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STEM PROBLEM STATUS*

Develop a sign showing the path of the sound emitted from musical instruments in the classroom (steel triangle, tambourine with bells, drums).

MATERIALS

40x40 squares of cardboard cut, tambourine with bells, rope, direction arrows, thin wooden stick, straw

WORDS

Sound, propagation of sound

CONCEPTS

Near-far, intensity of sound and propagation of sound, sense of direction

LEARNING PROCESS *

(Determined based on Engineering Design Processes.)

LET'S MARK THE PATH OF SOUND

The teacher draws attention to the music corner in the classroom.

- Steel triangle, tambourine with bells, drums, etc. are taken from the corner and time is given for each student to try these musical instruments. - Then the children are asked to close their eyes and these musical instruments are played by the teacher and the children are asked to say which one it is.

- I wonder how far the sound of these musical instruments spreads outside the classroom? It is asked what kind of a way we can use to mark the path and distance that the sound spreads? After the answers developed through brainstorming, a STEM Problem situation is given: Develop a marking that shows the path that the sound coming from the musical instruments (steel triangle, tambourine with bells, drums) in the classroom spreads. NOTE: Groups of 3 or 4 people should be formed before starting the activities. Engineering Design Processes should be followed by the groups. The explanations given below in Engineering Design Processes are examples. In order for the group discussions to be of a kind that will guide the creation of the design, the teacher can monitor and guide them.

1-NOTIFICATION OF THE PROBLEM:

How far does the sound coming from the musical instruments (steel triangle, tambourine with bells, drum) in the classroom spread? What method can be used to mark the path and distance along which the sound spreads? What materials should be chosen? The following application can be done to help them notice the problems: - The teacher first has them do a sample trial, takes the students in groups of 5 and stands in front of the classroom door. - Asks a student he/she chooses from the class to play the drum (tambourine with bells, steel triangle) at intervals. - The teacher moves step by step with the group in front of the door until the point where they will hear the sound last. - And asks the children to think about how they can mark each step they take and how they can express the path from the classroom to the final point they have reached with directional arrows. Student groups may not move together and may also disperse in different directions.

2-PRODUCTION OF SOLUTION: Selects the direction of sound propagation to be marked. Develops marking types. Determines the properties of the materials to be used in marking. Develops material suggestions.

3- PLANNING DRAWING: Develops a path draft on paper to mark each step they take from the art activity materials and waste materials in the classroom.

4- CREATING A PRODUCT: Performs marking using the drawing they developed and the materials they decided on.

5- TEST – DEVELOP THE PRODUCT:

- The teacher advances step by step with the group in front of the door until the point where they will hear the sound last.

- And for each step they take, the teacher puts a 40x40 square on the ground.

- He/she also asks the children to make the marking they have determined.

- Finally, everyone follows the route they took, the direction arrows are placed according to the marking route the child made, accompanied by the teacher.

- The results are compared. If there are any deficiencies, they are determined and solution suggestions are received to eliminate them.

EVALUATION

☐ Technological Design – Creating a Design

☐ Scientific Research Process

☐ Combining What They Learned from Different Subjects

* The development of these gains should be followed throughout the activity and the development in each new activity should be examined.

SCIENCE

- Gains awareness about sound.

- Realizes the relationship between sound intensity and distance.

TECHNOLOGY

Recognizes design materials and determines what they can use. (Direction signs, squares, etc. that they can mark)

ENGINEERING

Uses the engineering design cycle.

ART

Creates a musical instrument with leftover materials.

MATHEMATICS

- Makes measurements. (Measures and marks where sound spreads.)

ADAPTATION

The materials and learning process used in the management of the activity are designed to support the developmental areas of children with special needs and prepare them for primary school.

FAMILY PARTICIPATION

A note is sent to families stating that they can reinforce their phonics, do research on activities such as pinterest, etc. and Google search engine on making toys that make sounds with leftover materials, and also spend quality time with their children.

TRIP INSPECTION OBSERVATION

Conducting an experiment that sound does not spread in an airless environment

RECOMMENDATIONS

It is recommended that they watch videos that include the working methods of engineers and scientists.

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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The children watched a material on the interactive board: "Where do sounds come from and how do they propagate through the air?". They noticed that not only musical instruments can make sounds. They also learned that the intensity of a sound depends on the distance you are from the source. The further you are from the source, the slower the sound is heard. Sounds propagate through the air through vibrations. Very high-intensity sounds can make objects move.

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Science/ Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Science/ Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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I showed the children a picture in which the children were seated in a group room, a hallway and a neighboring room. In the middle of them was an adult with a whistle. I asked the children to divide themselves and sit like the children in the picture. After grouping, I whistled, gathered everyone in our room. 
Who heard the sound of the whistle?
Then I asked them to graphically represent the propagation of sound.

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Gain awareness of sound.

Realize the relationship between sound intensity and distance.

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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TECHNOLOGY

Recognize design materials and determine what they can use. (Direction indicators, squares, etc. that they can mark)

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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ENGINEERING

Use the engineering design cycle.

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Create a musical instrument with leftover materials.

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Make measurements. (Measures and marks where sound travels.)

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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Mihaela Maria Rotaru, Early Childhood Education Teacher, Romania

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ART/We make musical instruments with leftover materials./ Ebru KIZILKAYA/Çamlıbel MTAL Uygulama Anaokulu

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ART/We make musical instruments with leftover materials./ Ebru KIZILKAYA/Çamlıbel MTAL Uygulama Anaokulu

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musical instrument making with natural materials EBRU KIZILKAYA ÇAMLIBEL MTAL UYGULAMA ANAOKULU VİVA

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sound experiment Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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"Can we see sound?"Experiment / Ebru Kızılkaya /Çamlıbel MTAL Uygulama Anaokulu

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"Can we see sound?"Experiment / Ebru Kızılkaya /Çamlıbel MTAL Uygulama Anaokulu

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Can we see sound Experiment  Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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We measure the path of the sound with a rope /Ebru Kızılkaya Çamlıbel MTAL Uygulama Anaokulu

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We measure the path of the sound with a rope /Ebru Kızılkaya Çamlıbel MTAL Uygulama Anaokulu

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We measure the path of the sound with a rope Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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We measure the sound path with 40*40 square cardboards /Ebru Kızılkaya/ Çamlıbel MTAL Uygulama Anaokulu

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We measure the sound path with 40*40 square cardboards /Ebru Kızılkaya/ Çamlıbel MTAL Uygulama Anaokulu

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We measure the path of the sound Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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Technology /We measure the path of sound / Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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Technology /We measure the path of sound / Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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Technology We measure the path of sound  Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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We watched an educational video about sound/ Ebru Kızılkaya /Çamlıbel Mtal Uygulama  Anaokulu

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We watched an educational video about sound/ Ebru Kızılkaya /Çamlıbel Mtal Uygulama  Anaokulu

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We watched an educational video about sound Ebru Kızılkaya Çamlıbel Mtal Uygulama  Anaokulu

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Tatjana Radovanovic, PU Winnieland, Subotica, Serbia

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Emine Koşucu Akdeniz Sakarya Primary School/Mersin/Türkiye

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Emine Koşucu Akdeniz Sakarya Primary School/Mersin/Türkiye

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Students better understand and internalize mathematics through music.

Their mathematical thinking skills improve.

They understand how music and mathematics are intertwined in daily life.

Creativity and problem solving skills increase.

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Emine Koşucu Akdeniz Sakarya Primary School /Mersin/Türkiye

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Emine Koşucu Akdeniz Sakarya Primary School /Mersin/Türkiye

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In this activity, we make our own musical instruments with preschoolers using recyclable materials! Developing their creativity in both art and music, children discover different sounds and strengthen their sense of rhythm.

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We practiced recognizing and imitating sounds in nature. Sound waves are everywhere in our lives, from music to communication.

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Emins Koşucu Akdeniz Sakarya Primary School /Mersin/Türkiye

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Emins Koşucu Akdeniz Sakarya Primary School /Mersin/Türkiye

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Emine Koşucu Akdeniz Sakarya Ptimary School/Mersin /Türkiye

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Emine Koşucu Akdeniz Sakarya Ptimary School/Mersin /Türkiye

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Making musical instruments with simple materials develops children's creativity and helps them acquire basic engineering skills. For example, they can make maracas from toilet paper rolls, guitars from rubber bands or drums from plastic containers. In the process, they explore materials, learn about cause and effect and develop their artistic expression. This activity, which is both fun and instructive, increases children's interest in music and supports their manual dexterity.

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Emine Koşucu Akdeniz Sakarya Primary School /Mersin/Türkiye

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Emine Koşucu Akdeniz Sakarya Primary School /Mersin/Türkiye

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Today we looked at sound and vibrations and did fun experiments to learn how sound propagates.

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We watch the video: "What is the sound?". We notice that in order to perceive sounds, we use our ears — our sense of hearing. There are natural and artificial sounds. Musical instruments produce sounds and we ourselves also produce sounds, when we speak or sing. We realize that, when we speak, our larynx vibrates — in other words, it trembles.

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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We collect and recognize the design materials we need to experiment with sound, to complete our measurements and to make our musical instruments.

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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We measure the path of the sound and we repurpose materials to create musical instruments.

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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We create musical instruments by reusing simple materials and explore their unique sounds.

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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We use a decibel meter to measure sound levels. We check how many dB we produce when talking, shouting, and whispering. We make our own sound meter.

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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Where does the Sound Come from? – Aikaterini Nasiadou, 24th Primary School of Thessaloniki

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Where does the sound come from? STEAM WORK Mathematics Ebru Kızılkaya Çamlıbel Mtal Uygulama Anaokulu

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Where does the sound come from? STEAM WORK Mathematics Ebru Kızılkaya Çamlıbel Mtal Uygulama Anaokulu

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We created a graph of the number of squares of string and cardboard that we used to measure the path of the sound.

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Where does the sound come from  STEAM WORK Mathematics Ebru kızılkaya Çamlıbel Mtal uygulama Anaokulu

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To find out how far musical instruments are heard we measured the distance with a conventional method ( a tape measure) and with a non-conventional method( bricks).

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Katerina Karakouta-2nd Kindergarten of Paiania

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Katerina Karakouta-2nd Kindergarten of Paiania

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we measured the distance with a tape measure and with bricks and recorded our answers. We also tested our voices level  by measuring  with an app

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Katerina Karakouta-2nd Kindergarten of Paiania

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Katerina Karakouta-2nd Kindergarten of Paiania

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Science "Where does the sound come from?"-Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Science "Where does the sound come from?"-Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Sounds from videos, music instruments and experiments from everyday's life sounds!

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Technology "Where does the sound come from?" - Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Technology "Where does the sound come from?" - Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Collect all the necessary materials in order to measure distances and ways that sound spreads around.

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Engineering "Where does the sound come from?" - Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Engineering "Where does the sound come from?" - Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Measurements and constructions!

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Art "Where does the sound come from?" - Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Art "Where does the sound come from?" - Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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We created music instruments from everyday materials and we made different sounds!!!

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Maths "Where does the sound come from?"- Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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Maths "Where does the sound come from?"- Nikoleta Ioannou 24th Primary school of Thessaloniki Greece 🇬🇷 

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We measured the sound level of different things with the appropriate app.

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Sound and rhythm activities in preschool play an important role in developing children's attention, listening, motor skills and musical awareness. By integrating technology into these activities, we make the learning process more fun and effective. Thanks to rhythm apps, digital musical instruments and interactive games, children learn to recognize sounds, keep rhythm and create their own music. This not only supports their artistic side but also encourages them to use technology consciously and creatively.

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We did the Sound-Volume Vibrations Science Experiment with the children. We observed the salt bouncing around by shouting loudly.                                                                                                                                                 We examined the sounds coming out of glass cups with different amounts of water in them. What is a deep sound, a high sound? How is it formed? We learned these. Then we created our own music with the cups.                   

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DUMLUPINAR ANAOKULU FATMA KILIÇ Science 

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DUMLUPINAR ANAOKULU FATMA KILIÇ Science 

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Login to access and create your next design.

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3rd Primary School of Triandria

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3rd Primary School of Triandria

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3rd Primary School of Triandria

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3rd Primary School of Triandria

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Technology      “Where does the sound come from?”               Fatma Kılıç Dumlupınar Anaokulu             

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Technology      “Where does the sound come from?”               Fatma Kılıç Dumlupınar Anaokulu             

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Katerina Karakouta, 2nd Kindergarten of Paiania, Greece

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Katerina Karakouta, 2nd Kindergarten of Paiania, Greece

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“Where does the sound come from?” Art                                                         Fatma Kılıç          Dumlupınar Anaokulu

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“Where does the sound come from?” Art                                                         Fatma Kılıç          Dumlupınar Anaokulu

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The children made egg maracas with leftover materials and practiced rhythm with the maracas.

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“Where does the sound come from?”    Mathematics                  Dumlupınar Anaokulu            Fatma Kılıç 

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“Where does the sound come from?”    Mathematics                  Dumlupınar Anaokulu            Fatma Kılıç 

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We measured the decibels of some sounds. We wrote the results on paper and determined the sound with the highest decibel.

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We measured the decibels of some sounds. We wrote the results on paper and determined the sound with the highest decibel.

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“Where Does the Sound Come From?” Science / Dilara Demirci Yakaköy İlkokulu

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“Where Does the Sound Come From?” Science / Dilara Demirci Yakaköy İlkokulu

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We did an experiment where we could see the movement of sound

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“Where Does the Sound Come From?” Science

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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We learned about the musical instruments and their categories. We tried to play them and follow the rythm. Finally we blindfolded ourselves and tried to identify them by listening to their sound!

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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We designed our favourite musical instruments!

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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We used everyday materials to create our own musical instruments!

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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We decorated the instruments we built!

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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9th Kindergarten of Kalamaria, Thessaloniki, Greece, Maria Bena

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We measured, using a string, the distance of the sound source from where we were!

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Where Does The Sound Come From? STEAM Work                   Gamze SARIGÜL/ Yakaköy İlkokulu 

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Where Does The Sound Come From? STEAM Work                   Gamze SARIGÜL/ Yakaköy İlkokulu 

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We learned about the topics of "How Does Sound Vibrate?, What are the Sources of Sound?, What is a Sound Wave?"

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Where Does The Sound Come From? STEAM Work

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Where Does The Sound Come From? STEAM Work Science Gamze SARIGÜL/ Yakaköy İlkokulu 

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Where Does The Sound Come From? STEAM Work Science Gamze SARIGÜL/ Yakaköy İlkokulu 

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We did an experiment to show how sound propagates.

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Where Does The Sound Come From? STEAM Work Technology Gamze SARIGÜL/ Yakaköy İlkokulu 

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Where Does The Sound Come From? STEAM Work Technology Gamze SARIGÜL/ Yakaköy İlkokulu 

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We followed the path of the sound and left traces using 40*40cm square cardboard, 1cm and 2cm ropes. We examined directional arrows, meters and other materials.

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Where Does The Sound Come From STEAM Work Technology

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      Where Does The Sound Come From?  STEAM Work Art   Gamze SARIGÜL/ Yakaköy İlkokulu 

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      Where Does The Sound Come From?  STEAM Work Art   Gamze SARIGÜL/ Yakaköy İlkokulu 

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We made a musical instrument with leftover materials, including 40*40cm cardboard, rope and directional arrows from the event.

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Where Does The Sound Come From STEAM Work ART

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“Where Does the Sound Come From?” ART / Dilara Demirci

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“Where Does the Sound Come From?” ART / Dilara Demirci

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We made musical instruments with the leftover materials we used to measure the path of sound.

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Where Does The Sound Come From? STEAM Work Mathematics Gamze SARIGÜL/ Yakaköy İlkokulu 

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Where Does The Sound Come From? STEAM Work Mathematics Gamze SARIGÜL/ Yakaköy İlkokulu 

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We worked on finding the path along which the sound propagates by reading the graph from the sketch.

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Where Does The Sound Come From STEAM Work Mathematics

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We watched videos about sound waves / Canan TAŞKIN 23 Nisan Anaokulu

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We watched videos about sound waves / Canan TAŞKIN 23 Nisan Anaokulu

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Sound experiment / Canan TAŞKIN 23 Nisan Anaokulu

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Sound experiment / Canan TAŞKIN 23 Nisan Anaokulu

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Sound experiment / Canan TAŞKIN 23 Nisan Anaokulu

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We measure the path of sound. / Canan Taşkın 23 Nisan Anaokulu

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We measure the path of sound. / Canan Taşkın 23 Nisan Anaokulu

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 Where does the sound come from art. / Canan Taşkın 23 Nisan Anaokulu

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 Where does the sound come from art. / Canan Taşkın 23 Nisan Anaokulu

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We compared lengths using sticks and ropes./ Canan TAŞKIN 23 Nisan Anaokulu

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We compared lengths using sticks and ropes./ Canan TAŞKIN 23 Nisan Anaokulu

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Engineering Fatma Kılıç Dumlupınar Anaokulu

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Engineering Fatma Kılıç Dumlupınar Anaokulu

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We made musical instruments and telephones with leftover materials.

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We wrote the numbers on our 40x40 cardboards, which we used to measure the path of the sound, and arranged them in a mixed order. We found the correct order together with our students. We matched each number with our fingers.

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“Where Does the Sound Come From?” Mathematics Dilara DEMİRCİ/ Yakaköy İlkokulu

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“Where Does the Sound Come From?” Mathematics Dilara DEMİRCİ/ Yakaköy İlkokulu

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We wrote the numbers on our 40x40 cardboards, which we used to measure the path of the sound, and arranged them in a mixed order. We found the correct order together with our students. We matched each number with our fingers.

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“Where Does the Sound Come From” Mathematics

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We watched an educational video about sound.

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“Where Does the Sound Come From?” STEAM WORK Dilara Demirci / Yakaköy İlkokulu 

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“Where Does the Sound Come From?” STEAM WORK Dilara Demirci / Yakaköy İlkokulu 

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We watched an educational video about sound.

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We select appropriate materials to measure the path of sound.

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“Where Does the Sound Come From?” Technology / Dilara DEMİRCİ / Yakaköy İlkokulu 

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“Where Does the Sound Come From?” Technology / Dilara DEMİRCİ / Yakaköy İlkokulu 

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We select appropriate materials to measure the path of sound.

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“Where Does The Sound Come From?” Engineering Gamze SARIGÜL/ Yakaköy İlkokulu 

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“Where Does The Sound Come From?” Engineering Gamze SARIGÜL/ Yakaköy İlkokulu 

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We created and measured the path of the sound that we followed with a musical instrument with the help of 40*40 square cardboards and 1m and 2m ropes. We also used a meter in the measurements.

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“Where Does the Sound Come From?” Engineering / Dilara DEMİRCİ / Yakaköy İlkokulu

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“Where Does the Sound Come From?” Engineering / Dilara DEMİRCİ / Yakaköy İlkokulu

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We followed the path of the sound and measured it with 40x40 cm square cardboards and 1 meter long ropes.

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Zehra Polat/ “Where does the sound come from?”

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Zehra Polat/ “Where does the sound come from?”

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Şehit Savcı Mehmet Selim Kiraz Ortaokulu/ Zehra POLAT

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“Where does the sound come from?” Teknologya

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“Where does the sound come from?” Teknologya

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Zehra POLAT/ Şehit Savcı Mehmet Selim Kiraz Anasınıfı

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Zehra Polat/ Şehit Savcı Mehmet Selim Kiraz

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“Where does the sound come from?”  “Counting Sounds with Colors” 

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“Where does the sound come from?”  “Counting Sounds with Colors” 

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Zehra Polat / Şehit Savcı Mehmet Selim Kiraz

The teacher introduces the musical instruments and matches each one with a color.
For example:

Bell → Green

Drum → Blue

Tambourine → Yellow

The teacher plays each instrument once in random order.
Children listen carefully and place one stick of the matching color for each sound they hear.

At the end of the activity, children compare:

How many times did we hear each sound?

Which sound was the most frequent?

Which one was the least?

This activity helps children improve their sound recognition, counting, and comparing skills.

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Where does the the sound come from engineering /Canan TAŞKIN 23 Nisan Anaokulu

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Where does the the sound come from engineering /Canan TAŞKIN 23 Nisan Anaokulu

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White and Brown Neutral Minimalist Travel Photo Collage Instagram Post

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“Where does the sound come from?” Science DUMLUPINAR ANAOKULU FATMA KILIÇ

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“Where does the sound come from?” Science DUMLUPINAR ANAOKULU FATMA KILIÇ

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https://www.canva.com/design/DAGkjD_1n4o/O1gFLWy4KOCBy5EwXZ3GVQ/watch?utm_content=DAGkjD_1n4o&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h57747ab84d

We did the Sound-Volume Vibrations Science Experiment with the children. We observed the salt bouncing around by shouting loudly.

We examined the sounds coming out of glass cups with different amounts of water in them. What is a deep sound, a high sound? How is it formed? We learned these. Then we created our own music with the cups.

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We did the Sound-Volume Vibrations Science Experiment with the children. We observed the salt bouncing around by shouting loudly.

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"Where did these eggs come from?", Styliani Lytsiousi, 9th Kindergarten School of Kalamaria, Thessaloniki, Greece

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"We used a string to measure how far away the sound source was from our location."