Pumpkin Pitch – sound experiment

Pumpkin Pitch – sound experiment

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Short description
Full description
Evaluation
Short description

Pumpkin Pitch – sound experiment

Type of resource:  Digital Book

Web address -

Language: English

Description

Discovering how different tools can produce different sounds when “tapping” a pumpkin.

Scientific concept introduced

Sounds: classifying the different sounds produced by different tools

Creative and critical thinking

Critical Thinking:
- Analysis
- Explanation

Mathematical reasoning

Measuring non-standard units
Sequencing

Scientific thinking

Questioning
Observing
Exploring
Recording
Analysing

Drawing conclusions

Learning how to learn

Self-efficacy in learning
Engagement in learning
Learning collaboratively

Additional

Oral language - listening and following instructions
Hand-eye coordination
Fine motor skills
Pre-reading skills eg sequencing
Collaborative skills through group Work

 

Full description

Pumpkin Pitch – sound experiment

Overall aims

To allow the children discover how different tools can produce different sounds when “tapping” a pumpkin.

Vocabulary - keywords should be understood

Clank, higher, lower, ping, pitch, pumpkin, thud.

Expected learning outcomes (operational aims)

The children will be able to:

- Classify the different sounds produced by various tools on the pumpkins

- Analyze the different sounds

- Describe the different sound

- Produce different sound using the Pumpkin and, eventually, other tools

- Work in group to report the results of their sound experiments with the pumpkin.

STEM skills - to which the learning unit is related to

CORE STEM SKILLS

Observing and making predictions

Asking questions

Analyzing

Recording

Inferring

Drawing conclusions

ADDITIONAL SKILLS

Hand-eye coordination

Fine-motor skills

Listening

Oral Language

Group work

Teaching methodologies/activity outline

1. Separate the children into small groups.

2. Give each group a pumpkin.

3. Explain to the children that they will use different things to tap on the pumpkins, and that as they tap, they should listen carefully for the different sounds they make.

4. Model for them how to tap safely on the pumpkins and listen carefully to the sounds, trying to think of words to describe them.

5. Have the children take turns in their groups tapping on the pumpkins using different “instruments”.

6. As one child taps, the other children should listen carefully. Note: It may be necessary to spread the groups out so they can hear their individual sounds better.

7. As they finish, ask the children to describe the sounds they heard. Write the words children use to describe the sounds on a piece of chart paper.

Questions you can ask:
What kind of sound did your “instrument” make on your pumpkin?
Was it soft or loud?
Which objects made the loudest sounds? The softest?
Which objects made sounds that were alike? Which objects made sounds that were different?
Did any of the instruments make a thud-type sound?
What other words can you use to describe the sound you made when you tapped on your pumpkin?

Assessment of learning

-

Equipment and materials to be used in learning unit (tools, ingredients etc)

- one pumpkin for each small group

- assorted “instruments” for tapping the pumpkins, such as metal spoons, plastic spoons, ice cream scoops, spatulas (metal and plastic), plastic measuring cups, wire whisks, measuring spoons (metal and plastic), or can openers

- chart paper

Kind of setting

Kitchen or classroom with cooking facilities

References - source

Digital Book: Plaster, L., Krustchinsky, R. (2010). Incredible Edible Science: Recipes for Developing Science and Literacy Skills, Redleaf Press.

Evaluation

Pumpkin Pitch – sound experiment

1. Usefulness for STEM education - integrating content of different disciplines

Cross-curricular character of the resource 

 

The range of S-T-E-M subjects included 

 

The presentation of possibilities of including artistic activities (STEAM approach)

 

2. Expected learning outcomes

Consistency (links) with preschool core curriculum

 

Communicativeness of description

 

3. Methodology of teaching

Clarity, communicativeness of instructions for teachers

 

Meaningful learning - using practical life problems

 

Original idea 

 

The level of ease in implementing the methodology to preschool age children

 

The level of ease in preparing necessary ingredients, materials and equipment needed

 

4. Sustainability

Ecological characteristics of materials/ results

 

Supporting healthy eating habits 

 

Low ecological footprint

 

Possibilities of inclusion (respecting cultural diversity and food intolerances)

 

5. Class management

Using differentiated forms of work - individual, team work etc.

 

Individual work

 

 

 

 

Team work

 

 

 

 

Whole group

 

 

 

6. Time management

 

Short activity (10-15 minutes)

 

 

 

Medium activity (20-30 minutes)

 

 

 

Long activity (1 hour or more)

 

 

 

Very long activity (1 day or more)

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