Physics of Sound

Introduction	Standards Addressed	Tasks/Calendar	Assessments
Accommodations	Technology	Connections	Support Needs

Introduction~
The FOSS Physics of Sound Module consists of four activites, each designed to expose a specific set of concepts. Students learn to discriminate between sounds generated by dropped objects, how sounds travel through a variety of materials, how sounds get from a source to a receiver, and how sounds can be made louder or softer, higher or lower. In the echolocation unit, students use a variety of skills in develping and playing a game involving an echo.

Standards Addressed~
Many standards are addressed in this unit. A complete list of third grade standards can be found on the Springfield School District website. These will be identifed in the following manner. Goal 1; Std. A; Benchmark 5. The goal is for the state and the standard and benchmark are specifically for Springfield District 186.

Goal 1; Std. A; Benchmarks 4-5 Use vocabulary skills; use dictionary, glossary to clarify meaning
Goal 1; Std. C; Benchmark 1,3 Use prior knowledge, predicting, and questioning strategies; locate information in fiction and non-fiction selections
Goal 3; Std. A; Benchmarks 1-2 Write legible manuscript form and begin to use correct cursive formation in daily work; edit writing for grammar, punctuation and capitalization
Goal 3; Std. B; Benchmarks 1-2,4 Use pre-writing strategies to plan written work; write to maintain focus, organization, and support/elaboration; write for a variety of purposes and audiences
Goal 4; Std. A; Benchmark 1 Listen for a variety of purposes
Goal 4; Std. B; Benchmark 3 Particiapate in large and small group discussions
Goal 5: Std. A; Benchmark 1-2 Use a variety of sources to gather information; analyze and evaluate information required
Goal 5; Std. B; Benchmark 1 Create letters, reports, stories, charts and maps to communicate acquired information.
Goal 10; Std. A; Benchmark 1 Collect, sort, classify, organize data using a variety of scales, graphs and make predictions and decisions based on data.
Goal 12; Std. C; Benchmarks 1-2 Use activites to understand the components of sound; use sound producing materials to develop the central idea of vibration as the source of all sounds

Tasks/Calendar~
This unit will take place over a six week period.

Days 1-3	FOSS: Dropping In
Days 4-7	FOSS: How Sound Travels
Days 8-10	FOSS: Good Vibrations
Day 11	Discuss Noise vs. Music
Days 12-14	Research Human Vocal Cords
Day 15	Record Sound Effects
Days 16-19	FOSS: Sound Challenges
Days 20-21	Hands-on assessment; Pictorial assessment
Days 22-30	Echolocation Unit

Assessments~
The students will be assessed in a variety of ways over the course of this unit. They will take a pictorial assessment after the activities which will let me see how well the students can think through problems that require both knowledge and the integration of ideas. They will also take a "lab practical" in which they have to apply the knowlege learned to solve problems. In addition, the echolocation unit will have an assessment component.

Accommodations~
All of the students in my classroom are gifted, so the curriculum has been adapted to fit their needs. I will allow extra time to complete tasks as needed; offer before or after school help; and have computers available before and after school as well as other free time during the day.

Technology~
I will be using the TV, VCR, and computers connected to the internet. The students will be using Groliers Encyclopedia CD during the echolocation unit.

Connections~
This is an interdisciplinary unit that combines concepts from science, language arts, music and technology.

Support Needs~
I would like to have a parent volunteer on days 4-10 to ensure that the students are able to complete the learning stations. It would also be helpful to have a parent volunteer during days 23-28 to help the students with the echolocation unit. I will also enlist the media specialist to help with the research, both echolocation and human vocal cords. The music teacher will be asked to help with the day 11 discussion: noise versus music.