because children must explain their thinking about sound traveling and why some
materials work better than others to the teacher and to one another
Emotional development is supported because children are experiencing a situation in which they need to depend on one
another to handle the materials; meter stick, twine, foil, tuning forks.
Learning Plan
Students will work in groups of two to four students for this lesson.
Materials:
Science notebooks
Plastic trays
Wooden meter stick, yardstick
Foil
Twine
Tuning forks
In the beginning of a lesson, the teacher will make some sort of noise. The teacher will ding on a bell. Students will be
asked if they have herd the noise? Why did they hear the noise? How could hear it from across the room?
Teacher will write ideas on a smart board slide
The teacher will gather students to the carpet and read Ty's One-Man Band by Mildred Pitts
Walter (Author), Margot Tomes (Illustrator)
Procedure
Story Problem (Rubric Line 40): Living in the country it is very peaceful. Sometimes at night my
family hears a train but we do not live by any train tracks. How come we hear the sound of the train?
Can the sound of the train travel and if so how?
22
KENDALL HALL
SOUND UNIT PLAN
Discrepant Event
The Story Problem presents the discrepant event.
Prior Knowledge Activation: Have students brainstorm their ideas about what they think about sound, a knowledge-level
question on Blooms Taxonomy. (Write down all their ideas.) Have them respond in the same way to the question, How
does sound travel? (a comprehension question on Blooms Taxonomy).
Procedure:
Begin lesson by asking students to review how they produced sounds in lesson 1 with the tuning forks.
Challenge students to think about how sound gets from place to place. Ask them to write their ideas in their science
notebooks.
Invite students to share some of their ideas in a classroom brainstorming session. The teacher will make a list on a blank
SMART Board and label the slide How Sound Travels
Focus students attention on the objects displayed at the distribution center: meter sticks, foil, twine. Ask them which
objects they think sound will travel through best and why.
Teacher will tell students that today we will be investigating how sound travels. One student will hold the end of the
tuning fork near one end of the object while another student listens at the other end. Tell students that when testing the
string, it will work best if they wrap one end of the string around the stem of the tuning fork before striking the tuning
fork; then to listen. They should stretch the string out between them and the fork.
Ask students to think about two questions then they are investigating:
-Can you hear the sound of the tuning fork through all the materials you are testing?
-Which materials do you find that the sound travels through best? (Resulting in the loudest sound)
Have students collect materials and begin their investigations.
Challenge students to think of other ways to determine whether sound travels through the objects being investigated. If
they do not suggest this, have them repeat the experiment, touching the end of the object with their hands rather than
listening. Allow time for all students to experience this investigation.
When they have finished testing the materials they have been given, encourage students to try other materials such as a
broom handle, window glass, their desktop, a whiteboard, or a wall.
Students investigate and document findings in journal. Students may need guidance with a method to record findings (like
a chart).
Resolve the Discrepancy

On the SMART Board, have the question from the beginning of the lesson on the board. Have students turn to a partner
and think of why this may happen. The teacher will not give any answers but they will just listen to students ideas. Some
students may have different answers from the beginning of the lesson If they do they asked why they now think
differently.

This lesson does not have any written assessments. Throughout the lesson students are asked to share their findings and
write down answers to questions that they have explored. The teacher will notice students and see how they doing and if
they are understanding. Throughout the unit students write in their notebooks and from time to time the teacher will look
through an check for understanding.
Closing Activity:
After each team has had time to investigate whether sound travels though the objects, direct students to return the
materials to the distribution center.
Ask the teams to report what they observed to the class. Encourage students to tell what they did and what questions they
23
KENDALL HALL
SOUND UNIT PLAN
now have. Add the questions to the chart from lesson 1. Questions we have learned about sound
DIFFERENTIATION: Students should all come to some understanding of how sound travels. Students who cannot
express their understanding through writing will be able to explain verbally or act out their explanation.

Did the lesson engage students?
Did the lesson reach all learners?
What would you do differently next time to promote student learning?
References
Walter,M.,&Tomes,M.(1980).Ty'sonemanband.NewYork,NY:Four
WindsPress.
SEEPAPERMATERIALS.Icouldnotgettheactivityworkbookto
consecutivelygofrompagetopage,becauseofallshapesandtheformatting
wouldntallowme.
24
KENDALL HALL
SOUND UNIT PLAN
Super SOUND
Science Project
25
KENDALL HALL
SOUND UNIT PLAN
A Performance Task
For Fourth Grade Students
Congratulations!
Mrs. Pettits 4th grade classroom has been chosen to perform with the Rochester
Philharmonic
Orchestra! There is one BIG problem, the orchestra does not have any extra instruments!
Your job is to create and design your very own musical instrument that produces sound
and complete a personal narrative that you will give as a presentation. The presentation
must show your
understanding of what you have learned about in this unit. Once you have finished both
tasks
you will have the chance to present your instrument and
presentation to members of the Rochester Philharmonic
Orchestra! In your presentation you must include all
vocabulary words from our list. You should have at least
five ideas that demonstrate some of what you have
learned about sound. In your presentation think of ways to
be creative, when showing your instrument and your five
ideas because you want the members to notice you and
stand out from the rest of your classmates. Your
presentation should be well practiced, and you should be
ready and able to answer questions if the orchestra
members have any for you. They will be grading your
instrument and presentation on a rubric, if they like what
they see and hear they may hire you for their next show!
So be sure to try your hardest and use your imagination
while creating your instrument and when writing your
presentation!!
26
KENDALL HALL
SOUND UNIT PLAN
Your presentation must meet the following criteria in order for you to receive a spot in
the orchestra:
You must have an introduction and a purpose, must introduce self, welcome
audience, have instrument to display and play, and explain the purpose of your
project.
Your instrument must demonstrate the principles of; transforming energy,
craftsmanship and care, reduce reuse and/or recycle, and have a unique design.
Your presentation accurately used five out of five of the vocab terms which
are; Vibration, Pitch, Frequency, Volume, and Decibel.
Your instrument model must show how; sound is produced, sound is changed,
sound travels, sound is received by the human ear.
Throughout the presentation you must maintain eye contact, speak slowly,
speak clearly, and use appropriate volume.
Good Luck! I hope that you will receive a spot on stage

with the Rochester Philharmonic Orchestra!!!
Stage One: Design Stage
On this paper you will brainstorm any ideas that you may have for your musical instrument. Once you have
narrowed your selection down to one you will then draw and label a draft sketch of your musical
instrument/idea on the next page. Make sure that you think about how this instrument will demonstrate
27
KENDALL HALL
SOUND UNIT PLAN
what you have learned about sound.
28
KENDALL HALL
SOUND UNIT PLAN
Draw and Label Musical Instrument

This page is blank for you to draw your instrument.
29
KENDALL HALL
SOUND UNIT PLAN
Stage Two: Materials Stage

Once you have labeled your sketch, you will make a list of all supplies that you will need
to make your instrument.
After you completed your list you can gather your materials
Stage Three: Construction Stage
During this stage you will create your instrument. Make sure to use
your time wisely because you will not receive extra class time to
30
KENDALL HALL
SOUND UNIT PLAN
work on your instrument If you do not finish during the work

time you will have to complete your instrument at home for
homework.
Stage Four: The Big Ideas

You will be presenting your instrument to the members of the orchestra, very
soon. Your task:
Record five ideas for your personal narrative that you will share with the members of the
orchestra when you present your instrument to them.
To be hired by the orchestra you must:
31
KENDALL HALL
SOUND UNIT PLAN
Make sure that the five ideas demonstrate some of what you have learned
about sound.
Use ALL of the vocabulary words from our list in your presentation
After you have completed the personal narrative, find a classmate

to practice your presentation with. When practicing with a partner
look for the following:
Check for: Category
Look for:
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KENDALL HALL
SOUND UNIT PLAN
Introduction and
Purpose
Product or Model
Knowledge of
Scientific Vocabulary
Demonstrates
Principles of Science
Presentation Skills
I began my presentation with

Model on display
Introducing myself
Welcoming audience
Setting a purpose
My instrument must demonstrate the principles of:

transforming energy
craftsmanship and care
reduce reuse and/or recycle Have a unique

design.
My presentation accurately used five out

of five of the vocab terms which are;
Vibration
Pitch
Frequency
Volume
Decibel
I used an instrument model must show

how
Sound is produced
Sound is changed
Sound travels
Sound is received by the human

ear.
Throughout the presentation, I

Maintained eye contact
Spoke slowly
Spoke clearly
Used appropriate volume.
33
KENDALL HALL
SOUND UNIT PLAN
Additional
comments/suggestions:
Stage Five: Presentation Stage

The moment we have all been waiting for is finally here!!!
Some members from the Rochester Philharmonic Orchestra will be coming to our
classroom today to assess your presentation of your instrument and your knowledge of
sound. They will be looking for students that have the following so make sure that you:
Have an introduction and a purpose, must introduce self, welcome audience,

have instrument to display and play, and explain the purpose of your project.
Your instrument must demonstrate the principles of; transforming energy,
craftsmanship and care, reduce reuse and/or recycle, and have a unique design.
Your presentation accurately used five out of five of the vocab terms which
are; Vibration, Pitch, Frequency, Volume, and Decibel.
Your instrument model must show how; sound is produced, sound is changed,
sound travels, sound is received by the human ear.
Throughout the presentation you must maintain eye contact, speak slowly,
speak clearly, and use appropriate volume.
Student Check List:

Once
Task
task has
been
complete
d Check
34
KENDALL HALL
SOUND UNIT PLAN
this
column
off
Brainstorm idea for musical instrument

Draw and label a draft sketch of instrument
Think about how your instrument relates to
sound
Make supplies list
Gather supplies
Create instrument
Personal narrative
Practice presentation with classmates
Give presentation to Rochester Philharmonic
Orchestra members
35
KENDALL HALL
SOUND UNIT PLAN
36
KENDALL HALL
SOUND UNIT PLAN
Vocabulary Words:
Vibration- A vibration is a repeated back and forth motion. All

sound is produced by vibration.
Pitch- The pitch of a sound can be described as high or low. The

pitch of a sound is directly related to the frequency of vibrations of
the object producing the sound.
Frequency- The frequency is the number of times the back and

forth movement occurs in a second.
Volume- Volume describes how loud or soft a sound is. Volume is

directly related to the magnitude of the back and forth movement
of the vibrating object.
Decibel- Volume is measured in a unit called a decibel.
Super Sound Science Project
37
KENDALL HALL
SOUND UNIT PLAN
A Performance Task for Students in Fourth Grade

Teachers Edition:
Common Core State
Standards:
Provide reasons that are supported by facts and
details.
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
Review the key ideas expressed and explain their
own ideas and understanding in light of the
discussion.
Report on a topic or text, tell a story, or recount an
experience in an organized manner, using
appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an
understandable pace.
Key Idea 4: Energy exists in many forms, and when
these forms change energy is conserved.
4.1d energy and matter interact: Water is evaporated
by the suns heat, a bulb is lighted by means of
electrical current; a musical instrument is played
to produce sound; dark colors may absorb light,
light colors may reflect light.
Next Generation Science Standard: topicEnergy:
4-PS3-2.
Make observations to
provide
transferred from place to place
by sound, light, heat, and
electric currents.
Enduring
Understandings
Energy is transferred through patterns and wave

lengths with the ability to move objects (air).
Essential Questions
1. How does the material of an object affect the

sound produced?
2. How is sound received by the human ear?
3. How does sound energy travel?
4. How is sound energy changed?
38
KENDALL HALL
SOUND UNIT PLAN
5. How is sound produced?
Learning
Targets Creating models, drawing conclusions, measurement,
(Process Skills)
and synthesis of learned concepts.
Knowledge
This is done at the end of the unit Students should show
knowledge of:
How sound is produced
Objectives
Materials:
How sound energy is changed
How sound energy travels
How sound is received by the human ear
Students will be able to create their own idea for a

unique musical instrument.
Students will be able to design and sketch their
instrument. Students will be able to explain how the
instrument demonstrates what they have learned
about sound.
Students will be able to write a personal narrative
about how their instrument works and how it relates
to what they have learned about sound.
Students will be able to present their personal
narratives to a group of adults.
Super Sound Science project packet
Writing utensil
Sketch paper
Materials to make instrument will vary.
Teacher will have available:
Boxes, string, construction paper, bottles, etc.

Whatever students need to create their
instrument.
Personal narrative worksheet.
Scoring Rubric
39
KENDALL HALL
SOUND UNIT PLAN
GRASPS:
G is for Goal
R is for Role
A is for Audience
S is for Situation
P is for Product,
Performance,
Purpose
The students ultimate goal is to be hired by the

Rochester Philharmonic Orchestra. In order to be
hired, you need to create your very own musical
instrument. You then will have to present it in from of
a group of musicians that are from the Rochester
Philharmonic Orchestra.
YOURSELFYou are a student from Mrs. Pettits
fourth grade classroom and her classroom was
chosen to have a chance to perform with the
Rochester Philharmonic Orchestra.
Members of the Rochester Philharmonic Orchestra
will be looking to hire a few students for their show.
Mrs. Pettits 4th grade classroom has been chosen to
perform with the Rochester Philharmonic Orchestra!
There is one BIG problem, the orchestra does not
have any extra instruments! Your job is to create and
design your very own musical instrument that
produces sound and complete a personal narrative
that you will give as a presentation that shows your
understanding of what you have learned about in this
unit. Once you have finished both tasks you will have
the chance to present your instrument and
presentation to members of the Rochester
Philharmonic Orchestra! They will be grading your
instrument and presentation on a rubric, if they like
what they see and hear they may hire you for their
next show! So
be sure to try your hardest and use your imagination
while creating your instrument and when writing your
presentation!!
You need to create your very own musical
instrument. You will also complete a personal
narrative on your understanding of the phenomenon
of sound.
After this is completed you will present in front a
group from the Rochester Philharmonic Orchestra. In
your presentation you must include all vocabulary
words from our list. You should have at least five
ideas that demonstrate some of what you have
learned about sound. In your presentation think of
ways to be creative, when showing your instrument
and your five ideas because you want the members
to notice you and stand out from the rest of your
40
KENDALL HALL
SOUND UNIT PLAN
classmates. Your presentation should be well

practiced, and you should be ready and able to
answer questions if the orchestra members have any
for you. Your ultimate goal is to be hired by the
orchestra to perform in an upcoming show.
S is for Standards/
Criteria for Success
Your presentation must meet the following criteria in

order for you to receive a spot in the orchestra:
You must have an introduction and a purpose,
must introduce self, welcome audience, have
instrument to display and play, and explain the
purpose of your project.
Your instrument must demonstrate the
principles of; transforming energy,
craftsmanship and care, reduce reuse and/or
recycle, and have a unique design.
Your presentation accurately used five out of
five of the vocab terms which are; Vibration,
Pitch, Frequency, Volume, and Decibel.
Your instrument model must show how; sound
is produced, sound is changed, sound travels,
sound is received by the human ear.
Throughout the presentation you must
maintain eye contact, speak slowly, speak
clearly, and use appropriate volume.
Resources:
Next Generation Science Standards. (2011, January 1). Retrieved March 11, 2015, from
http://www.nextgenscience.org/
Preparing America's students for success. (2015, January 1). Retrieved March 11, 2015,
from http://www.corestandards.org
Science Learning Standards and Core Curriculum. (2009, May 5). Retrieved March 11,
2015, from http://www.p12.nysed.gov/ciai/mst/scirg.html
41
KENDALL HALL
SOUND UNIT PLAN
Reference Page:
Guillain, C. (2010). How do we hear? Oxford: Heinemann Library.
Next Generation Science Standards. (2011, January 1). Retrieved March 11, 2015, from
http://www.nextgenscience.org/
Preparing America's students for success. (2015, January 1). Retrieved March 11, 2015,
from http://www.corestandards.org
Rosinsky, N., & John, M. (2003). Sound: Loud, soft, high, and low. Minneapolis, Minn.:
Picture Window Books.
Science Learning Standards and Core Curriculum. (2009, May 5). Retrieved March 11,
2015, from http://www.p12.nysed.gov/ciai/mst/scirg.html
Walter, M., & Tomes, M. (1980). Ty's one-man band. New York, NY: Four Winds Press.
42

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KENDALL HALL

SOUND UNIT PLAN

A Fourth Grade Unit about Sound

NYS Science Standards

Common Core State Standards:

Next Generation Science Standard:

NYS Learning Standards

Statement of Enduring Understandings and

Essential Question in order from day one:

WHAT ARE WAVES (SEE FIRST UNTAUGHT LESSON)

Thinking About Sound (SEE FIRST TAUGHT LESSON)

How Sound Travels (SEE SECOND TAUGHT LESON)

Making Sounds with Steel Nails

Can A Ruler Produce Sound?

whistle. Students will record their findings in their notebooks.

What allows on to hear sound?

Human Vocal Cords

and electric currents.

Super Sound Science Project (SEE PREFORMANCE TASK)

Science Lesson #1: What Are Waves?

NYS Learning Standards

Assessment Evidence (Rubric Line 32)

Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):

Story Problem (Rubric Line 40):

Assessment (Rubric Line 32):

What do the waves look like?

How were they different from the waves in the water?

How were they the same?

Science Lesson #2: Thinking About Sound

Grade: Fourth Grade

CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):

NYS MST Standard #1, Inquiry

NYS Learning Standards:

NYS Learning Standards

Assessment Evidence (Rubric Line 32)

Have them record their answers in the notebook.

Resolve the Discrepancy

Assessment (Rubric Line 32):

Science Lesson #3: How Sound Travels

Grade: Fourth Grade

CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):

NYS MST Standard #1, Inquiry

NYS Learning Standards:

NYS Learning Standards

Enduring Understandings(Rubric Line 36):

Objectives (Rubric Line 31):

Assessment Evidence (Rubric Line 32)

Resolve the Discrepancy

Assessment (Rubric Line 32):

Evaluation of Teaching *done after the lesson is taught*:

Good Luck! I hope that you will receive a spot on stage

what you have learned about sound.

Draw and Label Musical Instrument

Stage Two: Materials Stage

work on your instrument If you do not finish during the work

Stage Four: The Big Ideas

After you have completed the personal narrative, find a classmate

I began my presentation with

My instrument must demonstrate the principles of:

craftsmanship and care

reduce reuse and/or recycle Have a unique

My presentation accurately used five out

Evaluation of Teaching done after the lesson is taught: