Lesson

Title/Focu
s

Introductory lesson
vibrations/sound waves/pitch

Subject/Gr
ade Level

Science / Grade 3C

Unit

Hearing and Sound

Date
Time
Durati
on
Teach
er

November 22,
2016
60 Minutes (1:072:15)
Miss Standish

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Science
Learning
Describe the nature of sound, and demonstrate methods for
Outcom
producing and controlling sound
es:
Music
Insight into music through meaningful musical activities
Specific
Science: 1,2,4,5,6
Learning
1) Identify examples of vibration
Outcom
2) Recognize that sound is the result of vibration and
es:
demonstrate that the larger the vibration, the louder the sound
4) recognize that pitch is the result of differences in the rate of
vibration, and predict how a change in the rate of vibration will
affect a sound
5)Demonstrate a variety of wats of producing sounds; blowing
through a straw into water
6) Use sound producing devices that the student has
constructed to demonstrate methods for controlling the
loudness, [itch and quality of sound produced
Music: Melody, Listening
M1) Sounds may be high or low
L2) Identify and compare sounds: high-low, loud-soft, up-down
L4) Distinguish among the sounds of common musical
instruments
LEARNING OBJECTIVES
Students will:
1. Discover that shorter length creates a higher pitch and a longer length
creates a lower pitch
2. Understand that these pitches are the differences in vibrations in the straw
in water
ASSESSMENTS
Observations:
Are students engaged?
Are students comprehending the change in the water?
Are they understanding WHY?
Key Questions: What happens to the sound as you lower the straw into the
water?
How would you describe the change?
Why do you think the sound (pitch)is changing?
Can you play a song with your water trombone?

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT
Lets Do Science 3
SMART board
Euphonium
Jumbo straws
Containers
Water
PROCEDURE
Introduction
Time
Attention
3 min
Grabber
The euphonium Play a couple notes
1:101:13
Assessment of
Are students able to participate in class
Prior
discussion
Knowledge
Expectations
Students are engaged in lesson and activity
for
Learning
Students are participating appropriately in
and Behaviour
activity
o Using straws and water correctly
Advance
Desks are in groups of 3
Organizer/Agen
Materials are readily available at each table
da
group
SMART board is on and notebook is open
Transition
to *When students are coming in, be sure to instruct
Body
them NOT to play with items on desk*
Students are engaged and ready to participate:
SAY: The lady at the back is Ms. Burleigh.
She is my teacher from the University and
she is here today to watch me teach.
ASK: So, we made a beautiful title page last
week for our new unit in science, can anyone
remember what that is?
o Call on students for answers
ANSWER IS HEARING AND
SOUND
Body
Learning
Activity #1
Teacher
Notes:
Assessments/
Differentiation

Lets Talk About Vibrations! Co-curricular

with Music

SAY: Today we will be learning about

vibrations and sound waves!
SAY: The source of all sound is movement in
the form of vibrations! These vibrations
move in patterns that look like waves. We
are able to hear all different types of sounds
because of vibration!
SAY: These waves change depending on the

Time
20 min
1:131:33

Learning
Activity #2
Teacher Notes:
Assessments/
Differentiation

sound!
DO: Pick up euphonium
SAY: If I were to play a LOW note the sound
waves will be slow and far apart because the
speed of the air that I am blowing is slow!
DO: Play low note of euphonium
SAY: So this is what the sound wave would
look like!
DO: Draw on SMART board what low pitch
waves look like
ASK: SO, If I were to play a high note, the
sound waves will be?
o Call on students for answers
ANSWER IS FAST AND CLOSE
TOGETHER
DO: Play a high note on euphonium
DO: Draw on SMART board what fast pitch
waves look like
SAY: For my euphonium, the differences in
combination of the vibration of my lips and
the air is what will give me different pitches!
Which means, different sound waves!
SAY: Again, sound is the cause of vibrations
bouncing off objects! Different vibrations are
from different sounds!

Water trombone Co-curricular with Music

SAY: Today we will play our own instrument!

The trombone Except a WATER trombone!
ASK: Without saying
anything, does
everyone know what the trombone looks
like?
DO: Show picture of a trombone
SAY: Like the euphonium and the trombone,
you will create your own vibrations and
pitches!
INSTRUCTIONS SAY:
o You will be in table groups of 3, and
share a container of water
o Do your best to blow across the tops
of your straws to make sounds while
slowly lowering the straws into the
water
SAY: You should all know that your straw is
to be used ONLY in the water, you shouldnt
be blowing it at anyone. Also, the water
should stay IN the container and is to not be

30 min
1:332:03

splashed ANYWHERE. If I see any misuse of

the materials, you will be taken out of the
activity.
SAY: I hope you will all try to make a
beautiful song with your water trombone!
ASK: Are there any questions, 3C?
o Respond to any questions accordingly
SAY: You can start!

*While students are participating, walk around class

observing*

While observing - ASK:

o What happens to the sound as you
lower the straw into the water?
o How would you describe the change in
pitch?
o Why do you think the sound (pitch) is
changing?
o Have any of you tried making a song?

*CHECK TIME FOR 1:50*

Closure
Consolidation
of Learning:

DO: Have SMART board open with slide of

cup + water
ASK: So why do we think the pitch changed
when we changed the depth, or level of the
straw, in the water?
o Call on students for answers
SAY: When we were blowing across the
straw, the air inside vibrates and makes a
sound!
SAY: So this must mean the air is vibrating
differently down the straw into the water
when we move the straw!
DO: Draw a straw HIGHER into the cup +
water
SAY: The vibrations moving through the
straw have more room until the bottom of
the bucket, making the vibrations slow and
far apart! Like when I played the low note on
my euphonium.
DO: Erase last drawing.
DO: Draw straw LOWER into the cup + water
SAY: So, opposite to the straw being higher
up in the water, when the straw is close to
the bottom, making the vibrations bounce
off the container, giving us a higher pitch

Time
10 min
2:002:10

Feedback From
Students:

Feedback To
Students
Transition To
Next Lesson

because of the faster vibrations.

ASK: Does anyone have a water trombone
song they want to share with the class?
o If yes, allow 1 or 2 to share
o If yes, SAY: We need to make sure we
are all quiet so we can hear their
song!

Good:
Positivity in the classroom (words and
actions)
Engagement throughout the lesson
Bad:
Unengaged
Unwilling to do activity
Negativity (words and actions)
SAY: I am so amazed at you today 3C! You
did an amazing job today, figuring out the
differences in vibrations and pitches!
SAY: A fun activity to try at home would be
to try different liquids! What would it sound
like in oil? Or milk? Give it a try!
SAY: On your way back to class, please
throw your straw and wrapper into the
garbage. If you spilt any water, please wipe
it up with paper towel.
SAY: See you later 3C! Enjoy your recess
and be sure to dress warm!