How Is Sound Produced?

Materials:

• Small Bell (High pitch bell) or other musical instrument that has a high pitch such as a flute (1)
• Toy drum (Low pitch drum) or other musical instrument that has a low pitch such as tuba (1)
• Small paper cups - 4 oz. (2 per student)
• Rice, beans, macaroni, paper clips, etc (small materials that can fit inside the paper cups) (a small handful for each student)
• Paper bowls or plates (4 per group of 4 students - these will be used to give a group of students the above materials - rice, beans, macaroni, paper clips, etc.)
• Plastic spoons - optional
• Duct Tape or Masking Tape (length of circumference of paper cup per student)

A. Identify Different Sounds

• Tell students that in order to review sounds and how they are made, we are going to awaken our ears. Instruct all students to close their eyes, and be quiet and still. Tell them that you are going to make two sounds and that you want them to listen. They have to describe what they hear.
• Once all students have their eyes closed, ring the bell. Ring the bell twice. Now bang on the toy drum. Hit the drum twice. Now hide the musical instruments. Ask students what they heard. What was the similarity and difference between the two sounds? Accept all appropriate responses. Hopefully, students will mention pitch and volume from the 'self-learning' portion of the lesson. Have students share what musical instruments they thought they heard. Ask students what type of sounds and instruments they hear in their favorite music. Encourage all responses (voice, violin, drum, guitar, etc.). Revisit with students the fact that all sounds are made from a vibration which means to move back and forth.

B. Identify high and low pitch sound

• Bring out the bell and drum again. Ask students to explain how each creates sound. The drum created sound when you hit it causing vibrations to occur off the top of the drum and the bell made a sound when the clapper (the part inside of the bell) hit the inside surface of the bell.
• Review with students about pitch, and a high or low sound. Ask students if they think the bell made a high or low pitch sound. What about the drum - did it make a high or low pitch sound?
• Review with students that the pitch is determined by how fast or slow an object vibrates. If an object moves back and forth quickly, it will cause a high pitch sound, such as that of a bell. If an object moves back and forth slowly, it will cause a low pitch sound, such as that of a drum. The pitch of a sound is determined by how quickly or slowly an object moves back and forth. So, low pitch means slower vibrations and high pitch means faster vibrations.
• Ask students if they can name other high pitch sounds. Accept all appropriate students' responses, such as a baby crying, nails on a chalkboard, etc. Have the students try making a high pitch sound with their voice while saying the words "high pitch."
• Ask students if they can name other low pitch sounds. Accept all appropriate students' responses, such as thunder, an owl, etc. Have the students try making a low pitch sound with their voice while saying the words "low pitch."

C. Make your own Musical Instrument

• Tell students that they are now going to make their own musical instrument by making a shaker using a variety of materials and two paper cups.
• Have students divide into groups of four. Tell students that you will be passing out materials, and to not touch anything until instructed to do so. Give each student two paper cups, and each group of four students cups/plates full of the different materials (rice, beans, etc.) to fill the shakers with.
• Tell the students that they can choose which material in front of them they want to fill their paper cup with. Tell students that they can only fill a paper cup half way. As a model to students of what half-full is, draw a line on the outside of the cup showing how high half-full is. (If necessary, draw a line on the inside of each cup to show students what level to fill up the cup to.) Remind students to not spill material as they are filling their cups; you may wish to have the students use spoons to fill up their cups.
• Have each student pick up one cup and fill it up. Give students 5-10 minutes for this and ask them to join it with the other paper cup using a masking tape along their circumference as shown below.
• Encourage them to try different materials and to create their own unique sound. Be sure to monitor student behavior, and make sure they are following directions. At this time, ask the students to cover their cups filled with different materials completely.
• Gather the students' attention. Tell them you want to hear their musical instruments. On the count of three, have them all shake their instruments for five seconds. Ask students if they think their musical instrument can make a different sound Can they make a lower pitch sound? A higher pitch sound? Accept appropriate student responses. Now, have students set the shaker on their desk. Have them tap the top of the paper cup with their fingernails and then their fingers. Have students share how the sound they made was different than the shaking sound.
• Have the class use their shakers to make a high pitch sound. Remind students that a high pitch sound can be made by making fast vibrations (or moving their musical instrument back and forth). Be sure to walk around the classroom to pay attention to the sounds they are making. (This is a great way to assess their learning informally.) Now have the class use their shakers to make a low pitch sound. Remind students that a low pitch sound can have slower vibrations, or maybe they can tap instead of shaking their shakers.
• Gather the students' attention, and have them make a soft sound and then a loud sound. If there is time available, have students turn to each other and share their musical instruments, and show how they can make a high pitch, low pitch, soft, and loud sound.
• Gather students' attention. Ask students how a sound is made (from vibrations made by objects hitting one another). Encourage students to share their musical instruments with their friends and families, and to show them what sounds they can make including different pitches and volumes (soft and loud).