INTRODUCTION TO THE DOCUMENT:
THE FIRST SECTION OF THIS DOCUMENT IS A SAMPLE LESSON WITH HIGHLIGHTED AREAS IN YELLOW REPRESENTING A STREAM OF CONSCIOUSNESS ANALYSIS OF THE LESSON.  THUS THE YELLOW PORTIONS ARE NOT PART OF THE ORIGINAL LESSON, BUT COMMENTARY ON IT. THE SECOND PART OF THE DOCUMENT IS A MODIFIED LESSON ADDRESSING PRE-LESSON ACTIVITIES. THE THIRD PART OF THIS DOCUMENT IS A SAMPLE SIOP PLAN FOR THE LESSON. 

http://school.discoveryeducation.com/lessonplans/programs/soundwaves/#obj

TITLE OF LESSON PLAN:
The Phenomenon of Sound: Waves

LENGTH OF LESSON:
Two class periods

GRADE LEVEL:
4-6

SUBJECT AREA:
Physical Science

CREDIT:
Joyce Nelson Bailey, master science teacher, nature lover, and freelance science writer.

Tracy Coulson, middle school special education teacher, Fairfax County Schools, Virginia.

OBJECTIVES:
Students will

1. understand that sound is a form of energy that travels in waves referred to as compressional waves
SO WHAT OTHER EXAMPLES OF ENERGY ARE THERE THAT STUDENTS KNOW, SO WE CAN RELATE THIS LESSON TO THEIR PRIOR KNOWLEDGE? STUDENTS NEED TO KNOW ABOUT ENERGY, THAT ENERGY MOVES OR TRAVELS, THAT IT TRAVELS IN WAVES, AND THESE WAVES ARE KNOWN AS COMPRESSIONAL WAVES. 

2. understand that sound waves can travel through different mediums, including solids, liquids, and gases
DO THEY KNOW THE DIFFERENT PROPERTIES OF THESE MEDIUMS?

3. understand and observe that sound waves travel in a given direction until an outside force or object gets in the way of its motion and reflects it. ANALYZE THE ACTIVITIES IN THE LESSON TO DETERMINE WHETHER THEY ACTUALLY CAN DEMONSTRATE TO STUDENTS THAT SOUND WAVES TRAVEL IN A DIRECTION.

4. observe a variety of sound waves in lab stations and record their observations in a wave booklet
ASSUMES STUDENTS KNOW HOW TO ACCURATELY TAKE NOTES AND RECORD OBSERVATIONS – A PREVIOUSLY LEARNED SKILL??

MATERIALS:  For this lesson, you will need:

Drum
A few paper clips
Tuning fork
Basin of water
Rubber band strung between two pegs or nails
Metal fork and spoon
Steel yardstick or ruler
Musical instruments or a musical tape, record, or CD
A slinky
A set of glasses and a spoon for each group of students
Six copies of the Sound Waves Seen activity sheet for each student.

PROCEDURE:

1. Note: This lesson involves students working with a variety of lab stations. Be sure to prepare these stations before beginning the lesson. See number 7 below for a description of the lab activities.
 
Prior to this activity, students should understand that sound is a form of energy that travels in invisible waves. They should understand what a vibration and a medium are. They should understand that when a vibration travels through the air and into the ear canal it vibrates the eardrum, and they should understand that the vibration of vocal chords creates our voice. REVIEW OF THE ACTION OF THE EARDRUM MIGHT BE APPROPRIATE. SOME OF THE WORDS HERE SHOULD BE PUT ONTO A LIST OF WORDS EITHER THAT ARE KNOWN OR NEW TO THE STUDENTS: VIBRATE, VIBRATION, INVISIBLE. 
 
Tell students that through some in-class experiments they are going to learn about sound as a form of energy and how that energy travels. Begin the lesson by introducing a short piece of recorded music to the class, either from a tape, record, or CD.
SO AN INITIAL QUESTION WOULD BE FOR THEM TO GUESS WHETHER THEY THINK ENERGY TRAVELS OR NOT. HOOKS INTO THE CONCEPT ‘WHAT IS ENERGY’….

2. After a few minutes, ask students to explain what they know about the sounds they have heard. How does sound get from its source (a stereo, voice, etc.) to our ears? Students may say that sound moves or jumps. Ask students to brainstorm different sounds and what happens to create those sounds. For examples, a throat vibrating creates a voice. THIS COULD BE A WILD SET OF GUESSES. I DON’T THINK ELLs WOULD ATTEMPT TO ANSWER UNLESS THEY WERE MORE SURE OF NOT LOOKING STUPID WITH UNREALISTIC GUESSES. MORE EXAMPLES FROM THE TEACHER? BRAINSTORMING IN SMALL GROUPS? THEN SHARE?

3. Work with students to create a KWL chart, a three-column list of what the students think they Know about a topic, what they Wonder about the topic, and a final column to be completed at the end of the lesson on what they have Learned about the topic. Accept all student ideas at this time and resist the temptation to explain or correct their ideas. SO WHAT IS THE KWL TOPIC? ‘WHAT IS SOUND’ WHAT IS ENERGY’ WHAT THINGS HAPPEN WHEN YOU HEAR A SOUND? ‘WHAT MAKES A SOUND? THE TEACHER CAN DO THIS AS A WHOLE CLASS, BUT ONLY THE BRAVE PEOPLE WILL VOLUNTEER THEIR GUESSES, UNLESS EVERYBODY IS COMFORTABLE DOING THIS. TELL THEM THAT GUESSES ARE OK! 
	IS THIS A GOOD ACTIVITY? THEY MAY SPEND A LOT OF TIME AND NOT GET CLOSE TO THE IDEA OF SOUND WAVE MOVEMENT. MAYBE SKIP THE KWL AND DO SOME OTHER PRE ACTIVITIES TO TIE DIRECTLY INTO THE CONTENT AND VOCABULARY. 

4. After filling in what students know about sound under the Know column, ask them to come up with questions about sound. Record those questions in the Wonder column of your chart. Explain to students that in the next two class periods they will be looking for the answers to some of these questions. You may want to add some questions in this column that relate to the lab activities. For example: Can sound travel in water? Can sound travel through solids? Can we always see things vibrate when we hear something? What do sound waves look like? MAYBE SOME INITIAL EXPERIMENTS ARE NECESSARY. SOMEONE STAND OUTSIDE THE DOOR AND SAY SOMETHING. IS IT AUDIBLE INSIDE THE CLASSROOM? [DEMONSTRATES THAT SOUND TRAVELS THROUGH MEDIA]

5. Explain to students that they will be looking at how sound waves travel through different objects and mediums at six lab stations. THIS IS AN IMPORTANT CONCEPT; DON’T JUST LEAVE IT TO A VERBAL EXPLANATION. SEE #4. As they explore the sound waves created at the different stations, students will create a booklet of what they discover. 

6. Pass out six “Sound Waves Seen” activity sheets to each student, one for each lab station. At the top of each observation sheet, there is a space for students to draw a diagram of the lab station activity. Explain that after the lab, these pages will be compiled into student booklets on waves. Students should illustrate the materials used in each lab activity and label them. Under the diagram, students should describe what is observed as they perform the lab by answering the following questions for each lab activity:

-  What do you see?
-  What do you hear?
-  What is the source of the vibration? 
-  What type of medium is the wave traveling through? 
-  In what direction does the wave appear to travel? 
-  What happens to the medium as the wave travels? (i.e., paper clips bounce, fingers vibrate when touching skin near vocal chords, etc.)
WILL THE QUESTION OF DIRECTION OF THE SOUND WAVE GET DEMONSTRATED WELL?
BE SURE TO MAKE A SAMPLE BOOKLET FOR ELLs TO REALLY SEE WHAT IS EXPECTED. LATER ON IN THE LESSON THERE IS A RUBRIC [SEE EVALUATION]. TELL STUDENTS ABOUT THIS RUBRIC NOW OR IN ADVANCE OF THEIR LAB WORK. HAVE AN EXAMPLE OF WORK THAT WOULD RATE A 3, OR A 2, OR A 1 TO SHOW STUDENTS.

7. Next, walk through one lab activity with the class and model how to fill out the observation sheets. GOOD! COMPLETE WITH DIAGRAM, I HOPE. Tell students that all waves in these labs have a vibrating source that creates the wave. THIS IS A VERBAL EXPLANATION. NEEDS TO BE MORE CONCRETE, SO DRAW A SIMPLE DIAGRAM ON THE BOARD. Also, emphasize that a vibrating source is needed for all sound waves. ANOTHER IMPORTANT CONCEPT THAT IS ONLY COMMUNICATED VERBALLY; ALSO WRITE THIS INFO ON THE BOARD. Keep activity cards at each lab station that clearly define student procedures for each lab: 

Lab Station #1: Drum with paper clips on the top.(This can be made with wrapping paper over a coffee can if you don't have a real drum available.) Students should tap on the drum and observe what happens to the paper clips.

-  Students should tap on the drum. What do you see? What do you hear?
Lab Station #2: Touch side of your throat and say ahh.

-  What do you feel as you say ahh? What do you hear?
Lab Station #3: Tuning fork in water.

-  Gently strike the tuning fork on the pad and then place it in the water. Describe what you observe. What do you see? What do you hear?
Lab Station #4: Rubber band strung between two pegs or nails.

-  Pluck the rubber band. What do you see? What do you hear? 
Lab Station #5: Strike a fork with another utensil and bring it close to the ear.

-  What do you hear? What do you see?
Lab Station #6: Steel yardstick or ruler on edge of a table.

-  Hold one end of the ruler firmly against the top of the table. Snap the other end. What do you see? What do you hear?

8. Now divide the class into small groups and have them rotate through each of the lab stations, completing an observation sheet at each station. EACH PERSON COMPLETES A SHEET? ONE COMPLETED SHEET FOR EACH GROUP??? Allow 10 to 15 minutes for each lab activity. Make sure students clean up the materials at each station so that each group will be able to set up the materials appropriately.

9. Gather students around the KWL chart to discuss student observations. OR, TO ENSURE BROADER PARTICIPATION, RATHER THAN WHOLE GROUP, DO AS A SMALL GROUP FIRST TO CLARIFY THOUGHTS, THEN WHOLE GROUP. Rely on some of the questions brainstormed under the Wonder column as a starting point. These are some additional points and questions the class should discuss:

-  What were the variety of mediums through which the waves traveled (solids, liquids, and gases)? Explain to students that mediums are required to carry sound waves. ORAL EXPLANATION, SUPPORT WITH WRITING. 
-  Can sound exist in space outside of the space shuttle? Explain that sound needs a medium, but space is a vacuum with no solids, liquids, or gases for sound waves to travel through or vibrate in. WOW. BIG CONCEPT. MAYBE SKIP THIS COUNTER-EXAMPLE, UNLESS IT HELPS EXPLAIN RATHER THAN CONFUSE.
-  Which waves could you hear in the lab and which could you not? 
-  Where did the waves travel? Explain that all the waves continued to move outward and would have continued in this manner unless they hit an object of a different density, especially a solid. The water in the pan hit the edges of the pan and bounced back. Elicit students' ideas about real-world examples of this—for example, echoes. VOCABULARY = DENSITY
-  What do you think a sound wave would look like if we could see it? Have student volunteers come up to the board to illustrate. Then demonstrate that a sound wave looks like a slinky being pushed back and forth. Explain to students that sound waves are also called compressional wavesbecause they have compressional sections and sections that are more spread out. VOCAB AND CONCEPT = COMPRESSION AND COMPRESSIONAL WAVES. MAYBE DO THE SLINKY FIRST TO SHOW COMPRESSION.

10. End the lesson by returning to the KWL chart. As a class,SUGGEST SMALL GROUPS FIRST  have students explain what they have learned about waves in the third column. Look at the first column. Did they make changes in what they initially knew about waves? Look at the second column. Which of their questions were answered? Which ones remain for another time?

11. Finally, have students bind their activity sheet together to form an activity booklet on sound waves.

ADAPTATIONS:

Students can still perform each of the lab activities, but have them compare what they learn about sound waves to what they have learned about light waves. THIS IS THEIR PRIOR KNOWLEDGE!! TAP INTO LIGHT WAVES AS BACKGROUND KNOWLEDGE. Have students in groups create concept maps comparing the two types of waves. Groups can present diagrams to the class and demonstrate their understanding of the two types of waves by showing the class how to “read” their map. Maps should be colorful and creative and contain the following concepts and information about each type of wave in an organized format: 
-  Transverse waves carry light energy, do not require a medium through which to travel, and can travel through space or in a vacuum. Transverse waves on Earth can move through any medium. When transverse waves do travel through a medium, that medium will move at right angles to the direction the wave is traveling. Transverse waves carry different types of light energy, found in the electromagnetic spectrum, and they travel faster than the speed of sound. THIS IS DENSE READING EVEN FOR ME. JUST REVIEW THE FIRST SENTENCE AND ITS VOCABULARY/CONTENT AS A WAY TO EASE INTO SOUND WAVES. 

Students should also include a labeled diagram of a transverse wave showing a crest, a trough, amplitude, rest position, and wavelength. 
-  Compressional waves carry sound energy and require a medium through which to travel. Matter vibrates in the same direction as the wave is traveling, and waves travel slower than light or transverse waves. 
  
Students should also include a labeled diagram of a compressional wave that shows compression, rarefraction, and wavelength.

DISCUSSION QUESTIONS:

1. Hypothesize what happens to sound waves when they reach a wall or other solid, flat object.

2. If sound can't travel in space, hypothesize what other modes of communication astronauts can use when they are outside the space shuttle?

3. Explain why, based on the behavior of sound waves, a classroom with a tile floor is louder than a library that is carpeted.

4. How does sound travel when you have a conversation with your friends?

5. Think about what it is like to hear things under water. Debate whether sound travels better in liquids (like water), gases (air), or solids (like putting your head down on a desk and having someone slam a book down on the surface)?

6. Discuss why you see lightning before you hear thunder during storms.

EVALUATION:

Observe students' booklets on sound waves and assess their work using this three-point rubric:

-  For a score of 3:Students must answer all questions on their observation sheets accurately and thoroughly; THIS IS A TEST OF THEIR WRITING ABILILTY. WOULD DIAGRAMS COUNT FOR MORE OF THE GRADE FOR ELLs? diagrams must accurately demonstrate how sound traveled in each activity and be labeled according to directions. DO STUDENTS DO THIS AT THE STATIONS ONLY? ARE THEY GRADED SOLELY ON WHAT THEY PRODUCE AT THE LAB STATIONS? THE WHOLE CLASS DISCUSSION HAS NOT YET HAPPENED TO SOLIDIFY THEIR KNOWLEDGE. DO THEY GET A CHANCE TO REVISE THEIR OBSERVATION SHEETS AFTER THE WHOLE CLASS DISCUSSION? ARE WE ASSESSING THEM ON THEIR LEARNING BEFORE THE COMPLETE LESSON IS ACCOMPLISHED?
-  For a score of 2:Students must attempt to answer all questions with minor misunderstandings; diagrams are complete with minor errors.
-  For a score of 1:Students did not attempt to answer all questions, and some answers show major misunderstandings or are not complete; students did not follow directions to label diagrams; and students have made no attempt to show how sound travels or one which demonstrates little understanding of how sound travels.
AN IMPORTANT PIECE OF THE EVALUATION IS TO DRAW THE WAY SOUND TRAVELS. WHAT IF THEY DON’T PICK THAT UP FROM VISITING THE LAB STATIONS??

EXTENSION:

Perfect Pitch
Have students explore pitches by creating their own homemade instruments. Students can simply fill a set of glasses with different amounts of water. Eight glasses with different levels is sufficient for creating an octave of eight notes. After they have done this, strike each glass. Do they all make a note of the same pitch? If not, can they arrange the amount of water in the glasses in such a way as to play a simple tune? They should record the arrangement of the glasses and amounts of water in each glass on paper and add this to their sound notebook. Have students share their tunes and then discuss what they learned from this activity. Explain that the differences in pitch were a result of different heights of columns of air above the water. TRICKY. STUDENTS WOULD GUESS THAT IT IS THE AMOUNT OF WATER. HOW DOES THIS COLUMN OF AIR CONTRIBUTE TO SOUND, EXACTLY? NOT A GOOD EXPLANATION. ALSO, WOULD THIS BE A GOOD EXAMPLE OF SHOWING THE DIRECTIONAL MOVEMENT OF SOUND WAVES? I DO NOT THINK SO. 

SUGGESTED READINGS:

Sound: More Than What You Hear
Christopher F. Lampton. Enslow, 1992.
This book explores what sound is, how we perceive it, how it's recorded, and how it's used to transmit information. The natural sonar of bats and dolphins and the man-made sonar used underwater by the Navy are discussed in one section.

How Bats "See" in the Dark
Malcolm Penny. Benchmark Books, 1997.
Here, readers will find a brief but thorough explanation of how bats use ultrasonic echolocation to fly safely and locate food in the dark. Many photographs and drawings illustrate the way that bats, as well as other animals and humans using technology, use sound to “see” their world.

Lockheed SR-71: The Mach 3 Blackbird
Paul F. Crickmore. Reed International Books, 1997.
This photo-essay about the SR-71 Blackbird includes a pictographic tour of the plane to explain its capabilities, as well as a demonstration of the ground and air support it requires to fly its missions. The reader can also witness an entire training flight from the pilot's suiting up, through the mission itself, to the plane's return the earth.

WEB LINKS:

FamilyPlay Indoor Activities: Sound Machine
This is a great site filled with learning activities for kids. This particular activity shows kids how different pitches can influence light patterns in a homemade experiment.
http://www.familyplay.com/activities/soundmachine.html

Center for Sound Communication
This is the Web site for CSC, an organization that specializes in sound communication and hearing in animals. Find out how your favorite animal communicates!
http://www.ou.dk/Nat/Biology/neuro/CSChome-eng.html

VOCABULARY:

acoustic
The total effect of sound, and the ability of an enclosed space, such as an auditorium, to reflect sound waves to produce distinct hearing.
Context:
The acoustics in the building were superb, making it an ideal place for a concert.

compressional wave
A wave that carries sound energy.
Context:
Compressional waves need a medium to travel.

echo
The repeating of a sound caused by reflection of sound waves off a surface.
Context:
When they shouted into the canyon, their voices echoed back up to them from the rocks.

energy
The ability to perform work.
Context:
The sun can be a powerful source of energy.

medium
A material (solid, liquid, or gas) through which a wave travels.
Context:
Liquid mediums, like water, are good conductors of sound.

sound
Energy traveling away from a vibrating object.
Context:
He was aware of a low sound, a hum, coming from the electric generator.

vibrate
To move rapidly back and forth.
Context:
The string vibrated after being plucked.

wave
A transfer of energy as it travels away from the energy source.
Context:
She threw a rock into the water, causing a ripple of waves to spread outward in all directions.

ACADEMIC STANDARDS:

Grade Level:
6-8
Subject Area:
Science

Standard:
Understands motion and the principles that explain it.

Benchmarks:
Knows that vibrations (e.g., sounds, and earthquakes) move at different speeds in different materials, have different wavelengths, and set up wavelike disturbances that spread away from the source.
  
Benchmark:Knows that an object that is not being subjected to a force will continue to move at a constant speed and in a straight line.

Grade Level:
9-12
Subject Area:
Science

Standard:
Understands motion and the principles that explain it.

Benchmarks:
Knows that waves (e.g., sound, seismic, water, light) have energy and can transfer energy when they interact with matter.

DiscoverySchool.com
http://www.discoveryschool.com

Copyright 2001 Discovery.com.
Teachers may reproduce copies of these materials for classroom use only.

Filipino American Education Institute
July 2010 - D. Christopher & S. Livingston

Adaptations to “The Phenomenon of Sound: Waves”
[from discoveryeducation.com]
NOTE: What follows are examples of pre-activities that help to contextualize and better prepare the students for the lesson by activating and building background and working on vocabulary and concepts. 

Prior Knowledge
	Concepts students knows, as listed in the lesson: light waves

Pre-lesson activities
	Activity I. Literature – Pia’s story about the blind boy who listens intently. How he feels the hot sun – sun is a type of energy, which produces heat. Heat is a type of energy.

	Activity II. True-false quiz (prediction) [done individually, then discussed in pairs before teacher provides the answers. Not a true quiz, just to get students to predict. 

‘Light is a type of energy = T
‘Heat is a type of energy = T
‘Sound is a type of energy = T
‘Air is a type of energy = F 
‘Smell is a type of energy = F

	Activity III. Vocabulary review. Write out cards with individual words. Give one card to a pair of students. Pairs discuss and ask another pair for help if they are unsure. Pairs then report aloud what they recall about their word. Teacher clarifies. Students log vocabulary into their science notebooks, if not done previously. Put word cards on word wall. 

Waves
Energy
Transverse energy
Medium
Travel
Solids
Liquids
Gases
Heat

	Activity IV. New Vocabulary: vibration, visible, invisible, compress, compressional waves. Have words on cards and hand out to individual students. Ask them to stand in order of how they might be alphabetized [generates some movement in the classroom]. Put cards on the word wall; students write them in vocabulary notebooks.
•	Students say aloud ‘Ahhhh’ and feel the vibration in their throats with their hands.
•	Something we cannot see is invisible; it is not just too far away, or hidden in a box – it is something that cannot be seen. 
		-Wind can be felt; it makes things move, but wind itself is not visible.
		-Air is something we breathe; sometimes the air is very ‘heavy’ and humid, so we can ‘feel’ it, but it is invisible.
•	Use realia. Take a slinky and pull it out just slightly – the curls of the slinky are close together with little space – they are compressed. Pull on the slinky a lot more so that the sections are farther apart – not so compressed. The spaces between the sections are like waves, either closer together or farther apart. 

	Activity V. Short demonstration about how sound travels [something they know, but which needs to be activated], and a little preview of the influence of mediums.
•	Show students a piece of paper and tell them you will crumple it up so that it makes noise, but you will do this three different times, and change the situation each time. 
•	Demonstrate the first situation. Write ‘Trial #1 – close to source’ on the board. Ask for 2 volunteers and have them come to the front and stand 2 feet apart. Have one crumple up the paper while the other listens. Teacher asks questions of the listener. Easy to hear? Hard to hear? Was there anything in the way of you being able to hear it?
•	Now tell the class you will do 2 more trials a little differently. Write ‘Trial #2 – farther from source’ on the board. Ask student to talk to a partner and discuss ‘how well’ the listener will hear, and ‘why’ the listener will hear (prediction). Have a few volunteers say their predictions aloud.
•	Listener stands in the same place. Paper-cruncher stands across the room right next to the door of the classroom [but still inside], and crunches the paper  as before. Ask questions of the listener as before. Any changes in their ability to hear? 
•	Write ‘Trial #3 – behind a different medium’ on the board. Tell students you will have the paper-cruncher go outside the classroom, close the door, and stand there. Have students predict as before. 
•	Perform the third trial. Ask questions of the listener. Is there a change in ability to hear? Is this due just to distance [not much distance from trial 2 to 3]. What changed? The wall/door – a medium. Sound can travel through a medium, but the sound gets changed. Was there a medium when the paper-cruncher was in the classroom? [Yes – air].
•	Now ask the questions in the lesson plan under #4 procedures to get them thinking before their experiments: 
		‘Can sound travel in water? Can sound travel through solids? Can we always see things vibrate when we hear something? What do sound waves look like?’

Filipino American Education Institute
July 2010 – D. Christopher & S. Livingston

Key: SW=Students will	TW=Teachers will	SWBAT=Students will be able to	HOTS=Higher Order Thinking Skills	
SIOP Lesson Title: The Phenomenon of Sound Waves

Content Standard(s):
Standard 6: Physical, Earth, and Space Sciences: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including waves) and energy transformations, and their significance in understanding the structure of the universe

SC.3.6.2  Explain how things make sound through vibrations
SC.5.6.1  Identify different forms of energy (e.g., thermal, electrical, nuclear, light, sound) and how they can change and transfer energy from one form to another
SC.6.6.10 Explain how vibration in materials set up wavelike disturbances that spread away from the source
SC.PS.6.6Explain and provide examples of electromagnetic radiation and sound using a wave model
	
Key Vocabulary:
PRIOR VOCAB (REVIEW)
-Waves
-Energy
-Transverse energy
-Medium
-Travel
-Solids
-Heat
-Liquids
-Gases

NEW VOCAB
-Compress
-Vibration
-Invisible / Visible
-Density
-Compressional wave
	Visuals/Resources/Supplementary Materials:
-Book - Two Friends, One World
-Drum
-Paper clips
-Tuning fork
-Basin of water
-Rubber band strung between two nails
-Metal fork and spoon
-Steel yardstick or ruler
-CD
-A slinky
-A set of glasses and a spoon for each group of students
-Six copies of the Sound Waves Seen activity sheet for each student
	
HOTS:
BIG QUESTIONS:
1.  How is sound produced?
2.  How does sound travel from one source to another?
What allows sound to travel from one source to another?
Students create wave models that explain…	
Connections to Prior Knowledge/Building Background:
1.    Literature:  Read Two Friends, One World - Students make connection to the importance of sound to the blind character Antonio. (ADVANCED ORGANIZER)

2.   True-False Quiz (PREDICTION)
    Review physical properties: The properties that can be observed or described by using the senses: color, size, 
    Review chemical properties: producing a different property (PRIOR KNOWLEDGE)

3.   Review vocabulary (OLD CONCEPTS)
      New vocabulary (NEW CONCEPTS TAUGHT IN CONTEXT)
	
Content Objective(s):
Students will:

1. understand that sound is a form of energy that travels in waves referred to as compressional waves

2. understand that sound waves can travel through different mediums, including solids, liquids, and gases

3. understand and observe that sound waves travel in a given direction until an outside force or object gets in the way of its motion and reflects it	Meaningful Activities:
-  Sound Experiments 

-  Wave Booklet - Sound Waves Seen activity sheets
	Review/Assessment:
-  Teacher observation of students' discussions

-  Wave Booklet	
Language Objective(s):
Students will:

1.  read vocabulary words
 
2.  read their own written work in their lab notebooks

3.  discuss with a partner the differences they found in sound waves

4.  listen to teacher explanations involving review, instructions, and science content

5.  Listen to peer explanations of differences found in sound waves.

6.  record their observations in a wave booklet	Meaningful Activities:
-  Read Two Friends, One World - Students make connection to the importance of sound to the blind character, Antonio.

-  Paper "crunch" demonstration	Review/Assessment:
-  Teacher observation of Language Objectives

-  Waves Booklet	
Wrap-Up:

Oral review of content objectives.  Students determine if objectives were met.