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| The Feel the Music unit is designed to be taught after the Reading Under Cover unit. Students recall times when they have been able to feel music with their bodies, and this unit is designed to help them figure out why that sometimes happens. First, students will investigate sounds made by instruments where they can feel and see the vibrations. This will help them to recognize that sounds are caused by vibrations. Then, students will have shared experiences where they can see something moving as a result of a sound, but the object is not touching the source of the sound. Through this experience and the support of informational text, students will recognize that the vibrations are causing waves to move through the air, which can cause other materials to vibrate. This is also how it happens that our bodies can sometimes feel music.
The Feel the Music unit ends with students engaging in an engineering project which combines what they have learned from the Reading Under Cover and Feel the Music units to construct a device which can be used for communication. This project can be taught without having taught the SOLID Start Reading Under Cover unit; however, it is designed to be taught after both units of instruction.
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| In Lesson 1 of the Feel the Music unit, students investigate a chime making sound. They expand on this understanding in Lesson 2 when they investigate how other objects make sound. To focus in on vibrations, students develop and observe model guitars making sound in Lesson 3. In Lessons 4 and 5, students investigate how sound can make materials move when touching and not touching those materials, respectively. Students then revisit their Lesson 1 models of a chime and make new models of how chimes make sound based on their investigations in the previous lessons. Lastly, in Lessons 7, 8, and 9, students apply their understanding of sound (and light from the Reading Under Cover unit) to design, build, and test a solution for how to use sound or light to communicate a message over a distance. | Our bodies feel music because music (like all sounds) is created by vibrations. An instrument or music speaker vibrates to create the music. The vibrations travel through the air as waves and into our ears. When the sound waves reach our bodies, sometimes we can feel them while also hearing the music. We can also feel the vibrations when we touch a speaker playing music or see the vibrations when we see pepper moving on the saran wrap after a cup makes the saran wrap vibrate. |
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| MI: Common Core Essential Elements ELA (2015) Reading (Informational Text) RI.1.1. Ask and answer questions about key details in a text. RI.1.2. Identify the main topic and retell key details of a text. RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas. RI.1.7. Use the illustrations and details in a text to describe its key ideas. RI.1.8. Identify the reasons an author gives to support points in a text. RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity. RI.1.10. With prompting and support read informational texts appropriately complex for grade 1. Production and Distribution of Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Research to Build and Present Knowledge W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Presentation of Knowledge and Ideas. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Copyright © 2001-2015 State of Michigan | By the end of this unit, students will be able to: - • Plan and carry out investigations to provide evidence that vibrating materials can make sound.
- • Plan and carry out investigations to provide evidence that sound can make materials vibrate.
- • Draw a model to explain how sound moves through the air as waves from a source to our bodies.
- • Construct a device that uses light or sound to communicate over a distance.
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| | Each lesson begins with an essential question. Please see Lesson Planner tab. Each lesson also includes multiple opportunities for students to engage in the essential practice of Asking Questions and Defining Problems: Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions. - Ask questions based on observations to find more information about the natural and/or designed world(s).
- Ask and/or identify questions that can be answered by an investigation.
- Define a simple problem that can be solved through the development of a new or improved object or tool.
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| Assessment Statement #1: Students can develop a model of how vibrating materials can make sound (aligned to 1-PS4-1). Lessons 1, 2, 3, 4, 5, 6, & 9
Assessment Statement #2: Students can plan and conduct investigations of how vibrating materials can make sound and that sound can make materials vibrate (aligned to 1-PS4-1). Lessons 2, 4, 5, 6, & 9
Assessment Statement #3: Students can design and build a device that uses light or sound to solve the problem of communicating over a distance (aligned with 1-PS4-4). Lesson 7, 8, & 9 | |
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