[PPT] - Background Four year pilot programme Led by Education Scotland PowerPoint Presentation

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Background

Four year pilot programme
Led by Education Scotland
Funded through a partnership between The Wood Foundation,

Scottish Government and participating Local Authorities.

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Local authorities

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Core objectives

Build capacity at local authority level
Build the confidence, skills, knowledge and enthusiasm of primary

school practitioners

Create opportunities for practitioners to network, share, collaborate,

mentor and co-create

Raise attainment and achievement in primary science/STEM

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External Evaluation

Robert Owen Centre for Educational Change Key findings

RAiSE is adopting an effective CLPL model
Motivated PSDOs driving improvement
Sustainable models created
Complementary to broader educational priorities

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Impact

Sustainability
Investing in practitioners
Building confidence
Innovative and exciting practice
Capturing the imagination of young people, developing their curiosity
Building partnerships

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Learner Engagement

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SCN 1-11a. Glossary of Key Vocabulary

Pitch - the highness or lowness of a tone.
Sound frequency - number of sound waves per second. A high pitched

sound will have a higher frequency than a low pitched sound. The range of human hearing is from around 20 Hertz to 20,000 Hertz.

Hertz - the unit of frequency.

Benchmarks for Assessment

Demonstrates how sounds can be made higher or lower pitch by

altering tightness, length, width or thickness or other physical characteristics of the sound source.

Explains that sound is caused by a vibration in a material.

Skills

Inquiry and investigative skills : Plans and designs scientific investigations

and enquiries; Carries out practical activities in a variety of learning environments;Analyses, interprets and evaluates scientific findings;Presents scientific findings.

Scientific analytical thinking skills.
Skills and attributes of scientifically literate citizens.

Prior Knowledge

Through play, I can identify sources of sound and describe how to make them louder or quieter.

Common Misconceptions

Loudness and pitch of a sound are often confused with each other: hitting an object harder does not change the pitch. In wind instruments it is the internal column of air that vibrates not the instrument itself. Through play, I have explored a variety of ways of making sounds. SCN 0-11a By collaborating in experiments on different ways of producing sound from vibrations, I can demonstrate how to change the pitch of the sound. SCN 1-11a Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media. SCN 2-11a

Suggested Learning Experience(s)

Create a play area with a tinker table with objects to make a sound . For example, pasta shapes, rice, beans, cups, containers, balloons, string, nylon guitar strings, wool, tubes, water. Task the children with investigating how the “instrument” can vary the pitch of the sound. Create stations for investigating sound within the classroom. Slide whistles, recorders, guitars/ ukuleles, drums, xylophones, flutes, bells, sound hoses (pipes). Ensure that for each instrument, the pitch of sound can be varied. For drums and bells this might mean providing different sized instruments. Avoid electronic instruments like keyboards as the children won’t be able to observe changes in pitch happening by a physical change (although this could be used to demonstrate hearing what a change in pitch means).

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Extended Learning

Invite guests who play musical instruments to come into the class to demonstrate how their instrument makes and changes the pitch of

sound. Allow learners to hypothesise how the instrument(s) change the

pitch.

Suggested Assessment

MAKE a video or poster and SAY how an instrument makes sound

louder, quieter or higher and lower.

Present the learners with an instrument that is not common

https://artsandculture.google.com/theme/-gJiyqdl_D_BIQ and allow them to identfy the source of the sound and describe how the sound may be altered in pitch and volume.

IDL Opportunities

Link geometric patterns in Art to sound pitch. Watch this clip

https://www.youtube.com/watch?v=wvJAgrUBF4w and create geometric patterns in a media of your choice for high and low pitches. EXA 1-02a, EXA 1-03a.

Rhythmic fractions https://www.youtube.com/watch?v=GEL5jMuempg

investigate fractions in numeracy using sound. MNU 0-07a, MNU 1- 07a,b,c.

Key Questions

What causes sound? Sound is caused by vibrations. These vibrations

result in sound waves which transmit the sound to our ears.

How does sound made higher or lower? By altering tightness, length,

width or thickness or other physical characteristics of the sound

source. (Specific examples of how this achieved in common musical

instruments is contained in the ‘online links’ opposite. )

Science Capital

Real Life Links

Attend a musical performance and listen to the volume and pitch.

Developing the Young Workforce

Sound Engineer/technician for a television, radio or theatre company.
Audiologist.
Hearing Aid Dispenser.

Home Learning Ideas

http://www.cafemuse.com/soundgarden/makingmusic/percussion.htm

Try out some of the activities on this website for percusions instruments.

Online Links

https://www.bbc.com/teach/class-clips-video/music--science-ks2-how-

string-instruments-make-sound/zfmd7nb String instruments https://www.bbc.com/teach/class-clips-video/music--science-ks2-how- woodwind-instruments-make-sound/zk3py9q Woodwind instruments

https://www.ducksters.com/musicforkids/how_brass_instruments_wor

k.php Brass instruments

https://method-behind-the-music.com/mechanics/percussion/

Percussion instruments

http://info.sserc.org.uk/cfe-organiser/forces-electricity-

waves/vibrations-waves/461-scn-1-11a-experimenting-with-sound

Bibliography

Light and Sound for Science Kids by Mike Goldsmith ISBN-13: 978- 0753462812

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