University of Houston

Science for ELLs

Teachers Name: Ms. Gutierrez

Basic Lesson Components

Grade Level: 2nd grade

Time Estimate: 50 minutes

Science Content: (1) Sound is the movement of energy through substances in longitudinal
(compression/rarefaction) waves. Sound is produced when a force causes an object or substance to
vibrate — the energy is transferred through the substance in a wave. Typically, the energy in sound is
far less than other forms of energy. (According to ESchoolToday)
A compression is a region in a longitudinal wave where the particles are closest together.
A rarefaction is a region in a longitudinal wave where the particles are furthest apart.
SIYAVULA

rhttp://lorpub.gadoe.org/State%20of%20Georgia/GAVS
%20Shared/Science/PhysicalScience_Waves_Shared/PhysicalScience_Waves_Shared_print.html

TEKS: (6) Force, motion, and energy. The student knows that forces cause change and energy exists
in many forms. The student is expected to:
(A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound
energy such as how the color of an object appears different in dimmer light or how heat melts butter;

Content Objective(s)
TSW investigate the effects on an object by increasing or decreasing amounts of sound energy.
TSW explain how sound is produced.
TSW describe the different sounds that can be made by the cup and string.

ELPS: C.3F Ask and give information ranging from using a very limited bank of high-frequency,
high-need, concrete vocabulary, including key words and expressions needed for basic
communication in academic and social contexts, to using abstract and content-based vocabulary
during extended speaking assignments.
Language Objective (s): Incorporate new vocabulary in a conversation with a partner about the
effects on an object by increasing or decreasing amounts of light, heat, and sound energy.

Vocabulary: Definition: Cognate (T or F):

Decrease  Decrease – to grow or cause to gradually Disminuir (F)
Effect grow less or smaller, as in number, amount, Efecto (T)
Energy or intensity Energy/Energia (T)
Increase  Effect – the power to produce an outcome or Incrementar (F)
Sound energy achieve a result Energia de sonido (F)
Vibrations  Energy – the ability to cause change or do Vibraciones (T)
work
 Increase – the amount or rate by which
something is becoming greater or larger
 Sound energy – energy produced by
vibrations
 Vibrations – a series of small, fast
movements back and forth or from side to
side
Misconceptions:
Common misconceptions in sound energy are:
1. Hitting an object harder changes its pitch
2. As waves move, matter moves along with them

Materials/Resources/Technology Needs:
Materials: Drum, Bottle, Beans, Pan, Journals, Cups, String, washers, paper clips, cloth, water
AMASCI
Polar Bear, Polar Bear, What Do You Hear
Good Vibrations

Book: Polar Bear, Polar Bear, What Do You Hear? By Bill Martin Jr.

Technology:
ActiView
Youtube

Safety:
Students must not touch anything unless instructed by the teacher.
Students must not place any of the materials in their mouth.
5E Instructional Procedures
What Teacher Does
Engage  Read the book Polar Bear, Polar
Bear, What Do You Hear by Bill
Martin Jr. (Read half of the book)
 Ask the class “Now let’s all be
silent for a few minutes and lets try
to listen carefully for different
sounds? On chart paper, students
will record their responses and they
must use a complete sentence rather
than just words.
o Were some sounds easier to
hear than others? Why?
o Were some sounds harder to
hear than others? Why?
 The teacher will ask the students
“What are some things that make
sound? Turn and talk with your
partners.”
Explore  Finish reading the rest of the book.
 The teacher will assign groups of 3-
4 students in each station.
 Students will be assigned roles;
therefore they will not argue over a
position.
 The teacher will give each group a
cup with a string attached, cups
with beans, tube phones, and rice in
a pan.
 Teacher will explain what a
hypothesis is.
 Ask students to create a hypothesis
as a group, to what they think will
happen in each station
 Teacher will ask students to pluck
the string and listen to the different
sounds produced. Teacher will ask
to shake the cup with beans, talk
one the phones, and tap the
aluminum pan with water.
 The teacher will walk around the
classroom and elicit students’
thinking by asking them to pluck
softer, harder, lower down on the
What Student Does:
 Students will be at level 0, and closing their
eyes, trying to listen for different sounds.
(Could be hand-dryers, other kids, chairs and
tables being moved, etc.)
 Students will be engaged and participating by
answering the questions asked by the teacher.
 Students will be using sentence stems when
doing Turn and Talk such as, “Something that
makes sound is _____.” (They may not use
one word as a response. Ex: Drums)
 Students will be observing the materials and
waiting for further instructions. They can touch
and explore them.
 Students will come up with a tentative
statement describing what they think will
happen when they pluck the strings, shake the
cup with beans, tap the pan, and talk through
the phone
 There will be enough manipulatives for
students to each explore on their own but still
talk to their partners about their observations.
 Students will be rolling the string around the
pencil and unrolling the string and thinking
about the changes of sound if any.
 Students will record their observations on their
journals by using words and illustrations.
 Students will try a different way of making
sound and will record in their journals.
 string, or higher up.
o What would happen if...?
…if you change the length of the
string by rolling the string around
the pencil?
…if you unroll the string?
o What will happen if you tap the
pan softer/harder?
o What would happen if you
shake it fast?
o What would happen if you
speak louder or softer?
 Teacher will ask students to push
the other end of the string through
the hole in the plastic cup, this time
the washer/paper clip will be
outside the cup. Ask students to
have one person hold the cup, on
the edges, upside down while the
other person will pull a wet piece of
cloth slowly down the string.
 Teacher will ask to put less/more
beans in the cup.
 Teacher will ask students to tap the
pan with a pencil, shake the pan.
 The teacher will ask students to
make the phone longer.
Explain  The teacher will have students  Students will explain(using sentence stems), to
share their ideas and experiences the whole class, the sounds they can make with
with All of the stations. the cup and string attached to the pencil.
 Ask students to identify whether  Students will identify whether there were some
there were some sounds easier to sounds easier to hear? Were there some sounds
hear? were some sounds harder to harder to hear? And have them explain to their
hear? (Think-pair-share) classmates why they think so.
 The teacher will demonstrate what  Students will vote to which way made the
happens when someone: loudest/softest sound.
- Plucks the string when the  Students will write and illustrate in their
string is unrolled. Interactive notebook what happened during
- Plucks the string when the their experiment and what they learned.
string is rolled.
- What happened when you
took/put beans in the cup.
- What happened when you
tapped the pan with a
pencil?
 Teacher will ask which way makes
 the loudest sound and which makes
the softest sound.
 The teacher will introduce
compression and rarefaction waves
by using a SLINKY and showing
them how it looks. The teacher will
also have pictures to demonstrate it.
The teacher will show how sound is
produced by vibration.
 Review the vocabulary terms and
ask students to explain in their
interactive notebooks and illustrate
what happened.
Elaborate  Teacher will ask students to push  Students will explain to their partners and
the end of the string through the annotate in their booklet (using sentence
hole in the plastic cup, this time the stems): The sounds they can make using a wet
washer/paper clip will be outside piece of cloth. Also, explain what happens
the cup. when they pull the wet cloth down the string,
 Teacher will ask students to change besides the sound it makes.
the beans into a different cup.  Students will hum and place their hand on
 Teacher will ask students to put the their throat, turn and talk, and share what they
rice on a smaller pan. noticed.
 Ask students to have one person  Students will annotate their observations.
hold the cup, on the edges, upside
down while the other person will
pull a wet piece of cloth slowly
down the string.
 Ask students to identify whether
there were some sounds easier to
hear? were some sounds harder to
hear? Were there different sounds?
 Have students make humming
noise and have them identify what
causes the sound. (Vibration).
 The teacher will also talk about real
world connection such as music,
guitars, etc.
 Show students a video on how
vibrations are caused by sound.
(Good Vibrations) Elicit discussion
about whether they have noticed
vibration when they hear a sound.

Evaluate The teacher will give students time to  Students will write on a sheet of paper what
reflect about what they learned. Asking are some things that produce sound energy.
them to write, “Today I learned…”  Students will do a quick write in their science
journals about what they have learned about
sound. (Using terms such as low, high, soft,
hard, increase, decrease, sound energy.)