What Makes Sound?

Lesson 2
Science – 2nd Grade
Renée Pesheck – 13b
3/9/2011

Objective: Students will investigate how sound is created by vibration.

Assessment: Students will work in small groups to explore different sounds and
vibrations. They will record observations on their science worksheet.

GLCEs: S.IP.02.13 Plan and conduct simple investigations.

S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens,
thermometer, balance) that aid observation and data collection.

Materials:
Premade chart for discussion.
Meter stick
4 Rulers
2 Pans with spoons
1 Labeled bottle for each student
5 Rubber bands
1 Vibration worksheet for each student

 Introduction - “We are going to investigate sound to figure out what actually
makes sound.”
 Introduce vibration. Write definition (a regular back and forth direction) and
show with hand.
 Meter Stick – Show meter stick vibration. Ask “Can you hear anything when the
meter stick vibrates? Can you hear anything when it stops?” (Fill in chart with
students.)
 Vibrating Lips – Make a raspberry sound, invite students to do the same. “Watch
the persons lips next to you. Now try it while you hold your hand to your lips.
What makes this sound?” (Fill in chart with students.)
 Hum – First me then with students. “Touch your neck while you hum. Your
larynx vibrates in your throat to produce sound and stops when you stop.” (Fill
in chart with students.)
 Set up stations. Explain stations and filling out worksheet quickly. Students will
have 5 minutes at each station to investigate and fill out their worksheet.
Circulate and time stations while students investigate.
 If there is time – follow up with discussion: “Can you always see what is
vibrating to produce the sound you hear? What can we add to our project
board? Do we have any additional questions about sound?”
Reflecting on students’ learning
Did your students accomplish the goals and objectives you determined for them? How
do you know?
My objective for this lesson was that students would investigate how sound is
created by vibration. This was accomplished by the involvement that I had with the
mini-lesson and by the following investigations that the students did in centers. I
know this from the answers that the students gave when I called on them in the
discussion, by the responses that students gave when I talked with them about the
centers, and by the answers on their worksheets.

How did your instructional moves help students make progress toward the lesson
goals and objectives? What instructional and/or management moves would you
repeat? What would you change? Why?
The students were engaged in the mini-lesson by having humming and making the
raspberry sound while they felt, looked, and listened to the vibrations. This lesson
involved lots of activity with the students being able to focus and listen. I feel that I
did a good job managing all of the changes within the lesson. I wish that I had had
more time with the lesson! I plan to discuss some of the learning that took place
tomorrow in the morning meeting time to help cement the concepts with the
students.

How will you use what you learned to inform your teaching? What next steps will you
take?
My focus for teaching right now is to work on pacing. Although I want every student
to be able to access the information, I need to be able to present the lessons within
the amount of time that I have. I am working to develop strategies to help myself.
I’ve decided to write times into my lesson plan for tomorrow’s lesson so that I can
keep track as I go of where I hope to be within the plan for the lesson.