| Language and literacy intention(s) | We are able to explain how sound travels through different substances. |
| Opportunities for key competencies development |
Thinking Using Language Symbols & Texts Relating to Others Managing Self |
| Principles and values coherence |
High Expectations Coherence Learning to Learn Values Curiosity Inquiry Respect Innovation |
Big Idea – Sounds change as they move from one substance to another
TRAVELLING SOUND
What You Need
What You Do
Put sand into one plastic bag so that it is half full. Seal but remove as much air as you can.
Do the same with a second bag but this time use water.
Inflate the third plastic bag with air making sure it is the same size as the other two bags.
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?
Do the same with the other two bags.
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, 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?
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 template (PDF 59KB) .
Students then share their ideas in small groups and need to be prepared to justify their ideas to their peers
Assessment Activities, Self, Peer and Teacher
In pairs or small groups to confirm and increase understanding of key scientific words students solve the Definition Match (PDF 81KB) task.
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 are:
In pairs, removing the strips from an envelope and then sorting 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
Observation of students’ conversations and working in groups
Published on: 21 Jan 2011
