Vibration Causes Sound

Learning Resource Type

Classroom Resource

Subject Area

Science
Arts Education

Grade(s)

1

Overview

Students will experiment to identify how vibrations cause sound.  A student worksheet is provided. 

Science (2015) Grade(s): 1

SC15.1.1

Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

UP:SC15.1.1

Vocabulary

  • vibrations/vibrate
  • matter
  • sound
  • evidence
  • experiments
  • conduct
  • create

Knowledge

Students know:
  • Sound can cause matter to vibrate.
  • Vibrating matter can cause sound.

Skills

Students are able to:
  • Conduct investigations to provide evidence that sound makes matter vibrate and vibrating matter makes sound.
  • Make observations that can be used as evidence about sound.

Understanding

Students understand that:
  • Sound can cause matter to vibrate.
  • Vibrating matter can cause sound.
  • There is a cause/effect relationship between vibrating materials and sound.

Scientific and Engineering Practices

Planning and Carrying out Investigations

Crosscutting Concepts

Cause and Effect
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.8

Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

UP:AE17.MU.1.8

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/ texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 - C5)1
  • Mallet/ drumming technique — hands together

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Sing or play music with attention to expressive elements such as dynamics and articulation
  • Perform music from a variety of cultural traditions, focusing on holidays and special days.
Creating
  • Create new verses for familiar songs.
  • Use manipulatives or movement to inform melodic contour.
Reading/ Writing
  • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
  • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
  • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
  • Identify expressive markings in printed music.
Responding/ Evaluating
  • Determine the appropriate dynamics and articulation for different types of music (ex.
  • March = staccato, forte; lullaby = legato, piano).

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

CR Resource Type

Learning Activity

Resource Provider

Other

License Type

CUSTOM

Resource Provider other

San Francisco Symphony

Accessibility

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