Natural Vibrations
Discover sounds around us and how they are created through vibration.
Big Idea: Sound is created by vibration.
Materials:
- An area inside or outside where children can feel vibrations and hear.
- Paper and pencil (optional)
Illinois Learning Standards:
4.A Listen effectively in formal and informal situations.
4.B Speak effectively using language appropriate to the situation and audience.
11.A Know and apply the concepts, principles and processes of scientific inquiry.
11.B Know and apply the concepts, principles and processes of technological design.
12.D Know and apply concepts that describe force and motion and the principles that explain them.
25.A Understand the sensory elements, organizational principles and expressive qualities of the arts.
26.A Understand processes, traditional tools and modern technologies used in the arts.
31.A Develop a positive self-concept.
4.B Speak effectively using language appropriate to the situation and audience.
11.A Know and apply the concepts, principles and processes of scientific inquiry.
11.B Know and apply the concepts, principles and processes of technological design.
12.D Know and apply concepts that describe force and motion and the principles that explain them.
25.A Understand the sensory elements, organizational principles and expressive qualities of the arts.
26.A Understand processes, traditional tools and modern technologies used in the arts.
31.A Develop a positive self-concept.
Vocabulary:
Vibrate: to shake slightly and quickly, or to cause something to do this, in a way that is felt rather than seen or heard.
Vibration: quivering or trembling motion.
Vibration: quivering or trembling motion.
Activity Directions:
- Bring children to an area where they can sit or stand to feel vibrations. For example, along a sidewalk where they can feel the rumble of traffic passing by, or a playground where they can listen for sounds and feel vibrations from running feet and bouncing balls.
- Encourage children to close their eyes and press their hands to the ground. Q. What did you feel?
- Have the children put their ears to the ground. Q. What did you hear?
- Have several students walk or run in place. Q. What did that sound like?
- Have the children write their observations and/or draw pictures of what they think sound/vibration looks like. Have the children try to write down as many sounds as they can name. Q. Is that the sound of a bulldozer or a crane? Is that buzzing coming from a car or the school?
- Encourage children to write down or draw all the sounds they hear at home or in the classroom for five minutes.
- Have children share their list or pictures and record results of the sounds the children listed.
Investigation Questions:
Q. If you hear a bird chirping, how is that sound made?
Q. When the wind makes a rustling sound in the trees, how is vibration made?
Q. How many of the sounds you hear are sounds you have gotten used to, such as the hum of the refrigerator, the gurgling of the water fountain or the beeping of the microwave?
Exhibit:
Workshop:
