ALEX Classroom Resource

  

Vibration Causes Sound

  Classroom Resource Information  

Title:

Vibration Causes Sound

URL:

https://www.sfsymphony.org/SanFrancisco/media/SanFrancisco/PDFs/Music%20connects%20-%20instruments/AIM-I-Activity-Vibration-Causes-Sound.pdf

Content Source:

Other
San Francisco Symphony
Type: Learning Activity

Overview:

Students will experiment to identify how vibrations cause sound.  A student worksheet is provided. 

Content Standard(s):
Science
SC2015 (2015)
Grade: 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).


NAEP Framework
NAEP Statement::
P4.10: Vibrating objects produce sound. The pitch of sound can be varied by changing the rate of vibration.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Waves and Their Applications in Technologies for Information Transfer
Evidence Of Student Attainment:
Students:
  • Conduct experiments to provide evidence that vibrations of matter can create sound.
  • Conduct experiments to provide evidence that sound can make matter vibrate.
Teacher Vocabulary:
  • vibrations/vibrate
  • matter
  • sound
  • evidence
  • experiments
  • conduct
  • create
Knowledge:
Students know:
  • Sound can cause matter to vibrate.
  • Vibrating matter can cause sound.
Skills:
Students are able to:
  • Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
  • Make observations that can be used as evidence about sound.
Understanding:
Students understand that:
  • Sound can cause matter to vibrate.
  • Vibrating matter can cause sound.
  • There is a cause/effect relationship between vibrating materials and sound.
AMSTI Resources:
AMSTI Module:
Sound, Light, and Sky
Sound and Light, FOSS
Sundial, GLOBE
Sky, Delta
Arts Education
ARTS (2017)
Grade: 1
Music: General
8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together
Skill Examples:
Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).
Tags: experiment, music concepts, science, sound, vibration
License Type: Custom Permission Type
See Terms: https://www.sfsymphony.org/Privacy-Terms
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
AccessibilityText Resources: Content is organized under headings and subheadings
Comments

Student Worksheet https://www.sfsymphony.org/SanFrancisco/media/SanFrancisco/PDFs/Education-Music%20Connects/AIM-I-Worksheet-Vibration-Causes-Sound.pdf

This resource comes from San Francisco Symphony. No account is needed to access free lessons or activities available for educators. 

  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit