Lesson 53 covers:

• Elementary Level: Sound and Vibrations
• Mid Level: Sound and Vibrations
• High Level: Introduction to Energy

Elementary Level (Kinder to Grade 2)

Subject: Sound and Vibrations

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
• Common Core State Standards (CCSS) – ELA:
  • CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics.
  • CCSS.ELA-LITERACY.SL.1.2: Ask and answer questions about key details in a read-aloud or discussion.

Lesson Objectives

By the end of the lesson, students will be able to:

1. Define sound as something we hear caused by vibrations.
2. Demonstrate how vibrations create sound using a rubber band instrument.
3. Observe and describe how different objects produce different sounds.

Materials Needed

• Rubber bands of different thicknesses
• Small empty box (tissue box or small container)
• Ruler or piece of wood (to stretch rubber bands over)
• Tuning fork (optional)
• Bowl with water (optional, for tuning fork demonstration)
• Various objects that vibrate (e.g., drum, bell, triangle, kazoo)
• Student science journal or worksheet for observations

Lesson Activities

1. Introduction (5-10 min)

Engage:

• Ask: “What is sound? How do you think we hear noises?”
• Play different sounds (e.g., clapping, whistling, tapping the table) and ask students what they notice.
• Explain that sound is made when something vibrates (moves back and forth quickly).

2. Hands-On Activity: Rubber Band Instruments (15 min)

Explore & Explain:

1. Stretch a rubber band around a small box or between two fingers.
2. Pluck the rubber band and ask:
   • “What do you hear?”
   • “What do you see happening to the rubber band?” (It vibrates!)
3. Try different rubber band thicknesses—do they make different sounds?
4. Have students record observations in their science journal (e.g., “Thick rubber bands make low sounds, thin ones make high sounds.”)

3. Listening to Vibrations (10 min)

Elaborate:

• Use a tuning fork (if available):
  • Strike it and place it near their ears—what do they hear?
  • Dip it in water—what happens? (Water splashes from vibrations!)
• Compare other vibrating objects (e.g., drum, bell, kazoo).
• Ask: “Do all vibrations sound the same?”

4. Wrap-Up Discussion (5 min)

Evaluate:

• Ask: “How is sound made?” (Vibrations!)
• “What are some ways we can make sounds at home?”
• Have students draw one example of a vibrating object in their journal.

Assessment/Extensions

• Informal Assessment: Ask students to explain in their own words how sound is made.
• Extension Activity: Have them experiment with homemade shakers (rice in a bottle) and discuss vibrations.

Mid Level (Grade 3 to 5)

Subject: Sound and Vibrations

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • 4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength.
• Common Core State Standards (CCSS) – ELA:
  • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions.
  • CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic.

Lesson Objectives

By the end of the lesson, students will be able to:

1. Explain that sound is produced by vibrations and travels as waves through matter (solids, liquids, gases).
2. Demonstrate how pitch and volume change based on vibration speed and intensity using rubber band instruments.
3. Model how sound waves move through different mediums.

Materials Needed

• Rubber bands of varying thicknesses and lengths
• Empty tissue box or small shoebox
• Ruler or wooden stick (to stretch rubber bands)
• Tuning fork (optional)
• Bowl of water (for tuning fork demonstration)
• String and metal spoon (for sound wave transmission demo)
• Science journal or worksheet for observations and diagrams

Lesson Activities

1. Introduction (10 min)

Engage:

• Ask: “How do you think sound travels from a speaker to your ears?”
• Show a short video or animation of sound waves (e.g., a vibrating drum creating waves in the air).
• Explain: Sound is produced by vibrations and travels in waves through solids, liquids, and gases.

2. Hands-On Activity: Rubber Band Instruments (20 min)

Explore & Explain:

1. Stretch different rubber bands over a box or between two fixed points (like a ruler).
2. Pluck each rubber band and observe:
   • “Which rubber band makes a higher/lower pitch?” (Thinner/shorter = higher pitch; thicker/longer = lower pitch)
   • “What happens if you pluck harder?” (Louder sound = stronger vibrations)
3. Discuss:
   • “How does the vibration of the rubber band create sound?”
   • “Why do different rubber bands make different sounds?”

3. Sound Wave Transmission Experiment (15 min)

Elaborate:

• Activity 1: Tuning Fork in Water
  • Strike a tuning fork and place it near the water—observe ripples (showing vibrations transferring energy).
• Activity 2: String & Spoon
  • Tie a string to a metal spoon, hold the ends to your ears, and tap the spoon—sound travels better through solids!
• Discuss: “Does sound travel faster in air, water, or solids?”

4. Wrap-Up & Reflection (10 min)

Evaluate:

• Have students draw and label a diagram of sound waves in their science journal.
• Ask: “How do vibrations create sound, and how does it reach our ears?”
• Exit Ticket: “Name one way sound is different from light in how it travels.”

Assessment/Extensions

• Informal Assessment: Ask students to explain in writing how sound travels using key terms (vibrations, waves, medium).
• Extension Activity: Research how animals like dolphins use sound waves (echolocation).

High Level (Grade 6 to 8)

Subject: Introduction to Energy

Alignment with Standards:

• Next Generation Science Standards (NGSS):
  • MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and its speed.
  • MS-PS3-2: Develop a model to describe how when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
• Common Core State Standards (CCSS) – ELA:
  • CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments.
  • CCSS.ELA-LITERACY.WHST.6-8.2: Write informative/explanatory texts to examine a topic clearly.

Lesson Objectives

By the end of the lesson, students will be able to:

1. Define and differentiate between kinetic, potential, and thermal energy.
2. Investigate how mass, height, and speed affect potential and kinetic energy using rolling objects.
3. Explain real-world examples of energy transformations (e.g., roller coasters, pendulums).

Materials Needed

• Small balls of different masses (e.g., marble, tennis ball, steel ball)
• Ramp (a flat board or textbook propped at an angle)
• Measuring tape/ruler
• Stopwatch
• Notebook or lab worksheet for data recording
• Thermometer (optional, for thermal energy extension)
• Sand or soft surface (to observe energy absorption)

Lesson Activities

1. Introduction (10 min)

Engage & Explain:

• Discussion Question: “What is energy? Can you think of different types?”
• Definitions:
  • Potential Energy (PE): Stored energy (e.g., due to height, tension).
  • Kinetic Energy (KE): Energy of motion.
  • Thermal Energy: Heat generated from movement of particles.
• Real-World Connection: Show images of a roller coaster (PE at the top, KE at the bottom).

2. Hands-On Investigation: Rolling Objects Lab (30 min)

Explore & Analyze:
Part 1: Effect of Height on Energy

1. Set up a ramp at different heights (low, medium, high).
2. Roll a ball down and measure:
   • Distance traveled (kinetic energy)
   • Speed (time how long it takes to travel a set distance)
3. Record data and discuss:
   • “How does ramp height affect the ball’s speed and distance?” (Higher ramp = more PE → more KE)

Part 2: Effect of Mass on Energy

1. Use balls of different masses (e.g., marble vs. steel ball).
2. Roll them from the same height and compare distance/speed.
3. Discuss:
   • “Does a heavier ball have more KE? Why or why not?”

Part 3: Thermal Energy Extension (Optional)

• Rub hands together quickly → feel heat (mechanical → thermal energy).
• Use a thermometer to measure temperature changes if available.

3. Data Analysis & Discussion (15 min)

Elaborate & Evaluate:

• Graph results (height vs. distance, mass vs. speed).
• Key Questions:
  • “Where was potential energy the greatest?” (Top of ramp)
  • “What factors increased kinetic energy?” (Higher drop, more mass)
• Exit Ticket: “Give an example of PE → KE transformation in everyday life.”

Assessment/Extensions

Real-World Research: How do engineers use energy principles in designing roller coasters?

Lab Report: Students write a conclusion explaining their findings.

Design Challenge: “Build a ramp system that maximizes KE using household items.”