ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [SC2015] (1) 1 :
1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

[SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[ARTS] MUS (4) 8 :
8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

Subject: Science (1 - 4), Arts Education (4)
Title: Musical Instruments and the Science of Sound
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Musical_Instruments_and_the_Science_of_Sound.pdf
Description:

Students will discuss vibrations, frequency, amplitude, and wavelength. They will observe instruments, hypothesize how sound waves are created, and experiment with creating sound.  



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Subject: Science (4)
Title: Water Wave Motion
URL: https://aptv.pbslearningmedia.org/resource/buac20-35-sci-ps-waterwavemotion/water-wave-motion/
Description:

Students observe waves propagate through deep water in videos and animations showing that waves transport energy, not matter. Students can make observations to describe wave motion through the water. This is a great engaging activity to use to introduce waves. 



   View Standards     Standard(s): [SC2015] (1) 1 :
1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

[SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 18 :
18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Subject: Science (1 - 8)
Title: Sound StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm
Description:

Sound is energy that travels as a result of vibration. It can be characterized by frequency, loudness, and pitch, and it is measured in decibels.

The classroom resource provides a video that will explain sound energy, how it moves, and how it is measured. This resource can provide background information for students before they create their own models and conduct their own experiments. There is also a short test that can be used to assess students' understanding.



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Subject: Science (4)
Title: Describing a Wave
URL: https://aptv.pbslearningmedia.org/resource/buac20-35-sci-ps-describewave/describing-a-wave/
Description:

Students observe, compare, and describe waves, using videos and images of actual waves as well as model diagrams. This interactive lesson engages students in noticing the shape of (transverse) waves and learning how to describe and measure the amplitude and wavelength of waves.



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :
17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

Subject: Science (4 - 8)
Title: Wave Traits | NASA Online
URL: https://www.knowitall.org/interactive/wave-traits-nasa-online
Description:

A wave is energy in motion or energy moving from point to point. To describe the traits of a wave, there are a few terms you need to know.

Students will choose a term in the activity to display its description in the diagram.



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :
17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

[SC2015] PS8 (8) 18 :
18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Subject: Science (4 - 8)
Title: Audio Engineer | Kids Work!
URL: https://www.knowitall.org/interactive/audio-engineer-kids-work
Description:

Students will play the role of the audio engineer who monitors and adjusts the audio levels for a production. This animated interactive job exploration experience connects schoolwork with real work and familiarizes students with some of the skills involved in audio engineering. They will also understand the parts of waves and that the intensity (loudness or softness) of sound is determined by the amplitude of the sound wave. 



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Subject: Science (4)
Title: Parts and Sizes of Waves
URL: https://www.nationalgeographic.org/activity/parts-and-sizes-of-waves/
Description:

In this activity, students learn about the parts of a wave, wave height, and wavelength and then draw and label a wave.



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Subject: Science (4)
Title: Introduction to Waves
URL: https://www.nationalgeographic.org/activity/introduction-to-waves/
Description:

In this activity, students learn about waves by comparing and contrasting photographs and watching a hands-on demonstration. Students will gather around a pan of water. Demonstrate how waves of different sizes are formed by tilting the pan in different directions and disturbing the water. Put a cork in the pan to represent a boat on the ocean. Ask students to describe how the cork moves as the waves change in size.



   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :
17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

Subject: Science (4 - 8)
Title: Light 1: Making Light of Science
URL: http://sciencenetlinks.com/lessons/light-1-making-light-of-science/
Description:

This lesson introduces students to the electromagnetic spectrum (focusing on visible light) and the wave nature of light. Students will be introduced to the idea that all light travels as waves and that wavelength defines the various regions of the electromagnetic spectrum. There are three Science NetLinks lessons in this series on light.



   View Standards     Standard(s): [SC2015] (4) 2 :
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] (4) 8 :
8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 17 :
17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

Subject: Science (4 - 8)
Title: Light 2: The Lighter Side of Color
URL: http://sciencenetlinks.com/lessons/light-2-the-lighter-side-of-color/
Description:

This lesson focuses on the idea that we can see objects because they either emit or reflect light. This lesson will lead to a  discussion about the way light is reflected, absorbed, and scattered to allow certain wavelengths to reach the eye, leading to a perception of different colors. There are three Science NetLinks lessons in this series on light.



ALEX Classroom Resources: 10

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