Do You Hear What I Hear?

Before Strategy/Engage:

1. Begin the lesson by playing the game “Telephone.” Have the class sit in a circle.

• • Ask one student to think of a word or sentence. Direct them to whisper it in the ear of the student sitting next to them.
  • Each student should say to the next student what they think they heard. The last student says the word or sentence out loud.
  • Ask the first student if that was their word or sentence. Did anything change? Did the message get lost or changed in translation?
  • Explain to the students this is an example of verbal communication and a way to transfer sound.

During Strategy/Explore-Explain-Part 1:

1. Explain to the students the importance of hearing sound. The teacher should use the following link to teach the importance of sound and hearing: https://www.youtube.com/watch?v=AGjxfx8sy6s.
2. After the students have watched the video, play the video a second time: https://edpuzzle.com/media/579ebc18dc897f7704281c13. This time, the teacher will have the choice of stopping the video to ask the students questions concerning sound and hearing. The questions are embedded into the video.

During Strategy/Explore-Explain-Part 2:

1. Review or explain safety rules for conducting science experiments, including wearing goggles.
2. Divide the students into pairs and assign them a tool kit. Once the students receive a toolkit, carefully explain to them the directions for making a sound device. You could provide a written copy of the procedures for the students and place the copy inside the toolkits.
   • Cut a long piece of string. You can experiment with different lengths, but 20 meters (66 feet) is a good place to start.
   • Poke a small hole in the bottom of each cup.
   • Thread the string through each cup and tie a knot at each end to stop it from pulling through the cup (alternatively, you can use a paper clip, washer, or similar small object to hold the string in place).
   • Move into position with you and a friend holding the cups at a distance that makes the string tight (making sure the string isn't touching anything else).
   • One person talks into the cup while the other puts the cup to his/her ear and listens. Can you hear each other?

• • • Tell the students to keep their voice at the same level,  while remaining the same distance apart, try talking to each other without using the cups. Can you hear as well?
    • Encourage the students to spread out in the classroom and see how far apart they can get the cup-and-string telephone to work.
    • Allow the students to choose a third person and ask them to hold onto the center of the string with their hand. Ask the students, Will the sound still carry through? Why or why not? 

Optional: The teacher may write the questions on sentence strips, chart paper, dry-erase board, chalkboard, or the smartboard.

After Strategy/Explain-Elaborate:

1. Encourage the students to use the words vibrate and sound waves to explain what is happening with their projects.
2. After the students have created and tested their telephones, allow the students the opportunity to share their string telephone observations and results with the class.