# Sound Energy Unit, Grade 4

Contributor
University of Washington Tools for Ambitious Science Teaching
Type Category
Instructional Materials
Types
Experiment/Lab Activity , Unit
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be "fully aligned," the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

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## Description

In this phenomenon-driven instructional sequence, students will engage in a series of investigations to gather evidence and construct explanations as to how a singer is able to use his voice to shatter a glass.  They will look for patterns as they analyze the data and engage in multiple opportunities to develop and revise models of this event in support of their explanations.

Intended Audience

Educator
Educational Level
• Middle School
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

#### Performance Expectations

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.

Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Two investigative activities in this unit specifically align to this Performance Expectation. In Decibels at a Distance, patterns in the data reveal that as distance from the source increases, volume decreases. In Seeing Sound Waves, patterns in the data reveal the relationship between volume and amplitude. Students develop and revise the models that support their explanations in light of new evidence revealed in each investigation. To more explicitly align to the Performance Expectation, it is recommended that stronger connections be made between the amplitude of the wave as it relates to the volume of sound. The relationship between wavelength and pitch also needs to be more evident.

#### Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Students develop an initial model to explain the phenomenon of the singer able to shatter the glass. They will continually revise their models in light of new evidence provided with each investigation. At the conclusion of the unit, they will use their models to provide an evidence-based explanation of the phenomenon.

#### Disciplinary Core Ideas

This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.

As described above, elements of the Disciplinary Core Idea are investigated, but the relationship between volume and amplitude, and wavelength and pitch need to be made more explicit.

#### Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.