ACCESS Science Concept Planner 1- EK, BS, JS, EJ, JG

CONCEPT 1 CONCEPT 2

   

  Making Sound  Vibrations

 
     

  Sound
  SCIENCE TOPIC

CONCEPT 3 CONCEPT 4
   

   

 
Pitch and Volume  Music and Instruments
   
   
   
Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D. 
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.

 
 ACCESS STANDARDS: Integrated Science Concept Planner 2
REFERENCE MATERIALS: Used to identify & inform the topic.

NSTA.com, theschoolrun.com – Elodie Joyce

Vocaroo.com, ACCESS – Brynna Stein

ACCESS, Pinterest- Julia Sundy

National Geographic Kids, Generationgenius.com- Jenna Giambra

ScienceWorld.com, kids.frontiersin.org - Emma Klaus

ASSESSMENT:

Checklists-JS, Anecdotal Notes-EJ, Standards met through Rubrics-JG, Pre and Post Assessment Questions-EK, Video/Picture
Documentation-BS

OBJECTIVES:

Students will be able to describe sound using the vocabulary and process they learn through exploring nature- EJ.

Students will learn how to make sound by exploring different objects and their vibrations- JS.

Students will develop an understanding of how the volume and pitch of sounds can be affected by dropping different types of materials onto
various surfaces and observing the type of sound created- JG.

Students will develop an awareness of sound and how our bodies make them by exploring how our bodies and voices can produce different
tones, pitches, and volumes- EK.

Students learn how to describe sounds by combining their observations with learned academic language (pitch, tone, vibrations, etc.)- BS.

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D. 
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS Science Concept Planner 3
Experience* Vibration Exploration Activity
Experience* listen and identify sounds outdoors.
Standard: “Coordinate the use of hands, fingers, and wrists to
Standard: “Makes inferences, generalizations, and explanations (may manipulate objects and perform tasks requiring precise movements “
not be correct) based on prior knowledge or evidence”  
  Developmental Domain: Physical Well Being and Motor Development
Developmental Domain: Science JS
EJ

Experience: How can we make sound using things around us? Experience* Guess the Sound!
Standard: "Pose Questions About the Physical and Natural CONCEPT CONCEPT
Environment" and "Explore Objects, Materials, and Events in the Standards: "Explore objects, materials and events in the
environment" environment”. &: “Focus on the task at hand even when frustrated
 Making Sound  Vibrations or challenged".
Developmental Domain: Inquiry  
JG     Domain: Inquiry & Persistence
  BS

   
Experience* Identifying naturally occurring sounds. SCIENCE Experience* Popsicle Stick Vibrations
   
Standard: “Gathers new information and explores new play and TOPIC Sound Standard: “Use language to communicate a variety of ways with
tasks with adult encouragement” others to share observations, ideas, and experiences; Problem solve,
  reason, predict, and seek new information”
Developmental Domain: Approaches to learning Reference materials:  
EJ Vocaroo, National Developmental Domain: Listening and Speaking
CONCEPT Geographic Kids, NSTA, CONCEPT JS
Science World, Pinterest

Experience: Manipulating Our Voices: Make Your Voice Heard
Standard: “Explore objects, materials and events in the
environment” and “With modeling and support, explore the
properties and characteristics of sound and light”
Developmental Domain: Inquiry and Exploration of Energy
EK
      Experience* Copycats
Standards: “Demonstrate understanding that symbols carry meaning and use
     symbols to represent thinking (e.g., drawings, construction or movement)”. &
“Recognize, duplicate and extend simple patterns using attributes such as color,
shape or size”.
Pitch and Volume   Music and Instruments 
Domain: Symbolic thought and Patterning
    BS

Experience: What sounds can we hear around us every day? Experience: Our Bodies as Instruments

Standard: "Make Predictions" and "Engage in Simple Investigations" Standard: “Make Careful Observations” and “Describe, compare, sort,
classify, and order”
Developmental Domain: Inquiry  
JG Developmental Domain: Inquiry
 EK
Developmental Domain:
Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D. 
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.

 
LEARNING CENTER STANDARDS ADDRESSED

DRAMATIC PLAY: Students reenact a band, assigning roles and instruments. Students play air  Memory- “With modeling and support remember and use information for a variety of purposes.” Symbolic
guitars. Students assign musical jobs. Thought- “Participate cooperatively in complex pretend play, involving assigned roles and an overall plan.”

ART: Students draw what they think music/sounds look like. Students draw/paint objects or things  Symbolic Thought- “Demonstrate understanding that symbols carry meaning and use symbols to represent
when hearing their associated sound (bird, car, rain, etc.) thinking”. Geometry- “Combine simple shapes to form larger shapes.”

WRITING: Students explore the phoneme sounds in their names and combine making their sounds  Writing Process- “With modeling and support, print letters of own name and other meaningful words with mock
with writing the letters. letters and some real letters.” Writing Process- “With modeling and support, demonstrate letter formation in
writing.”

SCIENCE & DISCOVERY: Students explore vibrations with rubber bands and peg boards. Students  Inquiry- “Describe, compare, classify and order.” Explorations of Energy- “With modeling and support, explore the
explore pitch and volume through experimenting with instruments and their voices. properties and characteristics of sound and light.”

MATH: Students count the number of times a sound is made. Students identify the patterns in a song  Patterning- “Create Patterns.” Number Sense and Counting – “Demonstrate one-to-one correspondence when
through rhythm. counting objects up to 10.”

BLOCKS: Have blocks of different appearances represent stomps, claps, or hitting a drum. Have  Patterning- “Recognize, duplicate, and extend simple patterns using attributes such as color, size, or shape.”
students hit blocks together to create percussion. Attention- “Focus on an activity with deliberate concentration despite distractions.”

SENSORY TABLE: Bring in different materials that make different kinds of noises and sounds and  Initiative ad Curiosity- “Ask questions to seek explanations about phenomena of interest.”
have students discuss those differences and how they relate to their texture.
Innovation and Invention- “Use imagination and creativity to interact with objects and materials.”

READING/CLASSROOM LIBRARY: Read literature and provide books about instruments, music,  Receptive Language and Comprehension- “Demonstrate understanding of increasingly complex concepts and
sound, and your voice. Ex. My Voice is a Trumpet, Hold discussions after the readings about their longer sentences.” Reading Comprehension- “With modeling and support, identify the topic of an informational
meaning/information. text that has been read aloud.”

COMPUTERS: Students use classroom technology to explore different kinds of music. Students use the  Inquiry- “make inferences, generalizations, and explanations based on evidence.
iPad to record their own voices and explore the ways they can make it sound.
“Inquiry- “Make careful observations.”

SAFE PLACE: Students explore the sounds associated with different emotions (crying, laughing,  Awareness and Expression of Emotion- “Recognize and identify own emotions and the emotions of others.”
cheering, etc). Empathy- “Show regard for the feelings of other living things.”

SONGS/MUSIC/MOVEMENT: Students explore different instruments and the sounds they can make.  Expression of Ideas and Feelings Through the Arts- “Express interest in and show appreciation for the creative
Students sing teacher led songs together. works of others.” Initiative and Curiosity- “Seek new and varied experiences and challenges.”

POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Discuss as a class appropriate volume level  Memory- “Communicate and past events and anticipate what comes next during familiar routines and
in the class and how and where we can be loud in places such as gym.

ACCESS: Investigative Learning Centers Form 4 (AKA SCP 5)

experiences.” Planning, Action, and Reflection- “Use prior knowledge and information to assess, inform, and plan
for future actions and learning.”

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D. 
This form has already been completedInnovative
and does not need
Educational to be filled
Solutions, out again.
LLC Copyright Use
© 2009 the form
ACCESS you have
Curriculum. already
All Rights complete for SCP 6 and for the website.
Reserved.