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Christine Scott Beethoven School
25 W. 47 St.
Chicago IL 60609
This lesson was designed for grade K-3. The lesson will be taught over
a period of three weeks.
The student will be able to identify and understand these vocabulary
words: vibration, volume, pitch, particles, tuning forks, waves and matter.
The student will be able to understand that sound travels through gas,
liquid and solid.
The student will be able to understand the idea of pitch, both high and
Tuning forks, balloons, styrofoam cups, string, 5 gal. can covered with rubber
to make a drum, paper clips, stopwatches, glass bottles, spoon, straws,
sentence strip paper, scotch tape, water, small teddy bear and pvc pipes.
1. I will model and introduce the lesson by showing the students the Teddy
Bear, styrofoam cup and the five gallon can. (The can top is covered with
rubber and a hole is in the bottom of it). I will ask students what will happen
if I placed the cup on top of the Teddy Bear and turned the hole toward the cup
and strike the drum can. We will discuss the effect. Allow students to
experiment with striking the can.
2. What is vibration?
Display the vocabulary words. Each student will receive a balloon and the
second person will receive a stopwatch. Explain. The students will blow up the
balloon and knot it. Tell them to place the balloon close to their throats and
hum. How does their throat feel? Tell them to experiment with all sorts of
sounds on their throats.
Next they will with form partners. Explain how to use the tuning fork and the
stop watch. They will observe how long their balloon vibrates and listen to the
sound of the balloon vibrating. They will strike the tuning fork and touch the
balloon. Discuss the results.
Review vocabulary words that we have identified so far. Introduce the
other words through this activity. Ask students how they think sound travel
through the telephone when they are talking. Discussion. Explain how they will
make a telephone using two styrofoam cups, two paper clips, and string about two
to three feet long. Each student will make a telephone following direction
given by the teacher. They will work as partners. After they complete their
phone allow time for communication and play. Discussion.
Explain how a straw flute is used to determine the pitch of sound. Explain
how to make a flute. Allow students to experiment after they have made their
straw flute. Explain that the pitch of sound gets higher as the length of the
The "Singing Bottles". Explain how pitch is identified by using bottles.
Experiment by adding different amounts of water to the bottles to make different
sounds. Place the bottles in a row and gently tap the bottle with a spoon.
Discuss how does adding water affect the sound made.
All students will be able to identify high pitch or low pitch by performing
on pvc pipes as instructed by the teacher.
All students will be able to identify how sound travels by experimenting
with the styrofoam cup telephone.