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Look! Listen!

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Lesson Sequence

Lesson 1: Scary Sounds

Lesson 2: Light and Sound Search

Lesson 3: Good Vibrations

Lesson 4: Sounds on the Move

Lesson 5: S ensing Light

Lesson 6: Travelling Takes

Lesson 7: Two Versus One

Lesson 8: All Together

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Lesson 1

Scary Sounds

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I can identify objects from the story that produce sound and light.

Success Criteria

I have listened attentively to the story.
I have identified the source of the sounds made in the story.
I have identified different sources of the light.

Learning Intention

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Sounds in the Dark

Read to your class the story ‘Sounds in the Dark’ on the following pages. Play the sound effect for each noise in the story (You’re welcome!).
Afterwards, look at the page titled ‘Sound Makers’ on slide 9 and discuss the pictures.
Hand out a ‘Sound Makers’ sheet to each student and read the story again. Students circle the pictures of the things they think made each of the sounds that Luke heard.
Then ask students to put a cross above the pictures of the objects that produce light that might have helped Luke to see.

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The door creaked ‘Creaaaak’ as Luke gently pushed it open. He trembled. The

room was dark, very dark. He tried the light switch ‘ ‘Click, click’ but nothing

happened.

‘Ring! Ring!’ Luke could hear his mobile phone ringing from somewhere in the

dark room. Where was it and what was it doing here? It was too dark to see anything. He

started walking slowly towards the ringing sound.

‘Twaang!’ Behind him something heavy fell. What was that? Then from out of

the darkness came a ‘Squeak, squeak!’ Luke shivered. ‘Ring! Ring!’

Luke kept walking carefully towards his mobile phone feeling all around him as he went.

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Suddenly he heard a new sound ‘Tinkle, tinkle’ - like small bells - followed by a

soft ‘Prr, Prr.’ It was coming towards him and getting louder and louder all the

time.

‘Hello, Hello!’ Who was that? Was someone else in here? Luke called out, ‘Is

somebody there?’ ‘Hello, Hello!’ There it was again. He needed a light to see! Luke

felt around and touched a small cardboard box. It was vibrating - could that be his phone

inside it?

‘Tinkle, tinkle, Prr, Prr!’ There it was again, getting closer and closer.

He needed a light! Then Luke had an idea. He grabbed the phone, turned it over and he was

right - the phones screen was lit up with a beautiful blue light.

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Luke turned around and shone the phone’s light towards the tinkling sound.

‘Ah!’ Luke laughed, so that’s what the tinkling and ‘prr’ noise was - his cat, Max, wearing his

new collar with bells!

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Sound

Makers

‘Sound Makers’ sheet

for printing

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Discuss as a grade. We may find out the exact answers as the lessons go on this term.

How do we hear & see?

Where does sound come from?
How do we hear sounds?
How does sound get to our ears?
How do we see things? What do we need to see?
Where does light come from?

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Lesson 2

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I can learn about the human eye and why we see things

Success Criteria

I have made a pinhole camera
I have worked well with my team members
I have explained why we can see things that are not upside down

Learning Intention

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Pinhole Camera Experiment

Click on the video to see a demonstration of today’s experiment

In teams of 3 work together to create your own pinhole camera.

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In your Science books, draw a picture of the human eye and write a few sentences explaining why we can see objects the correct way.

Time to record

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Lesson 3

Good Vibrations

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I can describe how vibrations produce sound

I can identify objects that produce sound

Success Criteria

I have shared my understanding with a partner

I have worked with a partner to discover more about vibrations

I have recorded my understandings in my Science book

Learning Intention

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Think back to the story

‘Sound in the Dark’.

How did luke know his phone was in the box?

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What’s in the box?!

Pass the box carefully around the circle.

What can you feel?

What can you hear?

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Let’s sing!

Place your hand on your neck and say ‘hello’

What do you feel?

Let’s sing ‘row row your boat’

What happens when you stop singing in the song?

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Balloon Game

In pairs, take turns talking into a balloon while your partner holds it. What do you feel as you hold the balloon?

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Time to record

In your Science Books, complete the following sentences using words and images

Today I learned…
I know this because…
I am wondering about…

Teacher to record responses on an anchor chart and display in the classroom.

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Lesson 4

Sounds on the move

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explore the difference between sound transmission through air and through solids.

Success Criteria

to identify how sounds travel through our bodies
to observe cause and effect relationships in the creation of sound

Learning Intention

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Today we are going to explore ways that sound travels using your body.

Can sound travel through solid objects? Explain why.

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Can you bend your arm so that you can touch your elbow with your other hand?

Now point your index finger in the air.

Now tap on your elbow with a finger from their other hand, and listen carefully to the sound that it is making.

• What sound can you hear?

• Where is the sound coming from?

• How is the sound getting from your elbow to your ear?

Let’s investigate…

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Now can you tap your elbow in the same way, but this time, place your finger on the fleshy part in the front of your ear (not inside the ear) and invite students to do the

same.

• What sound can you hear?

• Where is the sound coming from?

• How is the sound getting from your elbow to your ear?

Repeat the first position.

Let’s investigate…

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• Did the sound change? If so, how did it change?

• Why were the

sounds different?

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Now you are going to work in collaborative learning teams of 2 to further explore the way sound travels to our ears!

Your task

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Our Findings…

Let’s hear from each of the groups speakers…

• When was the sound louder?

• Did it sound the same? How did it sound different?

• Did you feel anything in the strings when you were holding the coat hanger away from your ears to hit it against the table?

• Did you feel the same thing once the string was wrapped around your ears?

• Do sounds travel best through air or through string?

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Our Findings…

In your Humanities/Science book write and/or draw a picture of what we discovered about how sound travels through the air and solid objects today.

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Lesson 5

Sensing Light

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I can explain why we need light to see

Success Criteria

I have explored different light sources

I have shared my ideas to my peers

I have investigated materials that light might travel through

I can explain why

Learning Intention

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Lesson 6

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I can use a kazoo to help me understand sound and vibration.

Success Criteria

I have made a kazoo
I have tested my kazoo to see how sound travels from my mouth to my ears
I have discussed my findings with my grade.

Learning Intention

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Kazoo Making

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Materials

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Before you test your kazoo, try the following:

Say "KAAA-ZOOO!" out loud, Say other words this way, and make lots of sounds. Listen to your voice.

Let’s Explore

What do you notice about your voice?

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Put one end up the kazoo up to your mouth and say “KAAAZOOO”

Let’s Explore

Does your voice sound different as it travels through the tube? What is different about it? Can you feel the tube vibrating as you speak?

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Cover one end with the plastic and secure it with the elastic band.

Say “KAAAZOOO”

Let’s Explore

Does your voice sound different with the plastic on the tube? What is different about it?

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Poke a hole into your tube with a pencil. Be careful not to bend your tube.

Say “KAAAAZOOOO”

Let’s Explore

Does your voice sound different than it did before? What is different about it? What happens when you cover and uncover the hole with your finger as you speak?

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While you're speaking into the tube, gently touch the covering at the end of the tube.

Let’s Explore

Can you feel it moving?

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Stretch the covering more tightly across the opening and then less tightly. Listen to your voice after each change.

Let’s Explore

Does the sound or vibration change?

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This time, cover one end with the foil and secure it with the elastic band.

Say “KAAAZOOO”

Let’s Explore

Does your voice sound different with the foil on the tube? What is different about it?

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Cover one end with the paper towel and secure it with the elastic band.

Say “KAAAZOOO”

Let’s Explore

Does your voice sound different with the plastic on the tube? What is different about it?

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Fill in the following sheet with your findings.

Let’s Reflect

Student Copy

Teacher Talk to Discuss with Class:

Each time you changed the structure of the tube, you probably noticed that the sound of your voice coming through the tube changed as well.

At first, when you spoke into the tube, you probably noticed that your voice sounds deeper. This is because when you speak, sing, or hum into the tube, some of the sound bounces off the walls of the tube. You might also have felt the tube vibrate. Because of the sounds encounters with the tube, your voice sounds different when it travels through a tube. The change depends on the material of the tube.

After you covered the end of the tube, you most likely noticed that your voice sounded muffled. The covering created a barrier for the sound to pass through before reaching your ears, resulting in a much weaker sound. When you added the hole in the tube, it was probably again easier to hear the sound of your voice. The hole in the tube allowed some air (and sound) to escape and reach your ears without losing its strength.

Your voice might also have sounded amplified when the end of the tube was covered. If so, the thin plastic at the end of the tube vibrated in response to your voice. The extra vibrations added to the existing ones, amplifying the sound. These vibrations might also have given the sound a different quality. Different coverings will vibrate differently, and thus, affect the sound in a different way.

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Let’s play our Kazoo to the music!

Let’s Play!

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Lesson 7

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I can investigate why two eyes are better than one.

Success Criteria

understand that light helps our eyes to see
understand that if we block light to one
eye then our quality of sight is affected
identify the importance of two eyes for

Learning Intention

Students:

• investigate perception through playing a cup and coin game.

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There’s a Hole in my Hand

You will need a piece of paper

First roll your paper into a long tube-shape.
Put the tube in your right hand, hold it up to your right eye, and look through it, as if they are looking through a telescope.
Now place your left hand next to the tube about 5 cm from the far end. Make sure the edge of your hand is touching the side of the paper tube.
Keep both eyes open, focus your eyes on a distant point on
the far wall.

What can you see?

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Watch and Learn

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Cardboard box e.g. shoebox, tissue box
Scissors
Tape
Two sticks the same length.... e.g. wooden skewers
Card
Blue tac
Plain paper or card at least as wide as your box
Pencil
Ruler

YOU WILL NEED

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Lets Create!!!

Activity Notes

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Questions and Answers!

What did you make today?

How does that work?

Why do we need two eyes?

How long is my focal distance?

Teacher Notes

What did you make today? (Depth perception box) How does that work? (When you look through the hole in the box with one eye you see two circles, and have to guess which one is closest to you). Why do we need two eyes? (Our brain needs two eyes to make a picture, and to tell us how far away something is. When we only use one eye, our brain only gets half the information it needs to tell us how far away something is, so it’s much harder for us!) DEPTH PERCEPTION BOX ASK YOUR CHILD How long is my focal distance? (They will measure the distance from your eye to your finger in front of your nose at the point that you see one finger not two with both eyes open) Which is my dominant eye? (They will make you create a triangle shape with your hands and hold it out, then look at something far away through it. As you bring your hands closer you will find the image moves when you close one eye at a time. The eye for which the image didn’t move is your dominant eye).

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Lesson 8

All Together

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I can identify sources of light and sound and explain how light and sound travel.

Success Criteria

I have shown my understanding of how light and sound travel.

Learning Intention

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Your task

Page 61 of PDF

Circle the pictures of things that produce sound in one colour, for example, blue, and the things that produce light in another colour, for example, red.

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How sound travels to our ear

Draw an arrow from your chosen sound producer to the second space and draw what happens to the sound next.

In the first space, draw something you have used to produce a sound.

It might be helpful for the students to choose a sound producer from the worksheet on the last slide.

You might not need to use all the boxes.

Use the other side if you need more boxes.

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How light travels to our eye

In the first space, draw something they you used to produce light. You can choose something from the ‘Light and sound collection’ table to help choose a light source.

Draw the part of the body that senses light in the last box.

Think about how you’re going to show how light travels from the light source to the eye. Remember, you might not need to use all the boxes…

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Let’s review all of our learning

• Which activity helped you to learn something new?

• Which activity did you enjoy? Why?

• What questions do you still have about light and sound?

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Let's explore a few materials that can make sound when they vibrate:

When you hit a drum with a stick, it vibrates, and we hear the sound it makes.

When you pluck the strings of a guitar, they vibrate and produce sound.

When you shake a bell, it vibrates, and the sound rings out.

Drums

Guitar

Bell

Cause: hitting the drum.

Effect: the drum sound.

Cause: plucking the guitar string

Effect: the guitar sound.

Cause: shaking the bell.

Effect: the bell ringing sound.

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What is Sound?

Sound is something we hear with our ears.

It can be soft like a whisper or loud like a firework.

When someone speaks, plays music, or when something falls, it makes sound.

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Vibrations travel through the air or other materials to our ears, where they are heard as sound.

Sound is Created when something vibrates or shakes really fast.

Sound wave vibrations

Stings on

a violin