Fact cards. Sounds can be high or low in pitch. Sounds can be loud or quiet. Many animals, including humans, use sound to communicate.

Transcription

1 Fact cards Sounds can be loud or quiet. Sounds can be high or low in pitch. Many animals, including humans, use sound to communicate. Noise is usually unwanted sound. Illustrations Chris Saunderson PHOTOCOPIABLE 1

2 Fact cards Sound travels very quickly (340 metres per second). Microphones can be used to make voices and singing louder. Sound is produced by vibrations. An echo is caused when a sound is bounced back from a surface. Illustrations Chris Saunderson PHOTOCOPIABLE 2

3 Sound and hearing Use these ideas to encourage the children s thinking around the QCA topic Sound and hearing Whole class Set up a sound display with pictures of a variety of sound sources and objects for the children to handle and investigate. This could include bells, musical instruments, toys and so on. Hide a mobile phone in the classroom, make a call to the hidden phone and challenge small groups of children to locate the phone by listening to the ringing. Using books and the Internet, carry out research on how other animals use sound. Look at how some animals can move their ears independently, how their ears are shaped and how they move to detect sound effectively. Which animals have the most effective hearing? Discuss how bats and dolphins use sound to detect prey. Ask challenging questions such as Do all creatures have ears? Where are the ears on a bird or a frog? and so on. There are times when sound needs to be muffl ed. Place a loud source of sound such as a mechanical alarm clock in a box and investigate which materials deaden the sound most effectively. Provide different types of material such as cloth, wool, plastic, paper and bubble wrap, and ask the children to predict which they think will work best. Pack the materials around the clock and listen to decide which material provides the best soundproofi ng. To explore how vibrations produce sound, place a few grains of rice on the skin of a drum. When the drum is struck, the children will be able to see the rice moving with the vibrations of each beat. Try striking another drum close to the drum with the rice on and observe the results. Group/independent Ask the children to record as many different sources of sound as they can. What sounds do they hear most often? What sounds do they rarely hear? Are there any sounds they hear that have a meaning or signal something, for example, an alarm clock, a telephone ringing, the school bell or whistle? Encourage the children to look closely at musical instruments and work out how the sound is produced and changed. Include instruments that are plucked, blown, hit and scraped. The children could work in pairs or small groups to classify the instruments according to chosen criteria. Make a variety of musical instruments. This can be closely linked to D&T projects. There are many opportunities for scientifi c investigation, for example, testing the best materials for making the skin of a drum, the most suitable objects to put in a shaker, or stretching elastic bands to different lengths and plucking them to see how the sound is changed. Compare the results to real instruments. Provide a collection of everyday objects made from different materials. Working in pairs with a screen between them, the children take turns to make sounds with the objects. Can their partner guess the object or name the material it is made from by the sound it makes? Make a simple ear trumpet and a megaphone using card. Cut from a large piece of card, a shape that will make a cone when the edges are overlapped and glued. When placed near the mouth this will amplify the voice and when placed near the ear it will amplify the sounds that can be heard. Experiment with different-sized cones to see which works best. Activities and poster devised by Mark Longmore. PHOTOCOPIABLE 3

4 Making sounds Choose an object and hit it with a beater. Then choose from the words below to describe the sound the objects make when you hit them. hard low high tinkling dull soft loud quiet ringing crashing Type of material Words to describe the sound Metal Hard plastic Soft plastic Wood Activities and poster devised by Mark Longmore. PHOTOCOPIABLE 4

5 Fact cards Sounds can be loud or quiet. Sounds can be high or low in pitch. Many animals, including humans, use sound to communicate. Noise is usually unwanted sound. Illustrations Chris Saunderson PHOTOCOPIABLE 1

6 Fact cards Sound travels very quickly (340 metres per second). Microphones can be used to make voices and singing louder. Sound is produced by vibrations. An echo is caused when a sound is bounced back from a surface. Illustrations Chris Saunderson PHOTOCOPIABLE 2

7 Meeting the doctor 1. What is your name? 2. How old are you? 3. What happened? 4. Where does it hurt? 5. What other questions would a doctor ask you? Write your ideas below. PHOTOCOPIABLE 3

8 At the hospital Illustrations Gary Clifford/The Drawing Room PHOTOCOPIABLE 4

9 Jump into poetry Learning objectives Nice Weather for Ducks Dance PE 6a, 6b, 6c, 6d. QCA (PE): Dance Unit 1 Dance Unit 2 Writing activity Writing 1a, 1b, 1d; 2a, 2b. NLS Year 1: Y1.1 T9, T10 Y1.2 T12, T14 Y1.3 T14, T15, T16 NLS Year 2: Y2.1 T10 Y2.2 T15 Y2.3 T11 Sorting Out the Kitchen Pans Music 1a, 1b; 3a; 4a, 4b QCA: Year 1/2 Unit 1 Year 1/2 Unit 4 The Hooter Song Drama 1a, 1b, 1c, 1d; 2a; 3a; 4a, 4b; 11a, 11b. NLS: Y1.1 T6 Y1.2 T9 Y1.3 T5 Y2.1 T6 Y2.2 T7 Y2.3 T3 Writing activity Writing 1a, 1b, 1c, 1d, 1e. NLS Year 1: Y1.1 T10 Y1.2 T13 Y1.3 T15 NLS Year 2: Y2.1 T11 Y2.2 T15 Y2.3 T1 Writing activity Writing 1a, 1d, 1e. NLS Year 1: Y1.1 T10 Y1.2 T13 Y1.3 T15 NLS Year 2: Y2.1 T11 Y2.2 T13, T14 Y2.3 T11 PHOTOCOPIABLE 1 SEE PAGES 38 41

10 Our Kitchen Pans Music 1. We re sorting out the kitchen pans. Our sounds 2. We re sorting out the kitchen pans. Our sounds 3. We re sorting out the kitchen pans. Our sounds Activities supplied by Literacy goes M.A.D.D PHOTOCOPIABLE 2 SEE PAGES 38 41

11 Part 1 Illustration What happened next? Story Part 2 Illustration Story Part 3 Illustration Story Part 4 Illustration Story Activities supplied by Literacy goes M.A.D.D PHOTOCOPIABLE 3 SEE PAGES 38 41