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.

Their mathematical thinking skills improve.

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

Creativity and problem solving skills increase.

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.

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.