1. Grade 5
Sound Energy

2. How do we make sounds?
We use our vocal cords to make sounds in our throat.
When we speak, our vocal cords vibrate.
Place your hand on your throat when you talk, and you can feel the vocal cords vibrate.

3. What is Sound? Sound is a form of energy that travels through air.
Sound is produced when something vibrates.
Vibration : is a back and forth movement of an object.
When a drummer hits a drum head the head moves back & forth very quickly.( these movements are vibrations).
The head of the drum is flexible & tight so it vibrates when it is hit.
Vibrations cause the air nearby to vibrate, making the sound energy that you hear.
A woodwind like the clarinet has a thin wooden reed attached to it, when the player blows into the instrument, the reed vibrates.
Engage: Display focus question: What is sound? Brainstorm and discuss with students a list of all the different sounds they have heard.
Workbook p. 141A pre-assessment. Briefly play some music from an electronic device that has a speaker. Turn it off and place a paper plate on a speaker. Then pour some rice or salt on the plate. Play the music again. Let students see how the sound causes the rice or salt to vibrate and form a ripple wave pattern.
Explore: Teacher can facilitate Quick Activity from SF TE p. 454 with a pencil, string, and a straw Or See handout: Exploring Sound and give students different sizes of rubber bands, and plastic cups to explore sound. Students reflect on their explorations in their journals/notebooks.
Explain: Teacher and students read/discuss What is Sound? Pp top of p. using illustration of guitar and wavelengths with captions, too.
Also use Scott Foresman online resources: Gr. 5 Take it to the Net: Physical Science Game: Sound Energy; Watts Notes: Sound. Set up a class and get access to Discovery Video # 26.
Extend pitch concept with the lab: Can you Make Different Sounds with a Ruler? (see handout.)
With either strategy have students take notes of the key concepts.
Clarinet

4. What is Sound?
Violin
Similarly, a violin will also vibrate when the player draws a bow across the strings.
Sound is a wave of vibrations that spread from the source of its matter.
The more vibrations, the more energy, the louder the sound.
Ex. when the drum is hit gently, the sound is soft but when it is hit harder the sound is louder & stronger.
The Volume: is the loudness of the sound.
The more energy a sound has, the greater the volume is.
The volume of a sound is measured in units called
decibels ( abbreviated dB ).
Engage: Display focus question: What is sound? Brainstorm and discuss with students a list of all the different sounds they have heard.
Workbook p. 141A pre-assessment. Briefly play some music from an electronic device that has a speaker. Turn it off and place a paper plate on a speaker. Then pour some rice or salt on the plate. Play the music again. Let students see how the sound causes the rice or salt to vibrate and form a ripple wave pattern.
Explore: Teacher can facilitate Quick Activity from SF TE p. 454 with a pencil, string, and a straw Or See handout: Exploring Sound and give students different sizes of rubber bands, and plastic cups to explore sound. Students reflect on their explorations in their journals/notebooks.
Explain: Teacher and students read/discuss What is Sound? Pp top of p. using illustration of guitar and wavelengths with captions, too.
Also use Scott Foresman online resources: Gr. 5 Take it to the Net: Physical Science Game: Sound Energy; Watts Notes: Sound. Set up a class and get access to Discovery Video # 26.
Extend pitch concept with the lab: Can you Make Different Sounds with a Ruler? (see handout.)
With either strategy have students take notes of the key concepts.

5. What is Sound? The softest sound a human can hear is 0 dB.
A high decibel sound is loud & has a lot of energy.
Sounds above 100 decibels can cause pain & can damage a person’s ears. ( why do people wear ear plugs?!)
Sound travel through the air as “ waves “.
Molecules of the air are compressed, the compressed air pushes on the air next to it. This passes the compression along, like a wave at the beach.
Engage: Display focus question: What is sound? Brainstorm and discuss with students a list of all the different sounds they have heard.
Workbook p. 141A pre-assessment. Briefly play some music from an electronic device that has a speaker. Turn it off and place a paper plate on a speaker. Then pour some rice or salt on the plate. Play the music again. Let students see how the sound causes the rice or salt to vibrate and form a ripple wave pattern.
Explore: Teacher can facilitate Quick Activity from SF TE p. 454 with a pencil, string, and a straw Or See handout: Exploring Sound and give students different sizes of rubber bands, and plastic cups to explore sound. Students reflect on their explorations in their journals/notebooks.
Explain: Teacher and students read/discuss What is Sound? Pp top of p. using illustration of guitar and wavelengths with captions, too.
Also use Scott Foresman online resources: Gr. 5 Take it to the Net: Physical Science Game: Sound Energy; Watts Notes: Sound. Set up a class and get access to Discovery Video # 26.
Extend pitch concept with the lab: Can you Make Different Sounds with a Ruler? (see handout.)
With either strategy have students take notes of the key concepts.

6. Pitch Some sounds are higher than others.
The pitch : is how high or low a sound is.
Pitch is the highest or lowest sound an object makes.
Objects that vibrate slowly, make a low pitch. (example: drum).
Objects that vibrate quickly, make a higher pitch. (example: recorder)