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Engage
A piece paper will be placed in front of the speaker that is playing music. Have the students
observe for a couple of seconds. Ask the students, “What is making the paper move?”
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Allow students to brainstorm but guide them towards the idea that the plant that something is
making the paper move. This leads to the question of does sound make materials move or
vibrate? Ask the students,
Explore
Allow students to work in teams of 4 to investigate different stations to determine if sound can
make materials vibrate. For this investigation there will be two different stations. If possible have
the investigation take place outside.
Station #1: You will need three bowls covered tightly with plastic wrap and four spoons. Place
sugar, salt, rice, and sand on top of the bow. Have the students use spoons and their voice to
determine what makes the materials on top of the bowl bounce. Make sure students are not
hitting the bowl with the spoon.
Station #2: You will need one tube filled with water and four forks. Have each students hit the
table with the fork and then place the fork on top on the tube to determine what vibrations made
the water move. Make sure students are not hitting the tube with the fork.
The class will be divided in half and then both halves of the class will be broken down in groups
of 4. Half of the class will start the investigation in station #1 and the other half in station #2.
Explain clearly what they will be doing in each station. Also explain the expectations for using
each material. Ask them to gather evidence while they are conducting the investigation by filling
out their experiment guide and observation worksheet. After everyone had a turn to try the
experiment at each station, give the students a couple of minutes to draw the materials used and
write two sentences on their final conclusion. (attached) As students complete their drawing and
sentences, they will need to get a stamp of approval from the teacher, before they move on to
the next station. (formative assessment) Have students switch stations after they are done.
Explain
After the investigation: Have students go back inside the classroom. Ask each student to
compare the result with their elbow partner. Also, encourage for the students to answer the
question, “Can sound make materials vibrate?” with their partner. Give each students a couple
minutes to share with their partner.
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Once they are done, guide students to a whole class discussion. Ask, “can someone tell me what
happened or what they noticed in Station #1? What made the sugar, salt, rice, and sand move?”
Allow students to share out loud. Then ask, can someone tell me what happened or what they
noticed in Station #2? What made water move?” Also have students share out loud.
They should have enough evidence that allows them to come up with a conclusion that sound
makes materials vibrate. Those students that are struggling, the teacher will guide them to a
conclusion by asking them additional questions, “what else did you notice during investigation?”
then “can we say that the materials were moving?” Then the teacher will wrap up the
investigation by confirming their final conclusions.
Elaborate
Once the investigation is complete, the students will connect what they learned to plan a way to
make the paint on top of a drum move or vibrate by making sounds. This can be done in the
small groups of 4.
“Wow! You all did great! Now it's time to move on to our next activity. With our groups of 4, you
guys are going to plan a way to make the paint move on top of the drum. Remember we are
going to use what we learned from the stations we did earlier. Also please do not use any of the
ideas we did for the two stations. All our ideas must be original. Once everyone has a chance to
plan their idea, I will try all the groups ideas on this drum right here.”
Allow students to work in their groups for a couple minutes. Walk around and help those groups
that need guidance. Once they are done, have them share their idea and try it on the drum. For
those ideas that do not work, encourage students to fix it by asking them question, “what if we
change this…?”
Evaluate
Formative: Student’s observation worksheet containing drawings, questions and results will be
assessed throughout the exercise. Their drawing and sentences will be stamped before the
students move on the next station.
Summative: Students will write a cause and effect sentence based on their data that supports
their final conclusion. They will give at least 1 pieces of evidence that support their claim.
(observation worksheet)
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Station #1
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Station #2
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