Introduction Task Process Evaluation Conclusion Oh no! The concert is about to start and the musicians don’t know where to sit. The higher pitched instruments go in the front and the lower pitched instruments in the back. How can we determine which instruments have the highest pitch? Click on the Task Violin to begin. Teacher Page Teacher

Introduction Task Process Evaluation Conclusion Option 1: Make a poster placing orchestra instruments in order from highest pitch to lowest pitch. Give a presentation to the class explaining how sound is created and how it travels, along with presenting your poster and rationale for the placement of the instruments. Option 2: Create instruments using straws to demonstrate a variety of pitches that can be created. Play a song for the class with these instruments and explain how the instruments work to create the different pitches. Choose one option Begin Process HereHere

Introduction Task Process Evaluation Conclusion Process: 1.Navigate through the following pages. 2.Watch the videos and/or complete the activities on each page. 3.Pay attention to details about how sound waves are produced. 4.Pay attention to details about how pitches in sound can change. 5.Using the knowledge gained from these videos and activities, complete your task. 6.Click next to begin. NEXT

Introduction Task Process Evaluation Conclusion Option 1 Rubric: Poster and Rationale Option 1 Rubric: Poster and Rationale Option 2 Rubric: Instruments and Explanation Option 2 Rubric: Instruments and Explanation Click on one of the options above to view the rubric for your chosen assignment!

Introduction Task Process Evaluation Conclusion Congratulations on your increased knowledge about Sound!!! You Have Learned… 1.Sound is Vibration. 2.Vibration is the motion of sound. 3.The pitch of sound is changed by changing its vibration. 4.Sounds with higher frequency, have a higher pitch. 5.Sounds with lower frequency, have a lower pitch. 6.The measurement of the loudness of sound is called amplitude. 7.Sound travels in waves. 8.The number of times a sound wave repeats in a second is called frequency. 9.Sound is everywhere. Think about… How can a person feel sound? Can you experience sound without hearing sound? Check out the following websites for more ideas: andhttp://

Introduction Task Process Evaluation Conclusion Sound is created by _________________. A. Radios B. Vibrations C. Animals Vibrations Watch the video on the television, then answer the question by clicking on the correct answer. Click the next button to continue. NEXT

Introduction Task Process Evaluation Conclusion 1.For the next activity, click on the piano to read about sound. 2. Read the sections: What is Sound?, How Do Wind Instruments Make Sound?, and How Do String Instruments Make Sound? 3.When you have finished reading, close the web browser and return to this page. 4.Click Next to Continue. NEXT

Introduction Task Process Evaluation Conclusion Watch the video on the television. When you have finished watching the video, answer the questions below by clicking on the correct response. Click Next to continue. 1.The motion of sound is called ___________. a. Vibration b. Motion c. Amplitude 2.The _______ of a sound is changed by changing its vibration. a. Vibration b. Pitch c. Sound vibration pitch NEXT

Introduction Task Process Evaluation Conclusion 1.Click on the French Horn to visit a website that will teach you about pitch and frequency. 2.Follow the instructions on the page to listen to the Introduction and complete the activity. 3.When you have completed the activity, close the web browser and return to this page. 4.Click Next to continue. NEXT

Introduction Task Process Evaluation Conclusion 1.When the frequency of sound goes up, we hear a _______ pitch. a. Higher b. Lower c. Animal 2.When the frequency of sound goes down, we hear a ________ pitch. a. Higher b. Lower c. Machine higher lower Watch the video on the television about Sound, Energy, and Wave Motion. When you have completed the video, answer the questions by clicking on the correct response. Click Next to continue. NEXT

Introduction Task Process Evaluation Conclusion Wow! There is so much to learn about sound. 1.For the next activity, you will click on the Steamboat to learn about pitch while playing with the Calliope on the Belle of Louisville. 2.When you have completed the activity, close the web browser, and return to this page. 3.Click Next to continue. NEXT

Introduction Task Process Evaluation Conclusion 1.For this next activity, click on the radio to go to a website about sound waves. 2.On the website, watch the video and then complete the “test yourself” activity. 3.After the activity, close your web browser and return to this page. 4.Click Next to continue. NEXT

Introduction Task Process Evaluation Conclusion Using the information that you have gained from all of the previous activities and videos, answer the following questions by clicking on the correct response. Click Next to continue. 1. Sound Travels in __________. a. Waves b. Motion c. Frequency waves 2.The number of times a sound wave repeats in a second is called ____________. a. Motion b. Waves c. Frequency frequency 3.___________ is the loudness of sound. a. Motion b. Amplitude c. Frequency amplitude You are now ready to continue and begin working on your poster or straw instrument song. NEXT

Introduction Task Process Evaluation Conclusion Option 1 Assignment: Make a poster placing orchestra instruments in order from highest pitch to lowest pitch. Give a presentation to the class explaining how sound is created and how it travels, along with presenting your poster and rationale for the placement of the instruments. TaskDistinguished (4pts each) 17-20pts Proficient (3pts each) 13-16pts Apprentice (2pts each) 9-12pts Novice (1pt each) 5-8pts Poster Accuracy Accurate placement of at least five different instruments. Accurate placement of 3-4 different instruments. Placement of at least 3-4 different instruments with no more than two mistakes Placement of only 1-2 instruments, or more than two mistakes. Poster Design Creative design, neat and clean drawings or representations, no spelling errors. Some creativity in design, fairly neat drawings or representations, little or no spelling errors. Uncreative design, fairly messing drawings or representations, some spelling errors. Lack of creative design, messing drawings or representations, many spelling errors. Poster Rationale Clear explanation of reasoning for instrument placement. Fairly clear explanation of reasoning for instrument placement. Attempt at explanation of reasoning for instrument placement. No explanation of reasoning for instrument placement. Presentation Elements Students speak clearly and all participate in presentation. Students mostly speak clearly and all participate in presentation. Students speak clearly sometimes with a few errors and pauses. Most students participate in presentation. Students are unclear and unprepared for presentation. Not all students participate in presentation. Presentation Content Students present a clear understanding of how sound is created and how sound travels. Students show a basic understanding of how sound is created and how sound travels. Students show minimal understanding of how sound is created and how it travels. Students show lack of understanding of how sound is created and how sound travels. NEXT

Introduction Task Process Evaluation Conclusion Option 2 Assignment: Create instruments using straws to demonstrate a variety of pitches that can be created. Play a song for the class with these instruments and explain how the instruments work to create the different pitches. TaskDistinguished (4pts) 11-12pts Proficient (3pts) 8-10pts Apprentice (2pts) 5-7pts Novice (1pt) 3-4pts Instrument Creation and Song At least 5 different length straw instruments are created. Song includes at least 10 notes. Use of 3-4 different length straw instruments. Song includes at least 8 notes. Use of 2-3 different length straw instruments. Song includes 5-6 notes. Use of 1 or none straw instruments. Song is only 1 note or there is no song. Presentation Elements Students speak clearly, are well prepared, and each student is an active participant in the presentation. Students speak fairly clearly, are mostly prepared with only small pauses, and each student participates in the presentation. Students are only a little clear, some are prepared with several pauses, and most students participate in the presentation. Students do not speak clearly, are unprepared, and only 1-2 students participate in the presentation. Presentation Content Students have a clear understanding of how the instruments work to create sound. Students have a fair understanding of how the instruments work to create sound. Students have a vague understanding of how the instruments work to create sound. Students have limited to no understanding of how the instruments work to create sound. NEXT

Introduction Task Process Evaluation Conclusion This activity meets the following KY Common Core for Science Standards: SC Students will: explain that sound is a result of vibrations, a type of motion; describe pitch ( high, low) as a difference in sounds that are produced and relate that to the rate of vibration. This Webquest meets the following objectives: Students will explain the movement of sound. Students will compare the pitch of sound in relation to the rate of vibration. The following links were used for this webquest: es/lesson3.htm QiI html light-sound/sound.htm Teacher References:

Introduction Task Process Evaluation Conclusion Learners: This webquest was designed for the use of a third or fourth grade class. Students should use this in groups of four or five students. This webquest teaches about sound including information on how sound travels, frequency and pitch, and loudness and amplitude. Accommodations can be made for IEP/504 students by arranging differentiated grouping among the students. Helpful Hints: It may be beneficial to introduce this unit by showing different sounds and a variety of pitches. Having several different instruments available for students to demonstrate sound can be helpful to students by giving them a physical manipulative to go along with this webquest. NEXT Teacher Page