Sound

Tin can telephone 

What you need 

The ideal is to have enough equipment for one between two students. 

• two empty tins (420g spaghetti tin) 
• lengths of cotton string 

What you do 

Prepare by puncturing a small hole in the centre of the base of the tins. This hole needs to be just big enough for the string to pass through. 

Push the string through the hole of one can and tie two large knots to stop the string being pulled back through the hole. Take the other end of the string and put it through the base of the other tin and tie two knots. 

The string must fit tightly into the holes on the inside of each tin. When using the phones, the string must be able to be pulled taut. 

• Get two students to demonstrate how to use the phones. 
• Get the two students to each hold one tin making sure the string is taut and then, while they are holding the tin to their ear, pluck the string. Ask the children what they heard when the string was plucked? They will hear a loud sound. What did the others observe happening to the plucked string? The string went up and down. 
• Discuss how the two listeners were able to hear the plucked string. How did the sound reach their ear? 
• In pairs allow time for the students to explore and try out their tin can phones.

Explore what happens if you pluck the string harder. 

Is there any connection between the volume and the size of the pluck? 

• Try using the tin can telephones to send messages to each other. What differences do you notice between talking loudly and then whispering when using the tin can telephone? 
• Get the children thinking about how the voice gets from one telephone to the other. 

What to look for  

• Are the students making the connection between vibration and sound? 
• Can they make the link between the size of the vibration and the loudness of a sound? 
• Are they able to explain that the sound caused by the vibrations must reach our ears so that we can hear it?

Learning intention

We are learning to identify and use key words associated with Sound in a spoken sense and using New Zealand sign language 

Big idea

Sound energy is transferred to the substance it travels through which produces the vibration. 

Share the picture book, Moses Goes to a Concert by Isaac Millman, with the class. Students are asked to identify the key scientific ideas represented in the text and how Moses and the musician have an understanding of sound; each in a different way. 

Students will recognise and increase their understanding that sound occurs as a result of a wave of vibrations. 

Students’ understandings and phrases will be recorded and used as the starting point of a vocabulary word bank for this unit. See Materials that come with this resource to download Word bank - Sound activity.

Students are exposed to, in the text, key words and phrases used in sign language by Deaf people as a means of communicating ideas, words and feelings. 

Students interpret key phrases in the text shown in sign language 

Students are then put into groups of three; each group receives three different phrases from the text showing Moses or the musician signing a message and use the visual cues to practice and replicate the phrase demonstrating their understanding of sign language as a means of communicating ideas. 

Each member of the group is responsible for teaching a phrase from the book, using sign language, to the other members of the group without speaking. 

Then each group receives a copy of New Zealand sign language finger spelling chart and students are then given the opportunity to read, understand and fingerspell using sign language: 

• their name 
• the word "vibration’"
• a word or phrase, from the illustrated panels showing Moses signing a message in Moses Goes to a Concert, that is meaningful to the student.
• For ELL students the opportunity to share and teach other students the key words and scientific concept words in their first language is given. These words in languages other than English, are also recorded on the Sound Word Bank in the classroom.

Sound exploration activity: Seeing the vibrations  

Students work in pairs in the Seeing the Vibrations investigation below and orally generate and share their ideas using a Predict, Share, Explain sequence:  

• Predict what they think will happen.
• Share what they saw happen.
• Explain what they observed and why.

What you need 

• a bowl 
• cling film 
• 12 pieces of rice 
• a metal oven tray 
• a stick 

What you do 

1. Cover the bowl with cling film so that the film is taut like a drum skin. 
2. Place the rice on the taut cling film. 
3. Take the metal tray and holding it by one edge close to the bowl and continuously bang the tray with the stick. 
4. Discuss why the rice moves. 

Opportunities to explore

•  I wonder what would happen if …
• … we used salt/jelly crystals/sugar instead of rice? What do you think? 

What to look for 

Are the children making a connection between the moving rice, the vibrating cling film and the sound waves travelling from the hit metal oven tray? 

Can they understand that sound waves travel through the air and cause vibrations on anything that is in the way. 

Applications to the real world 

The students think of examples of this in ‘the real world’ and justify their reasoning orally: 

• in manufacturing
• in entertainment
• in sports
• in business

Teacher records the students’ ideas and display so that they can be referred to or elaborated on. 

Peer assessment activities  

Students are able to demonstrate their understanding of sign language by creating and interpreting words in sign language 

Conclude the session with students orally sharing their findings with another group.

Allow opportunities for additional student understandings to be recorded following discussions with others.

Assessment opportunities by the teacher 

Using the teaching as inquiry framework, observe students’ conversations with peers and in groups 

• What information about the student’s learning and knowledge have I gained? 
• What are the implications for my teaching 
•  What are the next learning steps - conceptual understanding, vocabulary, learner needs? 

Learning intention

We are learning how to define and explain how sound travels. 

Big idea

Sound energy is transferred to the substance it travels through which produces a vibration. 

The students will explore through three different activities about the way sound travels and can be felt as vibrations. 

Using the Sound word bank initiated previously and recording what they saw, felt, heard for each of the activities on a y chart: See Materials that come with this resource to download Y chart - Sound activity. They will look for similarities and differences for each of the activities and then write a statement: See Materials that come with this resource to download Statement defining sound - Sound activity.

The students will then share with groups their findings and definition of sound. 

Sound exploration activities: #1 Vibrating balloon 

What you need 

• balloons 
• a stereo with speakers 

What you do 

1. Play some music on the stereo. 
2. Inflate a balloon and sit near the speaker holding the inflated balloon in your hands near the speaker. 
3. Get someone to turn the speakers up and hold the balloon near the speakers. 

Opportunities to explore 

• What do you notice as you hold the balloon? 
• How far from the speakers can you hold the balloon and still feel things? 
• Do you notice anything different based on the distance from the speaker? 

What to look for 

That the children realise that the vibrations generated by the speaker diaphragm are causing the sound waves to travel from the speakers to the balloon in waves and therefore causing the balloon to vibrate. 

Sound exploration activities: #2 Musical straws 

What you need 

• straws 
• scissors 

What you do 

1. Flatten one end of a straw. 
2. Cut the flattened end by making a cut on each side of the straw. You need to have two long pointed bits like a reed. 
3. Put the pointed end into your mouth and blow. You need to blow hard to get the air in the straw to vibrate. 
4. Once you are able to get a sound out of your straw try cutting a piece off the straw. What happens to the sound? 

What to look for 

The children can discuss other musical instruments that use pipes and those that need a reed to make them work. 

The children realise that it is the air vibrating in the straw that creates the sound and that shortening the straw makes a different sound (pitch). 

Opportunities to explore 

• What do you notice as you hold the straw tightly? 
• How could you alter the sound (pitch) level by using another? 
• How could you alter the sound (pitch) level by using a pair of scissors on a single straw? (cutting small lengths off the straw as it is blown) 

Sound exploration activities: #3 Speakers and vibrations 

What you need 

• a speaker with the speakers diaphragm exposed 

What you do 

• Play some music through the speaker to allow the children to see the diaphragm vibrating at different levels of loudness. 

What to look for 

That the children realise that the sound is created by vibrations. The faster the vibrations, the louder the sound. 

Applications to the real world 

The students think of examples of this in "the real world" and justify their reasoning orally: 

• Where vibrations could be used for technological use. 
• Other uses for a diaphragm other than a speaker. 
• Identify examples of items around used that require fast diaphragm vibrations. 
• Objects around them that can vary their pitch and what is done for the pitch to change. 

As a result of viewing the clips students are posed with the question: "Any more ideas or possibilities for using sound waves?"

Assessment opportunities by the teacher 

Using the teaching as inquiry framework, observe students’ conversations with peers and in groups.

• What information about the student’s learning and knowledge have I gained? 
• What are the implications for my teaching 
• What are the next learning steps - conceptual understanding, vocabulary, learner needs? 

Students’ opportunity to assess their learning  

Students can define how sound travels as a wave producing vibration and cite several examples of this in their everyday world. 

Learning intention

We are learning how to define and explain the factors that affect pitch. 

Big idea

When air vibrates, the loudness and pitch of the sound produced depend on the size and shape of air space. 

To begin the session, start with the YouTube video Sound Frequency Pitch and Amplitude Using Instruments. As the video clip plays students are introduced to each term and given an explanation for each of the following:

• sound 
• frequency 
• pitch 
• amplitude 

Students will work on their own or in pairs to clarify their understanding of these terms and form and record definitions that they can use in explaining their observations and discoveries in the three sound exploration activities. 

Sound exploration activities: #1 Plucking cup  

What you need 

• cardboard drinking cup 
• piece of cotton string 
• a small piece of sponge 

What you do 

1. Put a hole through the centre of the base of the cup. 
2. Cut a piece of string about 50cm long. 
3. Poke one end of the string through the hole from the bottom of the cup and tie several knots so that it will not go through the hole. The string should hang from the bottom of the cup. 
4. Wet the piece of sponge and holding the cup by the base, place the wet sponge around the string and pull the sponge slowly and steadily down the string. 

What to look for 

That the children understand that vibrating string is amplified by the cup which is acting like a speaker. 

Sound exploration activities: #2 Vibrating ruler

What you need 

• flexible 30cm plastic ruler 
• table 

What you do 

1. Place the ruler on the table so that 25cm is over the edge of the table. Hold the ruler firmly on the table. Lightly flick the end and listen to the sound. 
2. Repeat the activity but watch how fast the ruler vibrates. 
3. If you flick the ruler harder, what happens to the sound and the vibrations? 
4. Put less of the ruler over the edge of the table. Try it and see if the vibrations have changed. 

What to look for 

That the children realise that the longer the ruler the slower the vibrations and the lower the pitch. 

Sound exploration activities: #3 Pitch

What you need 

• a table 
• a length of string 
• a vivid marker pen 
• a weight or boulder 

What you do 

1. Tie the string to the leg of the table. 
2. Tie the other end to the weight and hang over the end of the table so that the string is taut across the table. 
3. Put a vivid pen under the string so that the string is raised from the table top. Pluck the string and listen to the sound it makes. 
4. Move the pen to various positions, plucking the string each time. 

What to look for 

The students understand that the number of waves occurring determines the sound’s pitch. 

Assessment opportunities by the teacher 

Using the teaching as inquiry framework, observe students’ conversations with peers and in groups 

• What information about the student’s learning and knowledge have I gained? 
• What are the implications for my teaching 
• What are the next learning steps - conceptual understanding, vocabulary, learner needs? 

Students’ opportunity to assess their learning  

Students are able to explain their understanding of sound, pitch, frequency and amplitude using the Predict and Check strategy. See Materials that come with this resource to download:  

• Predict and check template - Sound activity (.pdf) 
• Predict and check teacher notes - Sound (.pdf) 

Learning intention

We are able to explain how sound travels through different substances. 

Big idea

Sounds change as they move from one substance to another. 

Travelling sound

What you need 

• 3 clip lock plastic bags 
• water 
• sand 
• pencil 

What you do 

1. Put sand into one plastic bag so that it is half full. Seal but remove as much air as you can. 
2. Do the same with a second bag but this time use water. 
3. Inflate the third plastic bag with air making sure it is the same size as the other two bags. 
4. Take one bag at a time lay it on a cleared table. Put your ear on the bag and gently tap the table top. Can you hear anything? 
5. Do the same with the other two bags. 
6. Through which bag did you hear the sound best? 

What to look for 

Do children understand that sound travels better through some materials than others? 

What would happen if … 

The liquids were changed from water to milk, soft drink, or oil? 

The sand was changed to: pink batts insulation, cotton balls, sawdust, etc?

What other materials might you try? 

Applications to the real world 

How are your findings used in the real world of:

• the home
• manufacturing
• entertainment
• sport
• business
• or any other ideas?

Students work on their own or in pairs, to discuss and record their ideas, and justification, for real life examples of Sound travelling through air, liquid, solid, found in Materials that come with this resource. 

Students then share their ideas in small groups and need to be prepared to justify their ideas to their peers 

Assessment activities for self, peer and teacher 

In pairs or small groups to confirm and increase understanding of key scientific words students solve the Definition match - Sound activity (see Materials that come with this resource to download).

This requires students to match the meanings of words to the scientific term.

The teacher makes the decision on how many definition match cards there will be (not all need to be used) and to administer this based on their knowledge of the learners. 

Possible ways of doing this: 

• In pairs; remove the strips from an envelope and then sort the pieces so that the definitions match with the term.
• The teacher reads the definitions aloud several times and the students select and order the key words in order to match the definitions read aloud. (This needs to be read aloud several times by the teacher).
• Another option is to have the students select two or three scientific words, write the definition and replicate the Definition Match with their own cards (this can also be used as an assessment opportunity by the teacher).

Assessment opportunities by the teacher

Using the teaching as inquiry framework, observe students’ conversations with peers and in groups.

• What information about the student’s learning and knowledge have I gained? 
• What are the implications for my teaching.
• What are the next learning steps - conceptual understanding, vocabulary, learner needs?  

Learning intention

We are learning to look at similarities and differences of musical instruments from different cultural contexts. 

Big idea

Musical instruments must make the air vibrate before we can hear music. 

Based on the "big ideas" in the previous activities the teacher invites students to experience and share their knowledge and understanding of musical instruments from different cultural backgrounds. 

The teacher will introduce and focus on Māori and Pasific instruments of the past using a range of materials available to schools. 

Opportunities to read to, establish or further understanding can be initiated by using the following resources as either; a starting point in guided reading, shared reading or oral language or continually throughout the Sound Unit. 

Resources 

Part 2 Number 2 2009 
Taonga Puoro – exploring traditional Māori instruments and their significant roles 

Part 1 Number 1 2001 
Make a Purerehua (Porotiti) 
 
Part 3 Number 2 2010 
Call Of The Conch – exploring the significance of the conch shell /Foafoa in Samoa. This article also talks about how to make a Foafoa. 

Part 4 Number 2 1997 
Make your own Kōauau   

Connected 2 1998 
Amazing Sound 

The Bone Studio and Gallery 
Taonga Puoro Māori Musical Instruments 

The pūrerehua 

The pūrerehua was used for luring lizards, summoning rain and attracting a soul mate and several could be played together at a tangi. 

The pūrerehua is also known as a "Bull Roarer". Māori made these traditional instruments out of bone, wood or stone and they are blade-like and swing on a long cord producing a loud deep whirring that can be heard from a distance. The pitch can be varied by the speed that you swing the pūrerehua.

You can make your own pūrerehua by using a ruler and a piece of string.

What you need

• a 30cm ruler with a hole drilled in one end (a piece of wood the same size as a 30cm ruler)
• a piece of string 1.5 metres long 

What you do 

1. Tie one end of the string through the hole in the ruler 
2. Hold the end of the string and swing the ruler (pūrerehua) around like a helicopter blade. 
3. Try shortening the string to see what effect this has on the sound. 
4. Spin the ruler in the opposite direction to see if this makes a difference. 
5. The pūrerehua was more blade shaped. Would this make a different sound?

What to look for

Can the student explain how the noise is produced? 

Have they noticed the change in pitch with the speed of the swing? 

Student inquiry as a result of the big idea focus

As a result of generating some base knowledge around the pūrerehua and foafoa all students are then encouraged to actively explore and inquire in order to: 

• gain information within their family and community about instruments that are of cultural significance (taonga)
• share/demonstrate what the instrument is, how it works, and the significance of the instrument
• discuss in groups/class and make comparisons looking for similarities and differences (e.g., there are a number of variables that the comparisons could be made by appearance; significance, tone, pitch, construction). 

Learning intention

Learning to explain, using scientific vocabulary, how sound can be used in the world around us. 

Big idea

Musical instruments must make the air vibrate before we can hear music. The materials used in musical instruments are chosen for their properties of vibration. 

A question for the class: "Ever thought how large groups of people heard plays and music before concerts and amplifiers?"

Research how the Ancient Greeks and Romans performed in theatres without electric amplifiers and speakers. 

Students discuss the reason the Ancient Romans and Greeks built theatres in the way they did 2000 years ago. Can students identify buildings of similar design? 
 
Building styles have changed with the use of electric amplifiers and sound systems but the next challenge is to develop a non-digital, non-electric musical instrument. 

Students will be given the time and opportunity to plan and record how they will construct their own non digital/non electronic instrument from everyday items. Students can select to construct their own string, wind or percussion instrument. 

Instrumental design can be original or acknowledge cultural and personal significance to the student. 

The teacher shares with students how everyday items can become instruments. View some clips to support idea development: 

• The T-Mobile Welcome Back: Listen to how voices can be used as non-electronic instruments in this uplifting UK advertisement.

• Science Minute: Singing wine glasses: Learn to use the slip and slide technique in wine glasses containing water to vary tone, pitch, and volume.

• How to Make Musical Instruments for Kids : Make a Homemade Xylophone Using Wine Glasses & Water

• How to Make a Vuvuzela Sound

Create a musical instrument

Students will be given time to plan, construct, experiment and tune their instrument for performance. 

Students will create and present a poster (See Materials that come with this resource to download the Poster - Sound template), explaining how their musical instrument has been constructed. It is a requirement that the instrument produces sound. 

Once the instruments have been constructed students will perform either on their own or in a group of three (possibly one wind one string, and one percussion). 
 
Students will also be expected as part of their performance to explain their understanding of sound and use scientific vocabulary and meaning (e.g. waves vibration, tone, pitch, wavelength and volume) 

Students need to present the information as an explanation.

Choices of presentation could include: 

• iMovie 
• PowerPoint / Photo Story 3 
• Comic Life / freehand cartoon sequencing 
• photo storyboard with captions 
• audio recording 
• live performance to the class/peers 

It's up to the students which style they use to present the information. It could be presented as a rap, poem, chant, song, David Attenborough style commentary, etc. 

Assessment opportunities 

Students will peer assess presented work based against an agreed class criteria in terms of their scientific understanding and use of science specific vocabulary. 

As a summative assessment, the teacher will also assess the students against the agreed criteria in terms of their scientific understanding and use of science specific vocabulary when sharing their explanation. 

Possible examples would be: 

• Students’ ability to define how sound is created and transmitted. 
• Student’s ability to select and explain the meaning of two new Sound words, their meanings and giving real life examples. 
• Students are able to demonstrate, using their instrument, and explain … 

Teacher support and background knowledge of what an Explanation contains can be found at e-asTTle Teacher Resources. 

Provision for identifying next learning steps for students who need further teaching and learning opportunities and increased challenge:   

• Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level. 
• An expectation that students understand and explain how scientists work. 
• An expectation that students can use science specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form 
• Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model 
• Open ended investigative possibilities - posing questions to these ideas in the real world 
• Opportunities for new knowledge to be shared across the class by students based on experiences 
• Class use and understanding of scientific vocabulary in context with tasks 
• Multiple opportunities for learning and of reinforcement of conceptual understandings. 

Tools or ideas which, for example, might be used to: evaluate progress of the class and groups within it toward the identified outcomes, evaluate student engagement, changes to the sequence:  

• Oral, peer and self-assessment opportunities in relation to the learning intentions and learning task.
• Students' ability to comment on their own understandings in relation to the tasks.
• Students' ability to share and justify their understanding with peers in relation to the tasks.