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Total Duration:
31 to 60 Minutes
Materials and Resources:
Tool Kit (1 kit per each group of two students):
2 paper cups
a sharp pencil or sewing needle to help poke holes
string (kite string and fishing line work well) -- about 15 feet
paper clips
chart paper, sentence strips
Technology Resources Needed:
Smartboard, computer
Background/Preparation:
The teacher should know that speaking into a cup will create sound waves, which are converted into vibrations at the bottom of the cup. The vibrations travel along the string and are converted back into sound waves at the other end so your friend can hear what you said. Sound travels through the air, but it travels even better through solids such as your cup and string, allowing you to hear sounds that might be too far away when traveling through the air.
Before Strategy/Engage:
Begin the lesson by playing the game “Telephone.” Have the class sit in a circle.
Ask one student to think of a word or sentence. Direct them to whisper it in the ear of the student sitting next to them.
Each student should say to the next student what they think they heard. The last student says the word or sentence out loud.
Ask the first student if that was their word or sentence. Did anything change? Did the message get lost or changed in translation?
Explain to the students this is an example of verbal communication and a way to transfer sound.
During Strategy/Explore-Explain-Part 1:
Explain to the students the importance of hearing sound. The teacher should use the following link to teach the importance of sound and hearing: https://www.youtube.com/watch?v=AGjxfx8sy6s.
After the students have watched the video, play the video a second time: https://edpuzzle.com/media/579ebc18dc897f7704281c13. This time, the teacher will have the choice of stopping the video to ask the students questions concerning sound and hearing. The questions are embedded into the video.
During Strategy/Explore-Explain-Part 2:
Review or explain safety rules for conducting science experiments, including wearing goggles.
Divide the students into pairs and assign them a tool kit. Once the students receive a toolkit, carefully explain to them the directions for making a sound device. You could provide a written copy of the procedures for the students and place the copy inside of the toolkits.
Cut a long piece of string. You can experiment with different lengths, but 20 meters (66 feet) is a good place to start.
Poke a small hole in the bottom of each cup.
Thread the string through each cup and tie a knot at each end to stop it from pulling through the cup (alternatively you can use a paper clip, washer or similar small object to hold the string in place).
Move into position with you and a friend holding the cups at a distance that makes the string tight (making sure the string isn't touching anything else).
One person talks into the cup while the other puts the cup to his/her ear and listens. Can you hear each other?
Tell the students to keep their voice at the same level, while remaining the same distance apart, try talking to each other without using the cups. Can you hear as well?
Encourage the students to spread out in the classroom and see how far apart you can get the cup-and-string telephone to work.
Allow the students to choose a third person and ask them to hold onto the center of the string with their hand. Ask the students, Will the sound still carry through? Why or why not?
Optional: The teacher may write the questions on sentence strips, chart paper, dry-erase board, chalkboard, or the smartboard.
After Strategy/Explain-Elaborate:
Encourage the students to use the words vibrate and sound waves to explain what is happening with their projects.
After the students have created and tested their telephones, allow the students the opportunity to share their string telephone observations and results with the class.
Assessment Strategies
The teacher will use a rubric to assess the student's telephone projects. (See attachment)
Acceleration:
Provide extra materials for the students such as yarn, nylon string, clothesline wire, etc. Ask the students to reconstruct their telephones using different materials. Ask the students:
How do different materials change the quality of sound or how far the sound travels?
Intervention:
The teacher will provide assistance with helping those students needing remediation by doing the following:
Circulating throughout the classroom as the students complete their telephones.
Providing the students with feedback as they work with a partner to test their telephones.
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.