Introducing new vocabulary is important to developing a lesson. It also makes for a great opening. Students will learn and put into practice some new vocabulary that will help them understand how sound waves work.
The words that are being introduced are pitch and volume. Volume is easy for them to connect to so being with that one. We then discuss pitch. To help them I write the two words onto the white board and ask them to do the same in their science journal. I then Have them help me write a brief definition from both. Pitch they decided was how high and low the sound is. Volume then is how loud the sound is. I explain that the lesson will be determining the pitch and volume of specific sound waves.
We are now ready to review the procedures for todays experiment. The groups will use a small metal bucket, but a small can would work to. They will then get two kinds of rubber bands to stretch across the bucket opening. The key today is to watch and listen as the rubber band is plucked. Each group will need to have one person look at the runner band at eye level. When they pluck the rubber band they need to take note of the look of the wave, the high or low sound that is made, and if the sound is low or high.
I and out a piece of paper for the groups to record their findings on. Students will need to pluck the rubber band both gently and strongly. They need to draw a model of their wave, and then note the pitch and volume. In total, they should have four waves drawn at the end. Two for the think rubber band and two drawings for the thin rubber band.
To close, I draw four wave models onto the board. Students are then going to use their findings to help me decide which wave models high and low pitch. The other two waves will be then be labeled with high and low volume. The class will get the chance to discuss, confirm, and correct each others findings. We then try to discuss items in the world around us that use this same method to produce specific sounds.