1. SCHEDULE THE INVESTIGATION
This part will take two or more sessions of 50 minutes, depending on the interest and creativity of students. One session to meet the challenge and one session for presentations are suggested.
2. PLAN ASSESSMENT: STUDENT SHEETS
Use the student sheets to assess what students know about vibrations, pitch, and sound travel.
• The FOSS-ulele Challenge
• The Kalimba Challenge
• The Long-Gong Challenge
• The Minigutbucket Challenge
• The String-Beam Challenge
• The Tuning-Fork Challenge
• The Waterphone and Xylophone Challenge
• The Whisper Challenge
Each group of students will work on a different challenge sheet. See page 13 of the Assessment folio for a scoring guide.
3. PLAN FOR WORK SPACE
Preview the challenge sheets to forecast what students’ activities will be. As you read, consider appropriate locations for each group to use while solving their challenge. The kalimba group may want to work on a long countertop or on the floor. The longgong, whisper, and tuning-fork groups will all need to spread out. The waterphone and xylophone group will need a flat work surface near a sink or basin where they can pour water. It is best if the groups find suitable working space on their own, but be prepared to offer constructive suggestions.
You may wish to take your class to the multipurpose room or another large working space. If you do, have students help you move and set up the materials.
4. USE THE INSTRUMENTS YOU HAVE BUILT
Sound Challenges uses the bagged miniactivity kits from Investigations 2 and 3. Take advantage of students’ familiarity with the equipment and have them help you get the equipment ready. Most of the equipment should be intact and ready to use. If not, consult the proper folio and reassemble it.
5. PREPARE FOUR MEGAPHONES
Assemble three megaphones in addition to the one used in Investigation 3. To make the megaphones, curl a fan-shaped piece of tagboard into a cone and fasten it with three brass fasteners. Alternatively, provide one megaphone for a model and have students put together their own, should they choose to use one.
6. CHECK OUT THE OPTIONAL GARDEN HOSE
The garden hose is optional. If you do supply one, be sure that all water is drained from it.
7. PLAN FOR THE GROUP PRESENTATIONS
The group presentations (Steps 12–15 of Guiding the Investigation) may be given in a second session. Students will need the same access to materials that they had in their first session. Because groups will present their solutions to the challenges one at a time, they should not need as much room as in the first session. You probably can use the classroom for the presentations.
8. READ SCIENCE STORIES
Plan to read the two science stories Lights! Camera! Action! and Grandmother’s Hearing Test during a reading period while you work on this part. For background information and follow-up activities, see the Science Stories folio.