Sound Travels #5 - More about Vibrations

Feeling the vibration from our throats

As I was reviewing sounds and vibrations (the jumping macaroni) with the children yesterday, Kate came by and shared her thoughts with us. Is the jumping macaroni vibrations or a movement caused by the vibrations? Her question made us ponder and inquire more into vibrations.

Sound traveling through the table

Today, I asked the children if they could see sounds and they answered no right away and mentioned we hear sounds. Then I explained to them that we can't really see vibrations and Alfie said: "But we can see waves!" (from the previous experiment) I told him he was right but the waves were movements caused by the vibration, we cannot see sound waves but we can use things to help us see the movements that sound waves create. So today, to help the children understand that vibrations create sound waves which move through mediums before reaching our ears, we tried another experiment.

Each child received a piece of tin foil. Then they sprinkled little pieces of tissue paper that they had cut up on top of the tin foil. Next they clapped their hands together right next to the tin foil. Their objective was to move the tissue paper with the waves of the vibrations that came through their claps.

Sound Travels #4 - Sounds through Vibrations

Observing the water

 I began group time with an experiment with the children today. I filled a bowl with water and asked the children to observe. I struck the side of the bowl and here are their observations:

Molly: I see waves.

Allye: The water jumps out.

Alfie: I hear "ding".

Different ways to pluck the elastic

I told them the tiny waves they see are called vibrations. Below is our conversation to connect vibrations to sounds:

No movement from water.

Mary: Can you hear a "ding" now?

Children: No.

I hit the side of the bowl.

Children: I hear "ding"!

Mary: Do you see the vibrations too?

Children: Yes!

Mary: Now look closely and see what you notice about the vibrations and the "ding" at the same time.

I hit the side of the bowl again.

Alfie: There's waves when the ding starts!

Molly: And when the ding goes away the vibration disappear!

Feeling the vibrations

I love it the way they collaborate together to get a conclusion! I explained further that sound is produced through vibrations. 

The children checked their understanding with elastic bands and a jumping macaroni game. The group was very creative in finding ways to produce sounds and vibrations with the elastic bands. The children had a blast when they tried to make the macaroni jump off the drum through vibrations. 

Sound Travels #3 - Start and Stop

Walking our fingers on our bodies

Go/Stop game

Before going further into vibration, the children practiced the idea of starting and stopping. By practicing this, it helps them become more aware of the connection between vibration and sounds. And the song, "We are Going Walking" is the perfect one to do. The start of the song is our cue to start walking and we stop when the song stops. The children enjoyed walking their fingers along their bodies and anticipating where they would stop. After the song game, we played a Go/Stop game using signs. The objective of the game is to do what the signs say (go or stop).

Making our own stop/go signs

Sound Travels #2 - Exploring Sounds with Instruments

From last week (our formative week), I learned that the children did not know how to explain sound but understood that sounds can be heard through our ears. To deepen the children's understanding, we are going to look at how sounds can be heard (causation) and the goal is to identify sounds are produced through vibrating objects.

Today the Water group had an exploration time with a variety of instruments (ukelele, recorder, xylophone, sistrum, rainstick, maracas, etc.). After learning the names and how to use the instruments, the children utilized their research skills by investigating and observing them. As they played together, Molly exclaimed: "This is like a band!" When the time is up, the group gathered together to give ideas of what the sound is like and how each instrument makes the sound. We looked through our list and noticed that the instruments can not produce sounds on their own, we have to either hit, strum, blow or shake the instruments.

Sound Travels #1 - What We Know About Sounds

 As the Water group gathered this week, I asked them: "What are sounds?" Everyone looked at me, puzzled and shook their heads. So I asked them another question: "What can your ears do?" Alfie answered: "You listen with it! And you can hear things!" Immediately, everyone started to list things that they can hear. Allye can hear a mouse go squeak, squeak. Molly can hear the cars go by outside. Angela can hear singing. Theo can hear music. What a great way to practice communication skills! I let them know that all the wonderful ideas they shared were a form of sound and they were a little surprised by that piece of information.  After, the group brainstormed and drew pictures of their ideas  about sounds.

Water Day July 12th

human graph

The children had a fun-filled water day today. The little bit of breeze didn't seem to hamper their enthusiasm of getting wet. But for those who kept dry, they built structures, played in the sand table and made LEMONADE and LIMEADE. Everyone enjoyed both refreshing drinks. We made a human chart showing their preference.

limeade

Summer Group Time - Forest Exploration

walk in the forest

tree pose

tree painting

Summer is here! It’s been wonderful getting to know all the new children and their families. Group times happen in the afternoon and the new groups are Moss, Fern and Pine. 

The forest is a wonderful magical place the children enjoy playing in everyday. This summer’s group time topics and activities will foster a deeper connection to and understanding of the forest.

leaf rubbing

On Monday, the children shared what they know about the parts of a tree and painted trees using their hands. The next day, everyone went for a walk in the forest for a tree observation. They noticed the height and diameter of trees and searched for tree parts: trunk, branch, roots, twig, stem, and leaves. Some children even saw a squirrel and some birds. This prompted us to read Owl Babies. It is a wonderful story that allows the children to think about animals that use trees for homes. The children enjoyed the story so much that they made owl masks so they could dramatize the story. We could hear them repeat the smallest owl's line "I want my mommy!" 

identifying leaves