Date: Lesson Purpose: Short Description of Lesson CCRS: Resources Used:

(What It Teaches)
What learning precedes the following lessons? General classroom rules of respect, how to share thinking, sitting on the carpet, etc. Also what science journals are, how we use them, how to write
sentences (punctuation, capitalization, etc.).
Lesson #1 Identifying Sounds Students will name sounds the recognize AL.S.1.1 ) Conduct experiments to provide https://www.youtube.com/watch?v=n1m4h79J
Part I (animal noises, sirens, doorbell, music, etc.) and evidence that vibrations of matter can create Zso Guess the Sound Game
we will discuss how we hear sounds 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
Technology while speaking).

Lesson #2 Identifying Sounds We will compile a list of sounds we know and AL.S.1.1 ) Conduct experiments to provide Chart paper, markers, individual dry erase
Part II students will take turns picking one while the evidence that vibrations of matter can create boards and markers for guesses
class guesses what the sound is and how they sound (e.g., striking a tuning fork, plucking a
know what sound it is 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).

Lesson #3 An Introduction to Sound Waves Students will explore what sound waves and
vibration are by experimenting with rubber
bands and cups
AL.S.1.1 ) Conduct experiments to provide 1 Rubber band and 1 cup per child
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).

Lesson #4 How do Sound Waves Travel?
Fully planned lesson
Students will explore how sounds travels
through air, water, and string
AL.S.1.1 ) Conduct experiments to provide String, two cups, two liter bottle (cut in half
evidence that vibrations of matter can create using only the top half), large tub of water,
sound (e.g., striking a tuning fork, plucking a spoons
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).
AL.S.1.4 ) Design and construct a device that
uses light or sound to send a communication
signal over a distance
Lesson #5 What Sounds Can we Hear Around Students will go on a nature walk, listening
Us? silently to the sounds they hear and recording
in their journals, then discussing with the class
Integrated w/ELA
Lesson #6 How Do Instruments Make Sound Students will explore instruments and how they
create sound waves, as well as instruments of
the past and present. They will also begin
brainstorming to create their own musical
instrument that makes sound.
Lesson #7 Creating our own Sound Instrument Students will continue planning for their
Part I instrument by sketching ideas in journal and
determining what materials to use. We will also
discuss the shapes that make instruments.
Integrating ELA & Math
AL.S.1.1 ) Conduct experiments to provide Science journals, pencils
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).
AL.L.1.2) Demonstrate command of the
conventions of Standard English capitalization,
punctuation, and spelling when writing.
AL.S.1.1 ) Conduct experiments to provide Part I: Guitar, ukulele, recorder, drums, horn,
evidence that vibrations of matter can create cymbal, triangle, wooden blocks
sound (e.g., striking a tuning fork, plucking a
guitar string) and sound can make matter Part II: empty boxes, containers, rubber bands,
vibrate (e.g., holding a piece of paper near a lids, boxes, rice, beans pie plates, tape, scissors,
sound system speaker, touching your throat glue, paper
while speaking).
AL.SS.1.6) Compare ways individuals and
groups in the local community and state lived
in the past to how they live today. (Alabama)
AL.S.1.1 ) Conduct experiments to provide Max Found Two Sticks by Brian Pinkney, Science
evidence that vibrations of matter can create journals, pencils, empty boxes, containers,
sound (e.g., striking a tuning fork, plucking a rubber bands, lids, boxes, rice, beans pie plates,
guitar string) and sound can make matter plates, paper towel tubes, toothpicks, tape,
vibrate (e.g., holding a piece of paper near a scissors, glue, paper
sound system speaker, touching your throat
while speaking).
AL. RL.1.2) Retell stories, including key details,
and demonstrate understanding of their
central message or lesson.
AL. RI.1.7) Use the illustrations and details in a
text to describe its key ideas.
AL.M.1.19 ) Distinguish between defining
attributes (e.g., triangles are closed and three-
sided) versus non-defining attributes (e.g.,

Lesson #8 Creating our own Sound Instrument Students will construct their instruments from
Part II their designs and play them for the class
Integrated with Art
Lesson #9 How do our Bodies Hear Sound? Students will explore what hearing means and
how our ears work to help us hear sounds. We
will take turn hearing and making a variety of
sounds and differing levels of noise, then
discuss how we think to our ears and brains
help us with sound. We will discuss the parts of
the ear and label a diagram together and then
in groups.
Lesson Field Trip to the Birmingham The class will revisit the ideas of what sound is
#10 Symphony and how it travels, as well as how we make and
hear sounds prior to departure. Students will
reflect upon return what they heard, how the
instruments worked together to make sound,
color, orientation, overall size); build and draw
shapes to possess defining attributes. [1-G1]
AL.S.1.1 ) Conduct experiments to provide Science journals, empty boxes, containers,
evidence that vibrations of matter can create rubber bands, lids, boxes, rice, beans pie plates,
sound (e.g., striking a tuning fork, plucking a plates, paper towel tubes, toothpicks, tape,
guitar string) and sound can make matter scissors, glue, paper
vibrate (e.g., holding a piece of paper near a
sound system speaker, touching your throat
while speaking).
ACOS.1. Visual Arts 1. Engage collaboratively in
exploration and imaginative play with art
materials. Examples: Work with partner or
small group to create an artwork. Use the book
Perfect Square by Michael Hall to help
“thinking outside the box” skills.
2. Explore and experiment with a range of art
materials. a. Create two-dimensional art.
Examples: Family portrait or gadget printing. b.
Create three-dimensional art. Examples: Pinch
pots or found-object sculptures.
4. Demonstrate safe and proper procedures
for using materials, tools, and equipment while
making art. Example: Show the students how to
properly store the brush.
AL.S.1.1 ) Conduct experiments to provide YouTube clips of different sounds, picture of
evidence that vibrations of matter can create inner and outer ear on promethean board,
sound (e.g., striking a tuning fork, plucking a promethean board
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).
AL.S.1.1 ) Conduct experiments to provide Science journals, pencils, field trip necessities, 1
evidence that vibrations of matter can create or 2 instruments made by students/teacher,
sound (e.g., striking a tuning fork, plucking a tuning fork, picture of outer and inner ear
guitar string) and sound can make matter
vibrate (e.g., holding a piece of paper near a
 and record any further questions they may sound system speaker, touching your throat
have. while speaking).

AL.L.1.2) Demonstrate command of the

conventions of Standard English capitalization,
punctuation, and spelling when writing.
What learning will follow these lessons? How will the unit conclude? Students will continue to write and explore what sounds they hear and what those sounds mean to them as well as how they hear
the sounds. The unit will conclude with a review discussion, field trip, and post-trip reflection. This will segue into the next unit/AL standard of light and light waves.