1. Elizabeth May LE DIAPASON WRITING STRATEGIES IN A SCIENCE LESSON ON SOUND

2.  Designed for second through fourth graders  5 minutes of anticipatory activities  5 minutes of collaborative science experiment  5-10 minutes of independent writing TEACHER INFORMATION

3.  Students will be able to produce, illustrate and describe vibrations as a source of sound.  Students will be able to write from the perspective of an investigating scientist, accurately incorporating a list of essential vocabulary. OBJECTIVE

4.  Pencils (one for each student)  10 pieces of 8.5in X 11in blank paper  Le Diapason handout (one for each student)  10 tuning forks  10 blocks of wood  Projector  Computer with internet connection  https://www.youtube.com/watch?v=lxsM9Jv0OD8 https://www.youtube.com/watch?v=lxsM9Jv0OD8 RESOURCES NEEDED

5.  Informal pre-writing: Webbing and mapping  Activates prior knowledge on sound production  Informal writing: Sketch through the experiment  Monitors comprehension  Informal writing: Writing from a different perspective  Creativity  Collaborative group work  Students look outside of their original thinking  Formal writing: Paragraph  Independent  Incorporate a list of essential vocabulary COMPREHENSION STRATEGIES

6.  Share with students that:  We will work on writing to demonstrate our knowledge on sound and its production.  We will perform an experiment that helps us understand how sound is made.  We will work on building our unit vocabulary with new words. PART 1: ANTICIPATORY SET

7.  Distribute one pencil to each student  Divide students into groups of 3-4  Easiest if students work in their table groups  Distribute a piece blank paper to each group  Ask students to generate a web or concept map that describes how we hear and what they know about sound  Clearly labeled diagrams are also acceptable  More written words than pictures PART 1: ANTICIPATORY SET

8.  Allow 5 minutes for student groups to create their webs/maps  Answers should be brief and incomplete sentences are acceptable  Branching on the web should have a clear origin and organization  Post student webs/maps on the board  Allow 1-2 minutes for students to look at other groups’ work PART 1: ANTICIPATORY SET

9.  Distribute materials to groups  Le Diapason worksheet to each student  Tuning fork  Wooden block  Students remain in their groups to complete the experiment’s directions  Students complete the informal writing task on the first page PART 2: EXPERIMENT

11.  Translation of first page of experiment and information writing task:  Directions: Gently hit the tuning fork on the wooden block. Put the tips of the tuning fork on the surface of the water. Gently hit the tuning fork on the wooden block. Put the tips of the tuning fork on your cheek. Draw your observations. Write what a scientific inquirer might say. PART 2: EXPERIMENT – INFORMAL WRITING

12.  Students remain in their groups to complete the second half of the experiment  Students turn their Le Diapason worksheets over to the second page  Students follow the experiment directions then return to their seats  DO NOT begin the formal writing task until after the video PART 2: EXPERIMENT

14.  Translation of second part of experiment  Gently hit the tuning fork on the wooden block. Place the tips near the suspended ping pong ball. Do not move the tuning fork once the ping pong ball has been tapped once. Watch what happens to the ping pong ball while the tuning fork does not move. PART 2: EXPERIMENT

15.  Students return to their seats after the experiment  Students hands are empty  Project the youtube video onto the board  Students watch the youtube video to reinforce what they did in their experiment  https://www.youtube.com/watch?v=lxsM9Jv0OD8 https://www.youtube.com/watch?v=lxsM9Jv0OD8 PART 3: VIDEO

16.  Finish video  Students write a 4-5 sentence paragraph using the word bank  Students write evidence of what they saw to support their thoughts on how vibrations are produced and how we hear  If time allows, student volunteers read their paragraphs aloud PART 4: FORMAL WRITING

17.  Translation of formal writing task from experiment directions:  How do you know that the tuning fork produces vibrations? What did you see to prove your hypothesis? Write in complete sentences and use the word bank. PART 4 – FORMAL WRITING

18.  Individual student written response  Connect science content with real-world application  Looking for use of:  Word bank vocabulary (4 points)  Paragraph structure (4 points)  Complete sentences (4 points) ASSESSMENT

19.  Students give a summary of the experiment to an adult at home  Students use the Internet to find other videos that highlight vibrations and hearing  Examples:  https://www.youtube.com/watch?v=WzApT-Q7SiY https://www.youtube.com/watch?v=WzApT-Q7SiY  https://www.youtube.com/watch?v=tGx1syJpp5k https://www.youtube.com/watch?v=tGx1syJpp5k PARENT INVOLVEMENT

20.  Cymatics  Help make sound waves visible  Watch this TED talk and demonstration  http://www.ted.com/talks/evan_grant_cymatics http://www.ted.com/talks/evan_grant_cymatics  Students generate their own experiments that illustrate sound wave production and their motion ENRICHMENT