Classifying SoundsInvestigate Activity

Materials (per group)plastic cup, 10 oz small paper clipplastic cup, 2 oz large paper cliprubber band (#33) coins, small & largerubber band (#117 B) metric ruleraluminum foil

Material SubstitutionsOther common objects such as plastic straws cut to different lengths and plastic bottlesof different sizes could be used in place of or in addition to the materials listed above.

Advance PrepCut a 10 cm square and a 30 cm square of aluminum foil for each group. They will usethis to make aluminum foil balls.

Hints and Tips• Students may need to repeat their observations several times to check their rankings

of pitch and volume.• Results may vary based on students’ perceptions.

© Scott Foresman 4

Scoring KeyActivity Rubrics 3 partially correct,complete, detailed

4 correct, complete,detailed

2 partially correct, partiallycomplete, lacks some detail

1 incorrect or incomplete,needs assistance

Investigate ActivityClassifying Sounds

Scoring CriteriaStudent followed instructions to compare pitch and volume of sounds produced by objects.Student observed the sounds produced by dropping different objects.Student classified the sounds of the objects by ranking their pitch and volume.Student collected data by recording the ranking of the objects in a chart.Student made inferences about properties of objects’ sounds of different pitch and volume.

total points

% equivalentScore

Classifying SoundsFollow This ProcedureRecord the ranked items in the chart.

Interpret Your Results1. Which of the objects made the sound highest in pitch? lowest in pitch?

Make an inference. What are some properties of objects that producesounds high in pitch? What are some properties of objects thatproduce sounds low in pitch?

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Name ________________________ Date __________

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Investigate Activity

Pitch VolumeHighest to lowest Highest to lowest

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

2. Which of the objects made the sound highest in volume? lowest involume? Make an inference. What are some properties of objects thatproduce sounds high in volume? What are some properties of objectsthat produce sounds low in volume?

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Inquire FurtherWhat would happen to the sounds if you dropped the items on differentsurfaces? Develop a plan to answer this or other questions you may have.

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Name _____________________________________ Date ________________

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Notes for Home Your child investigated sounds and ranked their pitch and volume.Home Activity: Use a spoon to tap objects in and around your home and rank the pitch and/or volume ofeach sound that is created.

Self-Assessment Checklist

I followed instructions to compare the pitch and volume of sounds produced by different objects. ________

I observed the sounds produced by dropping different objects. ________I classified the sounds of the objects by ranking their pitch

and volume. ________I collected data by recording the ranking of the objects in a chart. ________I made inferences about the properties of objects that produce

sounds of different pitch and volume. ________

Classifying SoundsFollow This ProcedureRecord the ranked items in the chart.

Interpret Your Results1. Which of the objects made the sound highest in pitch? lowest in pitch?

Make an inference. What are some properties of objects that producesounds high in pitch? What are some properties of objects thatproduce sounds low in pitch?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name ________________________ Date __________

© S

cott

Fo

resm

an4

Investigate Activity

Pitch VolumeHighest to lowest Highest to lowest

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Rankings will varyaccording to students’perceptions. Itemsshould be listed in orderof the pitch produced,from highest to lowest.

Some possible inferences: Materials that are small tend to

produce sounds that are high in pitch. Materials that are

large tend to produce sounds that are low in pitch.

Rankings will varyaccording to students’perceptions. Itemsshould be listed in orderof the volume produced,from highest to lowest.

2. Which of the objects made the sound highest in volume? lowest involume? Make an inference. What are some properties of objects thatproduce sounds high in volume? What are some properties of objectsthat produce sounds low in volume?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Inquire FurtherWhat would happen to the sounds if you dropped the items on differentsurfaces? Develop a plan to answer this or other questions you may have.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Name _____________________________________ Date ________________

© S

cott

Fo

resm

an4

Notes for Home Your child investigated sounds and ranked their pitch and volume.Home Activity: Use a spoon to tap objects in and around your home and rank the pitch and/or volume ofeach sound that is created.

Self-Assessment Checklist

I followed instructions to compare the pitch and volume of sounds produced by different objects. ________

I observed the sounds produced by dropping different objects. ________I classified the sounds of the objects by ranking their pitch

and volume. ________I collected data by recording the ranking of the objects in a chart. ________I made inferences about the properties of objects that produce

sounds of different pitch and volume. ________

Some possible inferences: Materials that have greater mass

and are inflexible tend to produce sounds that are high in

volume. Materials that are flexible and have less mass tend

to produce sounds that are low in volume.

Students may plan to repeat the activity using a variety of

surfaces, such as a wooden board, aluminum foil pan, carpet

square, or other surfaces.