Lesson Two: Shakin’ and Eggs

What animals come out of eggs?

National Science Education Standards

Content Standard A: Abilities necessary to do scientific inquiry

• Understanding about scientific inquiry.
• Employ simple equipment and tools to gather data and extend the senses.

Content Standard B: Physical Science

• Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration.

Content Standard C: Life Science

• The characteristics of organisms
• Organisms and their environments

Objectives: NCSCOS Science

Competency Goal One: The learner will conduct investigations and build an understanding of animal life cycle.

Competency Goal Four: The learner will conduct investigations and use appropriate technology to build an understanding of the concepts of sound.

NCSCOS Music Objectives

GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)

• 6.03 Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
• 6.07 Show respect while listening to and analyzing music.

GOAL 8: The learner will understand relationships between music, the other arts, and content areas outside the arts. (National Standard 8)

• 8.02 Identify ways in which the principles and subject matter of other content areas taught in the school are related to those of music.

Concepts:

Students will understand that many animals (insects, birds, reptiles) begin their life cycle as an egg. They will also realize that eggs have a variety of different properties such as (color, size, texture, locations, parent care giving or not). Students will develop an awareness of nurture and nature. View the PowerPoint presentations below that show baby bird’s development from an egg.

• http://community-2.webtv.net/hotmail.com/verle33/HummingBirdNest/
• http://community-2.webtv.net/Velpics/HUM/index.html

Background information for teacher:

All living creatures communicate using some form of sound. Animal vocalizations can represent calls, hollers and/or songs. Some animals have deeper sounds and create lower sounding calls or songs. Others have higher sounding pitches. Specify that high and low pitch is different than high and low volume (dynamics). Animal and human vocalizations can be based on environmental factors and genetic composition.

Vocabulary:

• Timbre – the character or quality of a sound that distinguishes one instrument, voice or other sound source from another
• Dynamics — degrees of loudness
• Pitch – the highness or lowness of a tone, as determined by the frequency of vibrations per second
• Vocalization – sound used as communication and/or language
• Texture (visual art) — an element of art that is the way an object feels or looks like it feels
• Texture – (music) — the number of simultaneous sounding lines. The manner in which horizontal pitch sequences are organized
• Properties – observational information such as color, size, shape and texture

Materials:

• Book: An Egg is Quiet
• One egg carton per group
• One dozen hollow easter treat eggs that contain various items in each (can be glued together so that students do not look inside
• Data table (any shaker container can be used such as film canisters etc)

Time:

• 45 minute period

Process Skills:

• Observe
• Communicate
• Measure
• Predict

Procedure: (Engage, Explore)

1. Show students the book “An Egg is Quiet” and have them predict what types of animals come out of eggs. (write these on a graphic organizer titled Egg Laying Animals)
2. Read story and discuss any animals that were originally predicted.
3. Discuss with students why the title “An Egg is Quiet” is appropriate for the story.
4. Ask students to explain why the author wrote an egg is noisy at the end of the story.
5. Discuss animal sounds that can be heard from the eggs and whether you could hear them before or after the egg hatches.
6. Discuss the differences in sounds amongst the various species. (alligator, bird, …)
7. Compare the vocalizations of the baby animals to baby humans.
8. Ask students to predict then discuss how sound is affected by size, geography, texture.
9. Explore instruments of various properties and cultures (metal, water, strings, wood). Compare and contrast the texture of the eggs and texture of instruments.
10. Tell students that you will give each team a set of a dozen sound eggs to observe and have them work with partners to predict what is making the sound in the eggs. Use a blackline master similar to the following:

Sound Eggs

Items that could be in the plastic eggs: rice, beans, pennies, rubber bands, keys, paper clips, sand, rocks, nails

Prediction:	Results	Musical Description
1. nails	Pennies	Loud
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Class Reflection: (Explain)

1. What animals hatch from eggs?
2. What types of sounds were in the sound eggs and how would you describe these sounds?

Elaborate: (Extend)

Allow students to brainstorm What is Sound? View the sound powerpoint for better understanding.

Resources:

www.wildmusic.org

Authentic Assessment: (Evaluate)

1. Group participation
2. Science notebook with data table