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Navigation

Slide A

Turn and Talk

Look back at your Progress Tracker from the last lesson.

What did we figure out about our question?:

How do the vibrations from a sound source compare for higher-pitch vs. lower-pitch sounds?

Be ready to share your thoughts with the group.

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Revisit Frequency Graphs

Slide B

With a partner:

Compare your thinking about the exit ticket from the last lesson:

Where did you agree? Disagree?
What questions do you have?

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Slide C

Connecting Graphical Representations

to the Sounds Made

With a partner:

Work with your partner to answer your assigned question set.
You will then explain your claims, evidence, and reasoning to another team.
Be sure both you and your partner are prepared to share.

Introduce the task. Show slide C and pass out Connecting Graphical Representations to the Sounds Made handout.

Say, Over the past two lessons we have used a stick to represent a scaled-up version of an object, like a guitar string, vibrating when it makes sounds in order to understand what is actually happening when different types of sounds are made. Let’s apply what we have figured out to argue for what sounds are being made based on the graphical representations of their movement.

Explain that there are two question sets: One focuses on loudness, and one focuses on pitch. Students will work with a partner to complete their question set and then share their findings with another pair for feedback and questions.

Pairs work to answer their assigned question set. Give pairs 7-8 minutes to complete their questions. As students are working, listen in on groups to see how they are doing with connecting the graphical representation to the sounds being made. Listen for their use of evidence from the graphs, including the correct use of the terms amplitude and frequency and how the movement of the object relates to the sound.

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Slide D

Connecting Graphical Representations

to the Sounds Made

With another pair:

Explain your claims, evidence, and reasoning to another team.
Be sure both you and your partner each share.
Do you agree with the ideas of the other team? What questions do you have for them?

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Revisit and Revise Our Consensus Model

Slide E

Bring your science notebook to the Scientists Circle�

How can we revise our consensus model to reflect what we have figured out about what the sound source (including the truck speaker) is doing when it makes different sounds?

We will add to our Progress Tracker as a whole class.

Gather in a Scientists Circle. Show slide E. Have students bring their science notebooks to the circle for a whole-group discussion in order to apply what we have learned to revise our initial class consensus model. Have the initial class consensus model nearby as well as the DQB. You will stay in the circle to look at the DQB after this discussion.

Refer to your initial three-part class consensus model. Celebrate that we have made a lot of progress on the first part of our model.

Say, How can we revise our model to reflect what we have figured out about what the sound source (including the truck speaker) is doing when it makes different sounds?

Ask students to suggest how we might best capture these ideas on our class consensus model.

Add to the Progress Tracker. Ask students to turn to the Progress Tracker in their notebook and draw a line underneath the work they did in the last class. Give students time to add the revised model to their notebooks.

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Revisit Our DQB

Slide F

Let’s revisit our DQB and note which questions we have made progress on:

We did not answer this question or any parts of it yet: O�
Our class answered some parts of this question, or I think I could answer some parts of this question: ✓�
Our class answered this question, or using the ideas we have developed I could now answer this question: ✓+

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Assessment: Video of Harp Player

Slide G

Video Link

Prepare for the individual assessment. Pass out one copy of Lesson 6 Student Assessment to each student.

Show the video of the harp player. Show slide G. Tell students that before they get started, they need to watch a video at https://youtu.be/XT968ZJeWh0. They will refer to the video in their answers on the assessment. Show students the video of someone playing a harp. You may want to play the video a couple of times (it’s only a few seconds long).

Ask students to complete the assessment. Have students individually complete the assessment

Return to the DQB questions. Return to the questions that were identified as those we can now answer and have students individually or in pairs work to answer those questions by attaching the question to a half sheet of paper and then writing the answer below. These can then be placed back up on the DQB.

Ask students to identify questions that they are most interested in pursuing next. Have each student share one such question and allow them to add new questions they have or refine an existing question.