El i zabeth May

LE DIAPASON
WRITING STRATEGIES IN A
SCIENCE LESSON ON
SOUND
Designed for second through fourth graders

5 minutes of anticipatory activities

5 minutes of collaborative science experiment

5-10 minutes of independent writing

TEACHER INFORMATION
Students will be able to produce, illustrate and
describe vibrations as a source of sound.

Students will be able to write from the perspective of
an investigating scientist, accurately incorporating a
list of essential vocabulary.
OBJECTIVE
Penci l s (one for each student)

10 pi eces of 8. 5i n X 11i n bl ank paper

Le Diapason handout (one for each student)

10 tuni ng forks

10 bl ocks of wood

Proj ector

Computer wi th i nternet connecti on

https: //www. youtube. com/watch?v=l xsM9Jv0OD8


RESOURCES NEEDED
Informal pre-writing: Webbing and mapping
Activates prior knowledge on sound production

Informal writing: Sketch through the experiment
Monitors comprehension

Informal writing: Writing from a different perspective
Creativity
Collaborative group work
Students look outside of their original thinking

Formal writing: Paragraph
Independent
Incorporate a list of essential vocabulary
COMPREHENSION STRATEGIES
Share with students that:
We will work on writing to demonstrate our knowledge on sound and
its production.
We will perform an experiment that helps us understand how sound
is made.
We will work on building our unit vocabulary with new words.
PART 1: ANTICIPATORY SET
Distribute one pencil to each student

Divide students into groups of 3-4
Easiest if students work in their table groups

Distribute a piece blank paper to each group

Ask students to generate a web or concept map that
describes how we hear and what they know about
sound
Clearly labeled diagrams are also acceptable
More written words than pictures
PART 1: ANTICIPATORY SET
Allow 5 minutes for student groups to create their
webs/maps

Answers should be brief and incomplete sentences
are acceptable

Branching on the web should have a clear origin and
organization

Post student webs/maps on the board

Allow 1-2 minutes for students to look at other
groups work
PART 1: ANTICIPATORY SET
Distribute materials to groups
Le Diapason worksheet to each student
Tuning fork
Wooden block

Students remain in their groups to complete the
experiments directions

Students complete the informal writing task on the
first page
PART 2: EXPERIMENT

PART 2: EXPERIMENT
Translation of first page of experiment and
information writing task:
Directions: Gently hit the tuning fork on the wooden block. Put the
tips of the tuning fork on the surface of the water. Gently hit the
tuning fork on the wooden block. Put the tips of the tuning fork on
your cheek. Draw your observations. Write what a scientific inquirer
might say.
PART 2: EXPERIMENT INFORMAL WRITING
Students remain in their groups to complete the
second half of the experiment

Students turn their Le Diapason worksheets over to
the second page

Students follow the experiment directions then
return to their seats

DO NOT begin the formal writing task until after the
video
PART 2: EXPERIMENT

PART 2: EXPERIMENT
Translation of second part of experiment
Gently hit the tuning fork on the wooden block. Place the tips near
the suspended ping pong ball. Do not move the tuning fork once the
ping pong ball has been tapped once. Watch what happens to the
ping pong ball while the tuning fork does not move.
PART 2: EXPERIMENT
Students return to their seats after the experiment

Students hands are empty

Project the youtube video onto the board

Students watch the youtube video to reinforce what
they did in their experiment

https://www.youtube.com/watch?v=lxsM9Jv0OD8

PART 3: VIDEO
Finish video

Students write a 4-5 sentence paragraph using the
word bank

Students write evidence of what they saw to support
their thoughts on how vibrations are produced and
how we hear

If time allows, student volunteers read their
paragraphs aloud
PART 4: FORMAL WRITING
Translation of formal writing task from experiment
directions:
How do you know that the tuning fork produces vibrations? What did
you see to prove your hypothesis? Write in complete sentences and
use the word bank.

PART 4 FORMAL WRITING
Individual student written response

Connect science content with real -world application

Looking for use of:
Word bank vocabulary (4 points)
Paragraph structure (4 points)
Complete sentences (4 points)
ASSESSMENT
Students give a summary of the experiment to an
adult at home

Students use the Internet to find other videos that
highlight vibrations and hearing
Examples:
https://www.youtube.com/watch?v=WzApT-Q7SiY
https://www.youtube.com/watch?v=tGx1syJpp5k


PARENT INVOLVEMENT
Cymatics
Help make sound waves visible
Watch this TED talk and demonstration
http://www.ted.com/talks/evan_grant_cymatics
Students generate their own experiments that illustrate sound wave
production and their motion

ENRICHMENT