PhD Science Texas - Level 2 Module 2 - Extension Activities

TEXAS

Extension Activities

Level 2 Module 2

Lesson 1 Extension | Sound

Have students work individually to research and describe a local landfill.

PREPARATION

Provide students with computers or tablets. Suggest websites students can use to research

information about a local landfill or solid waste treatment facility.

Distribute and read aloud the following procedure sheet to students.

Describe a Landfill

1. Look up facts about a landfill in your area.

2. What would you see if you visited the landfill? Write a description.

Lesson 5 Extension | Sound

Students observe a tuning fork as an additional example of how objects make sound by vibrating. Display a tuning fork. Firmly tap it against a hard surface such as a table, and have students describe their observations. Then touch the tuning fork to stop the vibration. Have students describe their observations. Encourage students to include in their descriptions how they used their senses.

PREPARATION

Prepare to demonstrate the use of a tuning fork. Practice tapping it to make vibrations and touching it to stop the vibrations. For a louder sound, rest the end of the fork’s handle on a desk. Consider demonstrating the tuning fork for each student by tapping it, holding it a few inches from the student's ear, and then stopping the vibrations.

Distribute and read aloud the following procedure sheet to students.

Observe a Tuning Fork

1. Observe the tuning fork after it is tapped against a surface.

2. Describe your observations.

3. Observe the tuning fork after your teacher puts their hand on it.

4. Describe your observations.

5. Share your observations with the class.

Working in groups, students explore how the different materials inside a shaker affect its sound.

PREPARATION

Gather materials and create a set of mystery shakers filled with pieces of recycled materials. Each shaker should contain only one kind of piece (e.g., several plastic bottle caps or metal paper clips). To make the shakers, fill each opaque container with a different type of piece. Set aside

one shaker's worth of each kind of piece per group for students to test. Label each mystery shaker with a number, and note which shaker is filled with which kind of piece. Consider sealing the shaker lids with tape. Give each group a mystery shaker, empty containers, and the remaining pieces of materials.

Distribute and read aloud the following procedure sheet to students.

Match the Shaker

1. Listen to your mystery shaker.

2. Discuss which materials will make the same sound as your shaker.

3. Test materials. Make a shaker that makes the same sound as your mystery shaker.

4. Discuss why different shakers sound different.

Tell students that people sometimes wear earplugs at concerts, construction sites, and other places where there are loud sounds. Have students work in groups to draw how earplugs protect eardrums and hearing.

PREPARATION

Prepare an image of earplugs for each student.

Distribute and read aloud the following procedure sheet to students.

Model Earplugs

1. Look at the picture of earplugs.

2. Discuss how you think earplugs protect eardrums and hearing.

3. Draw a model that shows how you think earplugs protect eardrums and hearing. Include eardrums, earplugs, and vibration in your model.

4. Share your model with the class. Explain how earplugs protect eardrums.

Have students work in groups to test other materials that could work as part of the communication device.

PREPARATION

If necessary, place a variety of safe, everyday materials around the classroom.

Distribute and read aloud the following procedure sheet to students.

Test Other Materials

1. Find materials in the classroom that could work as part of the communication device.

2. List the materials.

3. Choose two materials to test.

4. Try to make a sound with each material.

5. Which material made the louder sound? Share with the class.

As a class, students vote to research or investigate one unexplored question or related phenomenon from the module. Students work in groups to perform research or carry out a simple investigation. Then students present their findings to the class.

PREPARATION

Prepare a list of unexplored questions and related phenomena from the module. As necessary, curate

resources for student research or provide materials and a procedure for a simple, teacher-designed investigation. Prepare to review safety measures with students if necessary.

Write the appropriate activity name and procedure on a whiteboard or a sheet of chart paper, and read aloud.

Research a Science Topic

1. Research the topic.

2. Get ready to share what you learned about the topic.

3. Share what you learned with the class. Carry Out an Investigation

1. Gather materials.

2. Carry out the investigation. Follow all safety rules.

3. Share what you learned with the class.

Lesson 3 Extension | Objects in the Sky

Organize a nighttime sky viewing event at school. Invite students to attend the event with a friend or someone from home.

PREPARATION

Provide students access to the handheld telescopes used in Lesson 2. If a higher-powered telescope

is available, set up this telescope in a location with a clear view of objects in the night sky. Consider enlisting a local astronomy organization to help organize the viewing event and provide a telescope.

Distribute and read aloud the following procedure sheet to students.

Observe the Nighttime Sky

1. Pick an object in the sky to observe.

2. Observe that object with a telescope.

3. Draw and label your observations.

4. How does the telescope change what you see?

5. Share your drawing with a classmate or someone at home.

Lesson 4 Extension | Objects in the Sky

Have students work in groups to repeat the light investigation with a new set of objects. Students observe differences in the amount of light reflected onto the black paper.

PREPARATION

Provide student groups with light investigation materials—black construction paper (1 piece), flashlight (1), and modeling clay (1˝ ball). Dim the classroom lights.

Distribute and read aloud the following procedure sheet to students.

Test Other Objects

1. Gather three classroom objects that block light.

2. Use each object to reflect light from the flashlight onto the black paper.

3. Write the name of each object. Circle the amount of light the object reflects onto the black paper.

4. Which object reflects the most light? Share with the class.