Sound

What is Sound?

Sound is caused by vibrations that travel through the air or any matter (solid, liquid or gas). These vibrations can cause other things to vibrate, too. We hear sound with our sense of hearing, which is made possible by our ears.

Sound is a type of energy that we can hear with our ears. When something makes a noise, it produces vibrations, which are tiny movements back and forth. These vibrations travel through the air or another medium, like water or solids, in waves.

Imagine clapping your hands together. When you do that, your hands create vibrations in the air. These vibrations travel to your ears, and that's when you hear the sound of the clap. So, sound is like invisible waves moving through the air, and when they reach our ears, we hear different noises.

Whether it's the laughter of your friends, the music from your favorite toy, or the chirping of birds, all these sounds are created by things vibrating and sending waves through the air. Sound is an exciting way for us to experience the world around us!

Fast Facts!

1. Sound Needs a Medium:
   Sound can't travel through empty space. It needs a medium like air, water, or solids to carry the vibrations. That's why there's no sound in outer space!
   
2. Speed of Sound:
   Sound travels at different speeds in different mediums. It travels fastest through solids, a bit slower through liquids, and even slower through gases like air.
   
3. Animals Can Hear Better:
   Many animals can hear sounds that humans can't. Dogs, for example, can hear high-frequency sounds, and bats use sound (echolocation) to navigate and find their prey.
   
4. Louder Doesn't Always Mean Bigger:
   The loudness of a sound is measured in units called decibels. Surprisingly, the size of the object making the sound doesn't always determine how loud it is. A small firecracker can be louder than a big balloon popping!
   
5. Sound Waves and Music:
   Musical instruments create different sounds because of different-sized vibrations. For example, a big drum makes low sounds, and a tiny bell makes high sounds.
   
6. Echoes:
   An echo is a sound that reflects off surfaces and comes back to us. You can create echoes by shouting in a canyon or a big empty room.
   
7. Doppler Effect:
   The Doppler Effect is why a passing car's engine sounds different as it approaches and then moves away. It's like a change in pitch caused by the motion of the sound source.
   
8. Sound Can Make Things Move:
   Very loud sounds can create vibrations powerful enough to move things. This is why you might see your toy shaking when music is played loudly.
   
9. Whales and Communication:
   Whales communicate using sound. They can send messages over long distances in the ocean by making low-frequency sounds called "whale songs."
   
10. Sound Helps Us Stay Balanced:
    Our inner ears not only help us hear but also play a role in keeping us balanced. It's like having our own built-in balance system!​

---

Basics of Sound 
When teaching kids about sound, it's helpful to cover fundamental concepts that lay the groundwork for a better understanding. Here are some key sound concepts to introduce to young children:

• Vibration: Explain that sound is created by vibrations. You can use simple visuals, such as plucking a rubber band to show vibration, to help children grasp this concept.
• Pitch: Introduce the concept of pitch by exploring high and low sounds. Use musical instruments like a xylophone or a piano to demonstrate how shorter or longer objects create different pitches.
• Volume: Help children understand the concept of volume by experimenting with loud and soft sounds. This can be demonstrated with musical instruments, clapping hands, or even adjusting the volume of recorded sounds.
• Frequency: Simplify the idea of frequency by explaining that fast vibrations create high-pitched sounds, while slow vibrations produce low-pitched sounds. You can use visuals like waves to illustrate this concept.
• Amplitude: Discuss amplitude as the height of sound waves. Show that bigger vibrations create louder sounds, while smaller vibrations result in softer sounds. This can be demonstrated using a drum or other percussive instruments.
• Sound Waves: Introduce the concept of sound waves as the movement of vibrations through the air. You can use drawings or animations to illustrate how sound travels in waves.
• Echo: Explore the concept of echoes by making loud sounds in open spaces and discussing the reflection of sound waves. Simple activities like shouting in a canyon or clapping in a large empty room can help illustrate echoes.
  
• Medium: Explain that sound needs a medium (air, water, or solids) to travel. Demonstrate how sound doesn't travel in a vacuum and how it behaves differently in various mediums.​
• Sources of Sound: Identify different sources of sound, including living things (animals, humans), musical instruments, and everyday objects. Discuss how these sources create vibrations that produce sound.

---

Vibration
Vibration is the result of the movement of particles caused by pressure waves generated when something vibrates. For instance, when we speak, our vocal cords vibrate, setting air particles in motion within the throat, thereby creating sound waves. ​Even our own bodies contribute to vibrations; when we hum, we can feel the vibrations of our vocal cords by placing a hand on our throat. However, vibrations are often imperceptible to the naked eye due to their rapid movement. One way to visualize vibrations is by placing a vibrating tuning fork in water, where the disturbances become apparent.

Sound can induce vibrations in objects, illustrated by placing sprinkles near a speaker, causing them to vibrate. In some cases, intense sound vibrations can even shatter glass, demonstrating the power of sound waves.
​
Vibration is a movement that goes back and forth, like a tiny shake or wiggle. Imagine a leaf trembling in the wind or a guitar string being plucked. That's vibration!

Where Can We Find Vibration?
Vibration is all around us! When we talk, our vocal cords vibrate to make sounds. When we stomp our feet, the ground vibrates a little. Even when we feel the rumble of a passing train, it's because of vibrations.

How Does Vibration Make Sound?
When something vibrates, it makes the air around it move too. This movement creates sound waves that travel to our ears. That's why we can hear music, laughter, or even a doorbell ringing!

Fun Activities to Explore Vibration:

• Make a Kazoo: Create simple homemade kazoos using straws and wax paper. When kids blow into the straw, it vibrates against the wax paper, creating a buzzing sound.
• Experiment with Rubber Bands: Stretch a rubber band around a tissue box and pluck it to feel the vibration. Try different sizes of rubber bands and notice how the sound changes.
• Play with Musical Instruments: Explore how different instruments create sound through vibration. Tap a drum, pluck a guitar string, or blow into a recorder to feel the vibrations.
• Try a Singing Bowl: If available, introduce children to singing bowls. When the bowl is gently rubbed with a mallet, it vibrates, producing a soothing sound.
• Feel the Beat: Listen to music and tap along to the beat. Feel the vibrations in your hands and feet as you clap or stomp along with the rhythm.

---

Pitch
What is Pitch?
Pitch is how high or low a sound is. Imagine going up a ladder or down a slide. When we talk about pitch in music, we're talking about how high or low a musical note sounds.

How Do We Hear Pitch?
Our ears can tell us if a sound is high or low. When something vibrates very quickly, it makes a high sound. When it vibrates more slowly, it makes a low sound. It's like the difference between a squeaky mouse (high pitch) and a big elephant (low pitch)!

Exploring Pitch:

• High and Low Sounds: Listen to different sounds around you and identify whether they are high or low. For example, the chirping of a bird is high, while the rumble of thunder is low.
• Using Your Voice: Sing high and low notes yourself. Stretch your voice up like a bird or down like a frog. See if you can match the pitch of your favorite song.
• Musical Instruments: Experiment with musical instruments like a piano or xylophone. Notice how pressing keys or hitting bars higher up makes higher sounds, while lower keys or bars make lower sounds.
• Singing with Friends: Sing simple songs with friends or family and pay attention to how everyone's voices sound together. Some people might sing higher, and others might sing lower.
• Play with Pitch: If you have a toy piano or keyboard, play different keys and see if you can find the highest and lowest ones. It's like playing a game of musical highs and lows!

---

Tone + Volume
The volume of sound is the measure of loudness. To quantify volume we use decibels. The more decibels, the louder the sound is. A soft sound, like a whisper will measure around 15-20 decibels. A loud sound like a jet engine is more like 150 decibels. The threshold of pain occurs at around 130 decibels.

Loud sound can actually damage your ears and cause loss of hearing. Even sounds as loud as 85 decibels can ruin your ears if you listen to them over a long period of time. For this reason, it's a good idea to not listen to loud music or have your headphones turned up too loud.
​
Teaching kids about tone and volume of sound is crucial for their overall development and understanding of the auditory world. Exploring tone helps children recognize and express different emotions through sound, fostering emotional intelligence and communication skills. By introducing the concept of volume, kids learn how to adjust their own speaking and listening behaviors in various settings. Understanding that certain situations may require softer or louder voices helps them navigate social interactions effectively. Moreover, teaching these concepts sparks curiosity, as children naturally love to experiment with making sounds. Engaging in activities that involve exploring different tones and volumes enhances their auditory discrimination skills, contributing to language development. By incorporating playful and interactive experiences, educators and parents can provide a foundation for musical appreciation and effective communication, promoting a lifelong enjoyment of diverse sounds and fostering social and emotional growth.​​

Teaching tone and volume concepts to preschoolers involves making the learning experience engaging and interactive. Here are simplified explanations and activities for introducing tone and volume:

Tone:
Definition: Tone refers to the character or quality of a sound. It helps us recognize whether a sound is happy, sad, or silly.
Activity: Play different musical instruments or use your voice to create sounds with various tones. For example, a guitar can make a soft and melodic tone, while clapping hands may produce a sharp and percussive tone. Encourage children to describe the tones they hear.

Volume:
Definition: Volume is how loud or soft a sound is. Sounds can be loud like a drum, soft like a whisper, or somewhere in between.
Activity: Use a variety of objects to demonstrate volume. Have children shake a soft plush toy to create a soft sound and then clap two hard blocks together for a loud sound. Create a volume scale using visual aids like pictures or hand gestures to represent soft, medium, and loud sounds.

Combined Activity: Tone and Volume Matching:
Activity: Prepare a variety of objects or images representing different tones and volumes. For example, a picture of a happy face for a happy tone, a sad face for a sad tone, a sun for a loud volume, and a moon for a soft volume. Have the children match the correct tone and volume by associating the pictures or objects.

Tone and Volume Song:
Activity: Create a simple song that incorporates different tones and volumes. Sing about high and low tones or loud and soft volumes, and encourage the children to move or gesture according to the lyrics. For example, "Let's sing a happy song, clap your hands loud and strong!"

Emotional Expression:
Activity: Associate tones and volumes with emotions. Ask children how they express different feelings through sounds. For example, a loud and happy "Hooray!" or a soft and gentle "Shhh" for calming down.

Outdoor Sound Hunt:
Activity: Take the children on an outdoor sound hunt. Listen for different tones and volumes in nature or the surrounding environment. Ask them to identify bird sounds, rustling leaves, or distant traffic noises and discuss whether the tones are high or low, and the volumes are loud or soft.

By incorporating these hands-on and playful activities, preschoolers can develop a basic understanding of tone and volume concepts in a fun and interactive way. Remember to keep the activities age-appropriate, encouraging exploration and curiosity.

---

Frequency
An important measurement of sound is the frequency. This is how fast the sound wave is oscillating. This is different than how fast the wave travels through the medium. Frequency is measured in hertz. The faster the sound wave oscillates the higher pitch it will have. For example, on a guitar a big heavy string will vibrate slowly and create a low sound or pitch. A thinner lighter string will vibrate faster and create a high sound or pitch. See musical notes for more on what makes up a musical note.​ 

We can hear sound within a certain frequency range of around 20 Hz on the low end and 20,000 Hz on the high end. Some animals have different ranges. Dolphins, for example, can't hear sounds as low as we can, but can hear high sounds of over 100,000 Hz. Dogs and cats can hear much higher pitched sounds than we can.

​Frequency is how many times something happens in a certain amount of time. When we talk about frequency in sound, we're talking about how many vibrations happen in a second. It's like counting how many times you jump up and down on a trampoline in one minute!

How Does Frequency Affect Sound?
The frequency of vibrations determines how high or low a sound is. If something vibrates very quickly, it makes a high sound. If it vibrates more slowly, it makes a low sound. It's like how a tiny hummingbird flaps its wings really fast to make a high-pitched buzzing sound, while a big elephant's footsteps make a low, rumbling sound because they're slower.

Exploring Frequency:

• High and Low Sounds: Listen to different sounds around you and see if you can guess if they have a high or low frequency. For example, the beep of a microwave has a high frequency, while the thud of a door closing has a lower frequency.
• Feel the Vibrations: Put your hand on your throat when you talk or sing. You can feel the vibrations! When you make a high-pitched sound, the vibrations happen very quickly. When you make a low-pitched sound, the vibrations are slower.
• Musical Instruments: Experiment with musical instruments like a guitar or piano. Notice how plucking a guitar string gently makes a lower sound, while plucking it harder makes a higher sound. The faster the string vibrates, the higher the pitch!
• Playing with Pitch: Sing high and low notes with your voice. Try to make your voice go faster for high notes and slower for low notes. It's like being a human musical instrument!
• Counting Vibrations: If you have a toy drum or a table, tap it lightly and then tap it harder. Count how many times it vibrates each time. The faster it vibrates, the higher the frequency!

---

Amplitude
Amplitude is how big a vibration is. It's like how big a bounce on a trampoline is when you jump. When we talk about amplitude in sound, we're talking about how loud or soft a sound is.

How Does Amplitude Affect Sound?
The bigger the vibration, the louder the sound. When something vibrates a lot, it makes a loud sound. When it vibrates a little, it makes a soft sound. It's like clapping your hands really hard to make a loud clap sound, or clapping them softly to make a quiet clap sound.

Exploring Amplitude:

• Loud and Soft Sounds: Listen to different sounds around you and see if you can guess if they are loud or soft. For example, a truck horn is loud, while a whisper is soft.
• Feel the Vibrations: Put your hand on a speaker when music is playing. You can feel it vibrating! When the music is loud, the speaker vibrates a lot. When it's soft, the vibrations are smaller.
• Playing with Volume: Experiment with turning the volume knob on a radio or a toy. Turn it up to make the sound louder, and turn it down to make it softer. Notice how the size of the vibrations changes.
• Musical Instruments: Play with musical instruments like a drum or a piano. Hit the drum hard to make a loud sound, and hit it gently to make a soft sound. The harder you hit, the bigger the vibrations!
• Making Sounds: Make different sounds with your voice, like shouting and whispering. Shouting makes a loud sound because your vocal cords vibrate a lot, while whispering makes a soft sound because they vibrate less.

---

Sound Waves
Sound waves are invisible "shakes" or "vibrations" that travel through the air. When you make a sound, like clapping your hands or talking, it sends these vibrations into the air around you.

How Do Sound Waves Work?
Imagine throwing a ball into a pool of water. When the ball hits the water, it creates ripples that spread out in all directions. Sound waves work in a similar way, but instead of water, they move through the air. When you speak or make noise, it's like tossing tiny invisible balls of energy into the air, and these energy balls are what we call sound waves.

Exploring Sound Waves:

• Clap and Feel: Clap your hands together and feel the air move. That movement is a bit like sound waves traveling through the air!
• Piano Strings: If you have a piano or a keyboard, pluck one of the strings gently. You can see it vibrating, right? That's how sound waves are created!
• Drum Beat: If you have a drum or even just a table, tap on it gently. The vibrations you feel are similar to sound waves traveling through the air.
• Whisper and Shout: Whisper something quietly and then shout it out loud. Notice how the sound is different? That's because of the strength of the sound waves!​
• Echo: Stand near a wall and say something loudly. Did you hear the sound bounce back to you? That's called an echo, and it happens when sound waves bounce off surfaces and come back to us.

---

Echo
An echo is like a sound that bounces back to you after you make a noise. It's a bit like talking to a friend who repeats what you say, but in this case, it's the environment around you that's doing the repeating!

How Does it Work?
Imagine standing in front of a big wall and shouting "Hello!" really loudly. The sound you made travels through the air until it reaches the wall. When it hits the wall, it bounces back to you, and you hear it again! That's the echo - it's like the wall is talking back to you.

Exploring Echoes:

• Shouting in a Tunnel: If you ever find yourself in a tunnel, try shouting something loudly. You'll hear your voice come back to you! The walls of the tunnel bounce the sound waves back, creating an echo.
• Echo in a Big Room: Stand in a big room with high ceilings, like a gymnasium or an empty auditorium, and clap your hands. Listen carefully, and you might hear the clap bouncing back to you from the walls and ceiling.
• Echo in Nature: If you go for a hike in the mountains or visit a canyon, try shouting or clapping your hands. The wide-open spaces and rocky walls can create amazing echoes that bounce back to you!
• Echo Games: Play a game of call and response with a friend. One person makes a sound, like saying a word or clapping hands, and the other person listens for the echo and tries to mimic it.

---

Medium
​​A sound medium is like the road that sound travels on. Just like cars need roads to move from one place to another, sound needs something to travel through. This something can be different materials like air, water, or even solids like walls!

How Does it Work?
Imagine you're playing with a toy car. If you push it on the floor, it moves easily. But if you try to push it through a thick pile of pillows, it doesn't go as far. That's because the pillows are like a barrier for the toy car.

Similarly, when we make a sound, like clapping our hands or talking, it creates vibrations in the air. These vibrations need something to travel through to reach our ears. In the air, sound waves move really well, which is why we can hear people talking to us or music playing.

But did you know sound can also travel through water or even through solid things like walls? That's why sometimes you can hear your mom calling you from another room, even if you can't see her!

Exploring Sound Mediums:

• Whisper in Water: Fill a basin or sink with water and whisper into it. You might be surprised to find that you can hear the sound of your whisper traveling through the water!​
• Tapping on Different Surfaces: Tap on a table, a wall, and a pillow. Notice how the sound is different on each surface? That's because sound travels differently through each material!
• Sound in a Jar: Take an empty jar with a lid and put a small toy inside. Close the lid and shake it. Can you hear the sound of the toy rattling inside? The air inside the jar is helping the sound waves travel!

---

How does Sound Move?
Sound moves a bit like a game of telephone! When you talk or make a noise, like clapping your hands, you create something called "sound waves." These sound waves are like tiny messengers that travel through the air, carrying the sound to your ears.

Imagine you're dropping a pebble into a pond. When the pebble hits the water, it creates ripples that spread out in all directions. Sound waves work in a similar way, but instead of water, they move through the air. When you make a sound, it's like tossing a little pebble of sound into the air, and it travels to your ears so you can hear it!

The vibration is started by some mechanical movement, such as someone plucking a guitar string or knocking on a door. This causes a vibration on the molecules next to the mechanical event (i.e. where your hand hit the door when knocking). When these molecules vibrate, they in turn cause the molecules around them to vibrate. The vibration will spread from molecule to molecule causing the sound to travel.

Sound must travel through matter because it needs the vibration of molecules to propagate. Because outer space is a vacuum with no matter, it's very quiet. The matter that transports the sound is called the medium.

---

Acoustics + Reverberation + Absorption
Acoustics is the study of how sound travels.   Imagine sound as invisible waves moving through the air, like ripples in a pond when you throw a stone. Acoustics helps us understand how these waves move, change, and reach our ears so we can hear things. It's important in controlling how sound behaves and is used in designing buildings like auditoriums, theaters, and libraries. In some cases acoustics is used to help sound travel. For example, in a large concert hall, acoustics helps so that everyone in the building, even the back seat, can hear the music. In a library, acoustic design would help to keep sound from traveling to help the library stay quiet.

There are two main ways to control acoustics:

• Reverberation - reverberation is how sounds bounce off things. Reverberation is like an echo in a room. When you shout in a big empty space like a cave, you hear your voice bounce back to you after a moment. That's reverberation! It happens when sound waves bounce off walls, floors, and ceilings multiple times before reaching our ears. Think of it as sound playing tag with itself, bouncing around until it finally stops. Typically a "loud" room would be one where the sound is reverberating off the walls and floors. Some materials echo sounds better than others. For example, a tile floor will reverberate a sound better than a carpeted floor (which would absorb the sound).
  
• Absorption - The opposite of reverberation, items that absorb sound don't reflect the vibrations. Absorption is like sound getting soaked up by different materials. Just like a sponge soaks up water, some things soak up sound. Soft materials like carpets, curtains, and even people can absorb sound waves, making them quieter. Imagine sound waves hitting a soft pillow and getting cuddled up instead of bouncing back. ​

Now, let's relate these concepts to everyday experiences:

• Acoustics: Think about how sound changes when you're in a big, empty gym compared to a small, cozy bedroom. The gym might make your voice echo more because there's lots of space for the sound to bounce around, while your bedroom might make it sound softer and more gentle.
• Reverberation: Have you ever clapped your hands in a big hallway and heard the clapping sound go on and on? That's reverberation! It's like the sound is playing hide and seek, bouncing off the walls and coming back to you.
• Absorption: If you've ever been in a room with lots of pillows, carpets, or stuffed animals, notice how quiet it feels? That's because those soft things absorb the sound, making it less bouncy and echoey.

---

Speed of Sound
The speed of sound is how fast the wave or vibrations pass through the medium or matter. Sound travels FAST! When you clap your hands or shout, and you hear the sound right away? Well, that's because sound moves super fast through the air!

Imagine you're playing a game of tag with your friends. When you tag someone, they have to run to catch you, right? Well, sound is like the tagger, and it's super speedy! It travels through the air at about 767 miles per hour (1,235 kilometers per hour)! That's even faster than some super-fast trains!

But guess what? Sound doesn't just travel through air; it can also zoom through things like water and solids. In water, it travels even faster than in the air! So when you're swimming and talking to your friends underwater, sound waves are racing through the water to reach them.

Isn't that cool? So, the speed of sound is like how fast a message can travel from one person to another. It helps us hear things and talk to each other, whether we're on the playground, underwater, or even in space!"

To make it even more interactive, you could create a simple experiment with your kids. For example, you could clap your hands at one end of a room while they stand at the other end and time how long it takes for them to hear the sound. Then, you could calculate the speed of sound together using the distance between you and the time it took for the sound to travel. This hands-on activity will help reinforce the concept and make learning about the speed of sound fun!

   Fun Fact: Did you know that the speed of sound can vary depending on the medium it travels through? For example, while it travels at approximately 343 meters per second in air at room temperature, it zooms through water at about four times that speed, and in solids like steel, it can zip through at speeds of over 5,000 meters per second!"

---

What is the Sound Barrier?
It's like a big invisible wall in the sky, but instead of keeping things in or out, it's all about speed! 
​
When airplanes go faster than the speed of sound (also called Mach 1), it's called breaking the sound barrier. Most airplanes don't go this fast, but some fighter jets do. When they pass through the speed of sound, the airplane sheds water drops that have condensed on the plane creating a cool looking white halo (see the picture above).

When planes break the sound barrier they also create something called a sonic boom. This is a loud noise like an explosion that is generated from a number of sound waves that are forced together as the plane is now traveling faster than sound.

Imagine you're riding in a super-fast rocket ship, zooming through the sky. As you go faster and faster, something interesting happens. You might notice that it gets harder and harder to hear things outside the rocket. That's because you're getting closer and closer to the sound barrier!

The sound barrier is a special point where things get really, really fast. It's like a magic speed limit in the sky. When you're flying close to it, it feels like everything around you is quiet. But as soon as you break through that barrier and go even faster, BOOM! You hear a big sonic boom, like a thunderclap, echoing through the air.

So, when people talk about breaking the sound barrier, they mean going faster than the speed of sound! It's like breaking through a super-speedy wall in the sky and making a big noise while doing it.

Isn't that amazing? Just imagine flying faster than the speed of sound and hearing that loud sonic boom behind you. It's like being a superhero in the sky!"

To make the concept even more fun, you could show them videos or pictures of supersonic jets breaking the sound barrier and creating sonic booms. It'll help them visualize and understand this exciting phenomenon even better!

---

​Sound Concepts
Teaching sound concepts to preschoolers can be an engaging and sensory experience. Here are some concepts related to sound that are suitable for preschoolers:

• Loud and Soft: Introduce the concept of volume by making loud and soft sounds. For example, clap hands loudly and softly, or play with musical instruments at different intensities.
• High and Low: Explore pitch by making high and low sounds. Use your voice, musical instruments, or even simple objects like pots and pans to create different pitch levels.
• Fast and Slow: Demonstrate the idea of tempo by moving or clapping to fast and slow rhythms. Play music with varying tempos and encourage children to dance or move accordingly.
• Musical Instruments: Introduce different musical instruments and their sounds. Let children experiment with drums, shakers, xylophones, and simple wind instruments to discover the variety of sounds they can create.
• Nature Sounds: Explore sounds in the environment, such as birds chirping, leaves rustling, or rain falling. Take nature walks and encourage children to listen for different sounds.
• Body Sounds: Help preschoolers identify sounds their bodies make, like clapping hands, stomping feet, or snapping fingers. This can be a fun way to connect bodily movements with sound.
• Echo: Teach the concept of an echo by making sounds in open spaces where the sound can bounce back, such as calling out in a tunnel or a large room.
• Rhythm and Beat: Introduce basic rhythm and beat through clapping, tapping, or using simple percussion instruments. Engage in rhythmic activities like marching or hopping to a beat.
• Sound Matching: Create games where children match similar sounds. For example, find objects that make the same sound or match animal sounds to pictures.
• Storytelling with Sounds: Encourage storytelling using sound effects. Read a story and ask children to mimic the sounds of animals, vehicles, or other elements in the story.
• Sound and Silence: Teach the concept of silence by having moments where everyone listens quietly. Discuss the absence of sound and then introduce a new sound.
• Body Percussion: Explore making sounds with the body, such as clapping hands, stomping feet, or snapping fingers. Create simple rhythmic patterns for children to mimic.
• Sound Sorting: Provide objects or pictures with different sounds and have children sort them into categories based on similar sounds.
• Simple Songs and Rhymes: Sing simple songs and rhymes with repetitive sounds. This helps with memory and recognition of familiar sounds.
• DIY Sound-Making: Engage in simple craft activities where children create their own musical instruments using household items, like shakers made from rice in a bottle or drums from empty containers.

Remember to make learning about sound interactive and playful, as hands-on experiences are especially effective for preschoolers. Incorporating these concepts into games, activities, and everyday experiences will help them develop an early understanding of the world of sounds around them.

Learn more...​​

• ​Sound
• Find out more about how sound travels under water in this animated video.
• What is the volume of sound?​
• Sound Series 

---

Talking + Hearing
Teaching preschoolers about the concept of sound, particularly in the context of talking and hearing, is essential as it forms a personal and immersive learning experience. Sound is a fundamental aspect of personal communication, and understanding its connection to speech lays the groundwork for effective language development. By engaging in activities that involve mimicking sounds and actively listening, preschoolers embark on a personal journey of discovering the nuances of communication. This hands-on approach not only enriches their sensory experiences but also helps them recognize the significance of sounds in expressing thoughts and feelings. As they explore the sounds in their environment, children connect their personal experiences to the broader concept of language, making the learning process more meaningful and enjoyable. Encouraging preschoolers to actively participate in activities related to sound fosters a sense of curiosity and attentiveness, creating a positive foundation for their ongoing language and communication skills.

Communication Skills: Speech + Language Development  ​
Sounds play a vital role in supporting children's communication skills, encompassing both speech and language development. Here's how sounds can positively impact kids in these areas:

• Auditory Discrimination: Exposure to a variety of sounds helps children develop auditory discrimination, the ability to distinguish between different sounds. This skill is crucial for recognizing and understanding speech sounds, contributing to clear and accurate pronunciation.
• Phonemic Awareness: Sounds contribute to phonemic awareness, which is the ability to identify and manipulate individual sounds in words. Activities involving listening to and identifying sounds help build a strong foundation for phonemic awareness, a key component of early literacy.
• Vocabulary Expansion: Exposure to a diverse range of sounds enhances vocabulary development. Children learn to associate sounds with specific objects, actions, or concepts, broadening their understanding and use of language.
• Language Comprehension: Hearing sounds in various contexts aids language comprehension. Children who are familiar with different sounds are better equipped to understand spoken language, follow instructions, and comprehend the meaning behind words and phrases.
• Speech Production: Listening to and imitating sounds supports speech production. Children learn to reproduce the sounds they hear, refining their articulation and pronunciation. This, in turn, contributes to clearer and more effective verbal communication.
• Rhythm and Prosody: Exposure to rhythmic patterns and intonation in spoken language helps children develop an understanding of prosody—the rhythm, stress, and intonation in speech. This enhances their ability to convey emotions, intentions, and nuances through their own speech.
• Expressive Language Skills: Encountering a variety of sounds allows children to express themselves more effectively. They can use a broader range of vocabulary and experiment with different tones and pitches, contributing to richer and more expressive communication.
• Social Communication: Sounds are integral to social communication. Children who are familiar with the sounds of their environment can better engage in conversations, respond appropriately, and participate in social interactions with peers and adults.
• Cognitive Development: The processing of sounds stimulates cognitive development. As children actively listen and respond to sounds, their cognitive skills, such as memory and attention, are strengthened, supporting overall language and communication abilities.
• Pre-literacy Skills: Exposure to sounds lays the groundwork for pre-literacy skills. Children who are adept at recognizing and reproducing sounds are better prepared for later stages of reading and writing development.
• Storytelling and Narrative Skills: Exposure to various sounds contributes to storytelling and narrative skills. Children can use sounds to create imaginative stories, developing their ability to organize thoughts and convey information coherently.

Incorporating diverse sounds into a child's environment, through activities, conversations, and exposure to different stimuli, provides a rich foundation for communication skills. By engaging with sounds, children not only refine their ability to speak clearly but also enhance their overall language proficiency and communication effectiveness.

Talking + Voice​
Not only is hearing sound important, but we also create sound to communicate. ​The process of making precise sounds for speech is very complex and involves many parts of the body working together. ​One of the most widely used methods of communication for both humans and animals is the voice. Sounds are made by our vocal cords vibrating in our throat. This way we can adjust our volume and our pitch. We also use our lungs to force air past our vocal cords and start them vibrating. We use our mouth and tongue as well to help form specific sounds. It's truly amazing we can make a sound let alone the complex system of sounds humans can create to communicate with speech.

​Nearly all higher vertebrates can make some vocal sounds, such as an owl’s hoot or a lion’s roar. Only humans, however, can laugh, cry, sing, and speak. Such complex voice sounds require the coordination of many different parts of the body. These parts include sense organs such as the ear and tongue; the brain and the nerves; the lungs and trachea; cavities of the throat, mouth, and nose; and the human voice box, or larynx, which contains the vocal cords that actually produce sounds.

   Fun Fact: Men and women have different vocal fold sizes. Adult male voices are usually deeper' - males have larger folds. The male vocal folds are between 17 mm and 25 mm in length. The female vocal folds are between 12.5 mm and 17.5 mm long."

The Larynx​
The larynx sits at the top of the windpipe, or trachea. It helps produce vocal sounds and closes the windpipe during swallowing so that no food particles pass into the lungs. In men the larynx is about 1 3/4 inches (4.4 centimeters) long and about 1 1/2 inches (3.8 centimeters) wide; the larynx is smaller in women. The larynx is held open by a framework of cartilage plates called the thyroid, the cricoid, and the epiglottis. The thyroid cartilage bulges outward to form the Adam’s apple in the throat. The smaller cricoid cartilage forms most of the anterior, lateral, and posterior walls of the larynx. The epiglottis, an elastic section of cartilage covered by mucous membrane, covers the windpipe during swallowing.

Two small pairs of tissue flaps in the larynx are called vocal cords. The upper pair are known as false cords because they do not actually produce sound. True vocal cords are white folds of mucous membrane that produce sound as air passes over them. The glottis is the narrow opening of the upper part of the larynx between the vocal cords.

The Mechanics of Speech​
As a person inhales, the vocal cords swing outward toward the walls of the larynx. When voice sounds are to be produced, the cords swing inward and the laryngeal muscles contract, causing the cords to become stretched and taut. Air exhaled from the lungs passes over the taut cords and they vibrate, producing sound waves.

High-pitched sounds are made when the cords are short and taut. Long and more relaxed cords produce lower pitched sounds. Loudness is determined by how hard the expelled air is forced over the vocal cords. Voice quality depends on the size and shape of certain body cavities called resonators. These include the mouth, nose, sinuses, head, neck, and chest. The lips, tongue, palate, and teeth are used with the vocal cords to produce various speech sounds. Together, they are called the vocal tract.

Sometimes because of disease a person’s larynx may have to be removed by surgery. The person must then learn another method of producing speech. In one method, called esophageal speech, the individual swallows air into the stomach and traps it in the upper portion of the esophagus. The air is then expelled by a controlled belch. As the air passes through the mouth, the person uses the lips, tongue, and palate to produce speech sounds.

Production of Sound In Animals​
Animals produce sound in various ways. Reptiles such as snakes produce a hissing sound by forcibly expelling air from the lungs. Some snakes have developed a membrane near the opening to the glottis, enabling them to produce a string of short hisses.

Birds have what is known as a syrinx instead of a larynx. The syrinx contains membranes that vibrate when air is passed over them. Muscles in this area contract and expand, enabling the bird to increase or decrease tension in the membranes and vary the quality of sound produced. Parrots and some other birds can be taught to mimic various sounds including human speech, but they cannot use it to communicate.

Mammals such as dogs and cats have a wide range of voice sounds. The cat, in addition to its cries, hisses, and growls, is the only animal that purrs. It does so by vibrating its vocal cords in a continuous hum. Dogs can bark, growl, or whine in a variety of pitches and levels of sound.

Amphibians such as frogs are the lowest order of vertebrates to have a larynx. Air expelled from the lungs passes over the vocal cords and enters the mouth area. In some frogs, vocal sacs under the throat or near the jaw serve as resonators.

Some animals have no vocal cords but are still able to make vocal sounds. Deep inside the nasal passageways of dolphins are two flaps that overlap like valves. Air blown through the nasal passageway causes the flaps to vibrate, producing a wide array of vocal sounds.

The Science of How Whales use Sound to Communicate​
Whales are amazing creatures that live in the vast oceans, and they have a special way of talking to each other – they use sounds! Just like how we use words to communicate, whales use different kinds of noises to send messages to their friends and family. They make clicks, whistles, and even songs! Imagine having your own underwater concert – that's what it's like for whales. They have a special part in their heads called the melon, which helps them send out these sounds. These underwater calls can travel for long distances through the ocean. Whales use these sounds to share important information, like where to find food or to talk to their baby whales, called calves. So, next time you hear about a whale song, remember they are not just singing for fun – they're chatting with their whale buddies in the big, blue ocean!

Whales use sound to communicate through a process called echolocation. Echolocation is like a superpower that helps them "see" and understand their surroundings using sound waves. When a whale makes a click sound, it travels through the water, and when it hits an object, the sound bounces back to the whale. By listening to these echoes, whales can create a mental map of their underwater world, just like how we might use our eyes to see. This is crucial for them to navigate the vast ocean and find food.

The melon, a fatty organ in their heads, plays a vital role in focusing and directing these sounds. It acts like a natural sound lens, helping the whale send out and receive messages effectively. Whales use different types of sounds for various purposes - clicks for navigation and finding food, whistles for socializing, and mesmerizing songs during mating season.
​
The ability to communicate using sound is not only fascinating but also essential for their survival. It allows whales to stay connected, find each other in the vast ocean, and share important information. So, when you hear about whales using sounds to talk, it's not just about making noise – it's their incredible way of understanding and navigating their underwater world.

Try This!
Activity: "Vocal Cord Inquiry for Young Scientists"

Objective: Facilitate an experiential learning session for preschoolers to comprehend the physiological basis of sound production through the exploration of vocal cords.

Materials Needed:
An anatomical illustration or model depicting the human larynx and vocal cords.
Craft materials, including colored paper or modeling clay
Small mirrors for each child.

Instructions:
Introduction to Vocal Cord Anatomy:
Begin by talking briefly about how people use their voices to talk and make different sounds. Explain that inside our throats, we have special parts called vocal cords that help us create the sounds we hear every day. Start the session by providing a concise overview of the anatomical structure of the human throat, focusing on the larynx and vocal cords. Emphasize the role of vocal cords in sound generation.

Vocal Cord Model Craft:
Present an anatomical illustration or model of the larynx and vocal cords.
Distribute craft materials and guide the preschoolers in crafting their own representations of vocal cord structures, ensuring attention to anatomical accuracy.

Mirror-based Observation:
Give each child a small mirror.
Ask them to open their mouths wide and say "Ahh" while looking in the mirror. Help them understand that they are seeing a glimpse of their own vocal cords.
Allow them to make different sounds and observe how their mouths, tongues, and vocal cords move.

Sound Wave Inquiry Game:
Play a simple scientific inquiry guessing game where the children take turns making different sounds using their vocal cords. Encourage them to guess each other's sounds.
You can introduce various prompts like imitating animal sounds or everyday noises.
Encourage hypotheses and discussions about the varying pitch and volume of each sound.

Group Harmonic Exploration:
Gather the preschoolers for a group sing-along session. Choose simple and familiar songs that allow them to use their vocal cords in a fun way and that allow for the investigation of pitch modulation and resonance.
Encourage them to sing along and explore different pitches and volumes. 

Conclusion:
Conclude the activity by revisiting key concepts related to vocal cord anatomy and sound production.
Reinforce the understanding that vocal cords are integral to human communication and expression.
Emphasize that using our vocal cords helps us talk, sing, and make various sounds.

Questions/Discussion

• What did you learn about vocal cords today?

Encourage children to share their observations and understanding of how vocal cords contribute to making sounds.

• How did making different sounds feel when you looked in the mirror?

Prompt them to express their sensations and experiences while producing various sounds and observing their reflections.

• Why do you think we have vocal cords?

Encourage speculative thinking about the purpose of vocal cords in terms of communication and expressing ourselves.

• What materials did you use to create your vocal cord model, and how do they represent the real thing?

Stimulate critical thinking by asking them to relate the craft materials to the anatomical features of the vocal cords.

• Can you describe how the pitch of your voice changed when you made different sounds?

Facilitate an exploration of pitch modulation and encourage them to describe how their voices changed.

• Why do you think we sing songs together?

Encourage discussion about the social aspects of using our voices for singing and how it brings people together.

• How do you think animals communicate using sounds?

Open up a conversation about the diversity of sound communication in the animal kingdom, connecting it to the concept of vocalization learned in the activity.

• What other sounds can you think of that we make using our vocal cords besides talking and singing?

Encourage children to brainstorm and share a variety of sounds they can produce with their voices.

• How did the vocal cord model you created help you understand the science behind making sounds?

Prompt them to reflect on the role of the craft activity in enhancing their understanding of vocal cord anatomy.

• What was your favorite part of today's activity, and why?

Allow children to express their preferences and personal highlights from the learning experience.

Family Connection

• ​Can you think of other animals that might use sounds to communicate? How do you think they might use their sounds?

Encourage children to explore the world of animal communication and share their thoughts on different species.

• Ask your family members about their favorite songs. Can you find similarities or differences in the way you all use your voices to sing?

Encourage kids to have conversations with family members, fostering connections between their learning and real-life experiences.

• Create a simple chart with your family to record the different sounds you all make in a day. What did you discover about the variety of sounds you produce?

Promote observational skills by having children document the sounds around them, fostering awareness of daily auditory experiences.

• Try playing a listening game with your family. Close your eyes and listen carefully. Can you identify different sounds around your home?

Develop children's listening skills and awareness of their surroundings through a fun and interactive family game.

Extension Activities:

• Family Sound Safari: Encourage children to go on a sound safari at home with their families. Explore different rooms and outdoor spaces, identifying and recording various sounds.
• Create a Family Song: Collaborate with family members to compose a simple song together. Everyone can contribute lyrics or even make up their own musical instruments using household items.
• DIY Vocal Cord Model: Provide materials for families to create a larger, more detailed vocal cord model at home. This can be a creative project where each family member contributes to the anatomy.
• Nature Sound Collage: Have children collect natural materials from outdoor spaces with their families. Create a sound collage by arranging and gluing these items onto a poster board, representing different sounds found in nature.
• Storytelling with Sounds: Encourage families to engage in storytelling using sounds instead of words. Each family member can take turns creating sound effects to accompany a shared story.
• Musical Family Dinner: Turn mealtime into a musical experience. Discuss how different sounds can enhance the dining atmosphere, and experiment with making rhythmic patterns using utensils and glasses.

These extension questions and activities aim to involve families in the learning process, promoting further exploration of sound and communication beyond the preschool setting. They encourage collaboration, creativity, and shared experiences among family members.

Learn more...​​

• ​Vocal cords
• ​The Voice Foundation
• 15 Throaty Facts About Vocal Cords
  
• Recognizing Voices: Early Listening Activities for Your Child

Your browser does not support viewing this document. Click here to download the document.

how-human-produce-voice-and-speech-2.pdf
File Size:	488 kb
File Type:	pdf

Download File

---

---

Hearing + Ears​
​The sense of hearing enriches our lives and protects us, too. Think of how you feel when you hear your favorite song or listen to a bird chirping in the spring. Then imagine what would happen if you were crossing a street and didn’t hear a car coming. This lesson will provide you with activities and information to help your students understand and appreciate the sense of hearing.

Our ears take sound waves to our brain to help us process the sound that we then hear. They also help to balance us so we don’t get dizzy and fall down! Our hearing is a wonderful thing that helps us to understand what is going on around us.

Our ears and hearing are fascinating things that are so important to how we function each day. They are something you will want to teach your children about, especially if you are learning about the five senses or the human body.

It is a way of communication, to enjoy things such as music, singing, laughter, and conversations. It also warns us of dangers, such as being able to hear sirens, horns honking, barking dogs, etc…

   Fun Fact: Dogs have 17 muscles they use to move their ears around to hear sounds better."

How Ears Hear Sound?
Sound is a form of energy that moves through air, water and matter, in waves of pressure. While the ear recognizes sound it is the brain and central nervous system that “hears”. The ear and the brain work together. The ear changes sound pressure waves from the outside world into signals of nerve impulses which are then sent to the brain.
​​
​The outer part of the ear collects sound waves. Humans can hear sound waves with frequencies between 20 and 20,000 Hz. That sound pressure is amplied through the middle portion of the ear. In simple language these sound waves cause the eardrum to vibrate. The three middle ear bones (Malleaus, Incus, Staples or easier to remember Hammer, Anvil and Stirrup) pass these vibrations on to the cochlea. The cochlea is a snail-shaped, fluid-filled structure in the inner ear. Inside the cochlea is another structure called the organ of corti. Cilia are very tiny hair cells which are located in the corti. These cilia (microscopic hair cells) bend over from the vibrations (sound waves) passing a nerve impulse to the auditory nerve. These impulses are then sent to the brain and this is how we hear sounds.

Three components are needed for sound to be heard:

• A source – where the sound is made.
• A medium – something for the sound to travel through.
• A receiver – something to detect the sound. 

Why do we get dizzy when we spin around?​
The brain takes in a number of signals from your body to keep it balanced. One of them is from the fluid in the inner ear. The brain can tell a lot by how the fluid in your ear is moving or tilted. The brain also uses your eyes and sense of touch to tell it about your balance and position. When you spin around too fast, fluid in the circular canals (cochlea) moves around the ear. This stimulates the hair cells. When you stop spinning the fluid still moves. Because the moving fluid is still stimulating the hair cells your brain gets a message that you are still moving and so you feel dizzy.

Ears for Balance​
The ear is the sense organ for hearing and balance (equilibrium).
Not only does the ear act as a receiver for sound it also plays a major role in the sense of position and balance. All humans have two ears but some animals have no ears at all… like snakes! Snakes use their tongues to receive and interpret sound vibrations.

Why 2 Ears?​
Having two ears helps you to determine the direction of sound. Your brain is smart enough to figure out that if sound hits one ear just before the other and is slightly louder then that's the direction the sound came from. Having an ear on each side of our head also helps us to hear better.

Why are Ears so Important?​
The ability to hear and balance is very important to all living creatures. For humans hearing is also an important part of learning speech and language so we can communicate with each other. So, we must protect our hearing. Exposure to loud noise, whether instant or prolonged, can cause damage to these hair cells as they become brittle and don’t bounce back into shape. When this happens we get a constant hum in our ears called Tinnitus. Some cases of tinnitus are caused by too much ear wax or infection but mostly it is caused by loud music or noise. This is why we must be careful not to expose ourselves to too much loud noise as excessive noise is still the number one reason for hearing loss. Sound loudness is measured in decibels (dB). A whisper is 30 db but a Lawn mower is 95 (dB). Prolonged exposure to anything over 80 dB can cause hearing damage. So turn down the radio!

Fun Facts about Ears​

1. The staples is the smallest bone in the whole body! It is only 0.25 to 0.33 cm long and only weighs 1.9 to 4.3 milligrams.
   
2. 200,000 people in the United States are deaf; 3 million people in the US have serious hearing problems.
   
3. Fish do not have ears, but they can hear. They hear pressure changes through ridges on their bodies.​
   
4. Crickets have their hearing organs in their knees!

Parts of the Ear​
Our ears are special because they take sound waves into your ear drum which makes it vibrate. These vibrations move through a tunnel into your ear and to your brain which turns them into the sound that you hear!
Our ears have three parts: the outer, middle and inner ear.

Outer ear: The outer ear collects sounds from the environment and funnels them through the auditory system. This structure is also known as the pinna and is made of cartilage. It collects invisible sound waves from the environment funneling them into the outer ear. The sound waves are guided down your ear canal towards the ear drum.
​
The ear drum or tympanic membrane resembles a flexible window that vibrates as sound waves bounce on it.

Middle ear: The middle ear transmits sound from the outer ear to the inner ear. This is a hollow, air-filled space also known as the tympanic cavity. It connects to the back of the throat and nose through the Eustachian tubes.

Ear drum vibrations continue into the middle ear where the 3 smallest bones in the human body are found. These are also known as the auditory ossicles – the hammer (malleus), anvil (incus) and stirrups (stapes) – named because of their shapes.

The main function of these bones is sound amplification. Sound waves make them vibrate, causing sound to be transmitted to the inner ear.

Inner ear: The inner ear is responsible for interpreting and transmitting sound (auditory) sensations and balance (vestibular) sensations to the brain.

This is found in the temporal bone of the head and is made up of 3 related parts – the cochlea (or spiral tube), 3 semicircular canals and the vestibule (labyrinth).

The cochlea is responsible for hearing. It contains tiny hair-like cells connected to the acoustic nerve. This nerve changes energy vibrations in the inner ear fluid into nerve impulses that go to the brain. The brain interprets the impulses received to identify what you are hearing.

The vestibule and 3 semicircular canals are responsible for balance. These canals are arranged at right angles to each other. If you change the position of your head, the fluid in the canals moves, allowing the brain to determine the amount and direction of movement.

Protecting your Ears +Hearing
​Hearing keeps us safe and helps us to be alert to our surroundings. It helps us to be able to socialize and to communicate with others. Without our hearing we have to learn a completely different language and way of communicating with others. It is also more difficult for a child to speak and form their language when they can not hear. 

​​Protecting our ears and hearing is essential for maintaining overall well-being and quality of life. Our ears play a vital role in our ability to communicate, learn, and engage with the world around us. Exposure to loud noises, whether sudden or prolonged, can lead to permanent damage to the delicate structures of the inner ear. By safeguarding our ears, we ensure the preservation of our auditory health, preventing conditions like hearing loss and tinnitus. Hearing is integral to effective communication, learning, and social interaction, and protecting our ears contributes to a richer and more fulfilling life. Additionally, a healthy auditory system allows us to enjoy the nuances of music, the sounds of nature, and the voices of our loved ones. Embracing habits such as using ear protection in noisy environments, controlling personal audio device volumes, and being mindful of our surroundings ultimately empowers us to safeguard the precious gift of hearing for ourselves and future generations.

Nurturing Healthy Hearing Habits 
Teaching preschoolers and toddlers about protecting their hearing and ears involves a combination of education, modeling, and creating positive habits. Here are some strategies you can use:

• Introduce the Concept:

Start by explaining the importance of hearing and how our ears work in simple terms. Use age-appropriate language and visuals to help them understand.

• Use Visual Aids:

Utilize visual aids such as diagrams or pictures to show the parts of the ear and how sound travels. This can make the learning experience more interactive and engaging for young children.

• Storytelling:

Narrate stories or create simple narratives that involve characters taking care of their ears. Emphasize the consequences of not protecting their ears and highlight the benefits of hearing clearly.

• Model Proper Behavior:

Children often learn by observing. Model good habits by demonstrating proper ear care. For example, cover your ears when exposed to loud noises and explain why you are doing so.

• Incorporate Fun Activities:

Design activities that involve sounds of different volumes. Discuss which sounds are pleasant and which might be too loud. Use this opportunity to introduce the concept of protecting their ears from loud noises.

• Play Listening Games:

Engage in listening games that encourage children to pay attention to various sounds. This can include identifying soft or loud sounds, mimicking animal noises, or playing musical instruments at different volumes.

• Teach Ear Protection Techniques:

Demonstrate simple ear protection techniques. For instance, show them how to cover their ears with their hands if they encounter a sudden loud noise. Use phrases like "Cover your ears" to reinforce this behavior.

• Create a Safe Noise Environment:

Ensure that the learning environment is conducive to protecting their hearing. Minimize exposure to loud noises and create a quiet space when necessary, especially during nap time or focused activities.

• Use Props:

Introduce props like ear muffs or earplugs during discussions about loud noises. Allow children to handle and try on these props to make the learning experience more tangible.

• Reinforce Positive Behavior:

Praise and reinforce positive behavior related to ear protection. Celebrate when children remember to cover their ears or show awareness of the need to protect their hearing.

• Involve Parents:

Share information with parents about the importance of ear protection and encourage them to continue these lessons at home. Consistency between home and school environments is crucial.

Remember that repetition and consistency are key when teaching young children. Keep the lessons simple, age-appropriate, and enjoyable to create a positive association with ear protection.

What can Loud Sounds do to your Hearing?
​Noise-induced hearing loss happens when tiny hair-like structures (called stereocilia, pronounced STARE-ee-oh-SILL-ee-ah) that sit on top of hair cells in your inner ear are damaged or destroyed by noises that are too loud and/or last for too long. This type of hearing loss is permanent.

The good news: You can prevent noise-induced hearing loss!
You can prevent hearing loss from noise in three ways:

• Lower the volume.
• Move away from the noise.
• Wear hearing protectors, such as earplugs or earmuffs.

If you practice these healthy habits now, you can help protect your amazing sense of hearing!

Healthy stereocilia

Damaged stereocilia

Your browser does not support viewing this document. Click here to download the document.

howloudtooloudbookmark.pdf
File Size:	1272 kb
File Type:	pdf

Download File

---

What Sounds can Damage your Hearing?​
Loud noises happen where you might not expect them, from your home kitchen to the school cafeteria.

If the dishwasher is running, you might turn up the volume on a nearby TV to hear it better. Add a blender and a vacuum cleaner, and you might turn up the volume even more. All those noises can put you at risk for hearing loss if you’re not careful.

Sound is measured in units called decibels (dB), just as height is measured in feet or inches. Because people can’t hear all frequencies, or pitches of sound, A-weighted decibels (dBA) can be used to describe sound based on what human ears can actually hear.

Noise adds up over a lifetime. If you are often exposed to loud sounds, your risk for permanent damage grows over time. Even a single but long-lasting or extremely loud event can cause damage.

Sounds at or below 70 dBA are usually considered safe. Noises are more likely to damage your hearing if they are:

• 85 dBA and last a few hours.
• 100 dBA and last at least 14 minutes.
• 110 dBA and last at least 2 minutes.

Here are the decibel levels of common sounds:

• Pin drop: 0 dBA
• Whisper: 30 dBA
• Normal conversation: 60-70 dBA
• Movie theater: 74-104 dBA
• Heavy city traffic, school cafeteria: 85 dBA
• Lawnmower or tractor: 80-100 dBA
• Motorcycle, dirt bike: 80-110 dBA
• Music player through headphones at maximum volume, concerts, and sporting events: 94-110 dBA
• Ambulance siren: 110-129 dBA
• Jet taking off: 140 dBA
• Fireworks show: 140-160 dBA

Hearing loss from too much noise may not be noticeable at first, but the damage can build over time, and it can’t be fixed. 

​Try This

• Activity: "Sensory Guardians - Preserving Precious Hearing"
  

Objective:
Introduce preschoolers to the science of hearing and the importance of protecting their ears from potentially harmful loud noises.

Materials:
Large poster or visual aids illustrating the anatomy of the ear
Markers or crayons
Elastic strings or yarn
Craft paper or cardboard
Glue or tape

Instructions:
Introduction to Hearing:
Begin by showcasing a simplified illustration of the ear anatomy. Point out the different parts, emphasizing the delicate structures responsible for hearing.
Briefly explain how sound waves travel through the ear and how the inner ear translates them into signals for our brain.

Decorate Ear Models: 
Provide each child with a pre-cut craft paper or cardboard ear model.
Instruct them to color and label the different parts of the ear. Encourage questions and discussions about the role of each part in the hearing process.

Construct Ear Shields: 
Discuss the potential harm loud noises can cause to the sensitive structures in the ear.
Transition to creating "Ear Shields" as a protective measure. Assist the children in attaching elastic strings to their ear models, mimicking the real-life connection of the ear to the head.

Sensory Exploration:
Set up a few stations with various objects producing different sound levels (e.g., a bell, a soft drum, and a louder instrument).
Allow the children to experience and categorize these sounds. Emphasize the need to wear their Ear Shields when encountering loud noises.

Scientific Reflection: 
Gather the children to discuss their observations and experiences.
Ask questions like:

1. "What did you notice about the different sounds?"
2. "Why do you think we need to protect our ears?"
3. "How did wearing the Ear Shields make you feel?"
   

Ear Superhero Pledge and Reflection: 
Have the children recite an "Ear Superhero Pledge" based on their newfound understanding of ear protection.
Conclude with a reflective discussion about how their role as "Sensory Guardians" can positively impact their hearing health.

This scientific approach combines visual learning, hands-on activities, and sensory exploration to help preschoolers grasp the importance of protecting their ears in a way that aligns with the scientific principles of auditory health.

Questions/Discussion​

• ​Observation Reflection:

"What did you notice about the different sounds at the sensory exploration stations?"
"Were there any sounds that surprised you? Why or why not?"

• Ear Anatomy Understanding:

"Can you point to the parts of the ear on your ear model? What do they do?"
"How does sound travel through the ear, and how does the ear help us hear?"

• Ear Shield Experience:

"How did it feel to create and wear your Ear Shield during the activity?"
"Do you think wearing the Ear Shield made a difference in how you experienced the sounds?"

• Real-Life Application:

"When do you think it would be important to wear your Ear Shield in real life?"
"Can you think of a time when you've been in a loud environment and wished you had your Ear Shield?"

• Importance of Hearing:

"Why is it important to take care of our ears and hearing?"
"What are some things we enjoy hearing, and how would it feel if we couldn't hear them anymore?"

• Ear Superhero Pledge Reflection:

"What does being a 'Sensory Guardian' mean to you?"
"How can we continue to be Ear Superheroes outside of our classroom?"

Family Connection
​Home-Based Sound Hunt:
Encourage families to go on a "sound hunt" at home or in their neighborhood. Have children identify and categorize different sounds they encounter. Discuss the experience during the next class.

DIY Sound Experiments:
Provide families with simple sound experiments they can conduct at home, such as filling glasses with varying levels of water and tapping them to produce different tones. Share observations in the following class.

Create a Family Ear Protection Plan:
Guide families in creating an "Ear Protection Plan" for various situations, such as attending concerts or fireworks. Discuss the plans during a family engagement event.

Family Ear Health Workshop:
Organize a workshop where families can learn more about the anatomy of the ear, common causes of hearing loss, and practical tips for protecting family members' hearing.

Discussion Questions for Families:
Sound Awareness:
"Can you and your child discuss some everyday sounds you encounter at home?"
"How do you manage loud noises at home, especially during activities like watching TV or playing music?"

Ear Protection at Home:
"Are there specific situations at home where you think it's important to protect your child's ears?"
"How can you integrate the concept of ear protection into your daily routines?"

Family Sound Preferences:
"What sounds does your family enjoy together?"
"How would it impact your family if hearing these sounds became challenging?"

Building Healthy Habits:
"How can you encourage your child to incorporate ear protection habits in various environments?"
"What role can family members play in reinforcing the importance of protecting our hearing?"

Family Ear Health Commitment:
"Can your family create a small commitment or pledge to prioritize ear health at home?"
"What steps can you take to ensure that your home environment supports healthy hearing for everyone?"

Encourage families to share their experiences, insights, and any additional activities they come up with. This involvement helps reinforce the concepts learned in class and promotes a collaborative effort between educators and families in fostering healthy habits.

Learn more...​

• 16 Fun Sense of Hearing Activities for Preschoolers
• ​Ears & Hearing
• Sound Experiment for Kids to See Sound – Teaching Ideas
•  Ways to Explore the Sense of Hearing – Learn Play Imagine
• Ears and Hearing Activities for PreK – 2nd Grade – Home Science Tools
• Silent or Loud? Sound Game for Toddlers – Best Toys for Toddlers
• Sense of Hearing Activity for Kids: What do you “see” with your ears? – Mama Smiles
• How Noisy is Your Snack? – Activity –  Make and Takes ​​
• ​16 Fun Sense of Hearing Activities for Preschoolers
• ​Ears & Hearing
• Sound Experiment for Kids to See Sound – Teaching Ideas
•  Ways to Explore the Sense of Hearing – Learn Play Imagine
• It's a Noisy Planet. Protect Their Hearing-U.S. Department of Health and Human Services
  
• Free Sound Level Meter App from CDC’s National Institute for Occupational Safety and Health
  

• ​​Ears and Hearing Activities for PreK – 2nd Grade – Home Science Tools
• Silent or Loud? Sound Game for Toddlers – Best Toys for Toddlers
• Sense of Hearing Activity for Kids: What do you “see” with your ears? – Mama Smiles
• How Noisy is Your Snack? – Activity –  Make and Takes ​
• Dangerous Decibels
• How Do We Hear?-NIDCD 
• Tips for Teaching Kids about Noise-Induced Hearing Loss
• Teacher’s Guide: Hearing- KidsHealth
• The Senses: Hearing​

---

If you are learning about the ears, hearing and sound you may want to learn more about the deaf community and sign language with these resources:

• FREE Resources to Learn About Sign Language
• FREE Sign Language Printables
• ​Teach your children about hearing devices such as hearing aids and cochlear implants with these printables from My Deaf Education.

---

Making Sound
Engaging preschoolers and toddlers in activities that involve making sounds is not only fun but also fosters their sensory development and creativity. Simple and interactive experiences, such as playing with musical instruments like drums, xylophones, and shakers, allow them to explore the world of sounds around them. Encouraging them to clap their hands, stomp their feet, or snap their fingers not only introduces them to body sounds but also enhances their motor skills. Incorporating nature sounds, like birds chirping or leaves crunching during a walk, provides an opportunity for them to connect with the environment. Storytelling with sound effects can captivate their imagination and language development. Additionally, hands-on activities, such as crafting DIY instruments from household items, promote both creativity and an understanding of cause and effect as they discover the sounds they can create. Through these playful experiences, young children begin to build a foundation for early music appreciation and sound exploration, fostering a love for learning in a joyful and interactive way.

Ways to Make Sounds
Encouraging toddlers and preschoolers to make sounds can be a delightful and educational experience. Here are some creative ways for young children to explore and create sounds:

Musical Instruments:
Provide a variety of child-friendly instruments such as drums, shakers, xylophones, tambourines, and simple wind instruments. Let them experiment with the different sounds each instrument produces.

DIY Instruments:
Engage in arts and crafts by creating homemade instruments using household items. For example, make shakers with rice in bottles, drums from empty containers, or rainmakers with paper rolls and small beans.

Body Percussion:
Encourage clapping hands, stomping feet, and snapping fingers. Teach them simple rhythmic patterns or dance moves to accompany different beats.

Nature Sounds:
Take a nature walk and explore the sounds of birds singing, leaves rustling, or sticks breaking. Encourage children to imitate these sounds or simply listen and identify them.

Sound Scavenger Hunt:
Create a sound scavenger hunt by listing various sounds for children to find or mimic. This could include animal sounds, vehicle noises, or household sounds.

Storytelling with Sounds:
Incorporate sound effects into storytelling. Use your voice and encourage children to make sounds to enhance the narrative. For example, mimic animal sounds during a story about a farm.

Singing and Rhyming:
Introduce simple songs and rhymes with repetitive sounds. Singing together enhances language development and rhythm awareness.

Echo Games:
Play echo games in open spaces, encouraging children to shout or make sounds that echo. This helps them understand the concept of sound reflection.

Water Play:
Explore sound with water. Pour water into different containers to create varying water sounds. Experiment with different sizes and shapes of containers to produce different pitches.

Rainstick Exploration:
Use rainsticks or create DIY versions to explore the calming sound of falling rain. Tilt the rainstick slowly to mimic the sound of raindrops.

Instrument Parades:
Arrange a mini-parade where children march around with their instruments, creating a joyful and rhythmic experience.

Dance Parties:
Host impromptu dance parties where children can move and groove to music, exploring how their movements contribute to the overall soundscape.

Instrument Sorting:
Sort instruments by their sounds. Help children identify and categorize them based on whether they make soft or loud, high or low, fast or slow sounds.

Quiet Time:
Teach the importance of silence by having moments of quiet time. This helps children recognize the absence of sound and appreciate the contrast.
Instrument Families:

Introduce the concept of instrument families (strings, percussion, wind) and let children explore the unique sounds each family produces.
Remember, the key is to make the experience enjoyable and age-appropriate, allowing toddlers and preschoolers to express themselves while developing an early appreciation for the world of sounds.

---

What is Body Percussion?
Body percussion holds significant importance in the realm of early childhood music education. Understanding this concept and introducing it to young children can be a rewarding experience. Here are practical suggestions for incorporating body percussion into kids' activities:

Defining Body Percussion:
Body percussion involves creating rhythmic sounds using body parts like hands, feet, fingers, and mouth. Essentially, the body serves as an instrument to produce beats, and it can be utilized independently or in conjunction with music and dance.

4 Primary Body Percussion Sounds
Explore the following four fundamental body percussion sounds:

1. Clapping and tapping
2. Stamping (or stomping)
3. Patting and slapping
4. Snapping (or clicking)

Exploring Body Percussion 
Incorporating body percussion into lessons for preschoolers, toddlers, and older children is both simple and enjoyable. Consider the following strategies:

• Teach action songs with instructions for body movements.
• Select rhythmic songs with a consistent beat.
• Familiarize children with common children's songs and rhymes, allowing them to substitute body sounds.
• Encourage group participation, creating an ensemble effect where the entire group contributes to making music.

Benefits of Body Percussion 
Introducing children to body percussion offers a range of advantages, including:

• Develops Body Awareness: Body percussion activities require children to be aware of different parts of their bodies and how they move. This heightened awareness contributes to a better understanding of their physical selves.
• Enhances Proprioceptive Input: Body percussion involves various movements, such as clapping, stomping, and tapping, providing rich proprioceptive input. This sensory feedback is essential for children to understand and control their body movements.
• Improves Coordination: Engaging in rhythmic body percussion patterns helps children refine their motor coordination. The intentional and controlled movements required for body percussion contribute to improved overall coordination skills.
• Strengthens Muscles and Joints: The deliberate actions involved in body percussion, like clapping or stomping, engage various muscle groups and joints. Regular practice can contribute to the development of strength and flexibility in these areas.
• Facilitates Sensory Integration: Body percussion activities promote sensory integration, allowing children to process and respond to sensory input effectively. This can be particularly beneficial for children with sensory processing challenges.
• Enhances Focus and Attention: The rhythmic nature of body percussion requires sustained attention and concentration. Practicing body percussion patterns can contribute to improved focus and attention span in other learning activities.
• Encourages Self-Expression: Body percussion provides an outlet for self-expression and creativity. Children can use their bodies to create unique rhythms, fostering a sense of individuality and self-confidence.
• Promotes Social Interaction: Group body percussion activities encourage social interaction and cooperation. Children work together to create rhythmic patterns, fostering a sense of teamwork and shared accomplishment.
• Integrates with Music Education: Body percussion is a gateway to understanding musical concepts such as rhythm and beat. Integrating body percussion into music education enhances children's musical literacy while simultaneously benefiting their proprioceptive sense.
• Supports Emotional Regulation: Engaging in rhythmic activities, including body percussion, can have a calming effect on the nervous system. This supports emotional regulation and may be particularly beneficial for children who struggle with sensory processing challenges.
• Developing Auditory Discrimination: Body percussion activities involve discerning and reproducing specific sounds, promoting auditory discrimination. Children learn to differentiate between various body percussion sounds, honing their ability to identify and understand different auditory cues.
• Enhancing Executive Functioning: The combination of rhythmic coordination, active listening, and concentration required for body percussion activities contributes to the development of executive functions. These include cognitive processes like working memory, cognitive flexibility, and inhibitory control, all of which are vital for effective learning.
  

Try This

• Title: Body Percussion Symphony - Feeling the Vibrations​
  

Objective:
To explore the concept of vibrations and sound production using our own bodies as instruments.

Materials:
Our own bodies

Procedure
Introduction:
Gather the children in a circle and introduce the idea that our bodies can create music through vibrations. Explain that when we move, we create tiny back-and-forth movements that produce sound.

Hands-on Exploration: 
Start by demonstrating basic body percussion sounds, such as clapping hands, tapping feet, and snapping fingers. Encourage the children to mimic these movements.
Explore different surfaces of our bodies, such as clapping hands on thighs, tapping feet on the floor, or snapping fingers near our ears.

Sensory Vibrations: 
Close the eyes and tap different body parts gently, like tapping on our shoulders, arms, or even our cheeks. Discuss the sensations and vibrations felt.
Experiment with movements that produce softer or louder vibrations and discuss the differences.

Body Drumming: 
Gather in a circle and designate one child as the "body drum." Other children take turns gently tapping or patting the "body drum" to feel the vibrations.
Rotate roles to allow each child to experience being the "instrument."

Movement and Sound: 
Explore rhythmic movements such as stomping feet, clapping hands, and slapping thighs. Discuss how different movements create distinct sounds and vibrations.
Encourage the children to create their own rhythmic patterns with their bodies.

Group Jam: 
Form a circle and let each child choose a unique body percussion sound. Create a group rhythm by taking turns contributing to the beat.
Emphasize the connection between movement, vibrations, and the collaborative creation of a "body percussion symphony."

Conclusion: 
Gather the children for a brief discussion about their experience using their bodies as instruments. Ask them to share their favorite body percussion sounds and movements.
Reinforce the idea that our bodies can be powerful instruments for creating music through the vibrations we feel and hear.

Extensions:
Experiment with combining different body percussion sounds to create complex rhythms.
Explore how changing the speed or intensity of movements affects the vibrations and sound produced.
Incorporate storytelling by using body percussion to mimic the sounds of different characters or actions.

Questions/Discussion

• What was your favorite body percussion sound that we explored today? Why did you like it?
  
• How did it feel when you closed your eyes and tapped different parts of your body? Could you feel the vibrations in different places?
  
• When we created the "body drum," how did it feel to be the person getting tapped on? What about being the one doing the tapping?
  
• Did you notice any differences in the vibrations when we tapped gently versus when we tapped a little harder? What do you think caused those differences?
  
• In our group jam, how did it feel to be a part of creating a rhythm with everyone? What did you like about it?
  
• Can you think of a time when you've heard similar sounds in everyday life, like footsteps or clapping? How are those sounds similar to what we created with our bodies today?
  
• Why do you think our bodies are like instruments that can make different sounds? How does moving different parts of our bodies create these sounds?
  
• If you could invent a new body percussion sound, what would it be like? How would you make it with your body?
  
• How do you think body percussion is similar to playing musical instruments, like drums or tambourines? How is it different?​
  
• What did you learn about vibrations today, and how do they connect to the sounds we made with our bodies?

Family Connection

• Create a Family Body Percussion Band: Encourage families to explore body percussion together at home. Each family member can choose a unique body percussion sound, and together they can create their own rhythmic patterns. Share videos or recordings of your family's body percussion band.
  
• Nature's Body Percussion: Take body percussion outdoors! Explore how different surfaces in nature, like grass, soil, or trees, can produce unique sounds when tapped or brushed against. Discuss the sensations and sounds with your child.
  
• Imaginary Body Percussion Story: Work with your child to create an imaginary story using body percussion sounds to represent different characters or actions. For example, what sound does a marching elephant make? Share the story and sounds with other family members.
  
• Kitchen Rhythms: Incorporate body percussion into daily activities in the kitchen. Create rhythmic patterns while cooking or washing dishes. Discuss how different kitchen tools and surfaces produce distinct sounds.
  
• Body Percussion Scavenger Hunt: Create a scavenger hunt at home where children find and experiment with different surfaces to produce body percussion sounds. Can they find a soft surface? A hard surface? A resonant surface?
  

Discussion Questions for Families:

• Share Your Family's Body Percussion Band: Ask families to share videos or stories about their family body percussion band. What sounds did each family member contribute, and how did they collaborate to create a rhythm?
  
• Outdoor Body Percussion Adventures: Discuss the outdoor exploration of body percussion. What natural surfaces did your child find interesting for creating sounds? How did it feel to connect body percussion with nature?
  
• Imaginary Body Percussion Storytime: Inquire about the imaginary story created with body percussion sounds. Which characters did your child include, and how did they represent them through sounds? Were there any unexpected or funny moments?
  
• Kitchen Rhythms in Action: Explore the kitchen rhythms activity. What creative ways did your child find to incorporate body percussion into daily kitchen activities? How did different tools and surfaces contribute to the sounds?
  
• Scavenger Hunt Reflection: Discuss the scavenger hunt at home. Which surfaces did your child discover for body percussion? How did they differentiate between soft, hard, and resonant surfaces? Did they find any surprising or unique materials?

Learn More

• 20+ Best Body Percussion Activities For Kids
• How To Use Body Percussion To Create Weather Sounds With Students

---

Music + Instruments
Introducing preschoolers to musical instruments is a delightful and enriching experience that opens the door to the captivating world of sound and rhythm. Musical instruments serve as magical tools that allow young children to explore and express their creativity in a multisensory way. From the melodic tones of a xylophone to the rhythmic beats of a drum, each instrument provides a unique auditory and tactile experience. Preschoolers can feel the vibrations as they strike a tambourine or experience the gentle plucking of strings on a ukulele. These instruments not only offer a diverse range of sounds but also encourage fine and gross motor skill development as little hands grasp, shake, and tap. Moreover, the introduction of musical instruments at a young age lays the foundation for understanding basic musical concepts like pitch, tempo, and dynamics. The joyous exploration of these instruments fosters a love for music and nurtures the budding musicians within our preschoolers, creating harmonious moments of learning and play.

Benefits of Musical Instruments
Musical instruments offer a plethora of benefits for young kids, contributing significantly to their holistic development. Here are several reasons why instruments are beneficial for young children:

• Sensory Stimulation: Playing instruments engages multiple senses, providing a rich sensory experience. Children touch, feel, and listen to the various sounds, enhancing their sensory awareness and perception.
• Motor Skill Development: Using instruments requires fine and gross motor skills. From holding drumsticks to tapping a xylophone, children develop coordination, strength, and control in their hands and fingers.
• Cognitive Development: Exploring musical instruments fosters cognitive development by introducing concepts such as cause and effect, pattern recognition, and spatial awareness. Kids learn that their actions produce specific sounds, promoting cognitive understanding.
• Auditory Discrimination: Exposure to different instruments helps children develop auditory discrimination skills. They learn to differentiate between various sounds, pitches, and tones, enhancing their ability to identify and interpret auditory stimuli.
• Vocabulary and Language Development: Playing instruments involves listening to and replicating patterns of sound, which can support language development. Children become attuned to different sounds, rhythms, and melodies, indirectly benefiting their language and communication skills.
• Creativity and Expression: Instruments provide a means for self-expression and creativity. Children can experiment with creating their own musical compositions, allowing them to express emotions and ideas in a non-verbal way.
• Social Skills:  Group music activities involving instruments encourage social interaction and cooperation. Kids learn to share, take turns, and collaborate, fostering essential social skills and teamwork.
• Emotional Regulation: Music has a powerful impact on emotions. Playing instruments allows children to express themselves emotionally and can serve as a tool for emotional regulation, promoting a sense of well-being and self-control.
• Cultural Awareness: Exposure to a variety of instruments introduces children to diverse musical traditions and cultures. This early exposure fosters an appreciation for global diversity and broadens their cultural awareness.
• Preparation for Formal Music Education: Familiarity with instruments lays the groundwork for future music education. Children gain a basic understanding of musical concepts, making it easier for them to transition to more formalized musical learning as they grow older.
• Enhanced Memory Skills: Learning to play songs or sequences on instruments involves memorization and concentration contributing to the development of memory skills in young children.
• Cause and Effect: The early understanding of cause and effect is a crucial cognitive skill for children. From discovering that shaking a rattle produces a sound to learning that different strikes on a xylophone create varied tones, children grasp the concept of "when I do this, then this happens."
• Sorting and Classifying: Incorporate instruments into sorting and classifying activities to teach children about categorization based on how they are played, their materials, or their shapes. Older children can explore instrument families such as brass, percussion, strings, or woodwind.
• Body Awareness: Manipulating instruments fosters improved body awareness. Children learn that their bodies can produce sounds, control instruments, and generate diverse sounds through different actions like banging, blowing, plucking, shaking, and more.
  
• Musical Appreciation: Exposure to instruments fosters an appreciation for music as an art form, providing relaxation and nurturing the soul. Children learn to value and enjoy the diverse elements of musical expression.
  

Incorporating musical instruments into a child's early experiences provides a well-rounded and enjoyable approach to learning, promoting cognitive, social, emotional, and physical development. The joy and creativity that come with making music contribute to a positive and enriching early childhood experience.

Connection Body Percussion to Musical  Instruments
Educate children about percussion instruments and draw parallels between these instruments and the sounds their bodies can produce. This approach enhances their understanding of the broader musical landscape.

Music + Movement + Rhythm +Beats
Teaching kids about music and movement, rhythm, and beats is a fantastic way to introduce them to the joy of music and dance! Tying music to movement in preschoolers is vital for holistic development. It enhances sensory integration, refines motor skills, teaches rhythm, and aids in auditory discrimination. Additionally, it provides an expressive outlet, fosters social interaction, contributes to language development, stimulates cognitive processes, encourages creativity, and promotes cultural awareness. This dynamic combination creates a joyful and inclusive learning environment, nurturing a lifelong appreciation for music and movement.

Music and Movement:
Music and movement go hand in hand like peanut butter and jelly! When we hear music, it makes us want to move our bodies and dance along to the beat. Just like when you hear your favorite song and start tapping your feet or clapping your hands, music can make us feel happy, excited, or even calm and relaxed. It's like our bodies become the instruments, swaying, jumping, or twirling to the rhythm of the music!

Rhythm:
Rhythm is the heartbeat of music. It's the pattern of sounds and silences that make up a song's groove or feel. When you clap your hands to a beat or tap your foot to the music, you're following the rhythm. It's like the steady tick-tock of a clock, keeping everything in time and making us want to move along with it!

Beats:
Beats are like the building blocks of rhythm. They're the regular pulses or accents that we feel in music, kind of like the heartbeat of a song. When you listen to music, you can usually hear the beat by tapping your foot or nodding your head along with the music. It's like the thump-thump-thump that keeps everything moving and grooving!

Now, let's put these concepts into action:

• Music and Movement: Put on some music with a strong beat and encourage your kids to dance along! You can have a dance party in the living room or make up silly dances together to different songs. It's all about letting loose and having fun with the music!
• Rhythm: Clap your hands, stomp your feet, or use simple percussion instruments like tambourines or shakers to feel the rhythm of a song. You can play a game where one person claps out a rhythm and the others try to copy it. It's like creating your own musical patterns to follow!
• Beats: Listen to different songs and have your kids clap along with the beat. You can even try counting out the beats together, like saying "1-2-3-4" with each clap. It's a fun way to practice keeping time and feeling the pulse of the music!

By exploring music and movement, rhythm, and beats in a playful and interactive way, kids can develop a deeper appreciation for the magic of music and dance!

Tempo + Speed
Tempo is like the speed of music. It's how fast or slow a song goes. Just like when you run, you can go fast or slow, music can also go fast or slow!

How Does it Work?
Imagine you're dancing to your favorite song. If the song is fast, you might dance quickly like a rabbit hopping. If it's slow, you might dance slowly like a turtle moving. The tempo tells us how to move and feel the music!

Exploring Tempo:

• Dance Party: Have a dance party with your friends or family! Play different songs with different tempos. Try dancing fast to a fast song and slow to a slow song. How does it feel?
• Clap Along: Clap your hands to the beat of a song. If the tempo is fast, clap quickly. If it's slow, clap slowly. Can you keep up with the tempo?
• Tempo Walk: Take a walk outside and match your steps to the tempo of the music you're listening to. Walk fast if the tempo is fast, and slow if the tempo is slow.
• Musical Feelings: Listen to different songs and talk about how they make you feel. Fast songs might make you feel excited or energized, while slow songs might make you feel calm or relaxed.​​

Musical Instrument Exploration
Introducing preschoolers to musical instruments can be a fun and engaging way to promote sensory development, coordination, and a love for music. Here are some types of instruments suitable for preschoolers:

Percussion Instruments:
Tambourine: Easy to hold and shake, it produces a jingling sound.
Maracas: Small, handheld shakers that make a rhythmic sound when shaken.
Bongo Drums: Small, easy-to-play drums that can be tapped with hands.

Wind Instruments:
Kazoos: Simple, buzzing sound-making instruments.
Harmonica: Easy to use and can produce a variety of sounds.

String Instruments:
Ukulele: Scaled-down size makes it perfect for small hands.
Child-friendly Guitars: Some guitars are designed specifically for young children, with nylon strings for easier playability.

Keyboard Instruments:
Xylophone: Colorful, tuned metal bars that can be struck with mallets.
Mini Keyboards: Simple keyboards with large, easy-to-press keys.

Shakers and Scrapers:
Egg Shakers: Small, egg-shaped shakers that are easy for little hands to hold.
Scraper Sticks: Wooden sticks with ridges that can be scraped together for a unique sound.

Rainmaker Tubes:
Rainmaker Shakers: Tubes filled with small beads that create a sound reminiscent of falling rain when tipped.

Handbells:
Colorful Handbells: Small bells attached to handles, creating a pleasant ringing sound.

Hand Drums:
Handheld Frame Drums: Lightweight drums with a handle, suitable for young children.

Boomwhackers:
Colorful Percussion Tubes: Tubes of varying lengths that produce different pitches when struck against a surface or each other.

Ocean Drum:
Ocean Sounds Drum: A drum with a clear head filled with small balls to mimic the sound of ocean waves when tilted.

When introducing instruments to preschoolers, consider their size, weight, and ease of use. Ensure that the instruments are safe and age-appropriate. Supervision is essential to make sure they are being used appropriately and safely. Encourage free exploration and play, allowing children to discover the joy of making music on their own terms.

Wind, String + Percussion 
Teaching kids about wind, string, and percussion musical instruments can be an exciting journey into the world of music! Here's a simplified explanation for each category:

Wind Instruments

Wind instruments make sound by blowing air into or across them. When you blow air into a wind instrument, like a flute, trumpet, or saxophone, it makes the air inside vibrate, creating sound waves that we hear as music. It's like blowing air into a balloon and hearing it make a funny noise as it escapes!

String Instruments

String instruments make sound by vibrating strings. When you pluck, bow, or strike the strings on instruments like the guitar, violin, or piano, they vibrate back and forth, creating beautiful sounds. It's like stretching a rubber band between your fingers and plucking it to hear a twangy sound!

Percussion Instruments

Percussion instruments make sound by being struck, shaken, or scraped. When you hit a drum, shake a tambourine, or clang cymbals together, it creates vibrations in the air that we hear as rhythm and beats. It's like tapping your fingers on a table or shaking a jar of coins to make a jingly noise!

Now, let's relate these concepts to some common instruments and their sounds:

Wind Instruments: Think of blowing into a recorder and hearing it whistle like the wind or blowing into a harmonica and hearing it hum like a bee.

String Instruments: Imagine plucking the strings of a guitar and hearing them twang like a bird chirping or drawing a bow across the strings of a violin and hearing them sing like a bird.

Percussion Instruments: Picture tapping a drum and hearing it boom like thunder or shaking a tambourine and hearing it jingle like raindrops falling.

To make learning about these instruments even more fun, you can listen to different types of music together and try to identify the wind, string, and percussion instruments you hear. You can also encourage your kids to explore making their own instruments at home using everyday objects, like rubber bands stretched over a box for a homemade guitar or pots and pans for a drum set!

By making music interactive and engaging, kids can develop a deeper appreciation for the beautiful world of wind, string, and percussion instruments!

Try This

• Activity: DIY Drum and Sound Exploration
  

Materials Needed:
Empty cylindrical container with a lid (e.g., oatmeal canister or coffee tin)
Balloon
Rubber band
Scissors
Craft materials for decoration (optional)
Rice or dried beans (optional, for adjusting pitch)

Instructions:
Create the Drum:
Stretch the balloon over the open end of the container and secure it with a rubber band, creating a drumhead.
Trim any excess balloon hanging over the edges of the container.

Decorate the Drum (Optional):
Allow children to use craft materials to decorate their drums. This adds a creative touch to the activity.

Adjusting Pitch:
Explain to the children that the tightness of the drumhead affects the pitch of the drum. If they stretch the balloon tightly, the drum will produce a higher-pitched sound.
Alternatively, for a lower pitch, they can leave the balloon slightly looser. Encourage them to experiment with different tightness levels.

Changing Sound:
Discuss how the amount of air inside the drum influences the sound. If they want lower notes, they can add more air (inflate the balloon more). For higher notes, they can decrease the amount of air (deflate the balloon slightly).
Allow children to explore by adjusting the air inside the drum and observing the changes in sound.

Changing Volume:
Explain that the force with which they hit the drum affects its volume. A harder hit produces a louder sound, while a softer hit results in a quieter sound.
Demonstrate different ways to strike the drum with their hands or soft mallets, emphasizing the connection between the force applied and the volume produced.

Experiment and Play:
Encourage children to experiment with their drums, trying various combinations of tightness, air, and striking force.
Have a "drum circle" where children take turns showcasing the different sounds they can create.

This activity not only engages children in a hands-on craft but also provides a valuable lesson in understanding the science of sound. Through exploration and play, children can grasp the concepts of pitch, sound, and volume while having a fun and interactive experience with their homemade drums.​

Questions/Discussion

• Pitch Exploration:
  

How did adjusting the tightness of the balloon change the sound of your drum?
Can you describe the difference between a tight drum and a loose drum in terms of pitch?

• Sound Variation:

What did you notice when you added more air to the drum? How did it change the sound?
How did reducing the air inside the drum affect the notes it produced?

• Volume Investigation:

When you hit the drum softly, what did you observe about the volume of the sound?
How did hitting the drum with more force impact the volume?

• Creative Sound Play:

Can you create a pattern of sounds by alternating between high and low pitches?
What kind of music or rhythm can you make by combining different volumes and pitches?

• Personal Preferences:

Which do you prefer: a high-pitched or low-pitched sound? Why?
Do you like a loud drum or a quiet drum better? What makes it more enjoyable for you?

• Observations and Discoveries:

Did you notice any patterns or connections between how you adjusted the drum and the resulting sounds?
What surprised you the most about how the drum produced different sounds?

• Experimentation Ideas:

Can you think of other materials or ways to change the drum's pitch, sound, or volume?
How might the drum sound if we used a different type of container or material for the drumhead?

• Team Drumming:

How can we create a group rhythm or pattern by combining our individual drums?
What happens when we all hit our drums at the same time?

• Real-world Connections:

Where have you heard similar sounds in your everyday life, such as in music or nature?
How might musicians use these concepts of pitch, sound, and volume when playing instruments?

• Reflecting on the Experience:

What did you enjoy most about making and playing with your drum?
How does understanding pitch, sound, and volume make playing the drum more interesting?​

Family Connection

• Family Drum Ensemble: Have each family member create their own drum using household materials. Experiment with different pitches, sounds, and volumes together.

• Outdoor Sound Hunt: Take the drums outside and explore the various sounds in the environment. Listen for natural sounds like birds, wind, or rustling leaves, and try to mimic them on the drums.
• Musical Storytelling: Use the drums to enhance a family storytelling session. Assign different family members to create sound effects for different parts of the story using their drums.
• DIY Band: Encourage the family to explore making other DIY instruments, such as shakers or guitars, and create a family band. Experiment with combining different sounds to make unique musical compositions.
• Sound Science Experiment: Conduct a simple sound science experiment at home. Explore how the drum's pitch changes when using different-sized containers or materials for the drumhead.

Discussion Questions for Families:

• Connecting to Everyday Life: Where else have you heard sounds similar to the ones we made with our drums in your daily life?

How might understanding pitch, sound, and volume be useful in activities outside of playing with our drums?

• Exploring Music Preferences: Are there specific types of music or songs you enjoy that feature drums or unique sounds? How does your preference for certain sounds connect to the way we adjusted our drums?
• Sharing Cultural Perspectives: Do different cultures use drums in distinct ways for communication, celebration, or expression? How might the sounds we created with our drums be similar or different from sounds in other cultural contexts?
• Family Drum Jam Session: What types of rhythms or beats can each family member contribute to a collective drum jam session? How can we create a harmonious and enjoyable family drumming experience together?
  
• Sound and Emotions: How do certain sounds or rhythms make you feel? Can you share a story or memory associated with a particular type of sound? How might using drums as a form of expression help us convey emotions?
  
• Incorporating Music into Daily Routine: How might we incorporate music, rhythm, or drumming into our daily routines at home? Can we create a family rhythm for specific activities, like mealtime or bedtime?
  
• Celebrating Achievements: What achievements or creative drumming combinations did each family member discover during the activity?​ How can we celebrate and showcase our newfound drumming skills as a family?
  

Encouraging families to explore sound together not only enhances the understanding of pitch, sound, and volume but also promotes bonding, creativity, and a shared appreciation for music in the home environment.

Learn more...​

• Exploring the Science of Sound with Homemade Instruments
• 27 Homemade Musical Instruments to Make With Your Kids (Using Recycled Materials)
• ​VIDEO: KS2 Music / Science: How brass instruments make sound​
• VIDEO: KS2 Music / Science: How drums make sound
• VIDEO: KS2 Music / Science: How string instruments make sound
• VIDEO: KS2 Music / Science: How woodwind instruments make sound
• 13 Awesome Music Activities For Kids Of All Ages​

---

Environmental Sounds
Environmental sounds encompass the everyday noises that surround us in our daily routines. These sounds, collectively known as environmental noise, result from various sources outside. Factors contributing to this noise pollution include transportation, industrial operations, and recreational pursuits. Developing the ability to identify and distinguish these sounds is a crucial skill acquired during learning, enabling children to comprehend the activities occurring in their surroundings.

For instance, a child might recognize the sound of a phone ringing or a knock at the door. These noises fall under the category of environmental sounds, indicating specific events – a call or someone arriving at the house.

At home, there are numerous environmental sounds that can be highlighted, such as the boiling kettle, the beeping of the microwave, the running tap, or the closing of a door.
​
Outdoors, one can also tune in to environmental sounds, including cars passing by with their horns beeping, airplanes flying overhead, sirens from ambulances or police vehicles, and the barking of dogs.

Nurturing Language Development through everyday Environmental Sounds
​Environmental sounds are everywhere – they’re everything from a refrigerator humming to a bird chirping outside to a heart beating or a voice. For babies and toddlers, environmental sounds can be a way to introduce language or encourage language development. Research shows children need to hear 21,000 words in a day.
​

• When you hear a sound, draw your child’s attention to it. Say “Listen, I hear that,” and look to where the sound is coming from. Point to your ear to show that you are listening for a sound. Verbally imitate or recreate the sound to help your child figure out where the sound is coming from, for example a door knocking or a microwave timer ringing.
• It is important to remember that many of these sounds also carry a particular purpose or meaning. For example, when your child hears a door bell, they need to know the next step is to open the door and welcome a visitor. You could try a prompt such as “I hear the microwave alarm go! Let’s take out the food!” or “I heard the timer ring. Are the cookies baked and ready?”
• Draw your child’s attention to all the different sounds that can be heard inside and outside. For example running water, whirring fans, wind blowing in the trees, traffic noises, doorbells, the TV and radio.

• Expose your child to sounds of different loudness level and talk about them. Find or create sounds that are loud—doors slamming or dogs barking, and those that are quiet—a clink of car key or a tick of a watch. 
• Play using environmental sounds doesn’t just help kids. It’s an opportunity for us to stop what we’re doing and bring our attention to what’s happening right in front of us. 

Developing Listening + Recognition Skills through Environmental Sounds 
Learning about environmental sounds helps children hone their listening and recognition skills, as they listen for specific sounds around them. These skills will develop in later phases of phonics as they listen to words and pick out the specific sounds within them.

Learning more about the noises in the world around them also helps children understand the context of sounds they hear; if they hear a siren, they know that there’s an ambulance, police car or fire engine nearby because there’s an emergency. This context allows them to react in a way that’s appropriate.

Examples of Environmental Sounds

• Birdsong: The cheerful chirping of birds, like robins, sparrows, or finches.
  
• Rainfall: The calming sound of raindrops falling on surfaces like leaves, rooftops, or the ground.
  
• Ocean Waves: The rhythmic crashing of waves at the beach, along with the bubbling sound as they recede.
  
• Wind in Trees: The gentle rustling of leaves as the wind passes through trees.
  
• Thunderstorm: The distant rumble of thunder and the sound of rain during a storm.
  
• Waterfall: The powerful and cascading sound of water rushing down a waterfall or flowing in a stream.
  
• Frog Croaks: The croaking sounds of frogs in ponds or wetland areas.
  
• Crackling Campfire: The crackling and popping of a campfire, along with the soft hiss of burning wood.
  
• Cricket Chirps: The rhythmic chirping of crickets on a warm evening.
  
• Buzzing Bees: The busy buzzing of bees as they gather nectar from flowers.
  
• City Traffic: Sounds of a city, including car honks, distant sirens, and the hum of urban activity.
  
• Train Whistle: The long, echoing whistle of a train passing by.
  
• Babbling Brook: The gentle and continuous babbling of water in a small stream.
  
• Leaves Crunching: The crisp sound of footsteps on fallen leaves, especially during autumn.
  
• School Bell: The ringing of a school bell during recess or the start of a new class.
  
• Ice Cream Truck Melody: The distinctive jingle of an ice cream truck approaching.
  
• Playground Laughter: The joyful sounds of children playing on a playground.
  
• Helicopter Whir: The rhythmic whirring of helicopter blades overhead.
  
• Farm Animals: Sounds of farm animals like cows mooing, chickens clucking, or pigs oinking.
  
• Construction Site:​ Various sounds from a construction site, including machinery, hammering, and drilling.​

Key Concepts related to Environmental Sounds

• ​Sound Waves: Understanding that sounds travel in waves through different mediums, such as air, water, or solids.
• Frequency: Exploring the concept of pitch in sounds, from high-pitched sounds like bird songs to low-pitched sounds like thunder.
• Amplitude: Learning about the volume or loudness of sounds, from soft sounds like a whisper to loud sounds like a car honk.
• Sources of Sound: Identifying and categorizing sources of environmental sounds, such as natural sources like animals and water, or human-made sources like traffic and machinery.
• Biotic and Abiotic Sounds: Distinguishing between sounds produced by living organisms (biotic) and non-living elements (abiotic) in the environment.
• Ecosystem Sounds: Recognizing how sounds contribute to the overall atmosphere and biodiversity of different ecosystems, like forests, oceans, or deserts.
• Rhythm and Patterns: Observing the rhythmic and patterned nature of certain sounds in nature, like the repetitive chirping of crickets or the rhythmic crashing of ocean waves.
• Local and Global Sounds: Understanding the range and scope of sounds, from local sounds specific to a neighborhood or park to global sounds like weather phenomena.
• Cultural Significance:  Exploring how different cultures may interpret or use environmental sounds in music, storytelling, or rituals.
• Impacts of Human Activity: Discussing the influence of human activities on environmental sounds, such as urbanization, industrialization, and pollution.
• Soundscapes: Recognizing that the combination of various sounds in an environment creates a unique "sound picture" or soundscape.
• Seasonal and Weather-Related Sounds: Noting how sounds in the environment may change with seasons or weather conditions, such as the buzzing of insects in summer or the patter of rain in the fall.
• Binaural Hearing: Understanding the concept of having two ears and how it contributes to the perception of directionality and distance of sounds.
• Conservation of Soundscapes: Discussing the importance of preserving natural soundscapes and the potential impact of noise pollution on ecosystems.

Try This

• Activity: Sound Scavenger Hunt

Objective:
To encourage preschoolers to actively listen and identify various environmental sounds.

Materials Needed:
Picture cards or drawings representing different environmental sounds (e.g., birds, rain, waves, wind, animals, cars).
Small baskets or bags for collecting items.
Clipboards and paper (optional).
Marker or crayons.

Procedure:
Introduction:
Begin by discussing the concept of environmental sounds with the preschoolers. Explain that they will be going on a Sound Scavenger Hunt to listen for different sounds in their surroundings.

Preparation:
Show the preschoolers the picture cards or drawings representing the environmental sounds. Talk briefly about each sound and encourage them to mimic the sounds.

Sound Identification:
Take the preschoolers on a short walk around a safe outdoor area, such as a playground or garden. As you walk, prompt them to listen for specific sounds from the picture cards.

Collecting Sounds:
Give each child a small basket or bag. When they hear a sound from the picture cards, encourage them to collect a small item that represents that sound (e.g., a leaf for wind, a small rock for footsteps).

Discussion:
Gather the preschoolers and their collected items. Discuss the sounds they heard and ask them to share what they found. Talk about why certain items represent specific sounds.

Art and Reflection:
Provide clipboards and paper, or a designated art area. Ask the preschoolers to draw or create a collage of the sounds they heard during the scavenger hunt. This can be a fun way to reinforce the association between sounds and their representations.

Group Sharing:
Allow each child to share their artwork and describe the sounds they found. Emphasize the diversity of sounds in the environment.

Wrap-up:
Conclude the activity by reviewing the different sounds and thanking the preschoolers for their participation. Reinforce the idea that there are many interesting sounds in the world around us.

Questions/Discussion
Introduction:

• What are sounds? Can you name some sounds that you hear every day?
• Why do you think it's important to listen to the sounds around us?

Preparation:

• What sounds do you think we might hear during our Sound Scavenger Hunt?
• Can you make the sound of a [insert an example sound, e.g., bird chirping]?

Sound Identification:

• What did you hear while we were walking? Can you describe the sounds?
• Did anyone hear a sound that wasn't on our picture cards?

Collecting Sounds:

• What did you collect in your basket or bag? How does it represent the sound you heard?
• Did you find something unexpected? How does it make that sound?

Discussion:

• Which sound was your favorite to listen to during the scavenger hunt? Why?
• How do you think the sounds in nature are different from the sounds in a city or town?

Art and Reflection:

• What did you draw or create on your paper to represent the sounds?
• Can you tell us about your artwork and why you chose those images?

Group Sharing:

• What sounds did your friends find that were different from yours?
• Did anyone find something really unique or surprising during the scavenger hunt?

Wrap-up:

• What did you learn about environmental sounds today?
• Can you think of ways we can listen to and appreciate sounds in our everyday lives?

Family Connection

• Sound Diary: Encourage children to keep a sound diary for a week. Each day, they can jot down or draw the different sounds they hear at home or in their neighborhood. Discuss with their families what they discovered.
  
• Discussion Questions for Home:
  
  • What sounds did you notice at home this week?
    
  • Were there any surprising or interesting sounds you hadn't noticed before?
    
• Nature Sound Map: Have children create a simple map of their backyard or a nearby park. Mark the spots where they hear different sounds. Discuss the maps and sounds with their families.
  
• Discussion Questions for Home:
  
  • What areas had the most sounds on your map?
    
  • Did you find any patterns in the sounds you heard?
    
• DIY Musical Instruments: Encourage kids to create their own musical instruments using household items. They can experiment with making sounds and discuss their creations with their families.
  
• Discussion Questions for Home:
  
  • What materials did you use to make your instrument?
    
  • How does your instrument make different sounds?
    
• Family Sound Hunt: Ask children to go on a sound hunt with their families. Together, they can explore different areas of their home or neighborhood and listen for specific sounds.
  
• Discussion Questions for Home:
  
  • What sounds did you and your family hear during the sound hunt?
    
  • Did everyone agree on the sounds, or did people notice different things?
    
• Sound Storytelling: Have children create a simple story using sounds they recorded or mimicked. They can share their stories with their families, adding a creative touch to the learning experience.
  
• Discussion Questions for Home:
  
  • ​What sounds did you use in your story?
    
  • How did you decide which sounds to include?
    
• Interview a Family Member: Children can interview a family member about the sounds they remember from their childhood or any unique sounds they associate with special memories.
  
• Discussion Questions for Home:
  
  • ​What sounds did your family member talk about?
    
  • Did they mention any sounds that are different from what you hear today?
• Create a Family Sound Collage: Ask children to work with their families to create a sound collage using recordings or imitations of sounds they enjoy. Families can share and compare their collages.
  
• Discussion Questions for Home:
  
  • What sounds did your family include in the collage?
    
  • How did you decide on the arrangement of the sounds?

---

Exploring The Doppler Effect
If you stand still and a car drives past you, you'll experience the Doppler Effect. This phenomenon is particularly interesting for young children to observe. When the car is approaching, the sound it makes will seem higher in pitch, and as it moves away, the pitch becomes lower. It's important to note that the car's actual sound frequency doesn't change; instead, the Doppler Effect occurs because the speed of the car causes the sound waves to reach your ears at a higher frequency when it's approaching and at a lower frequency when it's moving away.

Imagine this scenario for a child-friendly explanation: Picture a speedy ice cream truck approaching with its cheerful melody playing. As it comes closer, the music sounds like it's singing faster, making it more exciting. But as the truck moves away, the music slows down, making it sound a bit different. This change in the way we hear sounds when things are moving is what we call the Doppler Effect.

This fascinating effect was discovered by a scientist named Christian Doppler in 1842, and it's a cool concept to explore when watching or listening to things in motion!

Examples of the Doppler Effect

• ​Car Passing By: When a car zooms past, the pitch of the engine sound changes. As it approaches, the sound is higher (blueshift), and as it moves away, the sound is lower (redshift).
  
• Ice Cream Truck: Imagine an ice cream truck playing music. As it comes toward you, the music sounds higher, and as it drives away, the music becomes lower.
  
• Ambulance Siren: When an ambulance approaches with its siren blaring, the sound is high-pitched. As it moves away, the siren's pitch decreases.
  
• Train Passing: When a train goes by, the train horn has a different pitch when it's approaching compared to when it's moving away.
  
• Bicycle Bell: If someone is riding a bicycle and rings the bell while coming toward you and then continues riding away, the sound of the bell changes.
  
• Whistle While Running: If a child blows a whistle while running toward and then away from you, the pitch of the whistle will change.
  
• Airplane Flying Overhead: When an airplane flies overhead, the engine noise is higher as it approaches and lower as it moves away.
  
• Duck Quacking in a Pond: If a duck is swimming toward you in a pond and quacking, the quacking sound will be higher in pitch. As the duck swims away, the sound becomes lower.
  
• Singing and Running: If a child sings a song while running toward and then away from you, the pitch of their singing will change.
  
• Fire Truck Siren: Similar to the ambulance example, the siren of a fire truck changes pitch as it approaches and then moves away.​

Concepts related to the Doppler Effect

• ​Wave Frequency: The number of wave cycles that pass a given point per unit of time. In the Doppler Effect, changes in frequency are central to the observed phenomena
  
• Wavelength: The distance between successive peaks or troughs of a wave. The Doppler Effect involves changes in wavelength as observed by an observer in motion relative to the wave source.
  
• Observer: The person or object perceiving the wave. In the Doppler Effect, the observer's motion affects the way they perceive the frequency and wavelength of the waves.
  
• Source: The origin of the waves. The Doppler Effect considers the motion of the source of the waves, and how that motion affects the observed frequency and wavelength.
  
• Relative Motion: The motion of one object or observer in relation to another. The Doppler Effect is a result of the relative motion between the observer and the source of the waves.
  
• Doppler Shift: The change in frequency or wavelength observed by an observer due to the motion of the source or observer. It can be either a redshift (lower frequency, longer wavelength) or a blueshift (higher frequency, shorter wavelength).
  
• Sonic Boom: A type of shock wave produced when an object, such as an aircraft, moves through the air at a speed faster than the speed of sound. The Doppler Effect is involved in the compression of sound waves that leads to the sonic boom.
  
• Light Waves: While the Doppler Effect is commonly associated with sound waves, it also applies to electromagnetic waves, such as light. This is known as the optical Doppler Effect.
  
• Frequency Shift Formula: The mathematical equation that relates the observed frequency, emitted frequency, speed of sound or light, and the relative motion of the source and observer.
  
• Redshift and Blueshift: Redshift occurs when there is a shift towards longer wavelengths, often associated with objects moving away. Blueshift occurs when there is a shift towards shorter wavelengths, associated with objects moving closer.
  
• Applications in Astronomy: Astronomers use the Doppler Effect to study the motion of celestial objects. Redshift is often used to determine that galaxies are moving away from us in an expanding universe.

 Try This
Introducing the Doppler Effect to preschoolers can be simplified to help them understand the basic concept of how sounds change when objects are in motion. Here's a playful way to explore the Doppler Effect with preschoolers using environmental sounds:
​

• Doppler Effect Exploration Activity: "Zooming Sounds"

Materials Needed:
Toy car or any small object on wheels
Small handheld musical instrument (e.g., a small bell or shaker)
Open outdoor space or a large room

Instructions
Introduction:
Gather the preschoolers and introduce the idea that sound can change when things are moving. Share a simple explanation that when something moves toward or away from us, the sound it makes can change.

Select a Sound Maker:
Choose a small handheld musical instrument (bell, shaker) to be your "sound maker." This will represent an environmental sound.

Object on Wheels:
Place the toy car (or another small object on wheels) on a flat surface, and explain that it will be making the sound as it moves.

Stationary Sound:
Hold the sound maker near the stationary toy car and make the sound. Ask the preschoolers to listen to how it sounds.

Moving Toward:
Move the toy car slowly toward the preschoolers while making the sound continuously. Ask them to listen to how the sound changes as the car gets closer.

Moving Away:
Move the toy car away from the preschoolers while continuing to make the sound. Discuss how the sound changes again as the car moves away.

Zooming Sounds:
Encourage the preschoolers to use phrases like "zooming in" when the car is coming closer and "zooming out" when it's moving away. Emphasize that the sound changes because the car is moving.

Explore Different Speeds:
Vary the speed of the moving car to demonstrate how the Doppler Effect is more noticeable when the car is moving quickly compared to when it's moving slowly.
​
Outdoor Exploration:
Take the preschoolers outside and let them stand still for a moment. Ask them to close their eyes and listen for sounds in the distance. Share your own observations, such as the chirping of birds or the distant sounds of a passing vehicle. Connect this experience to the idea that even when we're not moving, the sounds around us can vary based on the motion of other objects.

Activity Extension
To make the Doppler Effect activity more hands-on and engaging for preschoolers, you can incorporate interactive elements that involve their senses and allow them to actively participate. Here are some hands-on modifications:

Create a Sound Station:
Set up a sound station with various objects that make distinct sounds. Let children experiment with the handheld musical instrument near each object, observing how the sound changes as they move the instrument closer or farther away.

DIY Sound Makers:
Allow the children to create their own handheld sound makers using simple materials like paper cups, rubber bands, or containers filled with small items like rice. This not only enhances the hands-on aspect but also fosters creativity.

Outdoor Sound Hunt:
Take the children on an outdoor sound hunt. Provide each child with their handheld sound maker, and ask them to listen and mimic different sounds they hear in the environment. This adds a kinesthetic element to the activity.

Sound Storytelling:
Turn the activity into a storytelling session where the children create a story using the sounds they make with the toy car and the handheld instrument. This encourages imaginative play and hands-on participation in creating a narrative.

Sensory Materials:
Consider placing the toy car on different surfaces like grass, sand, or a rug, and observe how the sound changes. This introduces a tactile element to the activity, allowing children to feel and interact with different textures.

Sound Exploration Stations:
Set up multiple stations with different objects that produce unique sounds. Allow children to rotate between stations, exploring how the sounds change based on the motion of the object or the distance from their handheld sound maker.

Group Movement Activity:
Introduce a group movement element where children take turns being the "sound maker" while others move the toy car. This collaborative approach enhances social interaction and makes the activity more dynamic.

Music and Movement Integration:
Incorporate music into the activity by playing rhythmic tunes and encouraging children to move the toy car in sync with the beat. This combines the Doppler Effect exploration with a fun, music-filled experience.

Questions/Discussion
Engagement Prompt:

• "Who here has heard different sounds when they're outside, like the noise of a car passing by or birds chirping?"

Background Knowledge:

• "Can anyone share what they think happens to sounds when something is moving towards or away from us?"

Prediction:

• "What do you think will happen to the sound if we have a moving toy car making noise? Any guesses?"

During the Activity: Observations

• "What do you notice about the sound when the toy car is not moving?"
• "As the car is moving closer, how does the sound change?"
• "When the car is moving away, how does the sound differ from when it was coming closer?"

Descriptive Language:

• "Can you use words to describe the sound when the car is 'zooming in' towards us?"
• "How would you describe the sound when the car is 'zooming out' and moving away?"

Reflection:

• "What are you thinking or feeling as you hear the sound change?"
• "Does the speed of the car seem to affect how much the sound changes? Why or why not?"

After the Activity: Recap

• "What did we learn about how sounds can change when something is in motion?"

Connections to Real Life:

• "Can you share a real-life example when you were outside and noticed how sounds changed as something moved?"
• "How does understanding the Doppler Effect help us make sense of sounds in our everyday lives?"

Application:

• "How could we use this knowledge in our daily experiences? Any ideas?"
• "What are some other things we could attach our 'sound maker' to and observe the Doppler Effect?"

Further Exploration:

• "Is there anything else you're curious about or would like to explore further regarding sounds and movement?"
• "What other sounds in the environment might exhibit the Doppler Effect, and how could we explore them?"

Family Connection

• Everyday Doppler Observations: Can you and your child identify instances in your daily life where you experience the Doppler Effect? For example, passing vehicles or approaching and departing sounds.
• Sound Vocabulary: Talk to your child about different words associated with sound, such as "zooming," "approaching," or "receding." How do these words describe the movement of the toy car and the changes in sound?
• Sound Exploration at Home: Encourage your child to explore different sounds at home. What objects or activities can they find that create changing sounds when moved closer or farther away?
• Family Zooming Sounds Story: Collaboratively create a family story where each family member contributes to a tale involving "zooming sounds." How can you incorporate the Doppler Effect into your imaginative story?
• Activities to Do at Home:
  • DIY Sound Makers: Create DIY sound makers using household items. Explore how different objects produce sounds when moved. Discuss the changes in sound as the DIY sound makers approach or move away.
  • Nature Sound Discovery: Take a nature walk with your child and explore the sounds of the environment. Use the Doppler Effect concept to discuss how the sounds change as you move closer to or farther away from natural elements.
  • Family Vehicle Sounds: Explore vehicle sounds in your neighborhood. Listen for the Doppler Effect as vehicles pass by. Can your child identify whether the sounds are approaching or receding?
  • Zooming Sounds Dance Party: Host a family dance party where you incorporate "zooming sounds" into the music. Move closer and farther away from the music source, discussing how it affects the listening experience.
  • Family Sound Journal: Create a family sound journal where everyone contributes their observations of changing sounds at home. Record the different activities or objects that produce Doppler-like effects.
  • Sound and Movement Obstacle Course: Design a mini obstacle course at home where each station produces different sounds. Move through the course, emphasizing the Doppler Effect. Discuss the changes in sound as you navigate through the obstacles.
  • Doppler Experiment with Musical Instruments: Experiment with musical instruments to create Doppler-like effects. Move a musical instrument closer to and farther away from family members, discussing how the sound changes.
  • Sound Patterns Exploration: Explore sound patterns using everyday objects. Create patterns by moving objects closer and farther away in a rhythmic manner. How can you create interesting sound patterns at home?
  • Zooming Sounds Art Project: Create an art project that visually represents "zooming sounds." Use drawings, paintings, or collages to showcase the changes in sound through artistic expression.
  • Outdoor Family Concert: Host a family concert outdoors, incorporating the Doppler Effect. Family members can play different roles in creating zooming sounds using instruments or their voices.

   Fun Fact: The Doppler effect is also observed with light. In the case of light, it’s the color that changes. If an object is moving away, it becomes slightly redder; if an object is approaching, it appears bluer. This effect allows astronomers to determine whether galaxies are approaching us or moving away from us and even how fast they’re moving: The bigger the “red shift,” the faster they’re moving away from us."

Learn more...​

• The Sound Of Speed: 20 Fun and Fascinating Doppler Effect Activity Ideas
• ​What is the Doppler Effect?
• 11 Examples of Doppler Effect in Everyday Life
• How to Create a Visual Doppler
• The Doppler Effect​

---

More Sound Videos

More Videos: This collection of audio promotes listening skills for pre-school, Reception and Key Stage 1 children with fun sound discrimination games. Children are encouraged to listen carefully to identify sounds and to respond in a variety of ways, including both speech and movement.

Sound Videos

---

Sample Sound Activities

• 7 Cool Sound Science Experiments for Kids​
• 18 Lessons to Teach the Science of Sound
• How Did You Hear That? Simple Sound Science for Kids
• 10 Sensational Sound Activities for Preschoolers – Explore the Science of Sound
• Sound Games
• Sound Activities for Kids to Experiment with Sound
• Science Experiments to Explore Sound for Kids
• Science Experiments with Sound: 8 Fun Activities for Kids
• Science of Sound for Kids
• HOW CAN YOU SEE SOUND? MUSIC SCIENCE FOR KIDS
• SOUND EXPERIMENT – SOUND ABSORPTION AND REFLECTION
  

---

Key Words

• Sound: Vibrations that travel through the air and reach our ears.
• Loud: A strong and intense sound.
• Soft: A gentle and quiet sound.
• Acoustic: Relating to sound or the sense of hearing.
• High Pitch: A sound that is high or squeaky.
• Low Pitch: A sound that is low or deep.
• Fast: Sounds that happen quickly.
• Slow: Sounds that happen slowly.
• Frequency: The number of cycles of a periodic wave that occur in a unit of time, usually measured in Hertz (Hz).
• Pitch:  The perceived frequency of sound; higher pitch corresponds to higher frequency.
• Volume: The intensity or loudness of a sound.
• Timbre: The quality or color of a sound that distinguishes it from other sounds with the same pitch and loudness.
• Amplitude: The maximum extent of a vibration or oscillation, measured from the position of equilibrium.
• Decibel: A unit of measurement for the intensity of sound.
• Decibel Meter: A device used to measure the intensity of sound, often in decibels.
• Echo: The reflection of sound off a surface, producing a delayed and repeated sound.
• Rhythm: A repeated pattern of beats or sounds.
• Beat: The regular and repetitive pulse in music.
• Musical Instruments: Tools or objects that make music, like drums, xylophones, or tambourines.
• Echo: The reflection of sound off surfaces, creating a repeated sound.
• Tone: The character or quality of a sound that distinguishes it from other sounds.
• Environmental Sounds: 
• Quiet Time: A time when we listen for very soft or silent sounds.
• Nature Sounds: Sounds that come from the outdoors, like birds singing, leaves rustling, or rain falling.
• Body Sounds: Noises our bodies make, like clapping hands, stomping feet, or snapping fingers.
• Listening: Paying attention to the sounds around us.
• Muffle: To make a sound quieter or softer.
• Mute: To reduce the intensity or volume of a sound.
• Silence: The absence of sound.
• Vibration: The quick back-and-forth movement that creates sound.
• Ultrasonic: Sound waves with frequencies above the upper limit of human hearing.
• Infrasound: Sound waves with frequencies below the lower limit of human hearing.
• Noise: Unwanted or disruptive sound.
• Soundwave: A longitudinal wave that can travel through a medium, such as air or water.
• Instrument Families: Groups of musical instruments that have similar features or make similar sounds.
• Harmony: Sounds that go together and sound nice when played at the same time.
• Dissonance: Sounds that clash or don't sound as nice together.
• Echoic Sounds: Sounds that imitate or repeat.
• Sound Effects: Different sounds that enhance stories or imaginative play.
• Resonance: A sound being prolonged or enhanced.
• Volume Control: Adjusting the loudness of sounds.
• Mimic: Copying or imitating a sound.
• Pitch Control: Changing the highness or lowness of a sound.
• Crescendo: A gradual increase in volume.
• Decrescendo: A gradual decrease in volume.
• Tempo: The speed of the beat or rhythm.
• Conducting: Directing or leading the music with hand movements.
• Wind Instruments: Musical instruments that produce sound by the flow of air, like a flute or a trumpet.
• String Instruments: Musical instruments with strings that vibrate, like a guitar or a violin.
• Percussion Instruments: Instruments that make sound by being struck or shaken, like drums or tambourines.

Talking + Voice

• Larynx: Highly specialized structure atop the windpipe responsible for sound production, air passage during breathing and protecting the airway during swallowing
• Vocal Folds (also called Vocal Cords): “Fold-like” soft tissue that is the main vibratory component of the voice box; comprised of a cover (epithelium and superficial lamina propria), vocal ligament (intermediate and deep laminae propria), and body (thyroarytenoid muscle)
• Glottis (also called Rima Glottides): Opening between the two vocal folds; the glottis opens during breathing and closes during swallowing and sound production​​

Ears + Hearing

• Hearing: The ability to perceive sound.
• Earlobe: The fleshy lower part of the external ear.
• Cochlea: A spiral-shaped, fluid-filled structure in the inner ear responsible for converting sound vibrations into nerve impulses.
• Eardrum: The thin, membrane-like structure that separates the outer ear from the middle ear and vibrates in response to sound waves.
• Ossicles: The three small bones (malleus, incus, and stapes) in the middle ear that transmit vibrations from the eardrum to the inner ear.
• Eustachian Tube: A tube that connects the middle ear to the back of the throat, equalizing air pressure on both sides of the eardrum.
• Ear canal: The tube-like structure leading from the outer ear to the eardrum.
• Auricle: The external part of the ear, also known as the pinna.
• Earplug: A device designed to be inserted into the ear canal to protect the ears from loud noises.
• Balance: The ability to maintain bodily equilibrium, controlled in part by the inner ear.
• Hearing Aid: A small electronic device worn in or behind the ear to amplify sound for individuals with hearing loss.
• Deaf: Partial or complete inability to hear.
• Hard of Hearing: Having a diminished ability to hear but not completely deaf.

---

Concepts Related to Sound

If your class is interested in studying sound and you choose to facilitate a simple machine investigation, consider using any 3 or 4 concepts listed below. Choosing a limited number of concepts based on children's interests helps to narrow down the research required by teachers. It also helps teachers shape the investigation by diving deeper into the chosen content instead of feeling pressure to cover all concepts related to the topic. Choosing what's most relevant to the children in your class helps everyone get the most out of the investigation. 

Volume + Decibel (loud, soft)
Frequency + Echo +Sound waves
Vibrations + Amplitude +Resonance
Pitch (high, low)

Acoustics+ Reverberation + Absorption
Tempo + Speed 
Rhythm + Beats
Musical Instruments (Wind, String + Percussion)

Ear Anatomy + Balance 
​Hearing Loss + Hearing Protection
Vocal Cords + Communication
​Body Percussion
Environmental Sounds

---

Sound Songs

---

Books about Sound

Click on the link to purchase from Amazon.

---

Sound Resources and References

https://www.ducksters.com/science/sound101.php​ 
​https://empoweredparents.co/benefits-of-musical-instruments-for-toddlers/ 
https://kids.britannica.com/kids/article/sound/353791 
https://www.generationgenius.com/videolessons/introduction-to-sound-video-for-kids/ 
http://www.sciencekidsathome.com/science_topics/what_is_sound.html 
https://sciencekids.co.nz/sciencefacts/sound.html 

---