Jasmin Pepe

GRADE: 1
Mystery Science- Lights and Sounds Unit- How do they make silly sounds in
cartoons?
Science Standard: 1-PS4-1
Architecture Content

Connection: (Activate prior knowledge and
focus student attention on lesson)
Introduce the Light & Sounds Unit
Students will gather on paw prints around the
board. I will introduce our new science unit-
light & sound.
“Today we are going to talk about the silly
sounds we hear in cartoons.”

We will watch the first video from the mystery

science activity. I will pause the video after it
talks about all the cartoon noises and how
they are made. I will ask the questions, “did
you know that was a job? Would you want
this job? Do you think the cartoons you watch
have sounds made for them? Are you
wondering how some other sounds you hear
in cartoons are made?”

Teaching: I will resume the video by prompting the

question “what do you think the science
Vibrations are a quick movement back and behind this is?”
forth.
I will pause the video again to reiterate the
main idea, vibrations are a quick
movement back and forth.

Active Engagement: Using the word tracker the students and I will
read the question, “how would you make the
Being the sound artists, creating the sound of sound of rain?” together. I will ask the
rain. students if listening to what a rain storm
sounds like will help them come up with
ideas.

We will move on to the next slide in mystery

science, where students will close their eyes
and listen to the rain storm.
Students will stand up and continue to follow
the instructions from mystery science activity.
We will watch the video from mystery science

Independent Practice:
Being a sound artist, using a ruler to create
vibrations for the bouncy ball videos.
Conclusion:
Review “how do they make silly sounds in
cartoons?”
Vibrations are a quick movement back and
forth.
and the students will be the sound effects
artists.
We will read the question, “how could you
make it sound more like a storm?” I will have
students share, and prompt them to say they
could add thunder. I will ask the students to
recall what made the sound of thunder earlier
in the video.
Vibrations, a quick movement back and
forth, sounded like thunder. We will discuss
things around the room we could make
vibrate and sound like thunder. I will
demonstrate with the materials up front.
Students will now add thunder as they
become the sound effects artists again.
We will move on to step 4 and 5 in mystery
science, watch the bouncy ball that has no
sound and the ruler demonstration.
I will go over how scientists act when they are
experimenting, and how we should use our
rulers the correct way. Students will go back
to their seats and practice their “boing” sound
for one minute. Students will match their ruler
sounds to the bouncy ball video.
We will discuss the first question “what does
the ruler do as it makes a sound?” Prompt
students to say it vibrates. Then we will
discuss “what happens when you stop the
sound?” Prompt students to say it no longer
vibrates.
To finish we will go over again what vibrations
are, a quick movement back and forth, and
have time for students to ask any further
questions they have.
They will complete the worksheet to go with
the lesson for morning work.
Copy of Mystery Science: How do they …