SOUND INVESTIGATION
INTRODUCTION TO SETTING
This investigation took place at the Bombeck Family Learning Center which is the Early Childhood Education demonstration/research school for the University of Dayton. This is the birthplace of the ACCESS Curriculum. The classroom environment consists of pre-K aged students and range ages from 3 to 5 years old. This class has approximately 20 children with 3 full time teachers as well as student teachers from the University. The room is set up for center-based learning and is divided into different areas that include the following centers/areas: dramatic play, manipulative (math) area, block area, literacy/story or book area, art center, science center and sensory tables. The room also includes 4 large tables for group work and eating meals. The classroom is child-centered and provides opportunity for children to choose where they would like to work and play. The classroom also offers each child the opportunity to make decisions on what he/she would like to engage in. The class is set up in such a way as the child chooses what learning experiences he/she would like to engage in and at what point during the day as well as the ability to move freely from experience to experience. Moreover, the class schedule creates time for children to participate in teacher directed activities in small and large groups.
CONCEPT PLANNER
| SCIENCE OF SOUND CONCEPT PLANNER |
DOCUMENTATION OF PROCESS
DIFFERENCE IN SOUNDS
The children explore the difference in the sounds they hear. They use water inside various glass jars and hit spoons on the jars to make sound. They compare the sounds they hear and predict why the pitch changes.
Standard: CKG: Science: C.3. Explorations of energy. Recognize properties of sound.
Describe, compare, sort, classify, and order
The children explore the difference in the sounds they hear. They use water inside various glass jars and hit spoons on the jars to make sound. They compare the sounds they hear and predict why the pitch changes.
Standard: CKG: Science: C.3. Explorations of energy. Recognize properties of sound.
Describe, compare, sort, classify, and order
HOW DOES SOUND TRAVEL?
The energy of sound waves strike solid objects and vibrations make sound audible. The children explore this concept by using a soccer ball to represent the sound wave.
Standard: Cognition and general knowledge:
Science: C.2. Manipulates position and motion of object.
The energy of sound waves strike solid objects and vibrations make sound audible. The children explore this concept by using a soccer ball to represent the sound wave.
Standard: Cognition and general knowledge:
Science: C.2. Manipulates position and motion of object.
VIBRATION BOARD
A variety of items were used for the children to understand Vibration. They were able to make vibrations and feel them with their hands, bodies and even their mouths. Each child had their own stick and rubber band harmonica to explore vibration.
ELDS: Cognition and General Knowledge:
Science-Engage in sustained and complex manipulation of objects
Ask questions about objects and events in the environment.
A variety of items were used for the children to understand Vibration. They were able to make vibrations and feel them with their hands, bodies and even their mouths. Each child had their own stick and rubber band harmonica to explore vibration.
ELDS: Cognition and General Knowledge:
Science-Engage in sustained and complex manipulation of objects
Ask questions about objects and events in the environment.
BOUNCING BALL ART
The children make a unique piece of art by using balls and paint inside of a water table.
They hit the bottom and top of the water table to make the balls bounce and move the paint around as they create vibrations.
ELDS: Approaches toward learning: Use imagination and creativity to interact with objects and materials.
The children make a unique piece of art by using balls and paint inside of a water table.
They hit the bottom and top of the water table to make the balls bounce and move the paint around as they create vibrations.
ELDS: Approaches toward learning: Use imagination and creativity to interact with objects and materials.
EXPLORING THE FUNCTION OF OUR EARS
The children explored a diagram of the ear and used an otoscope to view the inside of the ear. The children discussed how sound funnels into the ear. Words like outer, inner and middle ear were described. As well as other parts like the eardrum.
ELDS: Cognition and General Knowledge: Social Studies
Participation Skills: Demonstrate cooperative behaviors and fairness in social interactions. With modeling and support, negotiate to solve social conflicts with peers.
Science: Use simple tools to extend investigation.
The children explored a diagram of the ear and used an otoscope to view the inside of the ear. The children discussed how sound funnels into the ear. Words like outer, inner and middle ear were described. As well as other parts like the eardrum.
ELDS: Cognition and General Knowledge: Social Studies
Participation Skills: Demonstrate cooperative behaviors and fairness in social interactions. With modeling and support, negotiate to solve social conflicts with peers.
Science: Use simple tools to extend investigation.
MAKING TELEPHONES
The children use their fine motor skills as they thread a needle through a hole to connect two cups. The Jets use the cups to talk and hear each other speak to experience how sound travels. They noticed if that stretched the cups and looked very carefully they could actually see the string between the two cups vibrate.
ELDS: Physical Health and Motor:
Small muscle: Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.
Science :Use simple tools to extend investigation.
The children use their fine motor skills as they thread a needle through a hole to connect two cups. The Jets use the cups to talk and hear each other speak to experience how sound travels. They noticed if that stretched the cups and looked very carefully they could actually see the string between the two cups vibrate.
ELDS: Physical Health and Motor:
Small muscle: Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.
Science :Use simple tools to extend investigation.
RESOURCES & MATERIALS
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RESOURCES:
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MATERIALS:
Glass jars various sizes & materials Spoons Soccer Ball Sticks Rubber band Harmonica http://www.instructables.com/id/Rubber-Band-Harmonica/ Ball Paint Water table String and cups |