Lesson Plan : Sound and Matter

Teacher Name:
 K. Andric
Grade:
 Grade 4
Subject:
 Science

Topic:
 Sound travels through different states of matter (solid, liquid, gas).
Goals:
 Students will identify which of the three states of matter (solid, liquid, or gas) carry sound waves best. Students will describe how sound moves. (by vibrations and displacing molecules in the air). Students will recognize that sound is a three-part system (source, carrier, receiver)
Materials:
 6 metal hangers (or spoons) with long piece of string attached bucket of water and several stethescopes frozen and liquid freezies in wrapers spoons three pictures (writing a letter, postman, mailbox) blank paper and pen (to write a note)
Introduction:
 Infront of the class, write a letter asking one specific student to stand up and clap three times. As you write, emphasize that you are writing/creating a message. Have one student from the front of the room deliver it to a student at the back of the room. As that student delivers the note, emphasize that they are carrying/delivering the message. When the message is delivered to the student at the back of the classroom, emphasize that the student has received the message.
Development:
 Compare delivering a letter to how sound works. It needs a source, a carrier, and a receiver. Review the idea that light travels in waves. Explain that we are going to see what state of matter carries sound (messages) best (solid, liquid, gas).
Practice:
 Review vocabulary. sound (form of energy that moves by vibrarions) vibrations (invisible wiggles, back and forth movement) sound waves (invisible waves caused by vibrations) Review concepts of solid, liquid, gas. Explain the difference is the concentration of molecules.
Accommodations:
 Danny will be included in one of the group activities and not the independent activities. He will be placed with a peer buddy who will work with him through the experiment.
Checking For Understanding:
 Reconvene the class and discuss the results. Which matter was the best conductor of sound? Why? Were predictions correct?
Closure:
 Ask students to think about what they have learned and ask students if they think there is sound in space. Why or why not? (There is no sound in space because there are no molecules for sound waves to push).
Evaluation:
 Students will be evaluated informally on their gruop participation and their ability to make accurate observations. Students will be evaluated formally in a culminating task at the end of the unit.

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