Le diapason Writing strategies in a science l esson on sound Designed for second through fourth graders 5 minutes of anticipatory activities 5 minutes of collaborative science ID: 264326
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Slide1
Elizabeth May
Le
diapason
Writing
strategies in
a science
l
esson on soundSlide2
Designed for second through fourth
graders
5 minutes of anticipatory activities5 minutes of collaborative science experiment5-10 minutes of independent writing
Teacher InformationSlide3
Students will be able to produce, illustrate and describe
vibrations
as a source of sound.Students will be able to write from the perspective of an investigating scientist, accurately incorporating a list of essential vocabulary.ObjectiveSlide4
Pencils (one for each student
)
10 pieces of 8.5in X 11in blank paperLe Diapason handout (one for each student)10 tuning forks10 blocks of
wood
Projector
Computer with internet
connectionhttps://www.youtube.com/watch?v=lxsM9Jv0OD8
Resources NeededSlide5
Informal pre-writing: Webbing and mapping
Activates prior knowledge on sound
productionInformal writing: Sketch through the experimentMonitors comprehensionInformal writing: Writing from a different perspectiveCreativityCollaborative group work
Students look outside of their original
thinking
Formal writing: Paragraph
IndependentIncorporate a list of essential vocabulary
Comprehension StrategiesSlide6
Share with students that:
We will work on writing to demonstrate our knowledge on sound and its production.
We will perform an experiment that helps us understand how sound is made.We will work on building our unit vocabulary with new words.Part 1: Anticipatory SetSlide7
Distribute one pencil to each
student
Divide students into groups of 3-4Easiest if students work in their table groupsDistribute a piece blank paper to each groupAsk students to generate a web or concept map that describes how we
hear and what they know about sound
Clearly labeled diagrams are also acceptable
More written words than pictures
Part 1: Anticipatory SetSlide8
Allow 5 minutes for student groups to create their
webs/maps
Answers should be brief and incomplete sentences are acceptableBranching on the web should have a clear origin and organizationPost student webs/maps on the
board
Allow 1-2 minutes for students to look at other groups’ work
Part 1: Anticipatory SetSlide9
Distribute
materials to groups
Le Diapason worksheet to each studentTuning forkWooden blockStudents remain in their groups to complete the experiment’s
directions
Students complete the informal writing task on the first page
Part 2: ExperimentSlide10
Part 2:
ExperimentSlide11
Translation of first page of experiment
and information writing task:
Directions: Gently hit the tuning fork on the wooden block. Put the tips of the tuning fork on the surface of the water. Gently hit the tuning fork on the wooden block. Put the tips of the tuning fork on your cheek. Draw your observations. Write what a scientific inquirer might say.Part 2: Experiment – informal writingSlide12
Students remain in their groups to complete the second half of the
experiment
Students turn their Le Diapason worksheets over to the second pageStudents follow the experiment directions then return to their seats
DO NOT begin the formal writing task until after the video
Part 2: ExperimentSlide13
Part 2: ExperimentSlide14
Translation of second part of
experiment
Gently hit the tuning fork on the wooden block. Place the tips near the suspended ping pong ball. Do not move the tuning fork once the ping pong ball has been tapped once. Watch what happens to the ping pong ball while the tuning fork does not move.Part 2: ExperimentSlide15
Students return to their seats after the experiment
Students hands are empty
Project the youtube video onto the board Students watch the youtube video to reinforce what they did in their experiment
https://
www.youtube.com/watch?v=lxsM9Jv0OD8
Part 3: VideoSlide16
Finish video
Students write a 4-5 sentence paragraph using the word bank
Students write evidence of what they saw to support their thoughts on how vibrations are produced and how we hearIf time allows, student volunteers read their paragraphs aloud
Part 4: Formal writingSlide17
Translation of formal writing task from experiment directions:
How do you know that the tuning fork produces vibrations? What did you see to prove your hypothesis? Write in complete sentences and use the word bank.
Part 4 – Formal writingSlide18
Individual student written response
Connect science content with real-world application
Looking for use of:Word bank vocabulary (4 points)Paragraph structure (4 points)Complete sentences (4 points)AssessmentSlide19
Students give a summary of the experiment to an adult at home
Students use the Internet to find other videos that highlight vibrations and hearing
Examples:https://www.youtube.com/watch?v=WzApT-Q7SiYhttps://www.youtube.com/watch?v=tGx1syJpp5k
Parent InvolvementSlide20
Cymatics
H
elp make sound waves visibleWatch this TED talk and demonstrationhttp://www.ted.com/talks/evan_grant_cymaticsStudents generate their own experiments that illustrate sound wave production and their motion
Enrichment