MATERIALS:
Per Class:
• 40 feet of pool vacuum hose
• Plastic wrap
• Caraway seeds
• Tape or large rubber band
• Large wooden spoon
• 5 gallon can with lid
• 24 inches of string
• 1X2 inch sponge
• Bowl of water

Per Student:
• 1-9 ounce, yellow, plastic cup
• 18 inches of string
• Scissors
• Red felt or red construction paper (6 inch square)
• 1X2 inch sponge

Per Cooperative Group:
• Permanent black marker
• Scissors
• Stencil (see attachment #1)
• Bowl of water

PREP FOR TEACHERS:
1. CUE tape to scene where Natalie folds her arms and asks, “How does radio work?”

2. Secure materials for activities

3. Prepare can for activity Dancing Seeds — Seeing Vibrations (see attachments #1)

4. When using media, provide students with a FOCUS FOR MEDIA INTERACTION, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

5. Book mark Web site http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/waves/edl.html

INTRODUCTORY ACTIVITY:
1. Speak to the class by saying “hello” several times loudly, softly, high pitched, low pitched. Ask the students how the sound of the “hellos” were alike or different. (Possible answers might be loud, soft, high, or deep.)

2. After a brief discussion on the differences in sound, give an overview of what the students can expect to learn in the lesson. “Today we will learn how sounds is made, how sound travels, and how we can produce different sounds.The following Web site has been bookmarked and serves as an excellent site that can be used throughout the lesson to learn more about frequency, amplitude, intensity, and decibels. It also shows working parts of the ear.
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/waves/edl.html

LEARNING ACTIVITIES:
1. Tell your students they are about to watch a video about sound. Provide them with a FOCUS FOR MEDIA INTERACTION by asking: “What causes sound?” PLAY the video: Dr. Dad’s PH3 Sound and Radio. START the scene where Natalie folds her arms and asks: “How does a radio work?” STOP when Dr. Dad puts his pencil down. After stopping the video, ask the students what causes sound. (Correct response would be vibrations.) Continue by discussing how vibrations cause your vocal chords to produce sound. That is, air passes over the vocal chords causing them to vibrate and thus produce sound.

2. Tell the students to place one of their hands on their throat while humming or singing softly. Ask what they felt. (vibrations) Ask the students to explain what is happening that allows them to feel the vibrations. (air is moving over the vocal chords, which causes them to vibrate)

3. Tell the class that sound travels in waves. We cannot see these waves but we can demonstrate the effects of wave energy.

4. Demonstrate Dancing Seeds — Seeing Vibrations (Attachment #1)

5. After completing the activity ask the questions: What did you see happen to the seeds when the lid was hit?” (the seeds moved) Did you hear any sounds being made when the seeds were moving? (the bang from the lid) What do you think caused the seeds to jump or dance around? (hitting the lid created vibrations which caused sound to travel in waves and hit the seeds on the plastic wrap causing them to move)

6. From the activity we can conclude that sound is caused by vibrations and that these vibrations produce sound waves that in turn produce sound energy. If we could see sound waves, we would notice that each wave looks a little different. The differences are caused by how loudly we speak and by the pitch of our voices.

7. Tell your students they are going to watch more of the video about sound. FOCUS FOR MEDIA INTERACTION by asking the question: “What does sound look like?” PLAY the video Dr. Dad PH3. START the video where it was previously stopped. Dr. Dad asks: “Now what happens at the radio station?” STOP when Dr. Dad says, “We can control electronically the amplitude and frequency. That’s what they do at the radio station.”

8. We discussed before that sound travels in waves and that if we could see these waves each would look a little bit different because of the pitch and amplitude of the sound. The pitch tells how high or deep our voice is. In the video who had a high pitched voice? (Natalie) Who had a deep voice? (Van) When you saw these sound waves on the video how did they look? (The high pitch voice waves were close together while the deep voice waves were farther apart.) The distance from peak to peak is called a wavelength.

9. Just as a sound wave has width, it also has height. Thinking back to the video what caused the wave to be tall? (a loud sound) If a loud sound makes a tall wave, them what do you think a soft whisper sound wave would look like? (short) The louder the sound the taller the wave.

10. The loudness of sound is measured in decibels. If you whisper, the sound will measure about 20 decibels. Talking in normal voice will measure around 60 decibels. Sounds can be amplified or made louder in different ways. What does a rock band use to amplify sound? (amplifier or microphone)

11. In our next activity you will work with your own amplifier. Show the students the long tube. This is called a whisper tube. Our activity is Long Distance (see attachment #2). We are now going to work in pairs. One person will whisper in one end of the tube while the other student holds the other end of the to his ear and listens to what his partner has to say. Then you will change and switch rolls as speaker and listener. It is very important that you whisper in the tube and not yell. Use a much softer voice than your normal speaking voice. Continue with activity until everyone has had a turn. After each student has had a turn ask the questions, “What happened to the sound of your voice as you whispered into the tube?” (It was amplified.) How do you think this happened? (The sound waves bounce off the sides of the tube reinforced each other thereby amplifying the sound that reaches your ear at the other end of the tube.)

CULMINATING ACTIVITIES:
1. Tell your students they will be watching a final segment of the video about sound. Provide them with a FOCUS FOR MEDIA INTERACTiON by asking: How can you make sounds without using your voice?” FAST FORWARD and START the video where Dr. Dad returns to the garage from the radio station and he says, “I’ve got an idea.” STOP at the end of the video. Tell the students to think about the video one more time. The girls and boy decided to use some articles from around the house to make sound effects like those used in movies. Now it will be your turn to make a sound effect instrument.

2. Distribute materials and complete the activity The Rooster Crows (attachment #3).

3. After each student has completed his rooster. Give them the following instructions. Dip the sponge into the bowl of water. Squeeze out excess water. Wrap the sponge around the top of the string and pull the sponge down the entire length of the string. Ask the students to describe the sounds they made. (loud and high pitched) Allow the students to experiment with their instruments.

4. After the students have had time to experiment ask them to explain why the sound was loud and why it had a high pitch. (The sound was loud because the cup amplified the sound. Because the string was pulled tight while rubbing the sponge down it, a high pitch sound was produced.)

5. Bring the lesson to a close by using review questions such as the following:
What causes sound to be made? (vibrations)
How does sound travel? (in waves)
What is amplitude? (loudness of sound)
What is pitch? (a high or low sound)
What is a sound wave? (the distance from the peak of a wave to the next)

CROSS-CURRICULAR EXTENSIONS:
FINE ARTS:
• Experiment with various musical instruments to discover the different sound that can be produced.
FINE ARTS AND LANGUAGE ARTS:
· Select a musical instrument and do research to find out about its origin.
· Write about a story or play pretending you where there when it was discovered
HEALTH, FINE ARTS AND LANGUAGE ARTS:
• Research noise pollution. Focus on causes of noise pollution and ways to prevent it. Work in cooperative groups to write a commercial warning the community of the harmful effects of noise pollution. Act it out.You may even want to video record it.

COMMUNITY CONNECTIONS:
• Visit a local science museum to view their exhibit on sound. Take advantage of any hands-on activities that would help you to understand sound as energy.
• Visit a local radio or television station to see how they transmit sound into your home.
• Invite a radio disc jockey to your classroom to discuss how sound can be controlled while producing a radio show.

STUDENT MATERIALS:
See attached. Student Materials include:
• Station #1: DANCING SEEDS — SEEING VIBRATIONS (  PDF )
• Station #2: LONG DISTANCE ( PDF )
• Station #3: THE ROOSTER CROWS (  PDF )