Division on Visual Impairments

DVI Quarterly Volume 58(1)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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Sound Science 3rd grade Ohio Science standard addressed: Heat, electrical energy, light, sound, and magnetic energy are forms of energy. There are many different forms of energy. Energy is the ability to cause motion or create change Common Core Math practices addressed: Construct viable arguments and critique the reasoning of others. Attend to precision Model with mathematics What is the teacher doing? Collecting materials and books Play the sound bites one at a time Facilitate the sharing of the possible sound sources Suggest that organisms and objects make a variety of sounds, but that the students will now have an opportunity to directly explore sound making objects to discern how the sounds are made. Science and Engineering Practices: Asking questions and defining problems Planning and carrying out investigations Obtaining, evaluating and communicating information Common Core ELA standards addressed: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject areas. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Thinking and Doing What is the student doing? Materials: Present a collection of materials that make sound: tuning forks, metal bowls and spoons, long-neck glass bottles of water and metal spoons, bells, caruga tubes, toy musical instruments, water whistles, rubber bands and boxes, meter sticks, stethoscope, timers, shakers (plastic bottles with sand, marbles, metal washers, etc. inside), wooden spoons, dowel rods Safety Caution: glass objects may be broken if struck too hard Engage: play a "sound effects" Write what made each recording and challenge the sound on a sticky memo students to imagine what the note sounds are and how they might With a partner, sort the be made. memo notes into categories Share the categories with the whole class With a partner, create a chart using memo notes & label the categories Dr. Margilee P. Hilson • The Ohio State University • Autumn Semester 2012

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