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How to Use This Presentation

How to Use This Presentation. Spend a full day on building background before beginning Lesson 1. Building background may be done AFTER the P reparatory Lesson. Display and discuss the objectives at the beginning and end of each lesson.

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How to Use This Presentation

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  1. How to Use This Presentation • Spend a full day on building background before beginning Lesson 1. • Building background may be done AFTER the Preparatory Lesson. • Display and discuss the objectives at the beginning and end of each lesson. • Display and discuss vocabulary as necessary at the beginning and/or end of each lesson.

  2. Sounds Like Fun:Seeing Animal Sounds

  3. Sounds Like Fun: Seeing Animal Sounds • Preparatory Lesson • What are Engineering and Technology? • Building Background • Lesson 1 • Kwame’s Sound • Lesson 2 • Shh! Damping Sounds • Lesson 3 • “Seeing” Sounds • Lesson 4 • Representing Bird Songs VOCABULARY

  4. Building Background • Kwame’s Sound slideshow book preview • The Secret Language of Elephants • a 15-minute segment from “60 Minutes” about the Elephant Listening Project • Listen to samples of drumming from Traditional Rhythms of Ghana (skip track 1) MAIN MENU

  5. Vocabulary • technology • engineer • acoustic engineer • communicate • volume • pitch • vibration • Engineering Design Process • spectrogram • damp • absorb • property • source • transmit • waveform • representation • visual • system • duration MAIN MENU

  6. What are Engineering and Technology? • Content Objective: • I can understand that engineers design technology to solve problems. • Language Objective: • I can give an example of a technology designed by an engineer to solve a problem to a partner using a picture, object, or graphic organizer to support. MAIN MENU VOCABULARY

  7. Kwame’s Sound • Content Objective: • Language Objective: MAIN MENU

  8. OBJECTIVES

  9. Shh! Damping Sounds • Content Objective: • I can understand ways acoustical engineers can damp (quiet) sounds. • Language Objective: • I can describe ways acoustical engineers can damp (quiet) sounds to a partner using a sentence frame. • Acoustical engineers can damp sounds by _________. • A sound can be damped by _____________________. VOCABULARY MAIN MENU

  10. Think-Pair-Share 1 minute- Think to yourself. No talking! 1 minute- Tell your ideas to a partner and listen to your partner’s ideas. 1 minute- Share your ideas with the class. Why would we need to quiet some sounds? Can you think of any examples? OBJECTIVES

  11. “Seeing” Sounds • Content Objective: • I can create visual representations of sounds. • Language Objective: • I can explain visual representations of sounds to a partner using a sentence frame. • __________ represents ____________. • The __________ represents the high/low pitch/volume of _________. MAIN MENU VOCABULARY

  12. Think-Pair-Share 1 minute- Think to yourself. No talking! 1 minute- Tell your ideas to a partner and listen to your partner’s ideas. 1 minute- Share your ideas with the class. Why could it be useful to have visual representations of sounds? Can you think of any examples? OBJECTIVES

  13. Representing Bird Sounds • Content Objective: • I can use the Engineering Design Process to create a representation system for bird calls. • Language Objective: • I can use the Engineering Design process to design a representation system for bird calls in a small group using a graphic organizer. VOCABULARY MAIN MENU

  14. technology Any thing designed to solve a problem. VOCABULARY

  15. engineer A person who designs technology to solve a problem. VOCABULARY

  16. acoustic engineer Someone who uses their knowledge of math and science in creative ways to help solve problems involving sound. VOCABULARY

  17. communicate To accurately share information. VOCABULARY

  18. volume How loud or quiet a sound is. VOCABULARY

  19. pitch The speed of sound vibrations. They can be low or high. VOCABULARY

  20. vibration Something moving back and forth. VOCABULARY

  21. Engineering Design Process Asking questions, imagining solutions, planning, creating, and improving. VOCABULARY

  22. spectrogram Pictures that show the measurements of a sound recording. VOCABULARY

  23. damp To quiet or muffles the intensity (volume)of a sound. VOCABULARY

  24. absorb To take in with or without echo, reflection, or transmission. VOCABULARY

  25. property A characteristic of a material, such as how it looks, feels, or behaves. VOCABULARY

  26. source The beginning of something. VOCABULARY

  27. transmit To pass through. VOCABULARY

  28. waveform A computer-generated image of the intensity (volume) of a sound over time. VOCABULARY

  29. representation Something meant to symbolize or show something else. VOCABULARY

  30. visual Visible, able to be seen. VOCABULARY

  31. system A group of parts that work together to meet a goal. VOCABULARY

  32. duration The length of time something lasts. VOCABULARY

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