Receive practical ideas to build understanding about how to combine reading and hands-on activities as tools to understand the nature of wave movement

Keith, Karin

Moran, Renee Rice

Robertson, Laura

Tai, Chih-Che

English

East Tennessee State University

East Tennessee State UniversityDigital Commons @ East Tennessee State UniversityETSU Faculty Works Faculty Works4-1-2017Sound and Waves: An Integrated K–8 Hands‐OnApproach Supporting the NGSS and CCSS ELAChih-Che TaiEast Tennessee State University, taic01@etsu.eduKarin KeithEast Tennessee State University, keithkj@etsu.eduLaura RobertsonEast Tennessee State University, robertle@etsu.eduRenee Rice MoranEast Tennessee State University, ricemoran@etsu.eduFollow this and additional works at: https://dc.etsu.edu/etsu-worksPart of the Curriculum and Instruction Commons, Language and Literacy Education Commons,and the Teacher Education and Professional Development CommonsThis Presentation is brought to you for free and open access by the Faculty Works at Digital Commons @ East Tennessee State University. It has beenaccepted for inclusion in ETSU Faculty Works by an authorized administrator of Digital Commons @ East Tennessee State University. For moreinformation, please contact digilib@etsu.edu.Citation InformationTai, Chih-Che; Keith, Karin; Robertson, Laura; and Moran, Renee Rice. 2017. Sound and Waves: An Integrated K–8 Hands‐OnApproach Supporting the NGSS and CCSS ELA. Hands-On Workshop. National Science Teachers Association National Conference, LosAngeles, CA. http://www.nsta.org/conferences/schedule2.aspx?id=2017losSound and Waves: An Integrated K–8 Hands‐On Approach Supportingthe NGSS and CCSS ELACopyright Statement© The Authors. The documents were originally made accessible by the National Science Teachers AssociationConference.This presentation is available at Digital Commons @ East Tennessee State University: https://dc.etsu.edu/etsu-works/993Chih-Che Tai (Asst. Director/ Assc. Prof. of Science Education)Renee Rice Moran (Asst. Prof. of English Language Arts)Laura Robertson (Asst. Prof. of Science Education)Karin Keith (Chair/ Asst. Prof. of English Language Arts)Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELAPresentersAssistantsAlvin Tai (6th Grade, University School)Emily Tai (3rd Grade, University School)Overview of the Presentation1. Background: Integration of Science and Literacy2. Excitement in Learning/Teaching Sound & Waves:• for students• for instructors • for both3. An instructional Plan to integrate Science content + Hands‐on activities + Literacy strategies Why Science and Literacy Integration?CCSS ELA PracticesE1. Demonstrate independence in reading complex texts, and writing and speaking about them.E2. Build a strong base of knowledge through content rich texts.E3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.E4. Construct viable arguments and critique reasoning of others.E5. Read, write, and speak grounded in evidence.E6. Use technology and digital media strategically and capably.E7. Come to understand other perspectives and cultures through reading, listening, and collaboratingNGSS  PracticesS1. Ask questions and define problemsS2. Develop and use models.S3. Plan and carry out investigations.S4. Analyze and interpret data.S5. Use mathematics and computational thinking.S6. Construct explanations and design solutions.S7. Engage in argument from evidence.S8. Obtain, evaluate and communicate evidence.Preparing College/Career Readiness through Integrating Science Learning with Literacy in Grades 4‐12 (6‐12)A LEA‐IHE‐Business Partnership Initiative Supported by TN DOE MSP and THEC ITQ Grants (2015‐18)Business PartnersInstitute of Higher EdLocal Education AgentsPicture of College Readiness• RQ1: How does cross‐discipline instruction benefit and enrich each subject discipline?• RQ2: How does integration of science learning with literacy in G4‐12 impact students’ learning in schools?Research QuestionsExcitement in Learning Sound & Waves (learners)What do you feel excited about sound? What do you feel excited about waves? • Celebrations (5th grader)• Pretty (2nd grade)It is cool when you see it change because it is like it is a show in front of you and it is also like something you never seen before and never did before and also the first  person to do it and it is also like the coolest thing ever. I think it is really cool to do the light’s and really cool to do sound and waves. A second graderInterviewed in 2016K- 2 (1)• Sound can make matter vibrate, and vibrating matter can make soundG3-5 (4)• Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move.G6-8• A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena including sound and light. Waves can transmit energy.Excitement in Teaching NGSS PS4 (for instructors)A Concept Map of Sound and Waves in K‐12An Integration Plan for A Cognition ArchitectScience Content1. Graphic novels2. Text evidence3. Cite and justify evidence4. Use evidence in writing5. Use technology to support literacy and content knowledgeELA StrategiesI. What is sound?How is sound made?• Kazoo straws• Wine glasses• UkulelesII. How does sound travel?• Pulse of airIII. Types of waves: transverse vs. longitudinal• Ropes/ slinkies• Group of people• Wave gadgetsIV. From noises to music• Kazoo straws• Straw fluteHands‐on activitiesWhat IS Sound/ How Is Sound MadeA. Kazoo Straws (videos)1. Let’s do it. First play one straw then make another one according to your sitting area (see right).2. Q: How to make a kazoo straw with a higher pitch? Why?16cm 8cm12cm  14 cmStageB. Two wine glasses w/ different amount of water1. Which one has a higher pitch? Why?(Use feedback detector)2. How is sound made?C. A ukulele with frequency detector app1. Does a bigger sound have a higher pitch?Using Graphic Novels to Understand Science• How is the use of text changing in the science classroom?Why Graphic Novels? • Globalization has led to an emergence of greater reliability on visual modes of communication.• New technologies make interactive, nonlinear, and hypertextual forms of communication possible. • Graphic novels increase motivation.• Graphic novels may help students connect with content that they struggle comprehending from their textbook.  (Hassett & Schieble, 2007; Jimenez & Meyer, 2016)Graphic Novel: Adventures in Sound with Max Axiom Super ScientistHow Does Sound Travel/ How Does Waves MoveA. A pulse of air1. Hypotheses about how sound travels.B. Types of waves• Q: How to use a group of people/kids to simulate two types of waves?Transverse Longitudinal• Ropes • SlinkiesC. Wave gadgets (also next page)• Standing waves to visualize wave movementHow Does Waves MoveA. Components of a wave movement1. Frequency2. Wavelength3. Amplitude B. Wave movement demonstration (transverse type)• Frequency (Hz) activity using flash strobes• Identify/ describe a wave movement• Find wavelength and amplitude of a wave1. Read the pages of the graphic novel provided.2. As a group, fill in the empty speech bubble with text that illustrates concepts of wave movement.3. Discuss why you choose the particular piece of text you inserted. 4. Compare your text to that of the original author’s text.Your Task in Small GroupsFrom Noises to MusicA. Kazoo Straws (videos)Let’s resume our Kazoo activities and cheer up! 16cm 8cm12cm  14 cmStageB. Make a straw flute instrument (see bags, handouts)Step 1 Step 2 Step 3Math in Straw Flute (optional)#1/#5 #2/#6 #3/#7 #1/#8 #1/#4Ration of Lengths1 2 3 4 5 6 7 819.0 cm16.9 cm15.0 cm14.1 cm12.7 cm11.3 cm10.0 cm9.5 cmDo Re Mi Fa So La Si DoTwo combinations• Do + So (Harmonic)• Do + Fa (Dissonant)3/2 3/2 3/2 2/1 1.347NSTA Got TalentTwinkle, Twinkle Little Star11 55 66 5 44 33 22 155 44 33 2 55 44 33 211 55 66 5 44 33 22 1Connecting graphic novels to writing and technology‐ Story VisualizerTasks that provide opportunities for students to use spatial skills to imagine, visualize, and create lead us towards multimodal and multidimensional literacy (Spellman, Jones, & Katsio-Loudis, 2014). Concluding VideoThe Secrets of Sound and Waves ProducersAlvin Tai 6th Grade, University SchoolJohnson City, TNEmily Tai 3rd Grade, University SchoolJohnson City, TNQuestions and CommentsContact Information• Chih‐Che Tai – taic01@etsu.edu• Renee Rice Moran – ricemoran@etsu.edu• Laura Robertson – robertle@etsu.edu• Karin Keith – keithkj@etsu.edu

Sound and Waves: An Integrated K–8 Hands‐On  Approach Supporting the NGSS and CCSS ELA

Leave with ideas to build confidence and understanding about using hands-on activities and literacy strategies as tools to understand the nature of wave movement

East Tennessee State UniversityDigital Commons @ East Tennessee State UniversityETSU Faculty Works Faculty Works4-2-2016Sound and Waves: An Integrated K–8 Hands-OnApproach Supporting the NGSS and CCSS ELAChih-Che TaiEast Tennessee State University, taic01@etsu.eduKarin KeithEast Tennessee State University, keithkj@etsu.eduLaura RobertsonEast Tennessee State University, robertle@etsu.eduRenee Rice MoranEast Tennessee State University, ricemoran@etsu.eduFollow this and additional works at: https://dc.etsu.edu/etsu-worksPart of the Science and Mathematics Education Commons, and the Teacher Education andProfessional Development CommonsThis Presentation is brought to you for free and open access by the Faculty Works at Digital Commons @ East Tennessee State University. It has beenaccepted for inclusion in ETSU Faculty Works by an authorized administrator of Digital Commons @ East Tennessee State University. For moreinformation, please contact digilib@etsu.edu.Citation InformationTai, Chih-Che; Keith, Karin; Robertson, Laura; and Moran, Renee Rice. 2016. Sound and Waves: An Integrated K–8 Hands-OnApproach Supporting the NGSS and CCSS ELA. Hands-On workshop. National Science Teacher Association National Conference(NSTA), Nashville, TN. http://www.nsta.org/conferences/schedule2.aspx?id=2016nasSound and Waves: An Integrated K–8 Hands-On Approach Supportingthe NGSS and CCSS ELACopyright Statement© The Authors. The documents were originally made accessible by the National Science Teachers AssociationConference.This presentation is available at Digital Commons @ East Tennessee State University: https://dc.etsu.edu/etsu-works/771Chih-Che Tai (Asst. Director/ Assc. Prof. of Science Education)Karin Keith (Chair/ Asst. Prof. of English Language Arts)Renee Rice Moran (Asst. Prof. of English Language Arts)Laura Robertson (Asst. Prof. of Science Education)Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELAPresentersAssistantsAlvin Tai (5th Grade, University School)Emily Tai (2nd Grade, University School)Preparing College/Career Readiness through Integrating Science Learning with Literacy in Grades 6‐12A LEA‐IHE‐Business Partnership Initiative Supported by TN DOE MSP and THEC ITQ Grants (2015‐17)Institute of Higher EducationLocal Education Agents Business PartnersPicture of College Readiness• RQ1: How does cross‐discipline instruction benefit and enrich each subject discipline?• RQ2: How does integration of science learning with literacy in G6‐12 impact college/career readiness?Research QuestionsExcitement in Sound & WavesWhat do you feel excited about sound? What do you feel excited about waves? • Celebrations (5th grader)• Pretty (2nd grade)It is cool when you see it change because it is like it is a show in front of you and it is also like something you never seen before and never did before and also the first  person to do it and it is also like the coolest thing ever. I think it is real cool to do the light’s and real cool to do sound and waves. A second graderA Plan to Be A Knowledge RockerScience Content1. Non‐fiction texts2. Text evidence3. Cite and justify evidence4. Use evidence in writingELA StrategiesI. What is sound?How is sound made?• Kazoo straws• Wine glasses• UkulelesII. How does sound travel?• Pulse of airIII. Types of waves: transverse vs. longitudinal• Ropes/ slinkies• Wave gadgets• Group of peopleIV. From noises to music• Kazoo straws• Straw fluteHands‐on activitiesK- 2 (1)• Sound can make matter vibrate, and vibrating matter can make soundG3-5 (4)• Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move.G6-8• A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena including sound and light. Waves can transmit energy.TN Standards• G3: Distinguish between pitch and volume/ Identify how sounds with different pitch and volume are produced. • G7: Compare and contrast the different parts of a wave/ Compare how transverse and longitudinal waves are produced and transmittedSummary of NGSS PS4 / TN Standards in K‐8A Concept Map of Sound and Waves in K‐12What IS Sound/ How Is Sound MadeA. Kazoo Straws (videos)1. Let’s do it. First play one straw then make another one according to your sitting area (see right).2. Q: How to make a kazoo straw with a higher pitch? Why?16cm 8cm12cm  14 cmStageB. Two wine glasses w/ different amount of water1. Which one has a higher pitch? Why?(Use feedback detector)2. How is sound made?C. A ukulele with frequency detector app1. Does a bigger sound have a higher pitch?Features of nonfiction text • Nonfiction books contain text features which ultimately help readers but may initially be ignored or difficult to decipher.• Features provide a wealth of information but students may need explicit instruction in how these features help them as readers (Harvey, 2002). • See handout for list of nonfiction text featuresTeaching Nonfiction Text Features• Students peruse books noticing similarities and differences between fiction and non-fiction.• Create a class chart similar to that provided that illustrates what students noticed, defining each feature, discussing how the feature helps them as a reader, and pointing out the nonfiction text features they are not able to name.• Model the similarities and differences of nonfiction and fiction text through familiar read alouds. How Does Sound Travel/ How Does Waves MoveA. A pulse of air1. Hypotheses about how sound travels.B. Types of waves• Q: How to use a group of people/kids to simulate two types of waves?Transverse Longitudinal• Ropes • SlinkiesHow Does Waves MoveA. Components of a wave movement1. Frequency2. Wavelength3. Amplitude B. Wave movement demonstration (transverse type)• Frequency (Hz) activity using flash strobes• Identify/ describe a wave movement• Find wavelength and amplitude of a waveText Evidence• Argument is “at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college” (Hillocks, 2010, p. 25). • good argument begins with looking at data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim” (Hillocks, 2010, p. 26).  • Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text.14What influences students’ ability to cite and justify evidence?• Writers’ background knowledge, prior experience, and practice with sources, as well as motivation for the task, influence students ability to choose and justify evidence.• Background or contextual knowledge includes familiarity with the discourse and disciplinary ways of composing arguments. (Andrews, Torgerson, Low, & McGuinn, 2009)Effective strategies for teaching students to use evidence in writing (I):• Modeling the search for and appropriate use of evidence from many types of sources (both print based, Internet, and first-hand data) in different disciplines• Replacing punishment-based reactions with instruction-based ones• Attending to the dual challenges faced by English language learnersEffective strategies for teaching students to use evidence in writing (II):• Involving students in authentic research endeavors to facilitate discussions of the creation of bodies of first-hand data• Teaching how to cite patch writing (see Patch Writing handout)• Teaching use of structural phrases (see Structural Phrases handout) http://citationproject.net/ plagiarism-definition.html.From Noises to MusicA. Kazoo Straws (videos)Let’s resume our Kazoo activities and cheer up! 16cm 8cm12cm  14 cmStageB. Make a straw flute instrument (see bags, handouts)Step 1 Step 2 Step 3Math in Straw Flute (optional)#1/#5 #2/#6 #3/#7 #1/#8 #1/#4All about Math1 2 3 4 5 6 7 819.0 cm16.9 cm15.0 cm14.1 cm12.7 cm11.3 cm10.0 cm9.5 cmDo Re Mi Fa So La Si DoTwo combinations• Do + So (Harmonic)• Do + Fa (Dissonant)3/2 3/2 3/2 2/1 1.347NSTA Got TalentTwinkle, Twinkle Little Star11 55 66 5 44 33 22 155 44 33 2 55 44 33 211 55 66 5 44 33 22 1From Isolated Facts to Written CompositionWrite an argumentative composition (1 paragraph) that has – One text feature, – Makes a claim about something you learned during the hands-on activities, – Supports that claim using a direct quote underlined in the article, and– Supports that claim using patch writing from a quote underlined in the article.Questions and CommentsContact Information• Chih‐Che Tai – taic01@etsu.edu• Karin Keith – keithkj@etsu.edu• Laura Robertson – robertle@etsu.edu• Renee Rice Moran – ricemoran@etsu.edu

Sound and Waves: An Integrated K–8 Hands-On Approach Supporting the NGSS and CCSS ELA

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Sound and Waves: An Integrated K–8 Hands‐On Approach Supporting the NGSS and CCSS ELA

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