IBS&E: DOES IT SOUND NOISY?

SCIENTIFIC PRACTICES DISCURSIVE PRACTICES SOUND CHART

Music
instruments
Describing

ApPLICATION CONTEXT:
Developing
Identifying Questioning SOUND CONTEXT
and using Environment Sound
models al sound pollution
SOUND PROCESSES
Planning and
Asking
questions
carrying out Pitch
investigations
(High-Low)
Defining
Oral skills/ Hypothesizing
Sound
Reading production SOUND PROPERTIES Sound
Speaking reception
SCIENTIFIC OR TECNOLOGICAL CONTEXT:

Alarms and
Communication
signals Loudness
Analyzing and
(Loud-soft)
Vibration
Communicating interpreting (Frequency, Amplitude, Duration
data
Oral skills/ Time, Speed, Sound
(Long-short)
Argumenting
InteractingExplaining Writing level)
Constructing
explanations SOUND MODEL
Justifying Sound and Others
Phonology/ health Timber Noise
Graphology (Sound (Unwanted
quality) sound)
Lexical
Grammar
Pragmatics Sound travel

EXPLORATION INQUIRY APPLICATION

Primary school: Vila Olmpica (Barcelona) Level: 5th Teachers: Ma Antnia Novau, Vctor Planells and Isabel Saavedra Teacher Assistants: Carla Moreno and Carla Rodrguez School year: 2016-17

INVESTIGATING THE TO AVOID

BEST MATERIALS SOUND
POLLUTION IN
OUR
CLASSROOM

FROM ENVIRONMENTAL
CLASSROOM SOUND TO
DATA COLLECTION

THE IMPORTANCE
OF ASKING GOOD
QUESTIONS

EXPERIMENTING AND
REACHING
CONCLUSIONS