Waves Science Unit - 4th Grade
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Next Generation Science Standards:
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.[Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Engage
Teacher Read Aloud: Students will sketch images into their Waves Journal while the teacher reads aloud the introductory text below.
Waves and Wavelike Motion by The Physics Classroom
Editing/Abridged for 4th Grade Level
(http://www.physicsclassroom.com/class/waves/Lesson-1/Waves-and-Wavelike-Motion)
Waves are everywhere. Whether we recognize it or not, we encounter waves on a daily basis. Sound waves, visible light waves, radio waves, microwaves, water waves, stadium waves, earthquake waves, waves on a string, and slinky waves and are just a few of the examples of our daily encounters with waves.
Before beginning a discussion of the nature of waves, it is often useful to ponder the various encounters and exposures that we have of waves. Where do we see waves or examples of wavelike motion? What experiences do we already have that will help us in understanding the physics of waves?
For many people, the first thought concerning waves creates a picture of a wave moving across the surface of an ocean, lake, pond or other body of water. The waves are created by some form of a disturbance, such as a rock thrown into the water, a duck shaking its tail in the water or a boat moving through the water. The waves may appear to be plane waves that travel together as a front in a straight-line direction, perhaps towards a sandy shore. Or the waves may be circular waves that originate from the point where the disturbances occur; such circular waves travel across the surface of the water in all directions. These mental pictures of water waves are useful for understanding the nature of a wave.
The thought of waves often brings to mind a recent encounter at the baseball or football stadium when the crowd enthusiastically engaged in doing the wave. When performed with reasonably good timing, a noticeable ripple is produced that travels around the circular stadium or back and forth across a section of bleachers. The observable ripple results when a group of enthusiastic fans rise up from their seats, swing their arms up high, and then sit back down. This mental picture of a stadium wave will also provide a useful context for the discussion of wave motion.
Another picture of waves involves the movement of a slinky. If a slinky is stretched out from end to end, a wave can be introduced into the slinky by either vibrating the first coil up and down vertically or back and forth horizontally. A wave will be seen traveling from one end of the slinky to the other. A slinky wave provides an excellent mental picture of a wave.
We likely have memories from childhood of holding a long jump rope with a friend and vibrating an end up and down. The up and down vibration of the end of the rope created a disturbance of the rope that moved towards the other end. Upon reaching the opposite end, the disturbance often bounced back to return to the end we were holding. The shape of the pattern formed in the rope was caused by the pace at which we vibrated it. If we vibrated the rope rapidly, then a short wave was created. And if we vibrated the rope less frequently (not as often), a long wave was created.
Then there is the "Hello, Good Morning!" wave. Whether encountered in the driveway as you begin your trip to school, on the street on the way to school, in the parking lot upon arrival to school, or on the way to class, the "Hello, Good Morning!" wave provides a simple (yet excellent) example of physics in action. The simple back and forth motion of the hand is called a wave. When Mom commands us to "wave to Mr. Smith," she is telling us to raise our hand and to temporarily or even repeatedly vibrate it back and forth. The hand is raised, moved to the left, and then back to the far right and finally returns to its original position. Energy is put into the hand and the hand begins its back-and-forth vibrational motion. And we call the process of doing it "waving." Soon we will see how this simple act is representative of the nature of a physical wave.
Finally, we are familiar with microwaves and light waves. While we have never seen them, we believe that they exist because we have witnessed how they carry energy from one location to another. And similarly, we are familiar with radio waves and sound waves. Like microwaves, we have never seen them. Waves, as we will learn, carry energy from one location to another. And if the frequency of those waves can be changed, then we can also carry a complex signal that is capable of transmitting an idea or thought from one location to another. We will explore this concept later in the unit.
Waves are everywhere in nature. Our understanding of the physical world is not complete until we understand the nature, properties and behaviors of waves.
GET READY TO DO THE WAVE! (Conduct classroom wave)
Editing/Abridged for 4th Grade Level
(http://www.physicsclassroom.com/class/waves/Lesson-1/Waves-and-Wavelike-Motion)
Waves are everywhere. Whether we recognize it or not, we encounter waves on a daily basis. Sound waves, visible light waves, radio waves, microwaves, water waves, stadium waves, earthquake waves, waves on a string, and slinky waves and are just a few of the examples of our daily encounters with waves.
Before beginning a discussion of the nature of waves, it is often useful to ponder the various encounters and exposures that we have of waves. Where do we see waves or examples of wavelike motion? What experiences do we already have that will help us in understanding the physics of waves?
For many people, the first thought concerning waves creates a picture of a wave moving across the surface of an ocean, lake, pond or other body of water. The waves are created by some form of a disturbance, such as a rock thrown into the water, a duck shaking its tail in the water or a boat moving through the water. The waves may appear to be plane waves that travel together as a front in a straight-line direction, perhaps towards a sandy shore. Or the waves may be circular waves that originate from the point where the disturbances occur; such circular waves travel across the surface of the water in all directions. These mental pictures of water waves are useful for understanding the nature of a wave.
The thought of waves often brings to mind a recent encounter at the baseball or football stadium when the crowd enthusiastically engaged in doing the wave. When performed with reasonably good timing, a noticeable ripple is produced that travels around the circular stadium or back and forth across a section of bleachers. The observable ripple results when a group of enthusiastic fans rise up from their seats, swing their arms up high, and then sit back down. This mental picture of a stadium wave will also provide a useful context for the discussion of wave motion.
Another picture of waves involves the movement of a slinky. If a slinky is stretched out from end to end, a wave can be introduced into the slinky by either vibrating the first coil up and down vertically or back and forth horizontally. A wave will be seen traveling from one end of the slinky to the other. A slinky wave provides an excellent mental picture of a wave.
We likely have memories from childhood of holding a long jump rope with a friend and vibrating an end up and down. The up and down vibration of the end of the rope created a disturbance of the rope that moved towards the other end. Upon reaching the opposite end, the disturbance often bounced back to return to the end we were holding. The shape of the pattern formed in the rope was caused by the pace at which we vibrated it. If we vibrated the rope rapidly, then a short wave was created. And if we vibrated the rope less frequently (not as often), a long wave was created.
Then there is the "Hello, Good Morning!" wave. Whether encountered in the driveway as you begin your trip to school, on the street on the way to school, in the parking lot upon arrival to school, or on the way to class, the "Hello, Good Morning!" wave provides a simple (yet excellent) example of physics in action. The simple back and forth motion of the hand is called a wave. When Mom commands us to "wave to Mr. Smith," she is telling us to raise our hand and to temporarily or even repeatedly vibrate it back and forth. The hand is raised, moved to the left, and then back to the far right and finally returns to its original position. Energy is put into the hand and the hand begins its back-and-forth vibrational motion. And we call the process of doing it "waving." Soon we will see how this simple act is representative of the nature of a physical wave.
Finally, we are familiar with microwaves and light waves. While we have never seen them, we believe that they exist because we have witnessed how they carry energy from one location to another. And similarly, we are familiar with radio waves and sound waves. Like microwaves, we have never seen them. Waves, as we will learn, carry energy from one location to another. And if the frequency of those waves can be changed, then we can also carry a complex signal that is capable of transmitting an idea or thought from one location to another. We will explore this concept later in the unit.
Waves are everywhere in nature. Our understanding of the physical world is not complete until we understand the nature, properties and behaviors of waves.
GET READY TO DO THE WAVE! (Conduct classroom wave)
Engagement Video and Recording Sheet:
Students will watch the Bill Nye video. Students will answer the questions on the sheet below (click on it).
Additional Engagement Videos:
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Explain
Reading/Research:
Students will work independently or with partners and use the resources below to learn information about waves:
1) Websites 2) BrainPop 3) YouTube Videos 4) Online Quizzes
Students should record notes in their Waves Journals.
Websites
Website #1
Website #2
Brain Pop
Videos
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Online Quizzes
Online Quiz #1
Parts of a Wave: Vocabulary and Images on Quizlet:
Students will learn/review the parts of a wave and record definitions in their Waves Journals.
(Click below to be directed to Quizlet.)
Students will learn/review the parts of a wave and record definitions in their Waves Journals.
(Click below to be directed to Quizlet.)
Online Quiz #2
Explore
Virtual Labs:
Students will explore the virtual labs and record notes in their Waves Journals.
Virtual Lab #1 - What is a Wave?
Virtual Lab #2 - Plunger
In this Virtual Lab you will explore the characteristics of waves by measuring water waves that have various frequencies and amplitudes. (Click image below to begin).
In this Virtual Lab you will explore the characteristics of waves by measuring water waves that have various frequencies and amplitudes. (Click image below to begin).
Click below for note taking chart and follow-up questions...
Virtual Lab #3 - Wave on a String
(Click image below to begin).
Virtual Lab #4 - Sound Waves
(Click image below to begin - might not work on iPad).
(Click image below to begin - might not work on iPad).
Elaborate & Evaluate
These lessons were created by Penny Sun, Veronica Gould, and Rachel Ji. They were found at the following website:
learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-waves-unit and also uploaded below...
The waves lesson plans are dived into three categories below:
(1) Waves/Sound Waves
(2) Light Waves
(3) Information Waves
Please note that printable materials and lesson assessments are built into the lesson plan links.
learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-waves-unit and also uploaded below...
The waves lesson plans are dived into three categories below:
(1) Waves/Sound Waves
(2) Light Waves
(3) Information Waves
Please note that printable materials and lesson assessments are built into the lesson plan links.
(1) Lesson Plans / Experiments on Wave Properties and Sound Waves (4-PS4-1):
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(2) Lesson Plans / Experiments on Light Waves (4-PS4-2):
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(3) Lesson Plan / Experiment on Transferring Information (4-PS4-3):
information_waves_science_lesson.pdf | |
File Size: | 118 kb |
File Type: |
Unit Supply List and Assessments:
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