From Vibration to Vocalization
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| Title: | From Vibration to Vocalization |
|---|---|
| Language: | English |
| Authors: | Merricks, Jessica, Henderson, Jennifer |
| Source: | Science and Children. Feb 2014 51(6):44-49. |
| Availability: | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2014 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Guides - Classroom - Teacher Reports - Descriptive |
| Education Level: | Grade 4 Intermediate Grades Elementary Education |
| Descriptors: | Acoustics, Concept Teaching, Scientific Concepts, Grade 4, Learner Engagement, Discovery Processes, Demonstrations (Educational), Investigations, Student Research, Scientific Methodology, Evaluation Methods, Teaching Methods, Animals, Science Activities |
| DOI: | 10.2505/4/sc14_051_06_44 |
| ISSN: | 0036-8148 |
| Abstract: | Sound is typically thought of something that is heard. Can it be seen or felt? Most students experience the noises that surround them in everyday life, but few stop to think about what sound is, how it travels, and the biological challenges associated with perceiving sound. Since students are already familiar with everyday sounds, inquiry-based activities can be easily adapted to teach students concepts based on sound and sound waves. The investigations described in this article guide students through an exploration of sound propagation and acoustic communication in a meaningful way by allowing them to experiment and draw their own conclusions. These activities were originally designed as extra-curricular science outreach; however, their common themes and objectives are easily transferable to a cohesive, two-day classroom exploration for fourth-grade students as presented here. Designed specifically with the "Next Generation Science Standards" ("NGSS") in mind, this 5E lesson (Bybee et al. 2006) uses several key practices, including the use of models; computational thinking; and obtaining, evaluating, and communicating information. |
| Abstractor: | ERIC |
| Number of References: | 4 |
| Entry Date: | 2014 |
| Access URL: | https://www.nsta.org/store/product_detail.aspx?id=10.2505/4/sc14_051_06_44 |
| Accession Number: | EJ1035542 |
| Database: | ERIC |
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| Abstract: | Sound is typically thought of something that is heard. Can it be seen or felt? Most students experience the noises that surround them in everyday life, but few stop to think about what sound is, how it travels, and the biological challenges associated with perceiving sound. Since students are already familiar with everyday sounds, inquiry-based activities can be easily adapted to teach students concepts based on sound and sound waves. The investigations described in this article guide students through an exploration of sound propagation and acoustic communication in a meaningful way by allowing them to experiment and draw their own conclusions. These activities were originally designed as extra-curricular science outreach; however, their common themes and objectives are easily transferable to a cohesive, two-day classroom exploration for fourth-grade students as presented here. Designed specifically with the "Next Generation Science Standards" ("NGSS") in mind, this 5E lesson (Bybee et al. 2006) uses several key practices, including the use of models; computational thinking; and obtaining, evaluating, and communicating information. |
|---|---|
| ISSN: | 0036-8148 |
| DOI: | 10.2505/4/sc14_051_06_44 |
