Grade 4: Activity Packet
Grade 4: Activity Packet
Grade 4: Activity Packet
Activity Packet
Table of Contents 2–3
Introduction 4–6
Light Exit Card 7
Sound Exit Card 8
Lesson 1: What is Light? 9
Natural and Artificial Light Sources 10 – 11
KWL: Light and Sound 12
Lesson 2: Objects that Emit/Reflect Light 13
Objects that Emit Light/Reflect Light 14 – 15
Lesson 3: Light Travels in a Straight Path 16 – 17
Properties of Light 1 18 – 19
Lesson 4: Light Can be Reflected or Absorbed 20
Properties of Light 2 & 3 21 – 22
Lesson 5: Light Can be Refracted 23 – 24
Properties of Light 4 25 – 26
Lesson 6: What is Sound? 27
Properties of Sound Reading 28
Lesson 7: Sound Travels in Waves 29
Properties of Sound 1 30 – 32
Lesson 8: Sound can be Absorbed 33 – 34
Properties of Sound 2 35 – 36
Lesson 9: Sound can be Reflected 37
Properties of Sound 3 38 – 39
Lesson 10: Modifying Sound 40 – 41
Properties of Sound 4 42 – 44
Lesson 11: Exploring Vibrations 45 – 46
Vibrations Reading 47
Lesson 12: How do We Hear Sound? 48
Exploring the Ear Reading 49
Exploring the Ear Response 51 – 52
Lesson 13: Building an Instrument 53
Creating Musical Instruments 54 – 55
Creating Musical Instruments Rubric 56
Lesson 14: Reviewing the Properties of Light and Sound 57
Review Cards 58 – 59
Properties of Light and Sound 60
Lesson 15: Prisms and Rainbows 61
Prisms and Rainbows Reading 62
Creating Rainbows 63
© TeachinginaWonderland 2015 2
Lesson 16: Light Sources and Heat 64
Light Sources and Heat Reading 65
Light Sources and Heat Response 66 – 68
Lesson 17: Uses of Sound 69
Uses of Sound Reading 70
Uses of Sound Response 71
Lesson 18: Uses of Light 72
Uses of Light Reading 73
Uses of Light Response 74
Lesson 19: Impact of Light and Sound on Society/Envi 75
The Impact of Light and Sound on the Environment 76 – 81
Light and Sound Test 82 – 84
Inquiry Based Learning Note 85
Anecdotal Note Keeper 86
© TeachinginaWonderland 2015 3
I would first like to thank you for purchasing the “Light and Sound” activity
packet. This activity packet is aligned with the Ontario Grade 4 Science
curriculum expectations. This packet is designed to provide students with
hands-on and engaging activities that explore light and sound. This packet
familiarizes students with the properties of light and sound.
© TeachinginaWonderland 2015 4
observe how light and sound interact with various objects in the environment.
Facebook Page: Check out my Facebook page for upcoming sales, giveaways
and more! The link is: http://on.fb.me/1BqaAzD
© TeachinginaWonderland 2015 5
Terms of Use: Please note that by purchasing one license, it gives you
permission to use these activities in your own classroom. If you wish to share
these activities with a friend or colleague, please purchase another license at
a discounted rate. I truly appreciate your understanding.
Clipart:
© TeachinginaWonderland 2015 6
Exit Card: Exploring Light
Write one thing you learned about light today:
© TeachinginaWonderland 2015 7
Exit Card: Exploring Sound
Write one thing you learned about sound today:
© TeachinginaWonderland 2015 8
Lesson 1:
What is Light?
Lesson Learning Goal: We can identify a variety of natural light sources and artificial light
sources.
Background Information for the Teacher: This lesson serves as the introduction to the
light and sound unit. For the introduction, students will be exploring what light is and
identify some natural and artificial sources of light. Students are asked to reflect on
their daily lives and think of some ways that they use light on a daily basis.
Materials Needed:
- “Light and Sound KWL” activity worksheet;
- “Natural and Artificial Light Sources” activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Tell students that they will be beginning a new unit on Light and Sound. This unit will
have them explore the properties of both light and sound. Ask students, “What is
light?” Have students turn and talk with a partner about this question. When ready,
have students share their responses. Light is a type of energy that our sense of sight
can detect or see. Light can warm things up so it gives heat energy to objects.
Ask students, “What are some sources of light? Where can we find light?” If students
struggle with this question give them an example – e.g., I might say that a source of
light is the sun. Make a list of students’ responses on a piece of chart paper.
Lesson Consolidation:
Have students complete the “Light and Sound” KWL Chart. This chart can be done
independently or in small partners. You might choose to create larger KWL Charts on a
piece of chart paper and record all student responses on this piece of chart paper.
© TeachinginaWonderland 2015 9
Name: _________________________ Date: ____________________
Your task is to sort the following list of light sources into “natural light
sources” and “artificial light sources.”
_______________________________________________________
_______________________________________________________
© TeachinginaWonderland 2015 10
Answer Key
Your task is to sort the following list of light sources into “natural light
sources” and “artificial light sources.”
Sunlight Fireworks
Fireflies Light bulb
Glow-worms Oil Lamps
Glow stick
Candle
© TeachinginaWonderland 2015 11
Name: _________________________ Date: ____________________
What I KNOW
about light
and sound
What I WANT
TO KNOW
about light
and sound
What I HAVE
LEARNED
about light
and sound
© TeachinginaWonderland 2015 12
Lesson 2:
Objects that Emit Light and Objects that
Reflect Light
Lesson Learning Goal: We can distinguish between objects that emit their own light and
those that reflect light from other sources.
Background Information for the Teacher: This lesson has students review what natural
and artificial light sources are and explore what the difference is between objects that
emit light and objects that reflect light. Students will learn what the words “emit” and
“reflect” mean and will sort a set of objects into two categories: “Objects that emit
light” and “Objects that reflect light”
Materials Needed:
- “Objects that Emit Light & Objects that Reflect Light” activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What is light?” and “What is the difference between natural and
artificial light sources?” Have students share some examples of natural sources of light
and some examples of artificial sources of light.
Tell students that today they will be exploring what the difference is between objects
that emit light and objects that reflect light. Have students brainstorm what “emit”
means and what “reflect” means.
Lesson Consolidation:
Take up the “Objects that Emit Light & Objects that Reflect Light” activity worksheet.
Have students share their own examples from the table. On a piece of chart paper,
write down what the difference is between objects that emit light and objects that
reflect light are. This can be used as an anchor chart for student reference later on.
© TeachinginaWonderland 2015 13
Name: _________________________ Date: ____________________
Your task is to sort the following list of light sources into “objects that
emit light” and “objects that reflect light.” Add your own examples to the
chart.
© TeachinginaWonderland 2015 14
Answer Key
Your task is to sort the following list of light sources into “objects that
emit light” and “objects that reflect light.” Add your own examples to the
chart.
Television Moon
Star Table
Sunlight Shoes
Candle Water bottle
© TeachinginaWonderland 2015 15
Lesson 3:
Light Travels in a Straight Path
Lesson Learning Goal: We can describe properties of light.
Background Information for the Teacher: This lesson has students explore the first
property of light – light travels in a straight path.
Materials Needed:
- “Properties of Light 1” investigation worksheet (2 pages);
- Chart Paper;
- Markers;
Lesson Introduction:
Tell students that today they will be exploring the first property of light. This first
property tells us that light travels in a straight path. Have students turn and talk with a
partner about what this property of light means.
Discuss safety when using light sources for investigations. What is the expected
behaviour?
* If you have access to a laser pointer it works best. Please go over safety rules with
students about using light sources for investigations.
© TeachinginaWonderland 2015 16
Lesson 3:
Light Travels in a Straight Path
When students place the index cards in a straight line and shine the flashlight or laser
through the holes of the cards students will notice that the light ends up passing
through the cards in a straight line. When students move the index cards so that the
holes in the index cards are no longer in a straight line a different result is achieved.
The reason for this is because light travels in a straight line. Light will not bend around
the cards. No light shows up at the end of the row of cards because there is not a
straight path for the light to pass through anymore.
Lesson Consolidation:
Have students share their observations – what did they learn? What questions do they
have?
© TeachinginaWonderland 2015 17
Name: _________________________ Date: ____________________
Properties of Light 1:
Light travels in a straight path.
PURPOSE:
To investigate the first property of light, “light travels in a straight path.”
MATERIALS NEEDED:
• Three index cards;
• Small piece of modeling clay;
• Flashlight;
• Hole puncher;
• Ruler;
PROCEDURE:
1. Using a ruler, draw a line that connects opposite corners of the index card.
Draw a line that connects the other opposite corners of the index card. You
should be left with an ‘X’ on your card. Repeat with the other two index
cards.
2. At the intersection of the two lines, use a hole puncher to punch a hole in the
center of the index cards.
3. Use a small piece of modeling clay for each index card and place the card in
the clay to create a stand for the card.
4. Place the flashlight at one end of the row of index cards and turn off the
light in the room.
5. Record your observations.
6. Repeat experiment but move one of the index cards, so not all the holes line
up.
7. Place the flashlight at one end of the row of index cards and turn off the
light in the room.
8. Record your observations.
PREDICT:
What do you think will happen when the flashlight is placed at one end of the index
cards that are lined up in a straight line?
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© TeachinginaWonderland 2015 18
Name: _________________________ Date: ____________________
Properties of Light 1:
Light travels in a straight path.
PREDICT:
What do you think will happen when the index cards are not all lined up straight
and the flashlight is placed at one end?
______________________________________________________________________________________
______________________________________________________________________________________
OBSERVE:
Experiment Time 1: Index cards lined up in a straight row.
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© TeachinginaWonderland 2015 19
Lesson 4:
Light Can be Reflected or Absorbed
Lesson Learning Goal: We can describe properties of light.
Background Information for the Teacher: This lesson has students explore the second
property of light – light can be reflected and absorbed.
Materials Needed:
- “Properties of Light 2 & 3” investigation worksheet (2 pages);
- Chart Paper;
- Markers;
Lesson Introduction:
Review what the first property of light is and what the experiment was that was
conducted in lesson 3. Tell students that today they will be exploring the second
property of light which is that light can be reflected.
Materials that reflect light will cause the cue card to be bright and visible. Materials that
absorb light will not cause the cue card to be bright and visible. Instead, the light
seems to disappear or fade away into the material in question. Materials that reflect
light tend to be bright. For example, if you walk outside on a sunny day in the winter and
there is snow on the ground, you might find the snow very bright to look at because
the sun’s rays are shining on to the snow and the light is being reflected from the
snow.
Lesson Consolidation:
Have students share their observations – what did they learn? What questions do they
have? As a guiding question, ask students, “What happened to the light when it was not
reflected?” and “How did you know that the light was not being reflected?” Tell
students that the light that was not being reflected was being absorbed by the
material.
© TeachinginaWonderland 2015 20
Name: _________________________ Date: ____________________
MATERIALS NEEDED:
• Index cards;
• Modeling clay;
• Flash light (or laser pointer);
• Mirror;
• Aluminum foil;
• White paper;
• Coloured Paper;
• Black Paper;
PROCEDURE:
1. Predict which of your supplies will be good reflectors. Write down your
predictions.
2. Set up a cue card on a lump of modeling clay.
3. Place the mirror in another lump of clay.
4. Shine the flashlight on the mirror and see what happened to the cue card.
5. Repeat steps 3 and 4, replacing the mirror with other surfaces. Compare
your results to that of the mirror.
6. Write about your observations.
PREDICT:
Which of the materials you are using do you think will reflect the light the best?
Rank the materials in order from the best reflectors to the worst reflectors.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
© TeachinginaWonderland 2015 21
Name: _________________________ Date: ____________________
EXPLORE:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
© TeachinginaWonderland 2015 22
Lesson 5:
Light Can be Refracted
Lesson Learning Goal: We can describe properties of light.
Background Information for the Teacher: This lesson has students explore the fourth
property of light which is that light can be refracted.
Materials Needed:
- “Properties of Light 4” investigation worksheet (2 pages);
- “Properties of Light 4” investigation part 2 (1 page);
- Chart Paper;
- Markers;
Lesson Introduction:
Review what light is. Have students turn and talk to each other about what natural and
artificial light sources are and some examples of both. Have students return as a whole
class and quickly discuss natural and artificial light.
Tell students that today they will be exploring the fourth property of light which is that
light can be refracted. Have students turn and talk with a partner about what this
means. Tell students that the word refracted means “to bend.” Light bends when it
hits certain mediums such as glass or water.
The term refraction means to bend. Why does light bend? Light bends when it passes
through a medium such as glass or water. These mediums slow light down. While the
light that is being placed on the medium might be white, the light that we end up seeing
is almost, if not exactly, like the colours we see in the rainbow. This is because the
water or glass is causing the light to separate into the ROY G BIV colours that we
recognize from seeing rainbows.
© TeachinginaWonderland 2015 23
Lesson 5:
Light Can be Refracted
The same thing happens when the straw is placed into the glass. It looks like the straw
is broken, but it is not. It is just the direction that the light is hitting the straw at in the
cup of water.
Lesson Consolidation:
Have students share their observations – what did they learn? What questions do they
have?
© TeachinginaWonderland 2015 24
Name: _________________________ Date: ____________________
Properties of Light 4:
Light can be refracted.
PURPOSE:
To investigate the fourth property of light – light can be refracted.
MATERIALS NEEDED:
• A clear medium size glass, beaker or plastic cup.
• A pencil or a straw.
PROCEDURE:
1. Fill the clear glass or cup with 2/3 of water.
2. Take a pencil or straw and place it vertically in the water.
3. Write down your observations.
OBSERVE
In the space below, draw what you saw:
______________________________________________________________________________________
______________________________________________________________________________________
© TeachinginaWonderland 2015 25
Name: _________________________ Date: ____________________
Properties of Light 4:
Light can be refracted.
PURPOSE:
To investigate the fourth property of light – light can be refracted.
MATERIALS NEEDED:
• A clear medium size glass, beaker or plastic cup.
• Water
• Coin
PROCEDURE:
1. Set a coin on a flat surface.
2. Place the base of a clear cup over the coin.
3. Look through the side of the glass – can you see the coin?
4. Fill the cup with water.
5. Look through the side of the cup – can you still see the coin?
OBSERVE
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Explain. Why do you think the experiment had the results it did?
______________________________________________________________________________________
______________________________________________________________________________________
© TeachinginaWonderland 2015 26
Lesson 6:
What is Sound?
Lesson Learning Goal: We can describe properties of sound.
Background Information for the Teacher: This lesson has students explore what sound
is and what the properties of sound are.
Materials Needed:
- “Properties of Sound” reading;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What is sound?” Sound is the energy we can hear. Have students
identify where in the environment they can find sound.
Ask students, “How do you think sound is created?” Tell students that sound is caused
by the vibration of an object.
Lesson Consolidation:
Have students share their responses to the worksheet.
Review students that sound is a form of energy that we can hear but we cannot see it.
We can sometimes feel the vibrations of sound. Sound vibrates the air, water or
whatever material is near the sound.
© TeachinginaWonderland 2015 27
Name: _________________________ Date: ____________________
Properties of Sound
Just as light has properties, so does sound. Sound is vibrations that our ears
hear. What does this mean? In order to make sense of this definition, we need to
explore the properties of sound. The properties of sound are:
1. Sound travels.
2. Sound can be reflected.
3. Sound can be absorbed.
4. Sound can be modified.
5. Sound is caused by vibrations.
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© TeachinginaWonderland 2015 28
Lesson 7:
Sound Travels in Waves
Lesson Learning Goal: We can describe properties of sound.
Background Information for the Teacher: For the experiment students will be exploring
how sound travels. Students will create a string phone with two cups and a piece of
string.
Materials Needed:
- “Properties of Sound 1” investigation activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What is sound?” Have students turn and talk to a partner about what
sound is. Sound is energy we can hear.
Explain that sound is a powerful form of communication. Ask students, “How is sound
created?” Sound is created by vibrations Have students place their hand on their throat
and begin humming. Can they feel the vibrations? Tell students that the vibrations they
feel are their vocal cords moving rapidly back and forth.
Lesson Consolidation:
Have students share their observations – what did they learn? What questions do they
have?
The sound is travelling from one cup, making the string vibrate into the other cup. This
shows us that sound travels in waves. However, we cannot see sound so we cannot see
the string moving with the vibrations of the sound of our voices.
© TeachinginaWonderland 2015 29
Name: _________________________ Date: ____________________
Properties of Sound 1:
Sound travels.
PURPOSE:
To investigate the first property of sound – sound travels.
MATERIALS NEEDED:
• Two paper or plastic cups;
• String;
PROCEDURE:
1. Make a hole in the bottom of the two cups big enough to pass through a
piece of string. Tie a toothpick to each end of the string.
2. Have one person speak into the cup while the other person places the cup up
to their ear.
3. Write your observations. Switch positions with your partner.
OBSERVE
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Explain. Why do you think the experiment had the results it did?
______________________________________________________________________________________
______________________________________________________________________________________
© TeachinginaWonderland 2015 30
Name: _________________________ Date: ____________________
Properties of Sound 1:
Sound travels.
PURPOSE:
To investigate the first property of sound – sound travels.
MATERIALS NEEDED:
• A table;
PROCEDURE:
1. Have partner 1 knock twice on a table.
2. Write about what you heard.
3. Press your ear on the table. Have partner 1 knock twice again.
4. Write about what you heard.
5. Switch positions.
OBSERVE
What did you hear when your partner knocked on the table?
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______________________________________________________________________________________
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© TeachinginaWonderland 2015 31
Name: _________________________ Date: ____________________
Properties of Sound 1:
Sound travels.
OBSERVE
What did you hear when your ear was pressed to the table? Was it different
than the first time?
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______________________________________________________________________________________
If what you heard was different than the first trial of the experiment, explain
why you think it was different.
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© TeachinginaWonderland 2015 32
Lesson 8:
Sound Can be Absorbed
Lesson Learning Goal: We can describe properties of sound.
Background Information for the Teacher: For the experiment that students will be
conducting, they will need to have materials that are about the same thickness so that
they have a uniform basis to do their investigation with. If you do not have access to
the materials needed, you can modify the experiment by using things such as, a paper
book, a wooden door and so on.
Materials Needed:
- “Properties of Sound 2” investigation activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students if they have ever tossed a rock into a pond that was still. What happened
when the rock hit the water? When the rock hits, the waves move outward from the
point where the rock landed. Sound travels in the same way – in waves. The waves
originate from the vibrating object.
Review the light experiment that students did where they had various materials and
they had to test whether light was reflected or absorbed by a material. Tell students
that sound can be absorbed or reflected as well.
Tell students that they will be conducting an experiment today to see which solid sound
travels through the best.
© TeachinginaWonderland 2015 33
Lesson 8:
Sound Can be Absorbed
solid. Partner 2 will press their ear against the solid on the other side and listen to the
intensity of the sound. Repeat these steps using different solids.
Lesson Consolidation:
Have students share their observations – what did they learn? What questions do they
have?
Ask students, “What is the importance of sound? What does sound allow us to do?”
© TeachinginaWonderland 2015 34
Name: _________________________ Date: ____________________
Properties of Sound 2:
Sound can be absorbed.
PURPOSE:
To investigate the second property of sound – sound can be absorbed.
MATERIALS NEEDED:
• An iPad or two rocks;
• A piece of wood, a piece of glass, a piece of paper, a piece of plastic, a piece
of fabric.
PROCEDURE:
1. You and your partner should be standing on opposite sides of a solid that you
are testing (e.g., a piece of plastic, a book).
2. Have Partner 1 either play the ticking clock sound on the iPad or tap two
rocks together on their side of the solid.
3. Partner 2 should place their ear against the solid and listen to the intensity
of the ticking – do you hear anything?
4. Record your observations.
5. Repeat steps 2 and 3 with a different solid.
PREDICT:
Which of the materials do you think will be able to hear the tapping or ticking
through the best? Why?
______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
© TeachinginaWonderland 2015 35
Name: _________________________ Date: ____________________
Properties of Sound 2:
Sound can be absorbed.
OBSERVE:
Solid Notes
EXPLORE:
______________________________________________________________________________________
______________________________________________________________________________________
What happened to the sound with the solids that you could not hear very well
through?
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______________________________________________________________________________________
© TeachinginaWonderland 2015 36
Lesson 9:
Sound Can be Reflected
Lesson Learning Goal: We can describe properties of sound.
Background Information for the Teacher: For today’s lesson students will be exploring
how sound can be reflected.
Materials Needed:
- “Properties of Sound 3” investigation activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What does it mean when something absorbs sound?” and “What does it
mean when something reflects sound?” Reflect means that the sound bounces off of
the surface. Absorb means that the sound soaks into it.
Lesson Consolidation:
Have students share their observations – what did they learn? What questions do they
have?
Tell students that sound saves are always absorbed. Since the first time they
conducted the experiment the can was empty, it allowed the can to REFLECT the
sound.
When the material was added to the can, the sound became trapped or got absorbed
into the fabric so it was harder to hear.
© TeachinginaWonderland 2015 37
Name: _________________________ Date: ____________________
Properties of Sound 3:
Sound can be reflected.
PURPOSE:
To investigate the third property of sound – sound can be reflected.
MATERIALS NEEDED:
• A metal can;
• A piece of fabric;
PROCEDURE:
1. Speak into the metal can.
2. Write your observations – what happened?
3. Place a piece of fabric into the bottom of the metal can.
4. Speak into the metal can again.
5. Write your observations – what happened?
OBSERVE:
Experiment Time 1: Speaking into the metal can.
What happened?
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© TeachinginaWonderland 2015 38
Name: _________________________ Date: ____________________
Properties of Sound 3:
Sound can be reflected.
OBSERVE:
Experiment Time 2: Speaking into the metal can with fabric in the bottom.
What happened?
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Was the sound reflected better in the metal can without the fabric or when the
fabric was placed into the metal can?
______________________________________________________________________________________
______________________________________________________________________________________
© TeachinginaWonderland 2015 39
Lesson 10:
Modifying Sound
Lesson Learning Goal: We can describe properties of sound
Background Information for the Teacher: For today’s lesson students will be exploring
how sound can be modified. Students will be creating a megaphone in order to see how
they can make their voices louder and how they can hear more. Students will also be
creating a glass xylophone using three cups of differing amounts of water.
Materials Needed:
- “Properties of Sound 4” investigation activity worksheet (2 pages)
- “Properties of Sound 4” investigation activity worksheet [“Glass Xylophone”]
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “How can we modify sound?” Have students think about what they do in
music talking about pitch and volume. Begin playing a song on an iPad or computer. Start
the song off with the volume at the lowest. Ask if anyone can hear the song. Slowly
turn the volume of the song up. Ask again if anyone can hear the song. If they can ask
students, “What is changing? Why can you now hear the song?”
Ask students, “What is volume?” Volume is how loud or soft a sound is. Changing the
volume of something changes its loudness or intensity. For example, if someone is
playing a guitar and they pluck the strings softly, the sound coming from the guitar will
be quiet. However, if they pluck the strings more hard, the sound coming from the
guitar will be loud.
Ask students, “What is pitch?” Pitch is how high or low a sound is.
© TeachinginaWonderland 2015 40
Lesson 10:
Modifying Sound
INVESTIGATION 1: Creating a Megaphone
The first investigation has students create a megaphone out of a piece of paper. Have
students write their thoughts and observations on the investigation activity worksheet.
What is happening with the megaphone? The megaphone is amplifying students’ voices
– making their voices louder. The megaphone gathers the sound waves together and
points them all in one direction.
Lesson Consolidation:
Have students share their observations from the experiments. What did they notice?
What did they learn?
© TeachinginaWonderland 2015 41
Name: _________________________ Date: ____________________
Properties of Sound 4:
Sound can be modified.
PURPOSE:
To investigate the fourth property of sound – sound can be modified.
MATERIALS NEEDED:
• Masking tape;
• A large sheet of paper;
• Scissors;
PROCEDURE:
1. Roll the piece of paper into a cone;
2. Stick tape along the edge of the rolled paper to secure it;
3. Put the cone over your mouth and talk into it.
4. Write about what you notice.
5. Put the cone to your ear – what do you hear?
6. Write your observations.
OBSERVE:
What happened when you put the cone to your mouth and spoke?
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© TeachinginaWonderland 2015 42
Name: _________________________ Date: ____________________
Properties of Sound 4:
Sound can be modified.
OBSERVE:
What happened when you put the cone to your ear?
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© TeachinginaWonderland 2015 43
Name: _________________________ Date: ____________________
Properties of Sound 4:
Sound can be modified.
PURPOSE:
To investigate the fourth property of sound – sound can be modified.
MATERIALS NEEDED:
• 3 bottles or glasses;
• Water
PROCEDURE:
1. Pour 100 ml of water in the first bottle or glass;
2. Pour 150 ml of water in the second bottle or glass;
3. Pour 200 ml in the third bottle or glass;
4. Tap the side of each glass gently with a wooden spoon.
OBSERVE:
What happened when you tapped each of the glasses?
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© TeachinginaWonderland 2015 44
Lesson 11:
Exploring Vibrations
Lesson Learning Goal: We can explain how vibrations cause sound.
Background Information for the Teacher: For today’s lesson students will be reading
about how vibrations cause sound. Students will also review what sound is and how the
intensity of a sound can change depending on where a person is.
Materials Needed:
- “Vibrations” reading and questions;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What is sound?” Review what the properties of sound are. Tell students
that vibrations are invisible to us, we only hear vibrations through sound. Remind
students that air is all around us. Just like sound, we cannot see air but we can
sometimes feel it. If you were to hit a spoon against a drinking glass, it would cause
the glass to vibrate. As the glass vibrates, the vibrations push the surrounding air and
causes the air to move. This travelling vibration is called a sound wave.
Sound travels better through a solid than air because with air the sound wave has to
push against the air in order to get to us. If the vibration has nothing to push against
than we can hear the sound loud and clearly.
Remind students of the experiment they did where they knocked on a table and then
placed their ear against the table and knocked again. They were able to hear the sound
more clear and loud when their ear was against the table. This is because there was
nothing for the vibration to push against. The vibration went through the table to your
ear.
Sound waves cannot travel forever. The more objects there are in a room, the quieter
the sound wave will be because the sound wave is being absorbed by other objects.
© TeachinginaWonderland 2015 45
Lesson 11:
Exploring Vibrations
Lesson Consolidation:
Have students share their responses from the reading. Have students also identify
something they have learned about sound or something about sound they find
interesting.
© TeachinginaWonderland 2015 46
Name: _________________________ Date: ____________________
Vibrations
Sound is a form of energy we can hear.
Sound is associated with vibrations. When
something vibrates, it moves back and forth
quickly. We cannot always see this vibration, but
we can hear it.
Sound travels in waves. The waves begin
from the vibrating object and spread out.
When we speak, our voices vibrate to
create sound. Vibrations do not need to be large
to cause sound.
When we breathe in, the air that we
breathe travels down through our throat
(pharynx) and down into our larynx into our
lungs. The larynx is where our voice box or vocal
cords are located. When we push air up from
our lungs, it moves through our voice box, which
causes our vocal cords to vibrate. This vibration
makes a sound.
We can change the pitch and volume of
our sound. This depends on how we push the air
and how we hold our mouths.
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© TeachinginaWonderland 2015 47
Answer Key
Vibrations
Sound is a form of energy we can hear.
Sound is associated with vibrations. When
something vibrates, it moves back and forth
quickly. We cannot always see this vibration, but
we can hear it.
Sound travels in waves. The waves begin
from the vibrating object and spread out.
When we speak, our voices vibrate to
create sound. Vibrations do not need to be large
to cause sound.
When we breathe in, the air that we
breathe travels down through our throat
(pharynx) and down into our larynx into our
lungs. The larynx is where our voice box or vocal
cords are located. When we push air up from
our lungs, it moves through our voice box, which
causes our vocal cords to vibrate. This vibration
makes a sound.
We can change the pitch and volume of
our sound. This depends on how we push the air
and how we hold our mouths.
Vibration causes sound. Sound travels in waves. The waves begin from the
vibrating object.
© TeachinginaWonderland 2015 48
Lesson 12:
How do We Hear Sound?
Lesson Learning Goal: We can explain how the human ear works.
Background Information for the Teacher: For today’s lesson students will be reading
about how the ear lets us hear sound. Students will be reading an article about the ear
and then answering questions that are based off of the text.
Materials Needed:
- “Exploring the Ear” reading and questions;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “How do we hear sound?” See if any student can identify what part of
their body they can hear sound with. The ears are responsible for taking in the sound
waves and turning them into something that we can understand and hear.
Remind students that we cannot see sound waves. Sometimes we can feel vibrations if
we place a music speaker on the floor and turn up the volume but we cannot see the
waves coming out of the music speaker.
Lesson Consolidation:
Have students brainstorm a list of “Sound Safety Rules.” Among these rules could be:
- Never place things inside of your ear (other than headphones);
- Never scream into another person’s ear;
© TeachinginaWonderland 2015 49
Name: _________________________ Date: ____________________
Sound is made up of
vibrations moving through
matter, such as air. In
order to hear sound, our
ears need to be able to
pick up these vibrations.
When sound waves travel through the air, your outer ear catches them. The
outer ear directs the sound waves into your ear through the ear canal. As you
can see from the above diagram, the ear canal is a narrow pathway compared
to the outer ear. The sound waves that are picked up push against your
eardrum and make your eardrum vibrate.
As your eardrum vibrates, it makes the three tiny bones in the middle ear
move. These bones are called the auditory bones. These bones send the
vibrations to the shell-shaped part of the inner ear called the cochlea. This area
is filled with liquid and lined with thousands of tiny hairs. The sound vibrations
make the liquid move, and this makes the hairs wave back and forth. The hairs
are joined to nerves that send a signal to your brain. Your brain then lets you
know what you are hearing.
It sounds like a complicated process. Well, this all happens in less than a second.
© TeachinginaWonderland 2015 50
Name: _________________________ Date: ____________________
1. Finish the sentence: In order to hear sound, our ears need to be able to pick up
sound . . . ?
4. What are some ear safety tips? How can we take care of our ears?
© TeachinginaWonderland 2015 51
Answer Key
1. Finish the sentence: In order to hear sound, our ears need to be able to pick up
sound . . . ?
vibrations.
The eardrum picks up the vibrations from sound. When sound waves hit the
eardrum, the eardrum vibrates.
The outer ear catches the sound waves from the air and directs the sound
waves into our ears through the ear canal.
4. What are some ear safety tips? How can we take care of our ears?
© TeachinginaWonderland 2015 52
Lesson 13:
Building an Instrument
Lesson Learning Goal: We can use technological problem-solving skills to design, build,
and test a device that makes use of the properties of light or sound.
Background Information for the Teacher: For today’s lesson students creating their
own musical instrument.
Materials Needed:
- “Creating Musical Instruments” activity worksheet/planning worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Have students, as a class, make a list of all the musical instruments they can think of.
Tell students that with a lot of musical instruments, sounds are produced in different
ways. For example, with a piano you have to press keys in order to make a sound, but
with a guitar you have to pluck a string.
For this assignment, students are required to use common household items. It is up to
you as to whether you would like students to create the same instrument or their own
instrument by bringing in items from home.
Lesson Consolidation:
Have students share their musical instruments with the entire class.
© TeachinginaWonderland 2015 53
Name: _________________________ Date: ____________________
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© TeachinginaWonderland 2015 54
Name: _________________________ Date: ____________________
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This is how you can make different sounds with my musical instrument (e.g., how
can you change the volume or pitch of your instrument?)
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© TeachinginaWonderland 2015 55
Name: _________________________ Date: ___________________
Comments:
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© TeachinginaWonderland 2015 56
Lesson 14:
Reviewing the Properties of Light and Sound
Lesson Learning Goal: We can describe properties of light.
Background Information for the Teacher: For today’s lesson students will be reviewing
what the properties of light and sound are.
Materials Needed:
- “Properties of Light and Sound” activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
OPTION 1: Have a class discussion
Ask students, “What is light?” Have a student volunteer identify what light is. Ask
students, “What are natural and artificial light sources?” Some examples of natural
sources include the sun, stars, fireflies. Some examples of artificial sources include
television, flashlight, and fireworks. Ask students, “What does it mean if a light source
emits light?” Ask students, “What does it mean if a light source reflects light?”
OPTION 2: Have students use the light and sound question cards with a partner.
Optional Activity: Have students each create a poster illustrating one of the properties
of light or sound. These posters would not be graded, but they are a great way for
students to practice and remember what the properties of light and sound are.
Lesson Consolidation:
Have students share their posters with the entire class. Review what light and sound
are.
© TeachinginaWonderland 2015 57
What is the
What is light?
difference
What are some
between natural
examples of light
and artificial light
sources?
sources?
© TeachinginaWonderland 2015 58
What is sound?
What are some What are the
examples of properties of
things that make sound?
sound?
How is sound
created?
© TeachinginaWonderland 2015 59
Name: _________________________ Date: ____________________
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© TeachinginaWonderland 2015 60
Lesson 15:
Prisms and Rainbows
Lesson Learning Goal: We can describe how different objects and materials interact
with light and sound energy.
Background Information for the Teacher: For today’s lesson students will be exploring
glass prisms and rainbows.
Materials Needed:
- “Prisms and Rainbows” reading;
- Prism (if you do not have one try the “Creating Rainbows” investigation).
- Chart Paper;
- Markers;
Lesson Introduction:
Have students review what the properties of light are. Have students remember back
to when they did the experiment with the straw in the glass of water and how it
looked like the straw was bent. Why was this? Well, light bends when it passes through
different things like water or glass.
Ask students, “How does a rainbow form?” Have students turn and talk with a partner
about this.
Show students a glass prism or have students complete the “Creating Rainbows”
investigation. If you are doing the experiment with a glass prism, have a student hold a
piece of white paper near the prism while you hold the flashlight and shine the
flashlight onto the prism. See if you can make a rainbow. Have students share their
observations.
Lesson Consolidation:
Have students review with a partner what light is and what the properties of light are.
Are there any similarities between the properties of light and the properties of sound?
© TeachinginaWonderland 2015 61
Name: _________________________ Date: ____________________
RAINBOWS
Sunlight is made up of different colours that we cannot see with our own
eyes. When a beam of sunlight passes through a water droplet, the beam is
bent because the light is forced to travel at a slower speed (like the prism), and
the beam of light is bent. The colour that we see separates into many colours,
known as the colours of the rainbow. Can you remember the colours of the
rainbow? There are seven colours that are always in the same order: red,
orange, yellow, green, blue, indigo, and violet.
© TeachinginaWonderland 2015 62
Name: _________________________ Date: ____________________
Creating Rainbows
PURPOSE:
To investigate the basic properties of light.
MATERIALS NEEDED:
• A shallow pan;
• Water;
• Flashlight;
• White piece of paper;
• A mirror;
PROCEDURE:
1. Fill the shallow pan halfway full with water.
2. Place the mirror in the water at an angle.
3. Shine the flashlight into the water where the mirror is under water.
4. Hold the white paper above the mirror. Adjust the angle of the flashlight until
you see the rainbow appear.
OBSERVE:
What happened?
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© TeachinginaWonderland 2015 63
Lesson 16:
Light Sources and Heat
Lesson Learning Goal: We can distinguish between sources of light that give off both
light and heat and those that give off light but little or no heat.
Background Information for the Teacher: For today’s lesson students will exploring
whether different light sources give off heat or not.
Materials Needed:
- “Light Sources and Heat” reading;
- “Light Sources and Heat” activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Have students review what examples of light sources are and what it means when a
light source emits light and what it means when a light source reflects light. Review the
properties of light.
Lesson Consolidation:
Have students share their responses with the entire class. Create a t-chart with the
headings “Light sources that give off heat” and “Light sources that do not give off heat.”
© TeachinginaWonderland 2015 64
Name: _________________________ Date: ____________________
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Name: _________________________ Date: ____________________
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3. What are some examples of light sources that emit their own light but do
not give off heat?
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4. What are some examples of light sources that emit their own light and give
off heat?
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5. What are some light safety rules we should remember when experimenting
and exploring the properties of light?
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© TeachinginaWonderland 2015 66
Answer Key
© TeachinginaWonderland 2015 67
Name: _________________________ Date: ____________________
No. Some things that give off, or emit, light are not that hot such as LED lights,
glow sticks, televisions, and fireflies.
3. What are some examples of light sources that emit their own light but do
not give off heat?
See above.
4. What are some examples of light sources that emit their own light and give
off heat?
5. What are some light safety rules we should remember when experimenting
and exploring the properties of light?
© TeachinginaWonderland 2015 68
Lesson 17:
Uses of Sound
Lesson Learning Goal: We can identify devices that make use of the properties of light
and sound.
Background Information for the Teacher: For today’s lesson students will be exploring
two uses of sound in found in their environments.
Materials Needed:
- “Uses of Sound” reading;
- “Uses of Sound” activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What is sound?” Have students make a list of all the sources of sound
they use on a daily basis.
Lesson Consolidation:
Have students share their responses with the entire class. Together, come up with a
list for how to be safe when using sound sources.
© TeachinginaWonderland 2015 69
Name: _________________________ Date: ____________________
Uses of Sound
All sound is a form of energy. We use sound
daily to communicate with each other – whether we
are in the same room as someone else or whether
we are speaking to them over the phone. We use
sound energy when we listen to our music when we
make our own music or when we are playing outside
with our friends. Let’s look at some devices that
make use of the properties of sound.
TELEPHONE
The telephone is one of the most amazing
devices that has ever been created. If you want to
talk to someone, all you must do is pick up the phone
and dial a number. You can talk to people from all
over the world on this device. Normally sound travels
through the air as invisible waves or vibrations. So
how does a telephone work? Well, the sound energy in
your voice makes the air vibrate. The vibrating air
carries the sound energy into the phone.
From here, a special piece in the mouthpiece microphone of the phone (the part
you speak into) converts sound energy into electrical energy. This electrical
energy travels from the phone to your friend’s phone. A piece in the
loudspeaker of your friend’s phone changes the incoming electrical energy back
to sound energy.
HEARING AID
Remember when you learned about the ear? Well, sometimes people
suffer from hearing loss. Hearing loss happens when there is a problem with
one or more parts of the ear. Someone who has hearing loss may be able to
hear some sounds or nothing at all. To hear, these people wear something that
is called a hearing aid. A hearing aid is a small electronic device that you wear in
or behind your ear. A hearing aid has three parts: a microphone, amplifier, and
speaker. The hearing aid receives sound through a microphone which converts
sound waves to electrical signals and sends them to the amplifier. The amplifier
increases the power of the signals and then sends them to the ear through a
speaker.
© TeachinginaWonderland 2015 70
Name: _________________________ Date: ____________________
Uses of Sound
1. What are some devices that make sound?
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4. What are some important safety rules to remember when using sound
devices such as telephones or mp3 players?
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© TeachinginaWonderland 2015 71
Lesson 18:
Uses of Light
Lesson Learning Goal: We can identify devices that make use of the properties of light
and sound.
Background Information for the Teacher: For today’s lesson students will be exploring
the uses of light in our everyday lives.
Materials Needed:
- “Uses of Light” reading;
- “Uses of Light” activity worksheet;
- Chart Paper;
- Markers;
Lesson Introduction:
Ask students, “What is light?” Have students make a list of all the sources of light they
use on a daily basis.
Lesson Consolidation:
Have students share their responses with the entire class. Together, come up with a
list for how to be safe when using light sources.
© TeachinginaWonderland 2015 72
Name: _________________________ Date: ____________________
Uses of Light
All light is a form of energy. We use light to help us see. Plants use
natural light energy from the sun to make their food. We use light energy daily.
AUTOMATIC DOORS
Have you ever been to a store where the doors open automatically for
you? What makes the doors open? There is a small cell that connects to the
door switch called a photocell. This cell is sensitive to light and shadows. When
your shadow falls across the photocell, it triggers the door to open.
FIBER OPTICS
Fiber optics are long, thin strands of pure glass that are used to
transmit light signals over long distances. Fiber optics are now used to carry
communications over long distances. While you speak, your voice changes into
electricity. This electricity is then turned into codes of laser light flashes. Each
optical fiber is about as thick as a human hair.
© TeachinginaWonderland 2015 73
Name: _________________________ Date: ____________________
Uses of Light
1. What are some devices that make light?
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2. What is one interesting fact that you have learned from the reading?
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4. What are some important safety rules to remember when using light
sources?
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© TeachinginaWonderland 2015 74
Lesson 19:
Impact of Light and Sound on Society and
the Environment
Lesson Learning Goal: We can assess the impacts on society and the environment of
light and/or sound energy produced by different technologies.
Background Information for the Teacher: For today’s lesson students will be exploring
the impacts on society and the environment of light and/or sound energy produced by
different technologies.
Materials Needed:
- Situation worksheets (6 pages)
- Chart Paper;
- Markers;
Lesson Introduction:
Discuss various safety items that help to protect us from light and sound. Some
examples include “What are the benefits of sunglasses?” What is the benefit of
reflective material on clothing or on a person’s bicycle?” Discuss how these items keep
us safe.
Lesson Consolidation:
Have students share their responses to the situation worksheets. Discuss the pros and
cons of each item (e.g., what are the benefits of street lights? What are the cons?).
© TeachinginaWonderland 2015 75
Name: _________________________ Date: ____________________
Consider the information you have just read from your role. Write your
thoughts below.
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© TeachinginaWonderland 2015 76
Name: _________________________ Date: ____________________
Consider the information you have just read from your role. Write your
thoughts below.
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© TeachinginaWonderland 2015 77
Name: _________________________ Date: ____________________
ROLE: You have a large yard and very little time each weekend to do yard work.
Consider the information you have just read from your role. Write your
thoughts below.
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© TeachinginaWonderland 2015 78
Name: _________________________ Date: ____________________
ROLE: You live beside someone who is always cutting their grass and using a leaf
blower to clean up their yard.
Consider the information you have just read from your role. Write your
thoughts below.
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© TeachinginaWonderland 2015 79
Name: _________________________ Date: ____________________
Consider the information you have just read from your role. Write your
thoughts below.
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© TeachinginaWonderland 2015 80
Name: _________________________ Date: ____________________
Consider the information you have just read from your role. Write your
thoughts below.
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© TeachinginaWonderland 2015 81
Name: _________________________ Date: ____________________
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Name: _________________________ Date: ____________________
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11. Explain why LED lights are better than incandescent lights.
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© TeachinginaWonderland 2015 83
Answer Key
11. Explain why LED lights are better than incandescent lights.
LED lights use less energy than incandescent lights.
© TeachinginaWonderland 2015 84
To help get students involved in learning about light and sound, you might
choose to incorporate inquiry-based learning into this unit. Some ways to do
this are to have students:
Have students research a light or sound item (e.g., glow-sticks, cd players) and
identify how these items work.
© TeachinginaWonderland 2015 85
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© TeachinginaWonderland 2015 86